Phonemic Awareness

Phonics

Word Recognition

Vocabulary

Fluency

R.NT.00.01 - become familiar with classic, multicultural, and contemporary literature recognized for quality and literary merit that represents our common heritage as well as cultures from around the world.

R.NT.00.02 - identify the basic form and purpose of a variety of narrative genre including stories, nursery rhymes, poetry, and songs.

R.NT.00.03 - discuss setting, characters, and events in narrative text.

R.NT.00.04 - identify how authors/ illustrators use literary devices including pictures and illustrations to support the understanding of settings and characters.

R.NT.00.05 - respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make meaning, and make connections.

R.NT.01.01 - recognize how various cultures and our common heritage are represented in classic, multicultural, and contemporary literature that is recognized for quality and literary merit.

R.NT.01.02 - identify and describe the basic form and purpose of a variety of narrative genre including realistic fiction, fantasy, and folktales.

R.NT.01.03 - identify problem/solution, sequence of events, and sense of story (beginning, middle, and end).

R.NT.01.04 - identify how authors/ illustrators use literary devices including illustrations to support story elements and transitional words including before, after, now, and finally to indicate a sequence of events and sense of story.

R.NT.01.05 - respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, and/or show understanding.

R.NT.02.01 - describe the similarities of plot and character in classic, multicultural, and contemporary literature that is recognized for quality and literary merit.

R.NT.02.02 - identify and describe the basic elements and purpose of a variety of narrative genre including poetry, fantasy, legends, and drama.

R.NT.02.03 - identify and describe characters’ actions and motivations, setting (time and place), problem/ solution, and sequence of events.

R.NT.02.04 - identify and explain how authors/illustrators use literary devices including illustrations and titles to depict major story events, and comparisons including metaphors or similes to reveal characters’ thoughts and actions.

R.NT.02.05 - respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, and/or show understanding.

R.NT.03.01 - explain how characters express attitudes about one another in familiar classic, multicultural, and contemporary literature recognized for quality and literary merit.

R.NT.03.02 - identify and describe the basic elements and purpose of a variety of narrative genre including folktales, fables, and realistic fiction.

R.NT.03.03 - identify and describe characters’ thoughts and motivations, story level themes (good vs. evil), main idea, and lesson/moral (fable).

R.NT.03.04 - explain how authors use literary devices including prediction, personification, and point of view to develop a story level theme, depict the setting, and reveal how thoughts and actions convey important character traits.

R.NT.03.04 - Note:
respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, and/or show understanding.

R.NT.04.01 - describe the shared human experience depicted in classic, multicultural, and contemporary literature recognized for quality and literary merit.

R.NT.04.02 - identify and describe the structure, elements, and purpose of a variety of narrative genre including poetry, myths, legends, fantasy, and adventure.

R.NT.04.03 - analyze characters’ thoughts and motivation through dialogue, various character roles, and functions including hero, antihero, or narrator; know first person point of view and identify conflict and resolution.

R.NT.04.04 - explain how authors use literary devices including flash-forward and flashback to depict time, setting, conflicts, and resolutions to enhance the plot and create suspense.

R.NT.05.01 - analyze how characters and communities reflect life (in positive and negative ways) in classic, multicultural, and contemporary literature recognized for quality and literary merit.

R.NT.05.02 - analyze the structure, elements, style, and purpose of narrative genre including historical fiction, tall tales, science fiction, fantasy, and mystery.

R.NT.05.03 - analyze how characters’ traits and setting define plot, climax, the role of dialogue, and how problems are resolved.

R.NT.05.04 - explain how authors use literary devices including exaggeration and metaphors to develop characters, themes, plot, and functions of heroes, anti-heroes, and narrators.

R.NT.06.01 - describe how characters form opinions about one another in ways that can be fair and unfair in classic, multicultural, and contemporary literature recognized for quality and literary merit.

R.NT.06.02 - analyze the structure, elements, style, and purpose of narrative genre including folktales, fantasy, adventure, and action stories.

R.NT.06.03 - analyze how dialogue enhances the plot, characters, and themes; differentiates major and minor characters; and builds climax.

R.NT.06.04 - analyze how authors use literary devices including dialogue, imagery, mood, and understatement to develop the plot, characters, point of view, and theme.

R.NT.07.01 - identify how the tensions among characters, communities, themes, and issues are related to their own experiences in classic, multicultural, and contemporary literature recognized for quality and literary merit.

R.NT.07.02 - analyze the structure, elements, style, and purpose of narrative genre including mystery, poetry, memoir, drama, myths, and legends.

R.NT.07.03 - analyze the role of antagonists, protagonists, internal and external conflicts, and abstract themes.

R.NT.07.04 - analyze author’s craft including the use of theme, antagonists, protagonists, overstatement, understatement, and exaggeration.

R.NT.08.01 - investigate various examples of distortion and stereotypes such as those associated with gender, race, culture, age, class, religion, and other individual differences through classic, multicultural, and contemporary literature recognized for quality and literary merit.

R.NT.08.02 - analyze the structure, elements, style, and purpose of narrative genre including historical fiction, science fiction, and realistic fiction.

R.NT.08.03 - analyze the role of rising and falling actions, minor characters in relation to conflict, and credibility of the narrator.

R.NT.08.04 - analyze author’s craft including symbolism, imagery, and consistency to develop credible narrators, rising and falling actions, and minor characters.

R.IT.00.01 - identify and describe the basic form and purpose of a variety of informational genre including environmental text, concept books, and picture books.

R.IT.00.02 - with teacher guidance, discuss informational text patterns including descriptive and sequential.

R.IT.00.03 - explain how authors use text features including pictures, illustrations, and icons to enhance the understanding of key ideas presented in descriptive (definitions, enumeration) and sequential (directions, steps, procedures) organizational patterns.

R.IT.00.04 - respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make meaning, and make connections.

R.IT.01.01 - identify and describe the basic form, features and purpose of a variety of informational genre including simple “howto” books, science and social studies magazines.

R.IT.01.02 - discuss informational text patterns including descriptive, sequential, and enumerative.

R.IT.01.03 - explain how authors use text features including headings, titles, labeled photographs, and illustrations to enhance the understanding of key and supporting ideas.

R.IT.01.04 - respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, and/or show understanding.

R.IT.02.01 - identify and describe the basic form, features, and purpose of a variety of informational genre including simple “how-to” books, personal correspondence, science and social studies magazines.

R.IT.02.02 - discuss informational text patterns including descriptive, sequential, enumerative, and compare/contrast.

R.IT.02.03 - explain how authors use text features including boldface text, graphs, maps, diagrams, and charts to enhance the understanding of key and supporting ideas.

R.IT.02.04 - respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, and/or show understanding.

R.IT.03.01 - identify and describe the basic elements, features, and purpose of a variety of informational genre including textbooks, encyclopedias, and magazines.

R.IT.03.02 - identify informational text patterns including descriptive, sequential, enumerative, compare/contrast, and problem/solution.

R.IT.03.03 - explain how authors use text features including titles, headings and subheadings, timelines, prefaces, indices, and table of contents to enhance the understanding of key and supporting ideas.

R.IT.03.03 - Note:
respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, and/or show understanding.

R.IT.04.01 - identify and describe the structure, elements, features, and purpose of a variety of informational genre including autobiography/biography, personal essay, almanac, and newspaper.

R.IT.04.02 - identify and describe informational text patterns including compare/contrast, cause/effect, and problem/ solution.

R.IT.04.03 - explain how authors use text features including appendices, headings, subheadings, marginal notes, keys and legends, figures, and bibliographies to enhance the understanding of key and supporting ideas.

R.IT.05.01 - analyze the structure, elements, features, style, and purpose of informational genre including advertising, experiments, editorials, and atlases.

R.IT.05.02 - identify and describe informational text patterns including compare/contrast, cause/effect, and problem/ solution.

R.IT.05.03 - explain how authors use text features including timelines, graphs, charts, diagrams, tables of contents, indices, introductions, summaries, and conclusions to enhance the understanding of key and supporting ideas.

R.IT.06.01 - analyze the structure, elements, features, style, and purpose of informational genre, including research reports, “how-to” articles, and essays.

R.IT.06.02 - analyze organizational text patterns including descriptive, chronological sequence, and problem/solution.

R.IT.06.03 - explain how authors use text features including footnotes, bibliographies, introductions, summaries, conclusions, and appendices to enhance the understanding of central, key, and supporting ideas.

R.IT.07.01 - analyze the structure, elements, features, style, and purpose of informational genre including persuasive essay, research report, brochure, personal correspondence, autobiography and biography.

R.IT.07.02 - analyze organizational text patterns including sequential, compare/contrast, and cause/effect.

R.IT.07.03 - explain how authors use writer’s craft and text features including metaphors, similes, captions, diagrams, and appendices to enhance the understanding of central, key, and supporting ideas.

R.IT.08.01 - analyze the structure, elements, features, style, and purpose of informational genre including comparative essays, newspaper writings, technical writings, and persuasive essays.

R.IT.08.02 - analyze organizational patterns including chronological sequence, compare/contrast, and cause/effect.

R.IT.08.03 - explain how authors use text features including graphics, author’s pages, prefaces, and marginal notes, to enhance the understanding of central, key, and supporting ideas.

R.CM.00.01 - begin to make text-to-self and text-to-text connections and comparisons by activating prior knowledge and connecting personal knowledge and experience to ideas in text through oral and written responses.

R.CM.00.02 - retell up to three events from familiar text using their own words or phrasing.

R.CM.00.03 - begin to make connections across texts by making meaningful predictions based on illustrations or portions of texts.

R.CM.00.04 - apply significant knowledge from grade-level science, social studies, and mathematics texts.

R.CM.01.01 - make text-to-self and text-to-text connections and comparisons by activating prior knowledge and connecting personal knowledge and experience to ideas in text through oral and written responses.

R.CM.01.02 - retell in sequence up to three important ideas and details of familiar simple oral and written text.

R.CM.01.03 - compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding by mapping story elements, graphically representing key ideas and details, and asking questions as they read.

R.CM.01.04 - apply significant knowledge from grade-level science, social studies, and mathematics texts.

R.CM.02.01 - make text-to-self and text-to-text connections and comparisons by activating prior knowledge and connecting personal knowledge, experience, and understanding of others to ideas in text through oral and written responses.

R.CM.02.02 - retell in sequence the major idea(s) and relevant details of grade-level narrative and informational text.

R.CM.02.03 - compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding by mapping story elements, graphically representing key ideas and details, and asking questions as they read.

R.CM.02.04 - apply significant knowledge from grade-level science, social studies, and mathematics texts.

R.CM.03.01 - connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses.

R.CM.03.02 - retell in sequence the story elements of grade-level narrative text and major idea(s) and relevant details of grade-level informational text.

R.CM.03.03 - compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding; including a narrative to an informational text, a literature selection to a subject area text, and an historical event to a current event.

R.CM.03.04 - apply significant knowledge from grade-level science, social studies, and mathematics texts.

R.CM.04.01 - connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses.

R.CM.04.02 - retell through concise summarization grade-level narrative and informational text.

R.CM.04.03 - explain relationships among themes, ideas, and characters within and across texts to create a deeper understanding by categorizing and classifying, comparing and contrasting, or drawing parallels across time and culture.

R.CM.04.04 - apply significant knowledge from grade-level science, social studies, and mathematics texts.

R.CM.05.01 - connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses.

R.CM.05.02 - retell through concise summarization grade-level narrative and informational text.

R.CM.05.03 - analyze global themes, universal truths, and principles within and across text to create a deeper understanding by drawing conclusions, making inferences, and synthesizing.

R.CM.05.04 - apply significant knowledge from grade-level science, social studies, and mathematics texts.

R.CM.06.01 - connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses.

R.CM.06.02 - retell through concise summarization grade-level narrative and informational text.

R.CM.06.03 - analyze global themes, universal truths and principles within and across texts to create a deeper understanding by drawing conclusions, making inferences, and synthesizing.

R.CM.06.04 - apply significant knowledge from grade-level science, social studies, and mathematics texts.

R.CM.07.01 - connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses.

R.CM.07.02 - retell through concise summarization grade-level narrative and informational text.

R.CM.07.03 - analyze global themes, universal truths, and principles within and across texts to create a deeper understanding by drawing conclusions, making inferences, and synthesizing.

R.CM.07.04 - apply significant knowledge from grade-level science, social studies, and mathematics texts.

R.CM.08.01 - connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses.

R.CM.08.02 - retell through concise summarization grade-level narrative and informational text.

R.CM.08.03 - analyze global themes, universal truths, and principles within and across texts to create a deeper understanding by drawing conclusions, making inferences, and synthesizing.

R.CM.08.04 - apply significant knowledge from grade-level science, social studies, and mathematics texts.

R.MT.00.01 - self-monitor comprehension when reading or listening to familiar text by using simple strategies to increase comprehension including making credible predictions based on illustrations.

R.MT.00.02 - construct and convey meaning using strategies including story grammar to identify the author’s perspective (e.g., first, second, and third person) and sorting and ordering information.

R.MT.01.01 - self-monitor comprehension by recognizing when meaning is breaking down and use simple fix-up strategies including making credible predictions based on a preview of the book cover and pictures to increase comprehension when reading or listening to text.

R.MT.01.02 - self-monitor comprehension by using strategies including asking questions before, during, and after reading and discussing the most important ideas and themes in a text.

R.MT.01.03 - plan, monitor, regulate, and evaluate skills, strategies, and processes to construct and convey meaning and discuss which comprehension strategies worked and did not work.

R.MT.01.04 - self-monitor comprehension by using a graphic organizer to sequence events, sort and order information, or identify author’s perspective.

R.MT.02.01 - self-monitor comprehension by recognizing when meaning is breaking down and use strategies including making credible predictions to increase comprehension when reading or listening to text.

R.MT.02.02 - self-monitor comprehension by using strategies including constructing mental images, visually representing ideas in text, and asking questions before, during, and after reading.

R.MT.02.03 - self-monitor comprehension by re-reading or listening again if uncertain about meaning, making inferences, and summarizing the most important ideas and themes in a text.

R.MT.02.04 - plan, monitor, regulate, and evaluate skills, strategies, and processes to construct and convey meaning (e.g., using context to predict meaning of unfamiliar words), and discuss which comprehension strategies worked and did not work.

R.MT.02.05 - self-monitor comprehension by using graphic organizers such as a Venn diagram and paragraphs to compare and contrast or indicate a sequence of ideas.

R.MT.02.06 - determine which resources contain appropriate information for the intended task using teacher/student generated criteria.

R.MT.03.01 - self-monitor comprehension when reading or listening to texts by automatically applying strategies used by mature readers to increase comprehension including: predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, and summarizing.

R.MT.03.02 - plan, monitor, regulate, evaluate skills, strategies, and processes to construct and convey meaning, (e.g., decoding unknown words), and use graphic organizers to deepen understanding of problem/solution and organizational patterns.

R.MT.04.01 - self-monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including: predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions.

R.MT.04.02 - plan, monitor, regulate, and evaluate skills, strategies, and processes to construct and convey meaning (e.g., decoding unknown words) and use graphic organizers to deepen their understanding of compare/contrast, and sequential organizational patterns.

R.MT.05.01 - self-monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including: predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions.

R.MT.05.02 - plan, monitor, regulate, and evaluate skills, strategies, and processes to construct and convey meaning (e.g., decoding unfamiliar words); select an appropriate text type from known genre for particular writing purposes; and use theory/evidence, cause/effect, and persuasive organizational patterns.

R.MT.06.01 - self-monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including: predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions.

R.MT.06.02 - plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading comprehension by applying appropriate metacognitive skills such as SQP3R and pattern guides.

R.MT.07.01 - self-monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including: predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions.

R.MT.07.02 - plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading comprehension by applying appropriate metacognitive skills such as SQP3R and pattern guides.

R.MT.08.01 - self-monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including: predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions.

R.MT.08.02 - plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading comprehension by applying appropriate metacognitive skills.

R.CS.00.01 - recognize how to assess personal writing and the writing of others with teacher supervision.

R.CS.01.01 - develop and discuss shared standards and begin to assess the quality and accuracy of their own writing and the writing of others with teacher guidance.

R.CS.02.01 - develop and discuss shared standards and begin to assess the quality and accuracy of their own writing and the writing of others.

R.CS.03.01 - develop, discuss, and apply individual and shared standards using student/class created rubrics and begin to assess the quality and accuracy of their own writing and the writing of others.

R.CS.04.01 - develop, discuss, and apply individual and shared standards using student/class created rubrics and begin to assess the quality, accuracy, and relevance of their own writing and the writing of others.

R.CS.05.01 - develop, discuss, and apply individual and shared standards using student/class created rubrics to assess the quality and accuracy of their own writing and the writing of others; identify attainment of intended purpose to interpret authors’ viewpoints and determine effect on classroom or school-wide audiences.

R.CS.06.01 - compare the appropriateness of shared, individual and expert standards based on purpose, context, and audience in order to assess their own writing and the writing of others.

R.CS.07.01 - analyze the appropriateness of shared, individual and expert standards based on purpose, context, and audience in order to assess their own writing and the writing of others.

R.CS.08.01 - evaluate the appropriateness of shared, individual and expert standards based on purpose, context, and audience in order to assess their own writing and the writing of others.

R.AT.00.01 - become enthusiastic about reading and learning how to read.

R.AT.00.02 - choose books, book activities, word play, and writing on their own during free time in school and at home.

R.AT.01.01 - be enthusiastic about reading and learning how to read.

R.AT.01.02 - do substantial reading and writing on their own during free time in school and at home.

R.AT.02.01 - be enthusiastic about reading and learning how to read.

R.AT.02.02 - do substantial reading and writing on their own during free time in school and at home.

R.AT.03.01 - be enthusiastic about reading and do substantial reading and writing on their own.

R.AT.04.01 - be enthusiastic about reading and do substantial reading and writing on their own.

R.AT.05.01 - be enthusiastic about reading and do substantial reading and writing on their own.

R.AT.06.01 - be enthusiastic about reading and do substantial reading and writing on their own.

R.AT.07.01 - be enthusiastic about reading and do substantial reading and writing on their own.

R.AT.08.01 - be enthusiastic about reading and do substantial reading and writing on their own.

W.GN.00.01 - write a brief personal narrative using pictures, words, word-like clusters, and/or sentences as support.

W.GN.00.02 - approximate poetry, using copy change and teacher guidance, based on reading a wide variety of gradeappropriate poetry.

W.GN.00.03 - write a brief informational piece such as a page for a class book using drawings, words, word-like clusters, and/or sentences.

W.GN.00.04 - contribute to a class research project by adding relevant information to a class book including gathering information from teacher-selected resources and using the writing process to develop the project.

W.GN.01.01 - write a personal narrative using illustrations and transitional words such as before, after, now, or finally to indicate a sequence of events, sense of story (beginning, middle, and end), and physical descriptions.

W.GN.01.02 - approximate poetry based on reading a wide variety of grade-appropriate poetry.

W.GN.01.03 - write an informational piece that addresses a focus question (e.g., What is a family?) using descriptive, enumerative, or sequence patterns that may include headings, titles, labels, photographs, or illustrations to enhance the understanding of central ideas.

W.GN.01.04 - use a teacher-selected topic to write one research question; locate and begin to gather information from teacherselected resources; organize the information and use the writing process to develop a project.

W.GN.02.01 - write a narrative piece such as realistic fiction, fantasy, or personal narrative depicting major story events, using illustrations to match mood, and containing setting, problem/solution, and sequenced events.

W.GN.02.02 - approximate poetry based on reading a wide variety of grade-appropriate poetry.

W.GN.02.03 - write an informational piece including a magazine feature article using an organizational pattern such as description, enumeration, sequence, or compare/ contrast that may include graphs, diagrams, or charts to enhance the understanding of central and key ideas.

W.GN.02.04 - use the writing process to produce and present a research project; develop two research questions related to a teacher-selected topic; gather electronic or print resources and organize the information using key ideas with teacher assistance.

W.GN.03.01 - write a cohesive narrative piece such as a fable, folktale, or realistic fiction using personification, setting, actions, and thoughts that reveal important character traits.

W.GN.03.02 - write poetry based on reading a wide variety of grade-appropriate poetry.

W.GN.03.03 - write an informational piece including a report that demonstrates the understanding of central ideas and supporting details using an effective organizational pattern (e.g., compare/contrast, cause/ effect, problem/solution) with a title, heading, subheading, and a table of contents.

W.GN.03.04 - use the writing process to produce and present a research project; initiate research questions from content area text from a teacher-selected topic; and use a variety of resources to gather and organize information.

W.GN.04.01 - write a cohesive narrative piece such as a myth, legend, fantasy, or adventure creating relationships among setting, characters, theme, and plot.

W.GN.04.02 - write poetry based on reading a wide variety of grade-appropriate poetry.

W.GN.04.03 - write an informational comparative piece that demonstrates understanding of central and supporting ideas using an effective organizational pattern (e.g., compare/contrast) and informational text features.

W.GN.04.04 - use the writing process to produce and present a research project using a teacher-approved topic; find and narrow research questions; use a variety of resources; take notes; and organize relevant information to draw conclusions.

W.GN.05.01 - write a cohesive narrative piece such as a mystery, tall tale, or historical fiction using time period and setting to enhance the plot; demonstrating roles and functions of heroes, anti-heroes, and narrator; and depicting conflicts and resolutions.

W.GN.05.02 - write poetry based on reading a wide variety of grade-appropriate poetry.

W.GN.05.03 - write a position piece that demonstrates understanding of central ideas and supporting details (e.g., position/ evidence organizational pattern) using multiple headings and subheadings.

W.GN.05.04 - use the writing process to produce and present a research project; use a variety of resources to gather and organize relevant information into central ideas and supporting details for a teacher-approved narrowed focus question and hypothesis.

W.GN.06.01 - write a cohesive narrative piece such as a personal narrative, adventure, tall tale, folktale, fantasy, or poetry that includes appropriate conventions to the genre, employing elements of characterization for major and minor characters; internal and/ or external conflict; and issues of plot, theme, and imagery.

W.GN.06.02 - write a personal, persuasive, or comparative essay that includes organizational patterns supporting key ideas.

W.GN.06.03 - formulate research questions using multiple resources and perspectives that allow them to organize, analyze, and explore problems and pose solutions that culminate in a final presented project using the writing process.

W.GN.07.01 - write a cohesive narrative piece such as a memoir, drama, legend, mystery, poetry, or myth that includes appropriate conventions to the genre employing literary and plot devices (e.g., internal and/or external conflicts, antagonists/ protagonists, personification).

W.GN.07.02 - write a research report using a wide variety of resources that includes appropriate organizational patterns (e.g., position statement/ supporting evidence, problem statement/solution, or compare/contrast), descriptive language, and informational text features.

W.GN.07.03 - formulate research questions using multiple resources, perspectives, and arguments/ counter-arguments to develop a thesis statement that culminates in a final presented project using the writing process.

W.GN.08.01 - write a cohesive narrative piece such as poetry, historical fiction, science fiction, or realistic fiction that includes appropriate conventions to genre employing literary and plot devices (e.g., narrator credibility, rising and falling actions and/ or conflict, imagery and transitional language).

W.GN.08.02 - write an historical expository piece such as a journal, biography, or simulated memoir that includes appropriate organization, illustrations, marginal notes and/or annotations.

W.GN.08.03 - formulate research questions that demonstrate critical evaluation of multiple resources, perspectives, and arguments/counter-arguments that culminate in a presented final project using the writing process.

W.PR.00.01 - with teacher assistance, consider the audience’s reaction as they plan narrative or informational writing.

W.PR.00.02 - brainstorm to generate and structure ideas for narrative or informational writing.

W.PR.00.03 - draft focused ideas using semi-phonetic spelling to represent narrative and informational text when writing, incorporating pictures, and drawings.

W.PR.00.04 - attempt to revise writing based on reading it aloud, requesting suggestions and clarifications that support meaning.

W.PR.01.01 - with teacher support, set a purpose, consider audience, and incorporate literary language when writing a narrative or informational piece; begin to use specific strategies including graphic organizers when planning.

W.PR.01.02 - draft focused ideas using multiple connected sentences with appropriate grammar, usage, mechanics, and temporary spellings when composing a narrative or informational piece.

W.PR.01.03 - attempt to revise draft based on reading it aloud to clarify meaning for their intended audience (e.g., using strong verbs or precise nouns, and adding needed information).

W.PR.01.04 - attempt to proofread and edit writing/pictures using appropriate resources including a word wall and a classdeveloped checklist, both individually and in groups.

W.PR.02.01 - set a purpose, consider audience, and begin to use styles and patterns derived from studying authors’ craft when writing a narrative or informational piece.

W.PR.02.02 - develop a plan narrowing a broad idea for narrative and informational writing including graphic organizers that represent specific organizational patterns (e.g., problem/solution, sequence, description, or compare/contrast).

W.PR.02.03 - draft focused ideas in written compositions using paragraph clusters, each containing a main idea and some supporting details.

W.PR.02.04 - write in first and third person based on genre type and purpose.

W.PR.02.05 - draft a coherent piece with appropriate grammar, usage, mechanics, and temporary spellings.

W.PR.02.06 - revise drafts based on constructive and specific oral and written responses to writing; identify sections of the piece that need to be revised using reorganization, additions, deletions, and appropriate use of transitions; make stylistic changes in content and form to suit intended purpose and audience.

W.PR.02.07 - attempt to proofread and edit writing using appropriate resources including dictionaries and a class-developed checklist both individually and in groups.

W.PR.03.01 - set a purpose, consider audience, and replicate authors’ styles and patterns when writing a narrative or informational piece.

W.PR.03.02 - apply a variety of pre-writing strategies for both narrative and informational writing (e.g., graphic organizers such as maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., sequence for beginning, middle, and end, problem/solution, or compare/contrast).

W.PR.03.03 - draft focused ideas in written compositions using multiple sentences and paragraphs to slow down or speed up reading; including varying patterns and/or organizational text structures (e.g., compare/ contrast, cause/effect, or problem/solution).

W.PR.03.04 - revise drafts based on constructive and specific oral and written responses to writing by identifying sections of the piece to improve sequence and flow of ideas (e.g., arranging paragraphs, connecting main and supporting ideas, transitions).

W.PR.03.05 - proofread and edit writing using appropriate resources (e.g., dictionary, spell check, writing references) and grade-level checklists, both individually and in groups.

W.PR.04.01 - set a purpose, consider audience, and replicate authors’ styles and patterns when writing a narrative or informational piece.

W.PR.04.02 - apply a variety of pre-writing strategies for both narrative and informational writing (e.g., graphic organizers such as maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., plot, setting, conflicts/resolutions, definition/description, or chronological sequence).

W.PR.04.03 - draft focused ideas using a variety of drafting techniques composing coherent and mechanically sound paragraphs when writing compositions.

W.PR.04.04 - revise drafts based on constructive and specific oral and written responses to writing by identifying sections of the piece to improve sequence and flow of ideas (e.g., arranging paragraphs, connecting main and supporting ideas, transitions).

W.PR.04.05 - proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade-level checklists both individually and in groups.

W.PR.05.01 - set a purpose, consider audience, and replicate authors’ styles and patterns when writing a narrative or informational piece.

W.PR.05.02 - apply a variety of pre-writing strategies for both narrative and informational writing (e.g., graphic organizers such as maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., role and relationships of characters, settings, ideas, relationship of theory/evidence, or compare/contrast).

W.PR.05.03 - draft focused ideas using linguistic structures and textual features needed to clearly communicate information composing coherent, mechanically sound paragraphs when writing compositions.

W.PR.05.04 - revise drafts based on constructive and specific oral and written responses to writing by identifying sections of the piece to improve organization and flow of ideas (e.g., position/evidence organizational pattern, craft such as titles, leads, endings, and powerful verbs).

W.PR.05.05 - proofread and edit writing using grade-level checklists and other appropriate resources both individually and in groups.

W.PR.06.01 - set a purpose, consider audience, and replicate authors’ styles and patterns when writing a narrative or informational piece.

W.PR.06.02 - apply a variety of pre-writing strategies for both narrative (e.g., graphic organizers designed to develop a plot that includes major and minor characters, builds climax, and uses dialogue to enhance a theme) and informational writing (e.g., problem/solution or sequence).

W.PR.06.04 - draft focused ideas for a specific purpose using multiple paragraphs, sentence variety, and voice to meet the needs of an audience (e.g., word choice, level of formality, and use of example) when writing compositions.

W.PR.06.03 - revise drafts for clarity, coherence, and consistency in content, voice, and genre characteristics with audience and purpose in mind.

W.PR.06.05 - proofread and edit writing using grade-level checklists and other appropriate resources both individually and in groups.

W.PR.07.01 - set a purpose, consider audience, and replicate authors’ styles and patterns when writing a narrative or informational piece.

W.PR.07.02 - apply a variety of pre-writing strategies for both narrative (e.g., graphically depict roles of antagonist/protagonist, internal/external conflict) and informational writing (e.g., position statement/supporting evidence, problem statement/ solution, or compare/contrast).

W.PR.07.04 - draft focused ideas using titles, leads, and endings in a variety of text structures to achieve a specific purpose for intended audiences when writing compositions.

W.PR.07.03 - revise drafts to reflect different perspectives for multiple purposes and to ensure that content, structure, elements of style and voice, literary devices, and text features are consistent.

W.PR.07.05 - proofread and edit writing using grade-level checklists and other appropriate resources both individually and in groups.

W.PR.08.01 - set a purpose, consider audience, and replicate authors’ styles and patterns when writing a narrative or informational piece.

W.PR.08.02 - apply a variety of pre-writing strategies for both narrative (e.g., graphic organizers designed to depict rising and falling actions, roles of minor characters, credibility of narrator) and informational writing (e.g., compare/ contrast, cause/effect, or sequential text patterns).

W.PR.08.03 - draft focused ideas experimenting with various ways of sequencing information including ordering arguments, or sequencing ideas chronologically by importance when writing compositions.

W.PR.08.04 - revise drafts for coherence and consistency in word choice, structure, and style; and read their own work from another reader’s perspective.

W.PR.08.05 - proofread and edit writing using grade-level checklists and other appropriate resources both individually and in groups.

W.PS.00.01 - develop originality in oral, written, and visual messages in both narrative (e.g., natural language, expressed sentiment, original ideas) and informational writing (e.g., listing, naming, describing).

W.PS.01.01 - develop personal style in oral, written, and visual messages in both narrative (e.g., natural language, specific action, emotion) and informational writing (e.g., sequence, specific vocabulary, visual representation).

W.PS.02.01 - develop personal style in oral, written, and visual messages in both narrative (e.g., descriptive language, use of imagination, varying sentence beginnings) and informational writing (e.g., facts, effective conclusions).

W.PS.03.01 - exhibit personal style and voice to enhance the written message in both narrative (e.g., varied word choice and sentence structure, character description) and informational writing (e.g., examples, transitions, grammar and usage).

W.PS.04.01 - exhibit personal style and voice to enhance the written message in both narrative (e.g., strong verbs, figurative language, sensory images) and informational writing (e.g., precision, established importance, transitions).

W.PS.05.01 - exhibit personal style and voice to enhance the written message in both narrative (e.g., personification, humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support).

W.PS.06.01 - exhibit personal style and voice to enhance the written message in both narrative (e.g., personification, humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support).

W.PS.07.01 - exhibit personal style and voice to enhance the written message in both narrative (e.g., personification, humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support).

W.PS.08.01 - exhibit personal style and voice to enhance the written message in both narrative (e.g., personification, humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support).

W.GR.01.01 - in the context of writing, correctly use complete simple sentences beginning with a capital letter and ending with a period, question mark, or exclamation point and capitalize first and last names, and the pronoun I.

W.GR.02.01 - in the context of writing, correctly use more complex complete sentences, nouns and verbs, commas (in a series, in a letter, and with dates), contractions, colons to denote time, and capitalization of proper nouns.

W.GR.03.01 - in the context of writing, correctly use subjects and verbs that are in agreement; verb tenses; nouns and possessives; commas in a series; and begin use of quotation marks and capitalization in dialogue.

W.GR.04.01 - in the context of writing, correctly use simple and compound sentences; direct and indirect objects; prepositional phrases; adjectives; common and proper nouns as subjects and objects; pronouns as antecedents; regular and irregular verbs; hyphens between syllables; apostrophes in contractions; and commas in salutations to set off words; phrases and dialogue; quotation marks or italics to identify titles or names.

W.GR.05.01 - in the context of writing, correctly use compound subjects and predicates; proper nouns and pronouns; articles; conjunctions; hyphens in compound and number words; commas between two independent clauses to set off direct address, long phrases, clauses; colons to separate hours and minutes and to introduce a list.

W.GR.06.01 - in the context of writing, correctly use style conventions (e.g., Modern Language Association Handbook) and a variety of grammatical structures in writing including indefinite and predicate pronouns; transitive and intransitive verbs; adjective and adverbial phrases; adjective and adverbial subordinate clauses; comparative adverbs and adjectives; superlatives, conjunctions; compound sentences; appositives; independent and dependent clauses; introductory phrases; periods; commas; quotation marks; and use of underlining and italics for specific purposes.

W.GR.07.01 - in the context of writing, correctly use style conventions (e.g., Modern Language Association Handbook) and a variety of grammatical structures including participial phrases; adverbial subordinate clauses; superlative adjectives and adverbs; present, past, future, continuous verb tenses; parentheses; singular and plural possessive forms; and indefinite pronoun referents.

W.GR.08.01 - in the context of writing, correctly use style conventions (e.g., Modern Language Association Handbook) and a variety of grammatical structures in compositions including infinitives, gerunds, participial phrases, and dashes or ellipses.

W.SP.00.01 - in the context of writing, correctly spell a small number (about 18) of frequently encountered and personally meaningful words.

W.SP.00.02 - in the context of writing, correctly spell less frequently encountered words, relying on structural cues (beginning and simpler ending sounds) and environmental sources (word wall, word lists).

W.SP.01.01 - in the context of writing, correctly spell frequently encountered one-syllable words from common word families.

W.SP.01.02 - in the context of writing, correctly spell less frequently encountered words using structural cues (letter/sound, rimes) and environmental sources (word walls, word lists).

W.SP.02.01 - in the context of writing, correctly spell frequently encountered words (e.g., two-syllable words including common prefixes and suffixes); for less frequently encountered words use structural cues (e.g., letter/sound, rimes) and environmental sources (e.g., word walls, word lists).

W.SP.03.01 - in the context of writing, correctly spell frequently encountered words (e.g., multi-syllabic, r-controlled, most consonant blends, contractions, compounds, common homophones); for less frequently encountered words use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers).

W.SP.04.01 - in the context of writing, correctly spell frequently encountered words (e.g., roots, inflections, prefixes, suffixes, multi-syllabic); for less frequently encountered words, use structural cues (e.g., letter/ sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers).

W.SP.05.01 - in the context of writing, correctly spell frequently encountered words (e.g., roots, inflections, prefixes, suffixes, multi-syllabic); for less frequently encountered words, use structural cues (e.g., letter/sound, rime, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers).

W.SP.06.01 - in the context of writing, correctly spell frequently encountered and frequently misspelled words.

W.SP.07.01 - in the context of writing, correctly spell the derivatives of bases and affixes.

W.SP.08.01 - in the context of writing use correct spelling conventions.

W.HW.00.01 - form upper and lowercase manuscript letters.

W.HW.00.02 - leave space between words and word-like clusters of letters.

W.HW.00.03 - write from left to right and top to bottom.

W.HW.01.01 - legibly write upper and lower case manuscript letters.

W.HW.02.01 - fluently and legibly write upper and lower case manuscript letters and begin to write the cursive alphabet.

W.HW.03.01 - fluently and legibly write the cursive alphabet.

W.HW.04.01 - write neat and legible compositions.

W.HW.05.01 - write neat and legible compositions.

W.HW.06.01 - write neat and legible compositions.

W.HW.07.01 - write neat and legible compositions.

W.HW.08.01 - write neat and legible compositions.

W.AT.00.01 - be enthusiastic about writing and learning to write.

W.AT.01.01 - be enthusiastic about writing and learning to write.

W.AT.02.01 - be enthusiastic about writing and learning to write.

W.AT.03.01 - be enthusiastic about writing and learning to write.

W.AT.04.01 - be enthusiastic about writing and learning to write.

W.AT.05.01 - be enthusiastic about writing and learning to write.

W.AT.06.01 - be enthusiastic about writing and learning to write.

W.AT.07.01 - be enthusiastic about writing and learning to write.

W.AT.08.01 - be enthusiastic about writing and learning to write.

Conventions

Discourse

Conventions

Response