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Second Grade
Third Grade
Fourth Grade
Fifth Grade
Second Grade
Standard 1: Students read and understand a variety of material
Reading Strategies
Uses context clues and background knowledge to construct meaning (semantics)
Recognizes Dolch words appropriate for grade level
Comprehension and Response
Demonstrates interpretive understanding using grade level material (makes inferences)
Previews the material and uses prior experience and background knowledge
Demonstrates literal understanding using grade level narrative and expository material
Recognizes and retells the major elements of story structure
Problem-solution
Reads familiar text aloud with fluency, appropriate expression and confidence
Responds to and makes personal connections to text (text-to-world) - builds schema
Phonics and Word Accuracy
Recognizes Dolch sight words appropriate for grade level
Recognizes and applies structural analysis
Employs graphophonic skills
Standard 2: Students speak and write for a variety of purposes and audiences
Ideas and Content
Uses language for a variety of purposes (e.g., meet own needs, ask questions, express feelings and resolve conflicts, share information, relate experiences and ideas)
Speaks audibly and clearly to a group
Speaks and writes for an audience other than self
Chooses own writing topics
Creates text that makes a point or clearly tells a simple story
Focuses writing on the topic or prompt (central idea)
Attends to detail in writing and speaking
Organization
Sequences events
Practices the writing process steps with assistance
Voice
Expresses original thought with some expression and confidence
Includes writer's feelings, opinions and interest in the topic
Word Choice
Conveys clear meaning
Sentence Fluency
Uses complete sentences
Standard 3: Students speak and write using conventional grammar, usage, sentence structure, punctuation, capitalization and spelling
Grammar and Usage
Speaks using syntactically accurate Standard English including verb tenses and subject/verb agreement
Sentence Structure
Writes in complete sentences
Punctuation
Uses ending punctuation correctly and consistently
Spelling
Progresses through the appropriate developmental stages of spelling
Spells correctly high frequency words appropriate for grade level
Standard 4: Students apply thinking skills to their reading, writing, speaking, listening and viewing
Making Connections
Responds to and makes personal connections with facts, characters and situations in literature: text-to-text
Questioning
Formulates questions before, during and after reading to make predictions, to discuss characters and story events
Inferring
Verbalizes and/or writes logical predictions
Determining Importance
Distinguishes between fiction and non-fiction
Standard 5: Students read to locate, select and make use of relevant information from a variety of media, reference and technological sources
Reference Materials
Independently locates and selects reference materials from classroom
Independently locates and/or checks out materials from all areas of school library
Accesses information on the computer
Information Literacy Skills
Determines information needs as a reason for seeking information
Records observations
Crediting Resources
Distinguishes between original and borrowed information
Names the source for information used
Identifies the title, author and illustrator
Production of a Quality Product
Spends sufficient time on task to produce a quality product
Completes tasks according to teacher criteria
Expresses pride in production of quality product
Third Grade
Standard 1: Students read and understand a variety of material
Reading Strategies
Recognizes Dolch words appropriate for grade level
Self-monitors reading by applying a combination of strategies:
Use of sound/letter relationships (phonics)
Rereading
Skips it, reads on for more clues, then comes back to the word to try to figure it out
Recalls previous experience with the word
Makes a substitution
Applies sight word knowledge
Asks for assistance
Applies word attack skills to decode words (graphophonics)
Uses sentence structure, word order and text organizers to predict meaning (syntax)
Comprehension and Response
Effectively expresses feelings and thoughts, describes experiences
Demonstrates literal understanding using grade level narrative and expository material
Recognizes and retells the major elements of story structure including characters/character analysis, supporting details, main ideas
Demonstrates interpretive understanding using grade level material (makes inferences)
Predicts outcomes from the evidence presented in the reading
Makes distinctions between fact and opinion, similarities and differences (compare-contrast), different texts (compare-contrast)
Phonics and Word Accuracy
Recognizes Dolch sight words appropriate for grade level
Recognizes and applies structural analysis
Employs graphophonics skills
Decodes multi-syllable words
Types of Text
Gathers and uses information from graphs, charts, tables and maps
Follows multi-step directions
Expands knowledge of different genres including realistic, fiction, fantasy and poetry
Gathers information by using the table of contents, captions, glossary and index
Self-Evaluation
Chooses reading material independently
Identifies own reading behaviors
Tells which reading strategies were used after reading
Adjusts reading rate according to understanding
Chooses a variety of reading material
Reads for enjoyment by choosing a variety of reading material
Sets a purpose for reading
Reads silently without interruptions
Paces self based on the type of text and purpose for reading
Standard 2: Students speak and write for a variety of purposes and audiences
Ideas and Content
Uses language for a variety of purposes (e.g., meet own needs, ask questions, express feelings and resolve conflicts, share information, relate experiences and ideas)
Talks and writes about observations and experiences; includes setting, characters and main idea
Speaks audibly and clearly to a group
Speaks and writes for an audience other than self
Chooses own writing topics
Creates text that makes a point or clearly tells a simple story
Focuses writing on the topic or prompt (central idea)
Attends to detail in writing and speaking
Uses ideas that catch the reader's/listener's attention
Aligns purpose with audience
Includes details, reasons or facts
Generates topics through pre-writing activities that may include brainstorming, webbing, mapping, drawing, K-W-L charts and group discussions
Organization
Includes a clear beginning, middle and end with some details
Sequences events
Plans through webbing or mapping using pictures and words
Presents ideas in correct sequential order in paragraph format
Includes an introduction, logical arrangement of ideas and a conclusion in a single cohesive paragraph
Uses transitional words of phrases
Voice
Expresses original thought with some expression and confidence
Uses an inviting lead to entice audience
Includes writer's feelings, opinions and interest in the topic
Word Choice
Conveys clear meaning
Expands vocabulary to communicate the message clearly and precisely
Chooses vocabulary according to the demands of audience and purpose
Sentence Fluency
Speaks and/or writes so others can understand
Uses complete sentences
Standard 3: Students speak and write using conventional grammar, usage, sentence structure, punctuation, capitalization and spelling
Grammar and Usage
Writes using syntactically accurate Standard English including pronouns and descriptive words, subject/verb agreement
Sentence Structure
Recognizes simple complete and incomplete sentences
Writes using complete simple and compound sentences
Punctuation
Uses simple abbreviations, e.g., Mr., Mrs., Dr. and St.
Uses apostrophes in contractions
Capitalization
Uses correct capitalization: holidays, streets, cities, proper names of places, initials, titles, first letter in word, greeting and closing
Spelling
Spells correctly high frequency words appropriate for grade level
Uses phonemic awareness, visual strategies, spelling rules and knowledge of word parts to spell correctly
Standard 4: Students apply thinking skills to their reading, writing, speaking, listening and viewing
Making Connections
Uses listening skills to understand directions
Questioning
Formulates questions before, during and after reading to make predictions, to discuss characters and story events
Differentiates between fact and opinion in written and spoken forms
Visualizing (Sensory Images)
Uses the senses in descriptions
Creates visual images (making movies in mind) with some details to enhance meaning when reading or listening to both fiction and non-fiction texts
Uses colorful adjectives when writing or speaking
Standard 5: Students read to locate, select and make use of relevant information from a variety of media, reference and technological sources
Self-Selection of Reading Material
Reads for pleasure
Selects appropriate materials for independent reading
Reference Materials
Independently locates and selects reference materials from classroom
Independently locates and/or checks out materials from all areas of school library
Applies appropriate reference skills to locate information in a grade level dictionary, encyclopedia, thesaurus, glossary, table of contents and/or index
Accesses information on the computer
Production of a Quality Product
Plans a quality product: gathers, reads and organizes information from various sources
Creates a quality product using information from various sources
Presents a quality product; presents organized information for oral retell or written summary; uses graphics to enhance presentation; uses legible handwriting or available technology
Uses teacher's rubric to evaluate quality product
Fourth Grade
Standard 1: Students read and understand a variety of material
Reading Strategies
Uses resources to determine meaning of text and to increase vocabulary, e.g., dictionary, thesaurus, encyclopedia
Comprehension and Response
Demonstrates literal understanding using grade level narrative and expository material
Recognizes and retells the major elements of story structure including point of view, differences between major/minor details and main idea
Summarizes
Demonstrates interpretive understanding using grade level material (makes inferences)
Draws conclusions and makes inferences about characters or events
Makes distinctions between cause and effect
Phonics and Word Accuracy
Recognizes and applies structural analysis
Employs graphophonic skills
Self-Evaluation
Standard 2: Students speak and write for a variety of purposes and audiences
Ideas and Content
Uses language for a variety of purposes, e.g., meet own needs, ask questions, express feelings and resolve conflicts, share information and relate experiences and ideas
Speaks audibly and clearly to a group
Speaks and writes for an audience other than self
Chooses own writing topics
Creates text that makes a point or clearly tells a simple story
Focuses writing on the topic or prompt (central idea)
Attends to detail in writing and speaking
Uses ideas that catch the reader's/listener's attention
Aligns purpose with audience
Includes details, reasons or facts
Generates topics through pre-writing activities that may include brainstorming, webbing, mapping, drawing, K-W-L charts and group discussions
Edits for clear ideas and content to add coherence
Includes thoughts that are clear, focused and developed
Distinguishes between and creates specific styles of writing in a variety of genres, e.g., poetry, letters, narrative, expository, journal writing, report writing
Organization
Sequences events
Plans through webbing or mapping using pictures and words
Revises with assistance
Presents ideas in correct sequential order in paragraph format
Includes an introduction, logical arrangement of ideas and a conclusion in a single cohesive paragraph
Provides supporting ideas, descriptions and related details, reasons or facts
Voice
Expresses original thought with some expression and confidence
Uses an inviting lead to entice audience
Includes writer's feelings, opinions and interest in the topic
Word Choice
Revises for appropriate word choice
Conveys clear meaning
Expands vocabulary to communicate the message clearly and precisely
Chooses vocabulary according to the demands of audience and purpose
Sentence Fluency
Uses varied sentence beginnings and endings
Uses a variety of sentence types, patterns, lengths and structures
Uses transition words to connect thoughts
Produces writing that is easy to read aloud (has natural rhythm and flow - cadence)
Standard 3: Students speak and write using conventional grammar, usage, sentence structure, punctuation, capitalization and spelling
Grammar and Usage
Writes using syntactically accurate Standard English including pronouns and descriptive words, adverbs and adjectives that clarify meaning, a variety of action and linking verbs
Names subject and predicate in own writing
Spelling
Spells correctly high frequency words appropriate for grade level
Uses phonemic awareness, visual strategies, spelling rules and knowledge of word parts to spell correctly
Standard 4: Students apply thinking skills to their reading, writing, speaking, listening and viewing
Making Connections
Uses listening skills to understand directions
Responds to and makes personal connects with fact, characters and situations in literature: text-to-world
Questioning
Formulates questions before, during and after reading to make predictions, to discuss characters and story events
Visualizing (Sensory Images)
Uses the senses in descriptions
Creates visual images (making movies in mind) with some details to enhance meaning when reading or listening to both fiction and non-fiction texts
Uses colorful adjectives when writing or speaking
Inferring
Draws conclusions
Verbalizes and/or writes logical predictions
Uses knowledge of self and world to read between the lines
Determining Importance
Determines major and minor details
Standard 5: Students read to locate, select and make use of relevant information from a variety of media, reference and technological sources
Self-Selection of Reading Material
Selects appropriate materials for independent reading
Reference Materials
Independently locates and selects reference materials from classroom
Independently locates and/or checks out materials from all areas of school library
Applies appropriate reference skills to locate information in a grade level dictionary, encyclopedia, thesaurus, glossary, table of contents and/or index
Accesses information on the computer
Production of a Quality Product
Spends sufficient time on task to produce a quality product
Completes tasks according to teacher criteria
Expresses pride in production of quality product
Self-evaluates quality of own work
Fifth Grade
Standard 1: Students read and understand a variety of material
Reading Strategies
Uses text organizers to determine meaning of text - bold print, bullets, italics
Comprehension and Response
Demonstrates literal understanding using grade level narrative and expository material
Determines author's purpose or message
Makes evaluative judgments
Paraphrases key ideas in fiction and non-fiction
Uses new vocabulary in response to literature
Demonstrates literal understanding using grade level narrative and expository material plot
Phonics and Word Accuracy
Recognizes and applies structural analysis
Employs graphophonic skills
Uses pronunciation guide in the dictionary to correctly say unfamiliar words
Self-Evaluation
Identifies specific words or phrases that are causing comprehension difficulties
Reads silently without interruptions
Standard 2: Students speak and write for a variety of purposes and audiences
Ideas and Content
Uses language for a variety of purposes, e.g., meet own needs, ask questions, express feelings and resolve conflicts, share information and relate experiences and ideas
Speaks audibly and clearly to a group
Speaks and writes for an audience other than self
Chooses own writing topics
Creates text that makes a point or clearly tells a simple story
Focuses writing on the topic or prompt (central idea)
Attends to detail in writing and speaking
Uses ideas that catch the reader's/listener's attention
Includes details, reasons or facts
Generates topics through pre-writing activities that may include brainstorming, webbing, mapping, drawing, K-W-L charts and group discussions
Revises for clear ideas and content to add coherence
Includes thoughts that are clear, focused and developed
Distinguishes between and creates specific styles of writing in a variety of genres, e.g., poetry, letters, narrative (short fiction), non-fiction, journal writing, report writing
Organization
Sequences events
Plans through webbing or mapping using pictures and words
Revises with assistance
Includes an introduction, logical arrangement of ideas and a conclusion in a multi-paragraph cohesive document
Provides supporting ideas, descriptions and related details, reasons or facts
Voice
Expresses original thought with some expression and confidence
Uses an inviting lead to entice audience
Includes writer's feelings, opinions and interest in the topic
Reflects style appropriate to format
Word Choice
Conveys clear meaning
Incorporates various parts of speech including nouns, energizing or strong verbs, colorful adjectives and adverbs that create text that builds a picture in the reader's mind and appeals to the senses
Expands vocabulary to communicate the message clearly and precisely
Chooses vocabulary according to the demands of the audience and purpose
Sentence Fluency
Revises for varied sentence structures
Uses a variety of sentence types, patterns, lengths and structures
Uses transition words to connect thoughts
Produces writing that is easy to read aloud (has natural rhythm and flow - cadence)
Standard 3: Students speak and write using conventional grammar, usage, sentence structure, punctuation, capitalization and spelling
Grammar and Usage
Writes using syntactically accurate Standard English including pronouns and descriptive words, adverbs and adjectives that clarify meaning, a variety of action and linking verbs
Identifies subjects, verbs, pronouns, adverbs and adjectives in own writing
Writes using syntactically accurate Standard English including verb tenses
Sentence Structure
Writes complex sentences
Punctuation
Uses commas in dates, parts of a letter, geographical locations, dialogue and words in a series
Uses apostrophes in possessives (singular)
Punctuates simple dialogue
Capitalization
Uses correct capitalization, first word in written conversation
Spelling
Spells correctly high frequency words appropriate for grade level
Uses phonemic awareness, visual strategies, spelling rules and knowledge of word parts to spell correctly
Standard 4: Students apply thinking skills to their reading, writing, speaking, listening and viewing
Making Connections
Uses listening skills to understand directions
Responds to and makes personal connects with fact, characters and situations in literature: text-to-world
Questioning
Formulates questions before, during and after reading to make predictions, to discuss characters and story events
Formulates questions about author's purpose
Visualizing (Sensory Images)
Uses the senses in descriptions
Creates visual images (making movies in mind) with some details to enhance meaning when reading or listening to both fiction and non-fiction texts
Uses colorful adjectives when writing or speaking
Inferring
Draws conclusions
Verbalizes and/or writes logical predictions
Infers word meanings from taught roots, prefixes and suffixes
Standard 5: Students read to locate, select and make use of relevant information from a variety of media, reference and technological sources
Self-Selection of Reading Material
Selects appropriate materials for independent reading
Frames questions to choose appropriate resource materials
Chooses a variety of reading materials based on purpose
Reference Materials
Independently locates and selects reference materials from classroom
Independently locates and/or checks out materials from all areas of school library
Applies appropriate reference skills to locate information in a grade level dictionary, encyclopedia, thesaurus, glossary, table of contents and/or index
Accesses information on the computer
Information Literacy Skills
Takes notes, organizes and identifies main idea
Sorts information as it relates to a specific topic or purpose
Production of a Quality Product
Spends sufficient time on task to produce a quality product
Completes tasks according to teacher criteria
Expresses pride in production of quality product
Self-evaluates quality of own work
Plans a quality product: gathers, reads and organizes information from various sources
Creates a quality product using information from various sources
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