Language Arts / English - Late Elementary
1. Read well with understanding.
Student Language: I can read well with understanding.
1A. Apply word analysis and vocabulary skills to comprehend selections.
Student Language: I can read and understand words I do not know by looking at words and sentences around the word; by using what I know about letters, sounds, and parts of words; or by using a dictionary and thesaurus.
1.A.2a Read and comprehend unfamiliar words using root words, synonyms, antonyms, word origins and derivations.
THIRD GRADE: The students will read, define, and comprehend unfamiliar words. The students will use root words, synonyms, antonyms, and word origin to comprehend new words.
FOURTH GRADE: The students will demonstrate proficiency in decoding and comprehending unfamiliar words in a passage.
FIFTH GRADE: The students will recognize and understand meanings of new words by means of synonyms, antonyms, origins, and root words.
1.A.2b Clarify word meaning using context clues and a variety of resources including glossaries, dictionaries and thesauruses.
THIRD GRADE: The students will state meaning of words by using context clues and other resources.
FOURTH GRADE: The students will define words in age appropriate content material using a variety of resources.
FIFTH GRADE: The students will use resources, such as dictionaries and glossaries, to understand word meaning. The students will use context clues to identify word meaning.
1B. Apply reading strategies to improve understanding and fluency.
Student Language: I understand my purpose for reading. I ask questions about what I have read, predict what will happen, and know how information in nonfiction books is organized.
1.B.2a Establish purposes for reading; survey materials; ask questions; make predictions; connect, clarify and extend ideas.
THIRD through FIFTH GRADE: Students will review, formulate inquiry questions, review and summarize (PQRS) stories when reading.
1.B.2b Identify structure (e.g., description, compare/contrast, cause and effect, sequence) of nonfiction texts to improve comprehension.
THIRD through FIFTH GRADE: The students will use description, compare/contrast, cause and effect, and sequence to improve comprehension.
1.B.2c Continuously check and clarify for understanding (e.g., in addition to previous skills, clarify terminology, seek additional information).
THIRD through FIFTH GRADE: The students will use active reading strategies, such as KWL, SQ3R, and prediction charts, to clarify/check information.
1.B.2d Read age-appropriate material aloud with fluency and accuracy.
THIRD through FIFTH GRADE: The students will read age-appropriate material aloud with fluency and accuracy.
1C. Comprehend a broad range of reading materials.
Student Language: I can read and understand different kinds of books and can show how stories I have read are alike and different by using information from what I have read.
1.C.2a Use information to form and refine questions and predictions.
THIRD through FIFTH GRADE: The students will use information gained to form and refine questions and predictions.
1.C.2b Make and support inferences and form interpretations about main themes and topics.
THIRD GRADE: The students will identify main ideas and details.
FOURTH GRADE: The students will identify the main idea (stated or unstated) and details of a selection. The students will make inferences about the theme(s).
FIFTH GRADE: The students will infer a theme or author's message in a selection, and support those inferences with examples from the text.
1.C.2c Compare and contrast the content and organization of selections.
THIRD through FIFTH GRADE: The students will use graphic organizers to compare and contrast selections read.
1.C.2d Summarize and make generalizations from content and relate to purpose of material.
THIRD GRADE: The students will complete a summary chart of a selection.
FOURTH and FIFTH GRADE: The students will state and write a brief summary of selection.
1.C.2e Explain how authors and illustrators use text and art to express their ideas (e.g., points of view, design hues, metaphor).
THIRD through FIFTH GRADE: The students will explain how authors and illustrators use text and art to express their ideas.
1.C.2f Connect information presented in tables, maps and charts to printed or electronic text.
THIRD and FOURTH GRADE: The students will interpret information presented in tables, maps, charts, or electronic text.
FIFTH GRADE: The students will demonstrate knowledge of graphic aids in a text and how it relates to or expands on material read.
2. Read and understand literature representative of various societies, eras and ideas.
Student Language: I can read and understand literature that comes from different times and places.
2A. Understand how literary elements and techniques are used to convey meaning.
Student Language: I can find and describe the different parts of a story and tell how the author helps me understand what I have read in true and make-believe stories.
2.A.2a Identify literary elements and literary techniques (e.g., characterization, use of narration, use of dialogue) in a variety of literary works.
THIRD GRADE: The students will begin to identify the different elements and techniques in literature.
2.A.2b Describe how literary elements (e.g., theme, character, setting, plot, tone, conflict) are used in literature to create meaning.
THIRD GRADE: The students will identify the literary elements of a selection and describe how these elements are used to create meaning.
FOURTH GRADE: The students will state the theme, tone, and mood of a selection.
FIFTH GRADE: The students will use graphic organizers to describe how literary elements are used in literature to create meaning.
2.A.2c Identify definitive features of literary forms (e.g., realistic fiction, historical fiction, fantasy, narrative, nonfiction, biography, plays, electronic literary forms).
THIRD GRADE: The students will discuss the different literary forms.
FOURTH and FIFTH GRADE: The students will distinguish the different literary forms by recognizing their definitive features.
2B. Read and interpret a variety of literary works.
Student Language: I can make connections from the story and come to conclusions. I can identify the theme in the story and compare it to my own life or to stories that I have read about different times or places.
2.B.2a Respond to literary material by making inferences, drawing conclusions and comparing it to their own experience, prior knowledge and other texts.
THIRD GRADE: Through the use of graphic organizers and/or class discussion, the students will respond to literary material.
FOURTH and FIFTH GRADE: The students will relate their own experiences to literary works by eliciting prior knowledge.
2.B.2b Identify and explain themes that have been explored in literature from different societies and eras.
THIRD GRADE: The students will discuss themes from different societies and eras.
FOURTH and FIFTH GRADE: The students will identify and explain themes from different societies and eras.
2.B.2c Relate literary works and their characters, settings and plots to current and historical events, people and perspectives.
THIRD GRADE: The students will compare current and historical literature.
FOURTH GRADE: The students will correlate literary works to current and/or historical events.
FIFTH GRADE: The students will discuss how a reading selection and its elements relate to current or historical events.
3. Write to communicate for a variety of purposes.
Student Language: I can write for several different purposes.
3A. Use correct grammar, spelling, punctuation, capitalization and structure.
Student Language: I can write paragraphs that include different kinds of sentences; correctly use the eight parts of speech; and accurately spell, capitalize and punctuate.
3.A.2 Write paragraphs that include a variety of sentence types; appropriate use of the eight parts of speech; and accurate spelling, capitalization and punctuation.
THIRD GRADE: The students will write paragraphs focusing on accurate spelling, capitalization and punctuation.
FOURTH and FIFTH GRADE: The students will write paragraphs using proper conventions.
3B. Compose well-organized and coherent writing for specific purposes and audiences.
Student Language: I can create and organize my writing ideas in different ways that show a main idea, organization, and details. I can change my writing for different readers or audiences, add ideas and edit my writing so that it will be ready for others to read.
3.B.2a Generate and organize ideas using a variety of planning strategies (e.g., mapping, outlining, drafting).
THIRD through FIFTH GRADE: The students will use prewriting strategies, including graphic representation, in formulating a theme.
3.B.2b Establish central idea, organization, elaboration and unity in relation to purpose and audience.
THIRD GRADE: The students will begin their writing process by using a central idea and building on that idea.
FOURTH GRADE: The students will utilize the Power Writing Format and elaborate on the Power 2 and 3.
FIFTH GRADE: The students will establish central idea, organization, elaboration and purpose.
3.B.2c Expand ideas by using modifiers, subordination and standard paragraph organization.
THIRD and FOURTH GRADE: The students will expand their ideas into paragraphs using graphic organizers.
FIFTH GRADE: The students will expand ideas by using modifiers, subordination, and standard paragraph organization.
3.B.2d Edit documents for clarity, subjectivity, pronoun-antecedent agreement, adverb and adjective agreement and verb tense; proofread for spelling, capitalization and punctuation; and ensure that documents are formatted in final form for submission and/or publication.
THIRD and FOURTH GRADE: The students will use a process writing format to edit their documents for submission /publication.
FIFTH GRADE: The students will edit documents for clarity, subjectivity, pronoun-antecedent agreement, adverb and adjective agreement and verb tense; proofread for spelling, capitalization and punctuation; and ensure that documents are formatted in final form for submission and/or publication.
3C. Communicate ideas in writing to accomplish a variety of purposes.
Student Language: I can write for many purposes and different audiences in narrative, informative and persuasive forms.
3.C.2a Write for a variety of purposes and for specified audiences in a variety of forms including narrative (e.g., fiction, autobiography), expository (e.g., reports, essays) and persuasive writings (e.g., editorials, advertisements).
THIRD through FIFTH GRADE: The students will write for a variety of purposes and understand the differences between narrative, expository, and persuasive essays.
3.C.2b Produce and format compositions for specified audiences using available technology.
THIRD through FIFTH GRADE: The students will use available technology to assist in writing for specified audiences.
4. Listen and speak effectively in a variety of situations.
Student Language: I can listen and speak well for different purposes.
4A. Listen effectively in formal and informal situations.
Student Language: I can be a good listener and can repeat spoken or written message. I can ask good questions about what I have heard and repeat and follow spoken instructions.
4.A.2a Demonstrate understanding of the listening process (e.g., sender, receiver, message) by summarizing and paraphrasing spoken messages orally and in writing in formal and informal situations.
THIRD through FIFTH GRADE: The students will listen to an oral message, summarize (paraphrase) it orally, and in written form.
4.A.2b Ask and respond to questions related to oral presentations and messages in small and large group settings.
THIRD through FIFTH GRADE: After listening to an oral presentation or message, the students will ask and respond to questions related to the topic.
4.A.2c Restate and carry out a variety of oral instructions.
THIRD and FOURTH GRADE: The students will restate and follow a variety of oral instructions
FIFTH GRADE: The students will follow oral directions.
4B. Speak effectively using language appropriate to the situation and audience.
Student Language: I can use good speaking skills to share information in front of an audience or in a small group. I plan what I am going to say and practice several times. I listen carefully and share my ideas so that problems and arguments can be solved.
4.B.2a Present oral reports to an audience using correct language and nonverbal expressions for the intended purpose and message within a suggested organizational format.
THIRD GRADE: The students will present an oral report using correct language and non-verbal expressions within a suggested format.
FOURTH and FIFTH GRADE: The students will present oral reports to an audience using correct language and nonverbal expressions for the intended purpose and message within a suggested organizational format.
4.B.2b Use speaking skills and procedures to participate in group discussions.
THIRD and FOURTH GRADE: The students will use speaking skills to participate in group discussions.
FIFTH GRADE: The students will use speaking skills and procedures to participate in group discussions.
4.B.2c Identify methods to manage or overcome communication anxiety and apprehension (e.g., topic outlines, repetitive practice).
THIRD through FIFTH GRADE: The students will recognize/identify ways to reduce nervousness in public speaking.
4.B.2d Identify main verbal and nonverbal communication elements and strategies to maintain communications and to resolve conflict.
THIRD GRADE: Students will identify verbal and nonverbal communications.
FOURTH and FIFTH GRADE: Students will develop strategies to maintain communication and resolve conflicts.
5. Use the language arts to acquire, assess and communicate information.
Student Language: I can use reading, writing, listening and speaking to find and evaluate information and to communicate that information to others.
5A. Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas.
Student Language: I can ask questions and make an organized plan for a research paper using information from several sources.
5.A.2a Formulate questions and construct a basic research plan.
THIRD GRADE: Students will construct an informational list of known sources of research.
FOURTH GRADE: The students will construct an outline/plan for a grade appropriate topic.
FIFTH GRADE: The students will formulate questions and construct a basic research plan.
5.A.2b Organize and integrate information from a variety of sources (e.g., books, interviews, library reference materials, web- sites, CD/ROMs).
THIRD GRADE: Students will gather information listing a variety of resources.
FOURTH GRADE: The students will use various sources to locate information on a topic.
FIFTH GRADE: The students will use a variety of sources in creating a report.
5B. Analyze and evaluate information from various sources.
Student Language: I can decide whether a source of information is true and correct or not and then report the accuracy of that information in my writing.
5.B.2a Determine the accuracy, currency and reliability of materials from various sources.
THIRD through FIFTH GRADE: Students will justify accuracy of source using collaborative evidence or authority of source.
5.B.2b Cite sources used.
THIRD through FIFTH GRADE: The students will construct a basic bibliography.
5C. Apply acquired information, concepts and ideas to communicate in a variety of formats.
Student Language: I can share information I have learned for a specific audience and purpose in writing, visual and/or spoken presentations.
5.C.2a Create a variety of print and nonprint documents to communicate acquired information for specific audiences and purposes.
THIRD through FIFTH GRADE: The students will use technology and/or illustrations to communicate information for specific purposes and/or audiences.
5.C.2b Prepare and deliver oral presentations based on inquiry or research.
THIRD GRADE: Students will demonstrate public speaking skills. Students will present information to both a large and small audience.
FOURTH and FIFTH GRADE: The students will prepare and deliver oral presentations based on inquiry or research.