St. Bernard-Elmwood Place City Schools

LANGUAGE ARTS COURSE OF STUDY PRE-K – 12

Adopted by St. Bernard-Elmwood Place City Schools Board of Education January, 2005

Table of Contents

Table of Contents
Curriculum by Grade Level and Course
Pre-Kindergarten
Kindergarten
Grade One
Grade Two
K-2 Benchmarks
Grade Three
K-3 Benchmarks
Grade Four
3-4 Benchmarks
Grade Five
Grade Six
Language Arts 7
Reading 7
4-7 Benchmarks
Language Arts 8
Reading 8
Language Arts 9
High School Reading
Language Arts 10
8-10 Benchmarks
Language Arts 11
Language Arts 12
11-12 Benchmarks

ST. BERNARD-ELMWOOD PLACE CITY SCHOOLS
BOARD OF EDUCATION

LINDA RADTKE, President
BOB BODE, Vice-President
LAURA MOSLEY, Member
MICKI SPEARS, Member
JOE WHEELER, Member

DISTRICT ADMINISTRATORS

Dr. Carroll E. Roberts, Superintendent
Michael Mays, Treasurer
Bruce Helwagen Director, Business Affairs/Technology
Cynthia K. Leibold Director, Curriculum/Pupil Services

Language Arts Course of Study and Textbook Adoption Committee

St. Bernard-Elmwood Place High School
Denise Haarman Lindy King
Jody Martin Sue Noonan
Mike Radtke Jan Steiner Gloria Turnbow Danielle Volk Chip Withrow

Elmwood Place Elementary/ St. Bernard Elementary
Jill Colaw Melissa Stark Beth Staggenborg Nancy Long
Natalie Cann Nona Waldeck Emily Speed Stacia Dirks*
Louise Gunn* Susan Cranley

Director, Curriculum/Pupil Services

Cynthia K. Leibold

*Pilot Teachers for Great Source Reading and Writing Programs
St. Bernard-Elmwood Place City Schools
MISSION
"Where all students are challenged to learn and inspired to dream"

LANGUAGE ARTS CONTENT STANDARDS

PHILOSOPHY

The intent of the St. Bernard-Elmwood Place City Schools’ Language Arts Course of Study aligned with the newly created Ohio English Language Arts Content Standards is to:
® prepare students to be literate members of a diverse society with the ability to communicate effectively in daily life;
® prepare students to adapt to the ever-changing literacy demands of a highly technological society; and
® equip students with the skills needed to participate in the public sphere as students, workers, citizens and life-long learners.

CCIP READING/LANGUAGE ARTS
GOALS
1 Reading/Language Arts

By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts.
Seventy-five percent (75%) of students will be at or above the proficient level in reading/language arts on the State’s assessment (ESEA Section 1111 (h) (1) (C) (I) ).
1.1 State Content Standards Alignment
Align scientifically based research curriculum, instruction and assessment with the State’s challenging academic content standards.
1.2 Data Collection and Analysis
Collect and analyze data to identify patterns, pose hypotheses, design action steps, define evaluation criteria, conduct action research projects, drive decisions about practice and commit to results.
1.3 Professional Development – Improve Student Performance
Provide ongoing, high quality professional development at the school site for administrators, teachers and other instructional staff to focus on changing instructional practices that result in improved student performance.
1.4 Professional Development – Impact Student Achievement Gaps
Provide ongoing, high quality professional development at the school site for administrators, teachers and other instructional staff to impact gaps in student achievement.
1.5 Differentiated Instruction
Utilize a variety of instructional strategies for individual student and small group instruction in reading and language arts.
1.6 Class-Size Reduction
Recruit and secure highly qualified teachers to maintain reduced classroom enrollments.
1.7 Prevention/Intervention (Reading)
Provide tutoring and other focused supplemental supports for children most at risk in reading.
1.7.1 Student Reading Intervention
Establish after school tutorial programs for students in grades one through four at two elementary locations.(District 2003-04 CCIP was ODE Approved 6/25/2003)

Ohio Department of Education
Academic Content Standards

PreK- 12
English Language Arts

The Ohio State Board of Education unanimously adopted the English language arts content standards in December 2001. This document is available in print and CD-ROM formats in the media centers in each of the three St. Bernard-Elmwood Place school buildings. It is also available online at the ODE web site www.ode.state.oh.us and the St. Bernard-Elmwood Place City Schools web site.
These ODE English Language Arts Content Standards are included in their entirety in the St. Bernard-Elmwood Place City Schools language arts curriculum adoption. Print copies and CD-ROM versions have been distributed to teachers and administrators. English Language Arts Toolkits created by the KCESC to support the implementation of the ODE English Language Arts Content Standards by grade levels have also been provided for the language arts and special education faculty members.

Standards, Benchmarks, and Grade-level Indicators

The ten language arts standards provide a set of clear and rigorous expectations for all students and provide teachers with clearly defined statements of what students should know and be able to do as they progress through school. These standards represent a research-based approach to literacy development, promote writing as a process and provide expectations for students to become effective communicators.
Phonemic Awareness, Word Recognition and Fluency Standard
Acquisition of Vocabulary Standard
Reading Process: Concepts of Print, Comprehension Strategies and
Self-Monitoring Strategies Standard
Reading Applications: Literary Text Standard
Writing Process Standard
Writing Applications Standard
Writing Conventions Standard
Research Standard
Communication: Oral and Visual Standard

The following terms and definitions are used throughout the document:
Standard: A general statement of what all students should know and be able to do.
Benchmark: A specific statement of what all students should know and be able to do at a
specified time in their schooling. Benchmarks are used to measure a student’s
progress toward meeting the standard. For purposes of this document, benchmarks
are defined for reading at grades 3, 7, 10 and 12, and for writing at grades 2, 4, 7, 10 and 12.
Grade-level A specific statement of knowledge that all students demonstrate at each grade level.
Indicator: These indicators serve as checkpoints that monitor progress toward the benchmarks.

Ohio’s PreK-12 English Language Arts Content Standards

Phonemic Awareness, Word Recognition and Fluency Standard

Students in the primary grades learn to recognize and decode printed words, developing skills that are the foundations for independent reading. They discover the alphabetic principle (sound-symbol match) and learn to use it in figuring out new words. They build a stock of sight words that helps them to read quickly and accurately with comprehension. By the end of third grade, they demonstrate fluent oral reading, varying their intonation and timing as appropriate for the text.

Acquisition of Vocabulary Standard

Students acquire vocabulary through exposure to language-rich situations, such as reading books and other texts and conversing with adults and peers. They use context clues, as well as direct explanations provided by others, to gain new words. They learn to apply word analysis skills to build and extend their own vocabulary. As students progress through the grades, they become more proficient in applying their knowledge of words (origins, parts, relationships, meanings) to acquire specialized vocabulary that aids comprehension.

Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard

Students develop and learn to apply strategies that help them to comprehend and interpret informational and literary texts. Reading and learning to read are problem-solving processes that require strategies for the reader to make sense of written language and remain engaged with texts. Beginners develop basic concepts about print (e.g., that print holds meaning) and how books work (e.g., text organization). As strategic readers, students learn to analyze and evaluate texts to demonstrate their understanding of text. Additionally, students learn to self-monitor their own comprehension by asking and answering questions about the text, self-correcting errors and assessing their own understanding. They apply these strategies effectively to assigned and self-selected texts read in and out of the classroom.

Reading Applications: Informational, Technical and Persuasive Text Standard

Students gain information from reading for the purposes of learning about a subject, doing a job, making decisions and accomplishing a task. Students need to apply the reading process to various types of informational texts, including essays, magazines, newspapers, textbooks, instruction manuals, consumer and workplace documents, reference materials, multimedia and electronic resources. They learn to attend to text features, such as titles, subtitles and visual aids, to make predictions and build text knowledge. They learn to read diagrams, charts, graphs, maps and displays in text as sources of additional information. Students use their knowledge of text structure to organize content information, analyze it and draw inferences from it. Strategic readers learn to recognize arguments, bias, stereotyping and propaganda in informational text sources.

Reading Applications: Literary Text Standard

Students enhance their understanding of the human story by reading literary texts that represent a variety of authors, cultures and eras. They learn to apply the reading process to the various genres of literature, including fables, tales, short stories, novels, poetry and drama. They demonstrate their comprehension by describing and discussing the elements of literature (e.g., setting, character and plot), analyzing the author’s use of language (e.g., word choice and figurative language), comparing and contrasting texts, inferring theme and meaning and responding to text in critical and creative ways. Strategic readers learn to explain, analyze and critique literary text to achieve deep understanding.

Writing Process Standard

Students’ writing develops when they regularly engage in the major phases of the writing process. The writing process includes the phases of prewriting, drafting, revising and editing and publishing. They learn to plan their writing for different purposes and audiences. They learn to apply their writing skills in increasingly sophisticated ways to create and produce compositions that reflect effective word and grammatical choices. Students develop revision strategies to improve the content, organization and language of their writing. Students also develop editing skills to improve writing conventions.

Writing Applications Standard

Students need to understand that various types of writing require different language, formatting and special vocabulary.
Writing serves many purposes across the curriculum and takes various forms. Beginning writers learn about the various purposes of writing; they attempt and use a small range of familiar forms (e.g., letters). Developing writers are able to select text forms to suit purpose and audience. They can explain why some text forms are more suited to a purpose than others and begin to use content-specific vocabulary to achieve their communication goals. Proficient writers effectively control the language and structural features of a large repertoire of text forms. They deliberately choose vocabulary to enhance the text, and structure their writing according to audience and purpose.

Writing Conventions Standard

Students learn to master writing conventions through exposure to good models and opportunities for practice. Writing conventions include spelling, punctuation, grammar and other conventions associated with forms of written text. They learn the purpose of punctuation: to clarify sentence meaning and help readers know how writing might sound aloud. They develop and extend their understanding of the spelling system, using a range of strategies for spelling words correctly and using newly learned vocabulary in their writing. They grow more skillful at using the grammatical structures of English to effectively communicate ideas in writing and to express themselves.

Research Standard

Students define and investigate self-selected or assigned issues, topics and problems. They locate, select and make use of relevant information from a variety of media, reference and technological sources. Students use an appropriate form to communicate their findings.
Research is used in all content areas and should be incorporated within the instruction and assessment of the content-specific standards and benchmarks.

Communication: Oral and Visual Standard

Students learn to communicate effectively through exposure to good models and opportunities for practice. By speaking, listening and providing and interpreting visual images, they learn to apply their communication skills in increasingly sophisticated ways. Students learn to deliver presentations that effectively convey information and persuade or entertain audiences. Proficient speakers control language and deliberately choose vocabulary to clarify their points and adjust their presentations according to audience and purpose.
Communication is used in all content areas and should be incorporated within the instruction and assessment of the content-specific standards and benchmarks.

ASSESSMENT

Assessment represents a student’s demonstration of understanding. It provides evidence of what students know and are able to do. A comprehensive and thoughtful assessment system also provides needed information for instructional planning and decision-making. Four basic types of assessment, described below, have been incorporated into the K-12 language arts program.

® Achievement tests
® Diagnostic assessments
® Classroom assessments
® National and international assessments

Achievement Tests

Achievements tests provide the broadest picture of student performance. Ohio’s achievement assessments, including the Ohio Graduation Test (OGT), are administered at specified grades and are based on the academic content standard benchmarks.

Diagnostic Assessments

Diagnostic assessments are administered annually and are designed to give teachers and parents detailed information as to the strengths and weaknesses of individual students. They provide teachers with important performance data for instructional planning.Classroom Assessments

Teachers constantly assess student performance on an ongoing basis, using both informal and formal measures. Samples of classroom assessment employed by teachers include:

1 Projects and investigations
2 Portfolios
3 Tests, quizzes and short-answer questions
4 Extended response and essay questions
5 Group and/or individual presentations
6 On-demand assessment
7 Self-assessment, student reflection, and journaling
8 Teacher observations

A variety of assessments provides a rich picture of student performance, enabling teachers to evaluate students’ performance and progress.National and International Assessments.

Through participation in national and international assessment opportunities, student performance can be compared to other states and other nations. The ACT, SAT, NAEP and AP are examples of this assessment category.

TECHNOLOGY

Technology applications support effective instruction and expand student learning. The use of the Internet in locating research sources and software programs such as Microsoft Works and Power Point support student creativity for producing daily and long-term projects.

INTERVENTION

Intervention services may be implemented to remediate, reinforce or support student learning relative to the standard benchmarks and grade level indicators. Intervention must always be aligned with the standards and assessments. Intervention is a shared responsibility among all individuals who care about student achievement—students, teachers, parents, and building and district administrators. Intervention may be activated at three levels: the classroom, within the building, and throughout the district. The following chart includes suggested resources, records, and activities that may support intervention initiatives.

INTERVENTION SERVICES

TEXTBOOK PROGRAMS, INTERVENTION SUPPORT PROGRAMS,
SOFTWARE AND RESOURCE MATERIALSGRADES K-6 GRADES 7-12

Reading c2000 The Language of Literature
Early Reading Intervention (grades K-1) The InterActive Reader
Fluency Coach (grades 2-6) Bridges to Literature
Scott Foresman Language Network (grades 9-12)
McDougal Littel
Classroom Libraries
Perfection Learning Houghton Mifflin English (grades 7 & 8)
The Art of Teaching Reading Vocabulary for Achievement
by Lucy Calkins Reader’s Handbook
Writer’s INC
Reader’s Handbook (grades 4, 5 & 6) Write for College
Great Source Education Group Great Source Education Group
Developmental Reading Assessment (DRA) Developmental Reading Assessment (DRA)
Pearson Learning Group Pearson Learning Group

LITERATURE SELECTIONS FOR WHOLE-CLASS INSTRUCTION
GRADE TITLE BENCHMARKS/INDICATORS

7 Bud Not Buddy by C. P. Curtis
The Cay by Taylor
A Day No Pigs Would Die by Peck
The Outsiders by Hinton
Running Out of Time by Haddix
Stranger Came Ashore by Hunter
True Confessions of Charlotte Doyle by Avi
The View From the Cherry Tree by Roberts8 Downriver by Hobbs
Forged by Fire by S. Draper
Freak the Mighty by Philbrick
House of Dies Drear by Hamilton
The Lottery Rose by Hunt
Roll of Thunder, Hear My Cry by M. Taylor
Tears of a Tiger by Draper
Timothy of the Cay by Taylor

LITERATURE SELECTIONS FOR WHOLE-CLASS INSTRUCTION
GRADE TITLE BENCHMARKS/INDICATORS

9 Diary of a Young Girl by Frank
Plague Year by Defoe
Romeo and Juliet by Shakespeare
10 Dandelion Wine by Bradbury
Lord of the Flies by Golding
A Separate Peace by Knowles
Something Wicked This Way Comes by Bradbury
Z is for Zachariah by O’Brian
11 The Crucible by Miller
The Great Gatsby by Fitzgerald
To Kill a Mockingbird by Lee
12 All Quiet on the Western Front by Remarque
Beowolf
Canterbury Tales by Chaucer
Great Expectations by Dickens
Macbeth by Shakespeare
The Murder of Roger Acknoyd by Christie

CURRICULUM BY GRADE LEVEL AND COURSE

Grade level and course curriculum for the St. Bernard-Elmwood Place City Schools is strictly aligned to the National Council of Teachers of English (NCTE), International Reading Association (IRA) and the Ohio Department of Education Academic Content Standards. The corresponding benchmarks and indicators for the ten language arts standards are listed in the appropriate grade level.
The outline coding for this alignment follows:
A The capital letter refers to the benchmark (s) for the designated standard.
1 The number refers to the grade level indicator(s) aligned to the designated standard and benchmark.
b The lower case letter is a subdivision of the grade level indicator(s).

PRE-SCHOOL/EARLY LEARNING
ACQUISITION OF VOCABULARY ACTIVITIES RESOURCES

1 Understand the meaning of new words from context of
conversations, the use of pictures that accompany text or
the use of concrete objects.
2 Recognize and demonstrate an understanding of environmental
print.
3 Name items in common categories (e.g., animals, food, clothing,
transportation, etc.).
4 Demonstrate or orally communicate position and directional words.
5 Determine the meaning of unknown words with assistance or
cues from an adult (e.g., providing a frame of reference, context
or comparison).

PRE-SCHOOL/EARLY LEARNING
READING PROCESS: CONCEPTS OF PRINT, COMPREHENSION ACTIVITIES RESOURCES
STRATEGIES AND SELF-MONITORING STRATEGIES

1 Understand that print has meaning by demonstrating the functions
of print through play activities.
2 Hold books right side up, know that people read pages from front
to back, read top to bottom and read words from left to right.
3 Begin to distinguish print from pictures.
4 Visualize and represent understanding of text through a variety
of media and play.
5 Predict what might happen next during reading of text.
6 Connect information or ideas in text to prior knowledge and
experience.
7 Begin to present text sequences through media and play.
8 Answer literal questions to demonstrate comprehension of orally
read age-appropriate texts.
9 Respond to oral reading by commenting or questioning.
10 Select favorite books and poems and participate in shared oral reading
and discussions.

PRE-SCHOOL/EARLY LEARNING
READING APPLICATIONS: INFORMATIONAL, ACTIVITIES RESOURCES
TECHNICAL AND PERSUASIVE TEXT

1 Use pictures and illustrations to aid comprehension.
2 Retell information from informational text.
3 Tell the topic of a selection that has been read aloud (e.g.,
What is the book about?).
4 Gain text information from pictures, photos, simple charts
and labels.
5 Follow simple directions.

PRE-SCHOOL/EARLY LEARNING
READING APPLICATIONS: LITERARY TEXT ACTIVITIES RESOURCES

1 Identify characters in favorite books and stories.
2 Retell or re-enact events from a story through a variety of media
and play events.
3 Begin to demonstrate an understanding of the differences between
fantasy and reality.
4 Participate in shared reading of repetitious or predictable text.

PRE-SCHOOL/EARLY LEARNING
WRITING PROCESS ACTIVITIES RESOURCES

1 Generate ideas for a story or shared writing with assistance.
2 Choose a topic for writing related to shared or personal
experience.
3 Begin to determine purpose for writing.
4 Generate related ideas with assistance.
5 Dictate or produce "writing" to express thoughts.
6 Repeat message conveyed through dictation or "writing".
7 Begin to use resources (e.g., labels, books, adults, word walls,
computer, etc.) to convey meaning.
8 Display or share writing samples, illustrations and dictated
stories with others.

PRE-SCHOOL/EARLY LEARNIg
WRITING CONVENTIONS ACTIVITIES RESOURCES

1Print letters of own name and other meaningful words with
assistance using mock letters and/or conventional print.
2 Begin to demonstrate letter formation in "writing".
3 Scribble write familiar words with mock letters and some
actual letters.
4 Indicate an awareness of letters that cluster as words, words in
phrases or sentences by use of spacing, symbols or marks.

PRE-SCHOOL/EARLY LEARNING
RESEARCH ACTIVITIES RESOURCES

1 Ask questions about experiences, areas of interest, pictures,
letters, words, logos or icons.
2 Use a variety of resources to gather information with assistance.
3 Recall information about a topic dictated or constructed by a child.
4 Share findings of information through retelling, media and play.

PRE-SCHOOL/EARLY LEARNING
COMMUNICATION: ORAL AND VISUAL ACTIVITIES RESOURCES

1 Attend to speakers, stories, poems and songs.
2 Connect information and events to personal experiences by
sharing or commenting.
3 Follow simple oral directions.
4 Speak clearly and understandably to express ideas,
feelings and needs.
5 Initiate and sustain a conversation through turn taking.
6 Present own experiences, products, creations or writing
through the use of language.
7 Participate in a recitation of books, poems, chants, songs
and nursery rhymes.

KINDERGARTEN

PHONEMIC AWARENESS, WORD RECOGNITION ACTIVITIES RESOURCES
AND FLUENCY

A1 Read own first and last name.
A2 Identify and complete rhyming words and patterns.
A3 Distinguish the number of syllables in words by using rhythmic clapping, snapping
or counting.
A4 Distinguish and name all upper- and lower-case letters.
A5 Recognize, say and write the common sounds of letters.
A6 Distinguish letters from words by recognizing that words are separated by spaces.
A7 Hear and say the separate phonemes in words, such as identifying the initial consonant
sound in a word, and blend phonemes to say words.
B8 Read one-syllable and often-heard words by sight.
B9 Reread stories independently or as a group, modeling patterns of changes in timing,
voice and expression.

KINDERGARTEN
ACQUISITION OF VOCABULARY ACTIVITIES RESOURCES

A1 Understand new words from the context of conversations or from the use of pictures
within a text.
D2 Recognize and understand words, signs, and symbols seen in everyday life.
B3 Identify words in common categories such as color words, number words and
directional words.
E4 Determine the meaning of unknown words, with assistance, using a beginner’s dictionary.

KINDERGARTENREADING PROCESS: CONCEPTS OF PRINT, COMPREHENSION ACTIVITIES RESOURCES
STRATEGIES AND SELF-MONITORING STRATEGIES

A1 Demonstrate an understanding that print has meaning by explaining that text provides
information or tells a story.
A2 Hold books right side up, know that people read pages from front to back and read
words from left to right.
A3 Know the differences between illustrations and print.
D4 Visualize the information in texts, and demonstrate this by drawing pictures,
discussing images in texts or dictating simple descriptions.
B5 Predict what will happen next, using pictures and content as a guide.
D6 Compare information (e.g., recognize similarities) in texts using prior knowledge
and real experience.
D7 Recall information from a story by sequencing pictures and events.
E8 Answer literal questions to demonstrate comprehension of orally read
grade-appropriate texts.
F9 Monitor comprehension of orally read texts by asking and answering questions.
A10 Identify favorite books and stories and participate in shared oral reading.

KINDERGARTEN
READING APPLICATIONS: INFORMATIONAL, ACTIVITIES RESOURCES
TECHNICAL AND PERSUASIVE TEXT

A1 Use pictures and illustrations to aid comprehension.
B2 Identify and discuss the sequence of events in informational text.
C3 Tell the main idea of a selection that has been read aloud.
D4 Identify and discuss simple maps, charts, and graphs.
E5 Follow simple directions.

KINDERGARTEN
READING APPLICATIONS: LITERARY TEXT ACTIVITIES RESOURCES

A1 Identify favorite books and stories.
B2 Identify the characters and setting in a story.
A3 Retell or re-enact a story that has been heard.
C4 Distinguish between fantasy and reality.
D5 Recognize predictable patterns in stories.

KINDERGARTEN
WRITING PROCESS ACTIVITIES RESOURCES

A1 Generate writing ideas through discussions with others.
A2 Choose a topic for writing.
B3 Determine audience.
C4 Organize and group related ideas.
C5 Write from left to right and top to bottom.
E6 Use correct sentence structures when expressing thoughts and ideas.
D7 Reread own writing.
D8 Use resources (e.g., a word wall) to enhance vocabulary.
G9 Rewrite and illustrate writing samples for display and for sharing with others.

KINDERGARTEN
WRITING APPLICATIONS ACTIVITIES RESOURCES

A1 Dictate or write simple stories, using letters, words or pictures.
A2 Name or label objects or places.
A3 Write from left to right and from top to bottom
B4 Dictate or write informal writings for various purposes.

KINDERGARTEN
WRITING CONVENTIONS ACTIVITIES RESOURCES

A1 Print capital and lowercase letters, correctly spacing the letters.
A2 Leave spaces between words when writing.
B3 Show characteristics of early letter name-alphabetic spelling.
B4 Use some end consonant sounds when writing.
C5 Place punctuation marks at the end of sentences.

KINDERGARTEN
RESEARCH ACTIVITIES RESOURCES

A1 Ask questions about a topic being studied or an area of interest.
A2 Use books or observations to gather information, with teacher assistance,
to explain a topic or unit of study.
B3 Recall information about a topic, with teacher assistance.
B4 Share findings visually or orally.

KINDERGARTEN
COMMUNICATION: ORAL AND VISUAL ACTIVITIES RESOURCES

A1 Listen attentively to speakers, stories, poems and songs.
B2 Connect what is heard with prior knowledge and experience.
C3 Follow simple oral directions.
D4 Speak clearly and understandably.
E5 Deliver informal descriptive or informational presentations about
ideas or experiences in logical order with a beginning, middle and end.
E6 Recite short poems, songs and nursery rhymes.

FIRST GRADE

PHONEMIC AWARENESS, WORD RECOGNITION ACTIVITIES RESOURCES
AND FLUENCY

A1 Identify and distinguish between letters, words and sentences.
A2 Identify and say the beginning and ending sounds in words.
A3 Demonstrate an understanding of letter-sound correspondence by saying the
sounds from all letters and from a variety of letter patterns, such as
consonant blends and long- and short-vowel patterns, and by matching sounds
to the corresponding letters.
A4 Decode by using letter-sound matches.
A5 Use knowledge of common word families (e.g., -ite or –ate) to sound out
unfamiliar words.
A6 Blend two to four phonemes (sounds) into words.
A7 Add, delete or change sounds in a given word to create new or rhyming words.
B8 Demonstrate a growing stock of sight words.
B9 Read text using fluid and automatic decoding skills, including knowledge of
patterns, onsets and rhymes.
B10 Read aloud with changes in emphasis, voice, timing and expression that show a
recognition of punctuation and an understanding of meaning.

FIRST GRADE
ACQUISITION OF VOCABULARY ACTIVITIES RESOURCES

A1 Use knowledge of word order and in-sentence context clues to support word
identification and to define unknown words while reading.
D2 Identify words that have similar meanings (synonyms) and words that have
opposite meanings (antonyms).
D3 Classify words into categories (e.g., colors, fruits, vegetables).
B4 Recognize common sight words.
A5 Recognize that words can sound alike but have different meanings (e.g.,
homophones such as hair and hare).
D6 Predict the meaning of compound words using knowledge of individual words
(e.g., daydream, raindrop).
D7 Recognize contractions (e.g., isn’t, aren’t, can’t, won’t) and common
abbreviations (e.g., Jan., Feb.).
C8 Read root words and their inflectional endings (e.g., walk, walked, walking).
E9 Determine the meaning of unknown words using a beginner’s dictionary.

FIRST GRADE
READING PROCESS: CONCEPTS OF PRINT, COMPREHENSION ACTIVITIES RESOURCES
STRATEGIES AND SELF-MONITORING STRATEGIES

A1 Describe the role of authors and illustrators.
A2 Establish a purpose for reading (e.g., to be informed, to follow directions or to be
entertained).
D3 Visualize the information in texts and demonstrate this by drawing pictures,
discussing images in texts or writing simple descriptions.
B4 Make predictions while reading and support predictions with information from
the text or prior experience.
D5 Compare information (e.g., recognize similarities) in texts with prior knowledge
and experience.
A6 Recall the important ideas in fictional and non-fictional texts.
A7 Create and use graphic organizers such as Venn diagrams or webs, with teacher
assistance, to demonstrate comprehension.
E8 Answer literal, simple inferential and evaluative questions to demonstrate
comprehension of grade-appropriate print texts and electronic and visual media.
F9 Monitor comprehension of independently- or group-read texts by asking and
answering questions.
A10 Use criteria to choose independent reading materials (e.g., personal interest,
knowledge of authors and genres or recommendations from others).
A11 Read books independently for various purposes (e.g., for enjoyment, for literary
experience, to gain information or to perform a task).

FIRST GRADE
READING APPLICATIONS: INFORMATIONAL, TECHNICAL, ACTIVITIES RESOURCES
AND PERSUASIVE TEXT

A1 Use title page, photographs, captions and illustrations (text features)
to develop comprehension of informational texts.
B2 Identify the sequence of events in informational text.
B3 Ask questions concerning essential elements of informational
text (e.g., why, who, where, what, when and how).
C4 Identify central ideas and supporting details of informational text
with teacher assistance.
D5 Identify and discuss simple diagrams, charts, graphs and maps as
characteristics of non-fiction.
E6 Follow multiple-step directions.

FIRST GRADE
READING APPLICATIONS: LITERARY TEXT ACTIVITIES RESOURCES

A1 Provide own interpretation of story, using information from the text.
B2 Identify characters, setting and events in a story.
A3 Retell the beginning, middle and ending of a story, including its
important events.
C4 Identify differences between stories, poems and plays.
D5 Recognize predictable patterns in stories and poems.

FIRST GRADE
WRITING PROCESS ACTIVITIES RESOURCES

A1 Generate writing ideas through discussions with others.
B2 Develop a main idea for writing.
B3 Determine purpose and audience.
C4 Use organizational strategies (e.g., brainstorming, lists,
webs and Venn diagrams) to plan writing.
C5 Organize writing to include a beginning, middle and end.
E6 Construct complete sentences with subjects and verbs.
D7 Mimic language from literature when appropriate.
G8 Use available technology to compose text.
D9 Reread own writing for clarity.
D10 Add descriptive words and details.
D11 Use resources (e.g., a word wall, beginner’s dictionary, word bank) to select
effective vocabulary.
E12 Proofread writing to improve conventions (e.g., grammar, spelling,
punctuation and capitalization).
F13 Apply tools (e.g., rubric, checklist, feedback) to judge the quality of writing.
G14 Rewrite and illustrate writing samples for display and for sharing with others.

FIRST GRADE
WRITING APPLICATIONS ACTIVITIES RESOURCES

A1 Write simple stories with a beginning, middle and end that include
descriptive words and details.
B2 Write responses to stories that include simple judgments about the text.
C3 Write friendly letters or invitations that follow a simple letter format.
A4 Produce informal writings (e.g., messages, journals, notes and poems)
for various purposes.

FIRST GRADE
WRITING CONVENTIONS ACTIVITIES RESOURCES

A1 Print legibly and space letters, words and sentences appropriately.
B2 Spell words correctly with regular short vowel patterns and most
common long vowel words (e.g., time, name).
B3 Spell high-frequency words correctly.
B4 Create phonetically-spelled written words that can usually be read by
the writer and others.
B5 Spell unfamiliar words using strategies such as segmenting, sounding out
and matching familiar words and word parts.
C6 Use end punctuation correctly, including question marks, exclamation points
and periods.
C7 Use correct capitalization (e.g., the first word in a sentence, names and the
pronoun I).
D8 Use nouns, verbs and adjectives (descriptive words).

FIRST GRADE
RESEARCH ACTIVITIES RESOURCES

A1 Discuss ideas for investigation about a topic or area of personal interest.
A2 Utilize appropriate searching techniques to gather information, with
teacher assistance, from a variety of locations (e.g., classroom, school
library, public library or community resources).
A3 Use books or observations to gather information to explain a topic or
unit of study with teacher assistance.
B4 Recall important information about a topic with teacher assistance.
B5 Report information to others.

FIRST GRADE
COMMUNICATION: ORAL AND VISUAL ACTIVITIES RESOURCES

A1 Use active listening skills, such as making eye contact or asking questions.
B2 Compare what is heard with prior knowledge and experience.
C3 Follow simple oral directions.
D4 Speak clearly and understandably.
E5 Deliver brief informational presentations that:
a. demonstrate an understanding of the topic;
b. include and sort relevant information and details to develop topic;
c. organize information with a clear beginning and ending; and
d. express opinions.
E6 Deliver brief informal descriptive presentations recalling an event or personal
experience that convey relevant information and descriptive details.
E7 Deliver simple dramatic presentations (e.g., recite poems, rhymes, songs
and stories.

SECOND GRADE

PHONEMIC AWARENESS, WORD RECOGNITION ACTIVITIES RESOURCES
AND FLUENCY

A1 Identify rhyming words with the same or different spelling patterns.
A2 Read regularly spelled multi-syllable words by sight.
A3 Blend phonemes (sounds) of letters and syllables to read unknown words
with one or more syllables.
A4 Use knowledge of common word families (e.g., -ite or –ate) to sound out
unfamiliar words.
A5 Segment letter, letter blends and syllable sounds in words.
A6 Distinguish and identify the beginning, middle and ending sounds in words.
A7 Identify words as having either short- or long-vowel sounds.
B8 Demonstrate a growing stock of sight words.
B9 Read text using fluid and automatic decoding skills.
B10 Read passages fluently with appropriate changes in voice, timing and expression.

SECOND GRADE
ACQUISITION OF VOCABULARY ACTIVITIES RESOURCES

A1 Use knowledge of word order and in-sentence context clues to support
word identification and to define unknown words while reading.
D2 Identify words that have similar meanings (synonyms) and words
that have opposite meanings (antonyms).
D3 Classify words into categories (e.g., colors, fruits, vegetables).
B4 Read accurately high-frequency sight words.
A5 Read homographs aloud correctly, adjusting sounds to fit meaning, and
use words in context.
D6 Determine the meaning of common compound words (e.g., lunchroom, baseball)
by explaining the relationship between the words contained in the compound.
D7 Identify contractions and common abbreviations and connect them to whole words.
C8 Determine the meaning of prefixes, including un-, re-, pre- and suffixes, including
-er, -est,-ful, -less.
C9 Use root words (e.g. smile) and their various inflections (e.g., smiles, smiling,
smiled) to determine the meaning of words.
E10 Determine the meaning and pronunciations of unknown words using a beginner’s
dictionary, glossaries and technology.

SECOND GRADE
READING PROCESS: CONCEPTS OF PRINT, COMPREHENSION ACTIVITIES RESOURCES
STRATEGIES AND SELF-MONITORING STRATEGIES

A1 Establish a purpose for reading (e.g., to be informed, to follow directions or
to be entertained).
B2 Predict content, events and outcomes from illustrations and prior experience and
support those predictions with examples from the text or background knowledge.
D3 Compare and contrast information in texts with prior knowledge and experience.
D4 Summarize text by recalling main ideas and some supporting details.
A5 Create and use graphic organizers, such as Venn diagrams and webs, to
demonstrate comprehension.
E6 Answer literal, inferential and evaluative questions to demonstrate comprehension
of grade-appropriate print texts and electronic and visual media.
F7 Monitor comprehension by recognizing when text does not make sense and
look back or read on to reinforce comprehension.
F8 Monitor reading comprehension by identifying word errors and self-correcting.
A9 Use criteria to choose independent reading materials (e.g., personal interest,
knowledge of authors and genres or recommendations from others).
A10 Independently read books for various purposes (e.g., for enjoyment, for
literary experience, to gain information or to perform a task).

SECOND GRADE
READING APPLICATIONS: INFORMATIONAL, ACTIVITIES RESOURCES
TECHNICAL AND PERSUASIVE TEXT

A1 Use the table of contents, glossary, captions and illustrations to
identify information and to comprehend text.
B2 Arrange events from informational text in sequential order.
B3 List questions about essential elements from informational text
(e.g., why, who, where, what, when and how) and identify answers.
C4 Classify ideas from informational texts as main ideas or supporting details.
D5 Identify information in diagrams, charts, graphs and maps.
E6 Analyze a set of directions for proper sequencing.

SECOND GRADE
READING APPLICATIONS: LITERARY TEXT ACTIVITIES RESOURCES

A1 Compare and contrast different versions of the same story.
B2 Describe characters and setting.
A3 Retell the plot of a story.
C4 Distinguish between stories, poems, plays, fairy tales and fables.
D5 Identify words from texts that appeal to the senses.
E6 Identify the theme of a text.

SECOND GRADE
WRITING PROCESS ACTIVITIES RESOURCES

A1 Generate writing ideas through discussions with others.
B2 Develop a main idea for writing.
B3 Develop a purpose and audience for writing.
C4 Use organizational strategies (e.g., brainstorming, lists,
webs and Venn Diagrams) to plan writing.
C5 Organize writing with a developed beginning, middle and end.
D6 Use a range of complete sentences, including declarative, interrogative
and exclamatory.
D7 Include transitional words and phrases.
D8 Use language for writing that is different from oral language, mimicking writing
style of books when appropriate.
G9 Use available technology to compose text.
D10 Reread and assess writing for clarity, using a variety of methods (e.g., writer’s
circle or author’s chair).
D11 Add descriptive words and details and delete extraneous information.
D12 Use resources (e.g., word wall, beginner’s dictionary and word bank) to
select effective vocabulary.
E13 Proofread writing to improve conventions (e.g., grammar, spelling,
punctuation and capitalization).
F14 Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing.
G15 Rewrite and illustrate writing samples for display and for sharing with others.

SECOND GRADE
WRITING APPLICATIONS ACTIVITIES RESOURCES

A1 Write stories that convey a clear message, include details, use vivid
language and move through a logical sequence of steps and events.
B2 Write responses to stories by comparing text to other texts, or to
people and events in their own lives.
C3 Write letters or invitations that include relevant information and follow
letter format (e.g., date, proper salutation, body, closing and signature).
A4 Produce informal writings (e.g., messages, journals, notes and poems)
for various purposes.

SECOND GRADE
WRITING CONVENTIONS ACTIVITIES RESOURCES

A1 Print legibly, and space letters, words and sentences appropriately.
B2 Spell words with consonant blends and digraphs.
B3 Spell regularly used and high-frequency words correctly.
B4 Spell word studies (e.g., word lists, text words) correctly.
B5 Spell plurals and verb tenses correctly.
B6 Begin to use spelling patterns and rules correctly (e.g., dropping silent e
before adding –ing).
B7 Use spelling strategies (e.g., word wall, word lists, thinking about base word
and affixes).
C8 Use periods, question marks and exclamation points as endpoints correctly.
C9 Use quotation marks.
C10 Use correct punctuation for contractions and abbreviations.
C11 Use correct capitalization (e.g. proper nouns, the first word in a sentence,
months and days).
D12 Use nouns, verbs and adjectives correctly.
D13 Use subjects and verbs that are in agreement.
D14 Use personal pronouns.
D15 Use past and present verb tenses (e.g., "we were" rather than "we was").
D16 Use nouns and pronouns that are in agreement.

SECOND GRADE
RESEARCH ACTIVITIES RESOURCES

A1 Create questions for investigations, assigned topic or personal area
of interest.
A2 Utilize appropriate searching techniques to gather information from a
variety of locations (e.g., classroom, school library, public library or
community resources).
A3 Acquire information, with teacher assistance, from multiple sources
(e.g., books, magazines, videotapes, CD-ROMs, web sites) and collect
data (e.g., interviews, experiments, observations or surveys) about the topic.
A4 Identify important information and write brief notes about the information.
B5 Sort relevant information about the topic into categories with teacher assistance.
B6 Report important findings.

SECOND GRADE
COMMUNICATION: ORAL AND VISUAL ACTIVITIES RESOURCES

A1 Use active listening strategies, such as making eye contact and
asking for clarification and explanation.
B2 Compare what is heard with prior knowledge and experience.
A3 Identify the main idea of oral presentations and visual media.
C4 Follow two- and three-step oral directions.
E5 Demonstrate an understanding of the rules of the English language.
E6 Select language appropriate to purpose and use clear diction and tone.
D7 Adjust volume to stress important ideas.
E8 Deliver informational presentations that:
a. present events or ideas in logical sequence and maintain a clear focus;
b. demonstrate an understanding of the topic;
c. include relevant facts and details to develop a topic;
d. organize information with a clear beginning and ending;
e. include diagrams, charts or illustrations as appropriate; and
f. identify sources.
E9 Deliver formal and informal descriptive presentations recalling an event or
personal experience that convey relevant information and descriptive details.
E10 Deliver simple dramatic presentations (e.g., recite poems, rhymes, songs and
stories).

K-2 BENCHMARKS

WRITING PROCESS STANDARD

A Generate ideas for written compositions.
B Develop audience and purpose for self-selected and assigned writing tasks.
C Use organizers to clarify ideas for writing assignments.
D Use revision strategies and resources to improve ideas and content, organization, word choice and detail.
E Edit to improve sentence fluency, grammar and usage.
F Apply tools to judge the quality of writing.
G Publish writing samples for display or sharing with others, using techniques such as electronic resources and graphics.

WRITING APPLICATIONS STANDARD

A Compose writings that convey a clear message and include well-chosen details.
B Write responses to literature and demonstrate an understanding of a literary work.
C Write friendly letters and invitations complete with date, salutation, body, closing and signature.

WRITING CONVENTIONS STANDARD

A Print legibly using appropriate spacing.
B Spell grade-appropriate words correctly.
C Use conventions of punctuation and capitalization in written work.
D Use grammatical structures in written work.K-2 BENCHMARKS

RESEARCH STANDARD

A Generate questions for investigation and gather information from a variety of sources.
B Retell important details and findings.

COMMUNICATIONS: ORAL AND VISUAL STANDARD

A Use active listening strategies to identify the main idea and to gain information from oral presentations.
B Connect prior experiences, insights and ideas to those of a speaker.
C Follow multi-step directions.
D Speak clearly and at an appropriate pace and volume.
E Deliver a variety of presentations that include relevant information and a clear sense of purpose.

THIRD GRADE

PHONEMIC AWARENESS, WORD RECOGNITION ACTIVITIES RESOURCES
AND FLUENCY

A1 Identify rhyming words with the same or different spelling patterns.
A2 Use letter-sound knowledge and structural analysis to decode words.
A3 Use knowledge of common word families (e.g., -ite or –ate) and
complex word families (e.g., -ould, -ight) to sound out unfamiliar words.
B4 Demonstrate a growing stock of sight words.
B5 Read text using fluid and automatic decoding skills.
B6 Read passages fluently with changes in tone, voice, timing and
expression to demonstrate meaningful comprehension.

THIRD GRADE
ACQUISITION OF VOCABULARY ACTIVITIES RESOURCES

A1 Determine the meaning of unknown words using a variety of
context clues, including word, sentence and paragraph clues.
A2 Use context clues to determine the meaning of homophones,
homonyms and homographs.
D3 Apply the meaning of the terms synonyms and antonyms.
B4 Read accurately high-frequency sight words.
D5 Apply knowledge of individual words in unknown compound words
to determine their meanings.
D6 Use knowledge of contractions and common abbreviations to identify
whole words.
C7 Apply knowledge of prefixes, including un-, re-, pre- and suffixes,
including –er, -est, -ful and –less to determine meaning of words.
C8 Decode and determine the meaning of words by using knowledge of
root words and their various inflections.
E9 Determine the meanings and pronunciations of unknown words by using
dictionaries, glossaries, technology and textual features, such as definitional
footnotes or sidebars.

THIRD GRADE
READING PROCESS: CONCEPTS OF PRINT, COMPREHENSION ACTIVITIES RESOURCES
STRATEGIES AND SELF-MONITORING STRATEGIES

A1 Establish a purpose for reading (e.g., to be informed, to follow directions
or to be entertained).
B2 Predict content, events and outcomes by using chapter titles, section headers,
illustrations and story topics, and support those predictions with examples
from the text.
D3 Compare and contrast information between texts and across subject areas.
D4 Summarize texts, sequencing information accurately and include main
ideas and details as appropriate.
C5 Make inferences regarding events and possible outcomes from information
in text.
A6 Create and use graphic organizers, such as Venn diagrams and webs, to
demonstrate comprehension.
E7 Answer literal, inferential and evaluative questions to demonstrate comprehension
of grade-appropriate print texts and electronic and visual media.
F8 Monitor own comprehension by adjusting speed to fit the purpose, or by
skimming, scanning, reading on or looking back.
A9 Use criteria to choose independent reading materials (e.g., personal interest,
knowledge of authors and genres or recommendations from others).
A10 Independently read books for various purposes (e.g., for enjoyment, for literary
experience, to gain information or to perform a task).

THIRD GRADE
READING APPLICATIONS: INFORMATIONAL, ACTIVITIES RESOURCES
TECHNICAL, AND PERSUASIVE TEXT

A1 Use the table of contents, chapter headings, glossary, index, captions
and illustrations to locate information and comprehend texts.
B2 List questions about essential elements (e.g., why, who, where, what,
when and how) from informational text and identify answers.
C3 Identify and list the important central ideas and supporting details of
informational text.
D4 Draw conclusions from information in maps, charts, graphs and diagrams.
E5 Analyze a set of directions for proper sequencing, clarity and completeness.

THIRD GRADE
READING APPLICATIONS: LITERARY TEXT ACTIVITIES RESOURCES

A1 Recognize and describe similarities and differences of plot across
literary works.
B2 Use concrete details from the text to describe characters and setting.
A3 Retell the plot sequence.
C4 Identify and explain the defining characteristics of literary forms and genres,
including fairy tales, folk tales, poetry, fiction and non-fiction.
D5 Explain how an author’s choice of words appeals to the senses.
E6 Identify stated and implied themes.
D7 Describe methods authors use to influence readers’ feelings and attitudes
(e.g., appeal of characters in a picture book; use of figurative language).

THIRD GRADE
WRITING PROCESS ACTIVITIES RESOURCES

A1 Generate writing ideas through discussions with others and
from printed materials.
B2 Develop a clear main idea for writing.
B3 Develop a purpose and audience for writing.
C4 Use organizational strategies (e.g., brainstorming, lists, webs and
Venn diagrams) to plan writing.
C5 Organize writing by providing a simple introduction, body and
a clear sense of closure.
E6 Use a wide range of simple, compound and complex sentences.
E7 Create paragraphs with topic sentences and supporting sentences that
are marked by indentation and are linked by transitional words and phrases.
F8 Use language for writing that is different from oral language, mimicking
writing style of books when appropriate.
I9 Use available technology to compose text.
D10 Reread and assess writing for clarity, using a variety of methods (e.g.,
writer’s circle or author’s chair).
E11 Add descriptive words and details and delete extraneous information.
E12 Rearrange words, sentences and paragraphs to clarify meaning.
F13 Use resources and reference materials, including dictionaries, to select
more effective vocabulary.

THIRD GRADE
WRITING PROCESS ACTIVITIES RESOURCES

G14 Proofread writing and edit to improve conventions (e.g., grammar,
spelling, punctuation and capitalization) and identify and correct
fragments and run-ons.
H15 Apply tools (e.g., rubric, checklist and feedback) to judge the quality
of writing.
I16 Rewrite and illustrate writing samples for display and for sharing
with others.

THIRD GRADE
WRITING APPLICATIONS ACTIVITIES RESOURCES

A1 Write stories that sequence events and include descriptive details
and vivid language to develop characters, setting and plot.
B2 Write responses to novels, stories and poems that demonstrate an
understanding of the text and support judgments with specific
references to the text.
C3 Write formal and informal letters (e.g., thank you notes, letters of request)
that include relevant information and date, proper salutation, body, closing
and signature.
D4 Write informational reports that include the main ideas and significant
details from the text.
D5 Produce informal writings (e.g., messages, journals, notes and poems)
for various purposes.

THIRD GRADE
WRITING CONVENTIONS ACTIVITIES RESOURCES

A1 Write legibly in cursive, spacing letters, words and sentences appropriately.
B2 Spell multi-syllabic words correctly.
B3 Spell all familiar high-frequency words, words with short vowels and
common endings correctly.
B4 Spell contractions, compounds and homonyms (e.g., hair and hare) correctly.
B5 Use correct spelling of words with common suffixes such as –ion,
-ment and –ly.
B6 Follow common spelling generalizations (e.g., consonant doubling,
dropping e and changing y to i).
B7 Use resources to check spelling (e.g., dictionary, spell check).
C8 Use end punctuation marks correctly.
C9 Use quotation marks around dialogue, commas in a series and
apostrophes in contractions and possessives.
C10 Use correct capitalization.
D11 Use nouns, verbs and adjectives correctly.
D12 Use subjects and verbs that are in agreement.
D13 Use irregular plural nouns.
D14 Use nouns and pronouns that are in agreement.
D15 Use past, present and future verb tenses.
D16 Use possessive nouns and pronouns.
D17 Use conjunctions.

THIRD GRADE
RESEARCH ACTIVITIES RESOURCES

A1 Choose a topic for research from a list of questions, assigned
topic or personal area of interest.
B2 Utilize appropriate searching techniques to gather information
from a variety of locations (e.g., classroom, school library, public
library or community resources).
B3 Acquire information from multiple sources (e.g., books, magazines,
videotapes, CD-ROMs, web sites) and collect data (e.g., interviews,
experiments, observations or surveys) about the topic.
B4 Identify important information found in the sources and summarize
the important findings.
B5 Sort relevant information into categories about the topic.
C6 Understand the importance of citing sources.
D7 Use a variety of communication techniques, including oral, visual,
written or multimedia reports, to present information gathered.

THIRD GRADE
COMMUNICATION: ORAL AND VISUAL ACTIVITIES RESOURCES

A1 Ask questions for clarification and explanation, and respond to
others’ ideas.
B2 Identify the main idea, supporting details and purpose of oral
presentations and visual media.
D3 Identify the difference between facts and opinions in presentations
and visual media.
C4 Demonstrate an understanding of the rules of the English language.
C5 Select language appropriate to purpose and audience.
C6 Use clear diction and tone, and adjust volume and tempo to stress
important ideas.
F7 Adjust speaking content according to the needs of the audience.
G8 Deliver informational presentations that:
a. present events or ideas in logical sequence and maintain a clear focus;
b. demonstrate an understanding of the topic;
c. include relevant facts and details from multiple sources to develop topic;
d. organize information, including a clear introduction, body and conclusion;
e. use appropriate visual materials (e.g., diagrams, charts, illustrations) and
available technology; and
f. identify sources.
E9 Deliver formal and informal descriptive presentations recalling an event or
personal experience that conveys relevant information and descriptive details.

K-3 BENCHMARKS

PHONEMIC AWARENESS, WORD RECOGNITION AND FLUENCY STANDARD

A Use letter–sound correspondence knowledge and structural analysis to decode words.
B Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as appropriate for text.

ACQUISITION OF VOCABULARY STANDARD

A Use context clues to determine the meaning of new vocabulary.
B Read accurately high-frequency sight words.
C Apply structural analysis skills to build and extend vocabulary and to determine word meaning.
D Know the meaning of specialized vocabulary by applying knowledge of word parts, relationships and meanings.
E Use resources to determine the meanings and pronunciations of unknown words.

READING PROCESS: CONCEPTS OF PRINT, COMPREHENSION STRATEGIES AND SELF-MONITORING STRATEGIES STANDARD

A Establish a purpose for reading and use a range of reading comprehension strategies to understand literary passages and text.
B Make predictions from text clues and cite specific examples to support predictions.
C Draw conclusions from information in text.
D Apply reading skills and strategies to summarize and compare and contrast information in text, between text and across subject areas.
E Demonstrate comprehension by responding to questions (e.g., literal, informational and evaluative).
F Apply and adjust self-monitoring strategies to assess understanding of text.

K-3 BENCHMARKS
READING APPLICATIONS: INFORMATIONAL, TECHNICAL AND PERSUASIVE TEXT STANDARD

A Use text features and structures to organize content, draw conclusions and build text knowledge.
B Ask clarifying questions concerning essential elements of informational text.
C Identify the central ideas and supporting details of informational text.
D Use visual aids as sources to gain additional information from text.
E Evaluate two-and three-step directions for proper sequencing and completeness.

READING APPLICATIONS: LITERARY TEXT STANDARD

A Compare and contrast plot across literary works.
B Use supporting details to identify and describe main ideas, characters and setting.
C Recognize the defining characteristics and features of different types of literary forms and genres.
D Explain how an author’s word choice and use of methods influences the reader.
E Identify the theme of a literary text.

FOURTH GRADE

PHONEMIC AWARENESS, WORD RECOGNITION ACTIVITIES RESOURCES
AND FLUENCY

Fluency continues to develop past the primary grades. Readers increase their rate
of oral reading to near conversational pace. They show the appropriate use of pauses, pitch, stress and intonation that they are reading in clauses and sentence units to support comprehension. They gain control over a wider, complex sight vocabulary and over longer syntactic structures, so that they are able to read progressively more demanding texts with greater ease. Silent reading becomes considerably faster than oral reading and becomes the preferred, more efficient way to process everyday texts.

FOURTH GRADE
ACQUISITION OF VOCABULARY ACTIVITIES RESOURCES

A1 Determine the meaning of unknown words by using a variety of
context clues, including word, sentence and paragraph clues.
A2 Use context clues to determine the meaning of synonyms, antonyms,
homophones, homonyms and homographs.
C3 Recognize the difference between the meanings of connotation and denotation.
B4 Identify and apply the meaning of the term synonym, antonym, homophone
and homograph.
B5 Identify and understand new uses of words and phrases in text, such as
similes and metaphors.
D6 Identify word origins to determine the meaning of unknown words and phrases.
E7 Identify the meanings of prefixes, suffixes and roots and their various forms
to determine the meanings of words.
D8 Identify the meanings of abbreviations.
F9 Determine the meanings and pronunciations of unknown words by using
dictionaries, glossaries, technology and textual features, such as definitional
footnotes or sidebars.

FOURTH GRADE
READING PROCESS: CONCEPTS OF PRINT, COMPREHENSION ACTIVITIES RESOURCES
STRATEGIES AND SELF-MONITORING STRATEGIES

A1 Establish and adjust purposes for reading, including to find out, to
understand, to interpret, to enjoy and to solve problems.
B2 Predict and support predictions using an awareness of new
vocabulary, text structures and familiar plot patterns.
B3 Compare and contrast information on a single topic or theme across
different text and non-text resources.
B4 Summarize important information in texts to demonstrate comprehension.
C5 Make inferences or draw conclusions about what has been read and support
those conclusions with textual evidence.
A6 Select, create and use graphic organizers to interpret textual information.
C7 Answer literal, inferential and evaluative questions to demonstrate comprehension
of grade-appropriate print texts and electronic and visual media.
D8 Monitor own comprehension by adjusting speed to fit the purpose, or by skimming,
scanning, reading on or looking back.
C9 List questions and search for answers within the text to construct meaning.
A10 Use criteria to choose independent reading materials (e.g., personal interest,
knowledge of authors and genres or recommendations from others).
A11 Independently read books for various purposes (e.g., for enjoyment, for literary
experience, to gain information or to perform a task).

FOURTH GRADE
READING APPLICATIONS: INFORMATIONAL, ACTIVITIES RESOURCES
TECHNICAL, AND PERSUASIVE TEXT

A1 Make inferences about informational text from the title page, table
of contents and chapter headings.
F2 Summarize main ideas in informational text, using supporting details
as appropriate.
C3 Locate important details about a topic using different sources of
information including books, magazines, newspapers and online resources.
B4 Identify examples of cause and effect used in informational text.
A5 Draw conclusions from information in maps, charts, graphs and diagrams.
E6 Clarify steps in a set of instructions or procedures for completeness.
B7 Distinguish fact from opinion.

FOURTH GRADE
READING APPLICATIONS: LITERARY TEXT ACTIVITIES RESOURCES

A1 Describe the thoughts, words and interactions of characters.
B2 Identify the influence of setting on the selection.
C3 Identify the main incidents of a plot sequence, identifying the major
conflict and its resolution.
D4 Identify the speaker and recognize the difference between first- and
third-person narration.
E5 Determine the theme and whether it is implied or stated directly.
F6 Identify and explain the defining characteristics of literary forms and
genres, including poetry, drama, fables, fantasies, chapter books, fiction
and non-fiction.
G7 Explain how an author’s choice of words appeals to the senses and
suggests mood.
G8 Identify figurative language in literary works, including idioms, similes
and metaphors.

FOURTH GRADE
WRITING PROCESS ACTIVITIES RESOURCES

A1 Generate writing ideas through discussions with others and from
printed material.
B2 State and develop a clear main idea for writing.
B3 Develop a purpose and audience for writing.
C4 Use organizational strategies (e.g., brainstorming, lists, webs and
Venn diagrams) to plan writing.
C5 Organize writing, beginning with an introduction, body and a resolution of plot,
followed by a closing statement or a summary of important ideas and details.
E6 Vary simple, compound and complex sentence structures.
E7 Create paragraphs with topic sentences and supporting sentences that are
marked by indentation, and are linked by transitional words and phrases.
E8 Vary language and style as appropriate to audience and purpose.
I9 Use available technology to compose text.
D10 Reread and assess writing for clarity, using a variety of methods ( e.g.,
writer’s circle or author’s chair).
E11 Add descriptive words and details and delete extraneous information.
E12 Rearrange words, sentences and paragraphs to clarify meaning.
F13 Use resources and reference materials, including dictionaries, to select
more effective vocabulary.
G14 Proofread writing and edit to improve conventions (e.g., grammar, spelling,
punctuation and capitalization) and identify and correct fragments and run-ons.

FOURTH GRADE
WRITING PROCESS ACTIVITIES RESOURCES

H15 Apply tools (e.g., rubric, checklist and feedback) to judge the
quality of writing.
I16 Prepare for publication (e.g., for display or for sharing with others)
writing that follows a format appropriate to the purpose using techniques
such as electronic resources and graphics to enhance the final product.

FOURTH GRADE
WRITING APPLICATIONS ACTIVITIES RESOURCES

A1 Write narratives that sequence events, including descriptive details
and vivid language to develop plot, characters and setting and to
establish a point of view.
B2 Write responses to novels, stories and poems that include a simple
interpretation of a literary work and support judgments with specific
references to the original text and to prior knowledge.
C3 Write formal and informal letters (e.g., thank you notes, letters of request)
that follow letter format (e.g., date, proper salutation, body, closing and
signature), include important information and demonstrate a sense of closure.
D4 Write informational reports that include facts and examples and present important
details in a logical order.
D5 Produce informal writings (e.g., messages, journals, notes and poems) for
various purposes.

FOURTH GRADE
WRITING CONVENTIONS ACTIVITIES RESOURCES

A1 Write legibly in cursive, spacing letters, words and sentences
appropriately.
B2 Spell high-frequency words correctly.
B3 Spell plurals and inflectional endings correctly.
B4 Spell roots, suffixes and prefixes correctly.
C5 Use commas, end marks, apostrophes and quotation marks correctly.
C6 Use correct capitalization.
D7 Use various parts of speech such as nouns, pronouns and verbs (e.g.,
regular and irregular, past, present and future).
D8 Use conjunctions and interjections.
D9 Use adverbs.
D10 Use prepositions and prepositional phrases.
D11 Use objective and nominative case pronouns.
D12 Use subjects and verbs that are in agreement.
D13 Use irregular plural nouns.

FOURTH GRADE
RESEARCH ACTIVITIES RESOURCES

A1 Identify a topic and questions for research and develop a plan
for gathering information.
B2 Locate sources and collect relevant information from multiple
sources (e.g., school library catalogs, online databases, electronic
resources and Internet-based resources).
B3 Identify important information found in the sources and summarize
important findings.
B4 Create categories to sort and organize relevant information (e.g., charts,
tables or graphic organizers).
C5 Discuss the meaning of plagiarism and create a list of sources.
D6 Use a variety of communication techniques, including oral, visual,
written or multimedia reports, to present information gathered.

FOURTH GRADE
COMMUNICATION: ORAL AND VISUAL ACTIVITIES RESOURCES

A1 Demonstrate active listening strategies (e.g., asking focused
questions, responding to cues, making visual contact).
B2 Recall the main idea, including relevant supporting details, and
identify the purpose of presentations and visual media.
D3 Distinguish between a speaker’s opinion and verifiable facts.
C4 Demonstrate an understanding of the rules of the English language.
C5 Select language appropriate to purpose and audience.
C6 Use clear diction and tone, and adjust volume and tempo to stress
important ideas.
F7 Adjust speaking content according to the needs of the audience.
G8 Deliver informational presentations (e.g., expository, research) that:
a. presents events or ideas in a logical sequence and maintains a clear focus;
b. demonstrate an understanding of the topic;
c. include relevant facts, details, examples, quotations, statistics, stories and
anecdotes to clarify and explain information;
d. organize information to include a clear introduction, body and conclusion;
e. use appropriate visual materials (e.g., diagrams, charts, illustrations) and
available technology; and
f. draw from several sources and identify sources used.
E9 Deliver formal and informal descriptive presentations recalling an event or
personal experience that conveys relevant information and descriptive details.

3-4 BENCHMARKS
WRITING PROCESS STANDARD

A Generate ideas and determine a topic suitable for writing.
B Determine audience and purpose for self-selected and assigned writing tasks.
C Apply knowledge of graphics or other organizers to clarify ideas of writing assessments.
D Spend the necessary amount of time to revisit, rework and refine pieces of writing.
E Use revision strategies to improve the coherence of ideas, clarity of sentence structure and effectiveness of word choices.
F Use a variety of resources and reference materials to select more effective vocabulary when editing.
G Edit to improve sentence fluency, grammar and usage.
H Apply tools to judge the quality of writing.
I Prepare writing for publication that is legible, follows an appropriate format and uses techniques such as
electronic resources and graphics.

WRITING APPLICATIONS STANDARD

A Write narrative accounts that develop character, setting and plot.
B Write responses to literature that summarize main ideas and significant details and support interpretations with references
to the text.
C Write formal and informal letters that include important details and follow correct letter format.
D Write informational reports that include facts, details and examples that illustrate an important idea.

3-4 BENCHMARKSWRITING CONVENTIONS STANDARD

A Write legibly in finished drafts.
B Spell grade-appropriate words correctly.
C Use conventions of punctuation and capitalization in written work.
D Use grammatical structures to effectively communicate ideas in writing.

RESEARCH STANDARD

A Identify a topic of study, construct questions and determine appropriate sources for gathering information.
B Select and summarize important information and sort key findings into categories about a topic.
C Create a list of sources used for oral, visual, written or multimedia reports.
D Communicate findings orally, visually, in writing and through multimedia.

3-4 BENCHMARKS
COMMUNICATIONS: ORAL AND VISUAL STANDARD

A Demonstrate active listening strategies by asking clarifying questions and responding to questions with appropriate
elaboration.
B Respond to presentations and media messages by stating the purpose and summarizing main ideas.
C Use clear and specific vocabulary to communicate ideas and to establish tone appropriate to the topic, audience and
purpose.
D Identify examples of facts and opinions and explain their differences.
E Organize presentations to provide a beginning, middle and ending and include concrete details.
F Clarify information in presentations through the use of important details from a variety of sources, effective organization
and a clear focus.
G Deliver a variety of presentations, using visual materials as appropriate.

FIFTH GRADE

PHONEMIC AWARENESS, WORD RECOGNITION ACTIVITIES RESOURCES
AND FLUENCY

Fluency continues to develop past the primary grades. Readers increase their rate
of oral reading to near conversational pace. They show the appropriate use of pauses, pitch, stress and intonation that they are reading in clauses and sentence units to support comprehension.
They gain control over a wider, complex sight vocabulary and over longer syntactic structures, so that they are able to read progressively more demanding texts with greater ease. Silent reading becomes
considerably faster than oral reading and becomes the preferred, more efficient way to process everyday texts.

FIFTH GRADE
ACQUISITION OF VOCABULARY ACTIVITIES RESOURCES

A1 Define the meaning of unknown words by using context clues and
the author’s use of definition, restatement and example.
A2 Use context clues to determine the meaning of synonyms, antonyms,
homophones, homonyms and homographs.
C3 Identify the connotation and denotation of new words.
B4 Identify and understand new uses of words and phrases in text, such as
similes and metaphors.
D5 Use word origins to determine the meaning of unknown words and phrases.
E6 Apply the knowledge of prefixes, suffixes and roots and their various
inflections to analyze the meanings of words.
D7 Identify the meanings of abbreviations.
F8 Determine the meanings and pronunciations of unknown words by using
dictionaries, thesauruses, glossaries, technology and textual features, such as
definitional footnotes or sidebars.

FIFTH GRADE
READING PROCESS: CONCEPTS OF PRINT, COMPREHENSION ACTIVITIES RESOURCES
STRATEGIES AND SELF-MONITORING STRATEGIES

A1 Establish and adjust purposes for reading, including to find out, to
understand, to interpret, to enjoy and to solve problems.
B2 Predict and support predictions with specific references to
textual examples that may be in widely separated sections of text.
B3 Make critical comparisons across text.
B4 Summarize the information in texts, recognizing that there may be
several important ideas rather than just one main idea and identifying
details that support each.
C5 Make inferences based on implicit information in texts, and provide
justifications for those inferences.
A6 Select, create and use graphic organizers to interpret textual information.
C7 Answer literal, inferential and evaluative questions to demonstrate
comprehension of grade-appropriate print texts and electronic and visual media.
D8 Monitor own comprehension by adjusting speed to fit the purpose, or by skimming,
scanning, reading on, looking back or summarizing what has been read so far in text.
C9 List questions and search for answers within the text to construct meaning.
A10 Use criteria to choose independent reading materials (e.g., personal interest,
knowledge of authors and genres or recommendations from others).
A11 Independently read books for various purposes (e.g., for enjoyment, for
literary experience, to gain information or to perform a task).

FIFTH GRADE
READING APPLICATIONS: INFORMATIONAL, ACTIVITIES RESOURCES
TECHNICAL, AND PERSUASIVE TEXT

A1 Use text features, such as chapter titles, headings and subheadings;
parts of books including the index and table of contents and online
tools (search engines) to locate information.
B2 Identify, distinguish between and explain examples of cause and
effect in informational text.
C3 Compare important details about a topic, using different sources of
information, including books, magazines, newspapers and online resources.
F4 Summarize the main ideas and supporting details.
A5 Analyze information found in maps, charts, tables, graphs and diagrams.
E6 Clarify steps in a set of instructions or procedures for proper sequencing
and completeness and revise if necessary.
B7 Analyze the difference between fact and opinion.
F8 Distinguish relevant from irrelevant information in a text and identify
possible points of confusion for the reader.
D9 Identify and understand an author’s purpose for writing, including to
explain, to entertain or to inform.

FIFTH GRADE
READING APPLICATIONS: LITERARY TEXT ACTIVITIES RESOURCES

A1 Explain how a character’s thoughts, words and actions reveal his or
her motivations.
B2 Explain the influence of setting in the selection.
C3 Identify the main incidents of a plot sequence and explain how they
influence future action.
D4 Identify the speaker and explain how point of view affects the text.
E5 Summarize stated and implied themes.
F6 Describe the defining characteristics of literary forms and genres,
including poetry, drama, chapter books, biographies, fiction and non-fiction.
G7 Interpret how an author’s choice of words appeals to the senses and
suggests mood.
G8 Identify and explain the use of figurative language in literary works, including
idioms, similes, hyperboles, metaphors and personification.

FIFTH GRADE
WRITING PROCESS ACTIVITIES RESOURCES

A1 Generate writing ideas through discussions with others and from
printed material, and keep a list of writing ideas.
A2 Conduct background reading, interviews or surveys when appropriate.
B3 State and develop a clear main idea for writing.
B4 Determine a purpose and audience.
C5 Use organizational strategies (e.g., rough outlines, diagrams, maps,
webs and Venn diagrams) to plan writing.
C6 Organize writing, beginning with an introduction, body and a resolution
of plot, followed by a closing statement or a summary of important ideas
and details.
D7 Vary simple, compound and complex sentence structures.
D8 Group related ideas into paragraphs, including topic sentences following
paragraph form, and maintain a consistent focus across paragraphs.
D9 Vary language and style as appropriate to audience and purpose.
H10 Use available technology to compose text.
D11 Reread and assess writing for clarity, using a variety of methods
(e.g., writer’s circle or author’s chair).
D12 Add and delete information and details to better elaborate on a stated central
idea and to more effectively accomplish purpose.
D13 Rearrange words, sentences and paragraphs, and add transitional words and
phrases to clarify meaning.

FIFTH GRADE
WRITING PROCESS ACTIVITIES RESOURCES

E14 Use resources and reference materials (e.g., dictionaries and
thesauruses) to select more effective vocabulary.
F15 Proofread writing, edit or improve conventions (e.g., grammar, spelling,
punctuation, and capitalization) and identify and correct fragments and run-ons.
G16 Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing.
H17 Prepare for publication (e.g., for display or for sharing with others), writing
that follows a format appropriate to the purpose, using techniques such as
electronic resources and graphics to enhance the final product.

FIFTH GRADE
WRITING APPLICATIONS ACTIVITIES RESOURCES

A1 Write narratives with a consistent point of view, using sensory
details and dialogue to develop characters and setting.
B2 Write responses to novels, stories and poems that organize an
interpretation around several clear ideas, and justify the interpretation
through the use of examples and specific textual evidence.
C3 Write letters that state the purpose, make requests or give compliments
and use business letter format.
D4 Write informational essays or reports, including research, that organize
information with a clear introduction, body and conclusion following
common expository structures when appropriate (e.g., cause-effect,
comparison-contrast) and include facts, details and examples to illustrate
important ideas.
E5 Produce informal writings (e.g., journals, notes and poems) for various
purposes.

FIFTH GRADE
WRITING CONVENTIONS ACTIVITIES RESOURCES

A1 Spell high-frequency words correctly.
A2 Spell contractions correctly.
A3 Spell roots, suffixes and prefixes correctly.
B4 Use commas, end marks, apostrophes and quotation marks correctly.
B5 Use correct capitalization.
C6 Use various parts of speech, such as nouns, pronouns and verbs
(regular and irregular).
C7 Use prepositions and prepositional phrases.
C8 Use adverbs.
C9 Use objective and nominative case pronouns.
C10 Use indefinite and relative pronouns.
C11 Use conjunctions and interjections.

FIFTH GRADE
RESEARCH ACTIVITIES RESOURCES

A1 Generate a topic, assigned or personal interest, and open-ended
questions for research and develop a plan for gathering information.
B2 Locate sources and gather relevant information from multiple sources
(e.g., school library, catalogs, online databases, electronic resources and
Internet-based resources).
C3 Identify important information found in sources and paraphrase the
findings in a systematic way (e.g., notes, outlines, charts, tables or
graphic organizers).
C4 Compare and contrast important findings and select sources to support
central ideas, concepts and themes.
D5 Define plagiarism and acknowledge sources of information.
E6 Use a variety of communication techniques, including oral, visual,
written or multimedia reports, to present information gathered.

FIFTH GRADE
COMMUNICATION: ORAL AND VISUAL ACTIVITIES RESOURCES

A1 Demonstrate active listening strategies (e.g., asking focused
questions, responding to cues, making visual contact).
B2 Interpret the main idea and draw conclusions from oral presentations
and visual media.
D3 Identify the speaker’s purpose in presentations and visual media (e.g.,
to inform, to entertain, to persuade).
D4 Discuss how facts and opinions are used to shape the opinions of listeners
and viewers.
C5 Demonstrate an understanding of the rules of the English language and
select language appropriate to purpose and audience.
C6 Use clear diction, pitch, tempo and tone, and adjust volume and tempo to
stress important ideas.
D7 Adjust speaking content according to the needs of the situation, setting and
audience.

FIFTH GRADE
COMMUNICATION: ORAL AND VISUAL ACTIVITIES RESOURCES

F8 Deliver informational presentations (e.g., expository, research) that:
a. demonstrate an understanding of the topic and present events or ideas
in a logical sequence;
b. support the main idea with relevant facts, details, examples, quotations,
statistics, stories and anecdotes;
c. organize information, including a clear introduction, body and conclusion
and follow common organizational structures when appropriate
(e.g., cause-effect, compare-contrast);
d. use appropriate visual materials ( e.g., diagrams, charts, illustrations)
and available technology; and
e. draw from several sources and identify sources used.
E9 Deliver formal and informal descriptive presentations recalling an event or
personal experience that convey relevant information and descriptive details.
B10 Deliver persuasive presentations that:
a. establish a clear position;
b. include relevant evidence to support a position and to address potential
concerns of listeners; and
c. follow common organizational structures when appropriate (e.g.,
cause-effect, compare-contrast, problem-solution).SIXTH GRADE

PHONEMIC AWARENESS, WORD RECOGNITION ACTIVITIES RESOURCES
AND FLUENCY

Fluency continues to develop past the primary grades. Readers increase their rate of
oral reading to near conversational pace. They show their appropriate uses of pauses,
pitch, stress and intonation that they are reading in clauses and sentence units to
support comprehension. They gain control over a wider, complex sight vocabulary and
over longer syntactic structures, so that they are able to read progressively more
demanding texts with greater ease. Silent reading becomes considerably faster than
oral reading and becomes the preferred, more efficient way to process everyday texts.

SIXTH GRADE

ACQUISITION OF VOCABULARY ACTIVITIES RESOURCES

A1 Define the meaning of unknown words by using context clues and the
author’s use of definition, restatement and example.
C2 Apply knowledge of connotation and denotation to determine the meaning
of words.
B3 Identify analogies and other word relationships, including synonyms and
antonyms, to determine the meanings of words.
B4 Interpret metaphors and similes to understand new uses of words and
phrases in text.
D5 Recognize and use words from other languages that have been adopted into
the English language.
E6 Apply the knowledge of prefixes, suffixes and roots and their various inflections
to analyze the meanings of words.
D7 Identify symbols and acronyms and connect them to whole words.
F8 Determine the meanings and pronunciations of unknown words by using
dictionaries, thesauruses, glossaries, technology and textual features, such
as definitional footnotes or sidebars.

SIXTH GRADE
READING PROCESS: CONCEPTS OF PRINT, COMPREHENSION ACTIVITIES RESOURCES
STRATEGIES AND SELF-MONITORING STRATEGIES

A1 Establish and adjust purposes for reading, including to find out, to understand,
to interpret, to enjoy and to solve problems.
B2 Predict or hypothesize as appropriate from information in the text,
substantiating with specific references to textual examples that may be in
widely separated sections of text.
B3 Make critical comparisons across texts, noting author’s style as well as literal
and implied content of text.
B4 Summarize the information in texts, recognizing important ideas and
supporting details, and noting gaps or contradictions.
A5 Select, create and use graphic organizers to interpret textual information.
C6 Answer literal, inferential, evaluative and synthesizing questions to demonstrate
comprehension of grade-appropriate print texts and electronic and visual media.
D7 Monitor own comprehension of adjusting speed to fit the purpose, or by
skimming, scanning, reading on, looking back, note taking or summarizing
what has been read so far in text.
C8 List questions and search for answers within the text to construct meaning.
A9 Use criteria to choose independent reading materials (e.g., personal interest,
knowledge of authors and genres, or recommendations from others).
A10 Independently read books for various purposes (e.g., for enjoyment, for
literary experience, to gain information or to perform a task).

SIXTH GRADE
READING APPLICATIONS: INFORMATIONAL, ACTIVITIES RESOURCES
TECHNICAL, AND PERSUASIVE TEXT

A1 Use text features, such as chapter titles, headings and subheadings;
parts of books, including index, appendix, table of contents and
online tools (search engines) to locate information.
B2 Analyze examples of cause and effect and fact and opinion.
C3 Compare and contrast important details about a topic, using different
sources of information, including books, magazines, newspapers and
online resources.
F4 Compare original text to a summary to determine the extent to which the
summary adequately reflects the main ideas and critical details of the
original text.
A5 Analyze information found in maps, charts, tables, graphs, diagrams and
cutaways.
D6 Identify an author’s argument or viewpoint and assess the adequacy and
accuracy of details used.
D7 Identify and understand an author’s purpose for writing, including to explain,
entertain, persuade or inform.
E8 Summarize information from informational text, identifying the treatment,
scope and organization of ideas.

SIXTH GRADE
READING APPLICATIONS: LITERARY TEXT ACTIVITIES RESOURCES

A1 Analyze the techniques authors use to describe characters, including
narrator or other characters’ point of view; character’s own thoughts,
words or actions.
B2 Identify the features of setting and explain their importance in literary text.
C3 Identify the main and minor events of the plot, and explain how each
incident gives rise to the next.
D4 Explain first, third and omniscient points of view, and explain how voice
affects the text.
E5 Identify recurring themes, patterns and symbols found in literature from
different eras and cultures.
F6 Explain the defining characteristics of literary forms and genres, including
poetry, drama, myths, biographies, autobiographies, fiction and non-fiction.
G7 Distinguish how an author establishes mood and meaning through word
choice, figurative language and syntax.

SIXTH GRADE
WRITING PROCESS ACTIVITIES RESOURCES

A1 Generate writing ideas through discussions with others and from
printed materials; also keep a list of writing ideas.
A2 Conduct background reading, interviews or surveys when appropriate.
B3 Establish a thesis statement for informational writing or a plan for
narrative writing.
B4 Determine a purpose and audience.
C5 Use organizational strategies (e.g., rough outlines, diagrams, maps, webs
and Venn diagrams) to plan writing.
C6 Organize writing, beginning with an introduction, body and a resolution
of plot, followed by a closing statement or a summary of important ideas
and details.
D7 Vary simple, compound and complex sentence structures.
D8 Group related ideas into paragraphs, including topic sentences following
paragraph form, and maintain a consistent focus across paragraphs.
D9 Vary language and style as appropriate to audience and purpose.
H10 Use available technology to compose text.
D11 Reread and analyze clarity of writing.
D12 Add and delete information and details to better elaborate on a stated
central idea and to more effectively accomplish purpose.
D13 Rearrange words, sentences and paragraphs, and add transitional words
and phrases to clarify meaning.

SIXTH GRADE
WRITING PROCESS ACTIVITIES RESOURCES

E14 Use resources and reference materials (e.g., dictionaries and thesauruses) to
select more effective vocabulary.
F15 Proofread writing, edit to improve conventions (e.g., grammar, spelling,
punctuation and capitalization) and identify and correct fragments and run-ons.
G16 Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing.
H17 Prepare for publication (e.g., for display or for sharing with others) writing that
follows a format appropriate to the purpose, using such techniques as electronic
resources, principles of design (e.g., margins, tabs, spacing and columns) and
graphics (e.g., drawings, charts and graphs) to enhance the final product.

SIXTH GRADE
WRITING APPLICATIONS ACTIVITIES RESOURCES

A1 Write narratives that maintain a clear focus and point of view and use
sensory details and dialogue to develop plot, characters, and a specific
setting.
B2 Write responses to novels, stories, poems and plays that provide an
interpretation, critique or reflection and that support judgments with specific
references to the text.
C3 Write letters that state the purpose, make requests or give compliments and
use business letter format.
D4 Write informational essays or reports, including research, that present a
literal understanding of the topic, include specific facts, details and
examples from multiple sources and create an organizing structure appropriate
to the purpose, audience and context.
E5 Write persuasive essays that establish a clear position and include organized and
relevant information to support ideas.
E6 Produce informal writings (e.g., journals, notes and poems) for various purposes.

SIXTH GRADE
WRITING CONVENTIONS ACTIVITIES RESOURCES

A1 Spell frequently misspelled and high-frequency words correctly.
B2 Use commas, end marks, apostrophes and quotation marks correctly.
B3 Use semicolons, colons, hyphens, dashes and brackets.
B4 Use correct capitalization.
C5 Use all eight parts of speech (e.g., noun, pronoun, verb, adverb,
adjective, conjunction, preposition, interjection).
C6 Use verbs, including perfect tenses, transitive and intransitive verbs
and linking verbs.
C7 Use nominative, objective, possessive, indefinite and relative pronouns.
C8 Use subject-verb agreement with collective nouns, indefinite pronouns,
compound subjects and prepositional phrases.

SIXTH GRADE
RESEARCH ACTIVITIES RESOURCES

A1 Generate a topic, assigned or personal interest, and open-ended
questions for research and develop a plan for gathering information.
B2 Identify appropriate sources, and gather relevant information from
multiple sources (e.g., school library catalogs, online databases, electronic
resources and Internet-based resources).
B3 Identify elements of validity in sources, including publication date, coverage,
language, points of view, and discuss primary and secondary sources.
C4 Identify important information found in sources and paraphrase the findings
in a systematic way (e.g., notes, outlines, charts, tables, graphic organizers).
C5 Compare and contrast important findings and select sources to support central
ideas, concepts and themes.
D6 Use quotations to support ideas.
D7 Use an appropriate form of documentation, with teacher assistance, to
acknowledge sources (e.g., bibliography, works cited).
E8 Use a variety of communication techniques, including oral, visual, written or
multimedia reports, to present information that supports a clear position with
organized and relevant evidence about the topic or research question.

SIXTH GRADE
COMMUNICATION: ORAL AND VISUAL ACTIVITIES RESOURCES

A1 Demonstrate active listening strategies (e.g., asking focused questions,
responding to cues, making visual contact).
B2 Summarize the main idea and draw conclusions from presentations
and visual media.
D3 Interpret the speaker’s purpose in presentations and visual media (e.g.,
to inform, to entertain, to persuade).
B4 Identify the persuasive techniques (e.g., bandwagon, testimonial,
glittering generalities, emotional word repetition and bait and switch)
used in presentations and media messages.
C5 Demonstrate an understanding of the rules of the English language and select
language appropriate to purpose and audience.
C6 Use clear diction and tone, and adjust volume, phrasing and tempo to stress
important ideas.
D7 Adjust speaking content and style according to the needs of the situation,
setting and audience.

SIXTH GRADE
COMMUNICATION: ORAL AND VISUAL ACTIVITIES RESOURCES

F8 Deliver informational presentations (e.g., expository, research) that:
a. demonstrate an understanding of the topic and present events or ideas in
a logical sequence;
b. support the controlling idea or thesis with relevant facts, details, examples,
quotations, statistics, stories and anecdotes;
c. include an effective introduction and conclusion and use a consistent organizational
structure (e.g., cause-effect, compare-contrast);
d. use appropriate visual materials (e.g., diagrams, charts, illustrations) and available
technology; and
e. draw from multiple sources and identify sources used.
E9 Deliver formal and informal descriptive presentations that convey relevant
information and descriptive details.
B10 Deliver persuasive presentations that:
a. establish a clear position;
b. include relevant evidence to support position and to address potential concerns of listeners; and
c. follow common organizational structures when appropriate (e.g., cause-effect, compare-contrast, problem-solution).

GRADE SEVEN LANGUAGE ARTS

PHONEMIC AWARENESS, WORD RECOGNITION ACTIVITIES RESOURCES
AND FLUENCY

Fluency continues to develop past the primary grades. Readers
increase their rate of oral reading to near conversational pace.
They show their appropriate use of pauses, pitch, stress and intonation
that they are reading in clauses and sentence units to support comprehension.
They gain control over a wider, complex sight vocabulary and over
longer syntactic structures, so that they are able to read progressively
more demanding texts with greater use. Silent reading becomes
considerably faster than oral reading and becomes the preferred,
more efficient way to process everyday texts.

GRADE SEVEN LANGUAGE ARTS
ACQUISITION OF VOCABULARY ACTIVITIES RESOURCES

A1 Define the meaning of unknown words through context clues and
the author’s use of comparison, contrast, definition, restatement
and example.
C2 Apply knowledge of connotation and denotation to determine the
meaning of words.
B3 Infer word meanings through the identification of analogies and
other word relationships, including synonyms and antonyms.
B4 Interpret metaphors and similes to understand new uses of words
and phrases in text.
D5 Recognize and use words from other languages that have been adopted
into the English language.
E6 Use knowledge of Greek, Latin and Anglo-Saxon roots and affixes to
understand vocabulary.
D7 Use knowledge of symbols and acronyms to identify whole words.
F8 Determine the meanings and pronunciations of unknown words by
using dictionaries, thesauruses, glossaries, technology and textual
features, such as definitional footnotes or sidebars.

GRADE SEVEN LANGUAGE ARTS
READING PROCESS: CONCEPTS OF PRINT, COMPREHENSION ACTIVITIES RESOURCES
STRATEGIES AND SELF-MONITORING STRATEGIES

A1 Establish and adjust purposes for reading including to find out,
to understand, to interpret, to enjoy and to solve problems.
B2 Predict or hypothesize as appropriate from information in the text,
substantiating with specific references to textual examples that may
be in widely separated sections of text.
B3 Make critical comparisons across text, noting author’s style as well as
literal and implied content of text.
B4 Summarize the information in texts, using key ideas, supporting details and
referencing gaps or contradictions.
A5 Select, create and use graphic organizers to interpret textual information.
C6 Answer literal, inferential, evaluative and synthesizing questions to
demonstrate comprehension of grade-appropriate print texts, electronic
and visual media.
D7 Monitor own comprehension by adjusting speed to fit the purpose, or by
skimming, scanning, reading on, looking back, note taking or
summarizing what has been read so far in text.
A8 Use criteria to choose independent reading materials (e.g., personal
interest, knowledge of authors and genres or recommendations from others).
A9 Read books independently for various purposes (e.g., for enjoyment, for literary
experience, to gain information or to perform a task).

GRADE SEVEN LANGUAGE ARTS
WRITING PROCESS ACTIVITIES RESOURCES

A1 Generate writing ideas through discussions with others and from
printed materials, and keep a list of writing ideas.
A2 Conduct background reading, interviews or surveys when
appropriate.
B3 Establish a thesis statement for informational writing or a plan for
narrative writing.
B4 Determine a purpose and audience.
C5 Use organizational strategies (e.g., rough outlines, diagrams, maps,
webs and Venn diagrams) to plan writing.
C6 Organize writing with an effective and engaging introduction, body
and a conclusion that summarizes, extends or elaborates on points
or ideas in the writing.
D7 Vary simple, compound and complex sentence structures.
D8 Group related ideas into paragraphs, including topic sentences
following paragraph form, and maintain a consistent focus across
paragraphs.
D9 Use precise language, action verbs, sensory details, colorful
modifiers and style as appropriate to audience and purpose.
H10 Use available technology to compose text.
D11 Reread and analyze clarity of writing.

GRADE SEVEN LANGUAGE ARTS
WRITING PROCESS ACTIVITIES RESOURCES

D12 Add and delete information and details to better elaborate on a
stated central idea and to more effectively accomplish purpose.
D13 Rearrange words, sentences and paragraphs, and add transitional
words and phrases to clarify meaning.
E14 Use resources and reference materials (