• Elementary Language Arts

    The District uses a Balanced Literacy approach to the teaching of reading and writing. In this approach reading and writing are not compartmentalized but are combined to support student learning comprehensively. Literature is the mainstay of the reading program. Students read fiction and nonfiction materials that encompass all content areas. Instruction occurs in whole class, small group and individual settings.

    Reading
    Reading instruction is based on assessment information. The District uses the Developmental Reading Assessment (DRA) as its primary assessment tool. The information from various assessments helps the student and teacher to identify the level of reading material that is "just right" for the student and the skills and strategies that the student needs to work on.

    While differences may exist from class to class and grade to grade in the reading materials that are used, the primary elements of the reading program remain the same in all classes and include: Read Alouds, Shared Reading, Guided Reading, Literature Study, Independent Reading, and Word Study.

    reading

    Writing
    The District uses a workshop approach to the teaching of writing. The model helps to build a community of writers in which individuals are supported by the teacher and by other students in the classroom. This approach allows students to write about topics of their own choosing, to experiment with their writing style and to practice their revision and editing skills.

    Like the reading program, differences may exist from grade to grade and class to class, but the primary elements of the writing
    program remain the same in all classes and include: Shared Writing, Interactive Writing, Guided Writing, Independent Writing, and Word Study.


     
     
    K-5 Reading Standards

    Kindergarten Reading

    Phonological and Phonemic Awareness
    •    Identify and produce spoken words that rhyme
    •    Begin to blend beginning sound (onset) with ending sound (rime) to form known words in rhyming word families (k-it, s-it, b-it)
    •    Count or tap the number of syllables in spoken words
    •    Isolate individual sounds within spoken words (“What is the first sound you hear in can?”) [Phoneme Isolation]
    •    Identify the same sound in different spoken words (“What sound is the same in sit, sip, and sun?”) [Phoneme Identity]
    •    Identify a word in a set of three or four words that has a different initial sound (“Which word doesn’t belong: doll, dish, pill?”) [Phoneme Categorization]
    •    Begin to blend spoken phonemes to form words using manipulative objects to represent each sound: /b/ /i/ /g/ [Phoneme Blending]
    •    Begin to segment heard words into component sounds using manipulative objects to represent each sound (“How many sounds are there in big?”) [Phoneme Segmentation]
    •    Begin to recognize the remaining word when a phoneme is removed (“What is cat without the /k/?”) [Phoneme Deletion]
    •    Begin to make a new word by adding a phoneme to an existing word (“What word do you have if you add /s/ to mile?”[Phoneme Addition]
    •    Substitute one phoneme for another to make a new word in the context of rhyme and song (“The word is rug. Change /g/ to /n/ or /g/ to /t/. What is the new word?”) [Phoneme Substitution]

    Print Awareness
    •    Understand that the purpose of print is to communicate
    •    Follow left-to-right and top-to-bottom direction when reading and writing
    •    Distinguish between letters and words
    •    Distinguish between text and pictures
    •    Begin to track print by pointing to written words when texts are read aloud by self or others
    •    Identify the parts of a book and their functions, including front and back covers and title page

    Alphabet Recognition and Phonics
    •    Automatically recognize and name all lowercase letters
    •    Demonstrate knowledge of individual letters with their associated sounds
    •    Begin to demonstrate knowledge that the sequence of letters in written words represents the sequence of sounds in spoken words
    •    Identify consonant letter-sound correspondences

    Fluency
    •    Read own name and names of family or friends
    •    Read a small set of high-frequency sight words (e.g., a, the, I, my, use, is, are)
    •    Read familiar kindergarten-level texts at the emergent level

    Background Knowledge and Vocabulary Development
    •    Learn the meaning of new words and demonstrate their use in own speech
    •    Learn new words from books
    •    Use new vocabulary words to talk about life experiences
    •    Connect vocabulary and life experiences to ideas in books

    Comprehension Strategies
    •    Make predictions about story events
    •    Answer questions about text that has been read aloud
    •    Retell or dramatize stories and parts of stories
    •    Demonstrate awareness of the beginning, middle and end of a story

    Motivation to Read
    •    Show interest in reading kindergarten-level texts from a variety of genres, such as alphabet books, stories, poems, and informational texts
    •    Choose to read familiar kindergarten-level texts
    •    Demonstrate familiarity with some book titles and authors

    Kindergarten Writing

    Letters and Words
    •    Recognize lower and upper case letters, practice writing them
    •    Begin to use lower case letters to represent written language
    •    Understand the relationship between letters and a word
    •    Demonstrate an awareness of directionality (left to right, top to bottom)
    •    Begin to learn about and use spaces between words when writing on a line

    Capitalization
    •    Begin to learn about the concept of capitalization
    •    Begin to use capitalization with own name and I
    •    Begin to use capitalization for names, places and the beginning of sentences

    Punctuation
    •    Begin to learn about and recognize ending punctuation

    Grammar
    •    Speak in sentences
    •    Begin to write sentences
    •    Begin to use transition words, e.g. before, after

    Spelling
    •    Use developing knowledge of letter-sound correspondences to spell independently (e.g., sound or invented spelling)
    •    Begin to use conventional spelling for some common or familiar words
    •    Begin to write correctly own first and last names and the names of some friends or family

    Composition
    •    Label drawings with letters or words
    •    Write as part of imaginative play (e.g., playing school, store, restaurant)
    •    Write compositions that include letters or words and drawings to communicate for various purposes (e.g., tell stories, communicate feelings, provide information)

    Motivation to Write
    •    Write voluntarily to communicate for multiple purposes
    •    Share writing with others

    Grade 1 Reading

    Phonemic Awareness
    •    Count the number of syllables in a word
    •    Blend spoken sounds to form words, manipulating letters to represent each sound of most one-syllable words
    •    Segment spoken words into component sounds, manipulating letters to represent each sound of most one-syllable words
     

    Decoding Including Phonics and Structural Analysis
    •    Identify and produce letter-sound correspondences, including consonants and short and long vowels
    •    Blend sounds using knowledge of letter-sound correspondences in order to decode unfamiliar, but decodable, one-syllable grade-level words
    •    Read common word families by blending the onset (/s/) and the rime (/it/, /at/) in grade-level words (s-it, s-at)
    •    Decode grade-level words using knowledge of root words, prefixes, suffixes, verb endings, plurals, contractions, and compounds
    •    Check accuracy of decoding by using context to monitor and self-correct

    Print Awareness

        Identify parts of a book and their purposes, including author, illustrator, title page, table of contents, and chapter headings

    Fluency

    •    Sight read automatically grade level common, high frequency words
    •    Sight read automatically grade level irregularly spelled words
    •    Sight read automatically 300–500 words including sight and decodable words Use punctuation clues to read connected text with expression, accuracy and fluency
    •    Read grade level texts with decodable and irregularly spelled words with appropriate speed, accuracy and expression (target benchmark at grade

    Knowledge and Vocabulary Development
    •    Study antonyms, synonyms, and homonyms to learn new grade-level vocabulary
    •    Study categories of words (e.g., animals, place names) to learn new grade-level vocabulary
    •    Study root words, prefixes, suffixes, verb endings, and plural nouns to learn new grade-level vocabulary
    •    Connect words and ideas in books to prior knowledge
    •    Learn new words in context from reading books and other print sources
    •    Increase background knowledge by elaborating on and integrating new vocabulary and ideas from texts
    •    Learn the uses of a dictionary

    Comprehension Strategies
    •    Read grade-level texts for different purposes
    •    Use comprehension strategies (predict/confirm, reread, self-correct) to clarify the meaning of text
    •    Work cooperatively with peers (partners or small groups) to comprehend text
    •    Use graphic or semantic organizers to organize and categorize information
    •    Ask questions in response to texts
    •    Answer questions (such as how? why? what if?) in response to texts
    •    Sequence events in retelling stories
    •    Summarize main ideas from informational texts
    •    Follow simple written instructions
    •    Use own perspectives and opinions to comprehend text

    Motivation to Read
    •    Show interest in reading grade-level children’s texts from a variety of genres, such as stories, folktales, fairy tales, poems, and informational texts
    •    Read familiar grade-level texts for pleasure
    •    Show familiarity with title and author of grade-level books


    Grade 1 Writing

    Letters and Words
    •    Use lower case and upper case letters
    •    Use spaces between words

    Capitalization
    •    Use capitals at the beginning of sentences, names and places, months, days of the week

    Punctuation
    •    Use punctuation at the end of sentences
    •    Use periods consistently
    •    Begin to use exclamation points and question marks
    •    Begin to learn about the use of commas in dates, parts of informal letters
    •    Begin to learn about apostrophes in contractions

    Grammar
    •    Use simple sentences
    •    Use transition words
    •    Use pronouns
    •    Match subjects with verbs

    Spelling   
    •    Write own first and last names correctly
    •    Use developing knowledge of letter-sound correspondence (e.g., sound spelling or invented spelling) to spell independently grade-level decodable words, including words in word families
    •    Represent most phonemes in invented spelling, although not necessarily with conventional spellings (e.g., /k/ /a/ /t/ for cat)
    •    Use conventional spelling to spell common grade-level irregularly spelled content and high-frequency words
    •    Spell correctly three- and four-letter short vowel words
    •    Understand the difference between conventional spelling, and sound or invented spelling

    Composition
    •    Write stories and informational texts that establish a topic and use words that can be understood by others
    •    Write compositions and begin to use the writing process (e.g., prewriting, drafting, revising, proofreading, editing)
    •    Use conventional capitalization and punctuation to begin and end sentences
    •    Write compositions for various purposes and include text, illustrations, and other graphics

    Motivation to Write
    •    Choose to write to communicate to others
    •    Choose to write for various purposes (e.g., tell stories, share information, give directions, write to a friend)
    •    Share writing with others (e.g., participate in author’s circle)


    Grade 2 Reading

    Decoding Including Phonics and Structural Analysis
    •    Identify and produce all letter-sound correspondences, including consonant blends/digraphs and vowel digraphs/diphthongs
    •    Blend sounds using knowledge of letter-sound correspondences in order to decode unfamiliar, but decodable, multisyllabic grade-level words
    •    Decode by analogy using knowledge of known words in word families to read unfamiliar grade-level words (e.g., given the known word boat, read coat, moat, goat)
    •    Decode grade-level words using knowledge of word structure (e.g., roots, prefixes, suffixes, verb endings, plurals, contractions, and compounds)
    •    Check accuracy of decoding by using context to monitor and self-correct

    Print Awareness
    •    Identify parts of a book and their purposes including author, illustrator, title page, table of contents, index, and chapter headings

    Fluency
    •    Sight-read automatically grade-level, common, high-frequency words
    •    Read grade-level texts with decodable and irregularly spelled words at appropriate speed, accuracy, and with expression

    Background Knowledge and Vocabulary Development
    •    Study antonyms, synonyms, and homonyms to learn new grade-level vocabulary
    •    Study categories of words (e.g., transportation, sports) to increase new grade-level vocabulary
    •    Study root words, prefixes, suffixes, verb endings, plural nouns, contractions, and compound words to increase new grade-level vocabulary
    •    Connect words and ideas in books to spoken language vocabulary and background knowledge
    •    Learn new words from reading books and other print sources.
    •    Use a dictionary to learn the meanings of words

    Comprehension Strategies
    •    Read grade-level texts with comprehension and for different purposes
    •    Use comprehension strategies to monitor own reading (e.g., predict/confirm, reread, self-correct) and to clarify meaning of text
    •    Work cooperatively with peers (partners or groups) to comprehend text
    •    Organize text information by using graphic or semantic organizers
    •    Compare and contrast similarities and differences between characters and events across stories
    •    Compare and contrast similarities and differences in information on same topic from more than one informational text
    •    Comprehend and interpret information from a variety of graphic displays including diagrams, charts, tables and graphs
    •    Ask questions when listening to, or reading texts
    •    Answer literal, inferential, and critical/application questions after listening to or reading fictional and informational texts
    •    Summarize main ideas and supporting details from fictional or informational text, both orally and in writing
    •    Support a point of view with information from text
    •    Lead or participate in discussion about grade-level books, integrating multiple strategies (e.g., ask questions, clarify misunderstandings, support point of view, summarize information)
    •    Demonstrate comprehension of grade-level text through creative response, such as writing, drama, or oral presentation
    Motivation to Read
    •    Show interest in reading a wide variety of grade-level texts, including the genres of historical fiction, science fiction, folktales, fairy tales, poetry, and other fictional and informational texts
    •    Read for own purposes and interests
    •    Show familiarity with the titles and authors of select grade-level books
    •    Read independently and silently

    Grade 2 Writing

    Capitalization
    •    Use capitals consistently for people, places, days of the week, months,  holidays, book titles and movie titles

    Punctuation
    •    Use periods, exclamation points and question marks as appropriate
    •    Recognize and begin to use quotation marks to indicate dialogue
    •    Use commas in a series, in the date and between city and state
    •    Use apostrophes in contractions

    Grammar
    •    Begin to learn a variety of sentence types, such as statements, questions and exclamations
    •    Use conjunctions
    •    Write compound sentences, connected with a conjunction

    Parts of Speech
    •    Identify nouns, verbs and adjectives
    •    Distinguish between singular and plural nouns

    Spelling
    •    Spell correctly previously studied words (e.g., grade-level multisyllabic, decodable words; irregularly spelled content and high-frequency words) in writing
    •    Use spelling patterns (e.g., word families) in writing
    •    Represent all the sounds in a word when spelling independently

    Composition
    •    Write in response to the reading of imaginative and informational texts
    •    Write a variety of compositions with assistance, using different organizational patterns (e.g., informational reports, such as compare/contrast, and sequence of events; correspondence; and imaginative stories)
    •    Write original text using the writing process (e.g., prewriting, drafting, revising, proofreading, editing)
    •    Make judgments about relevant and irrelevant content to include in writing
    •    Write sentences in logical order and begin to use paragraphs to organize topics
    •    Vary the formality of language depending on purpose of writing (e.g., friendly letter, report)
    •    Begin to convey personal voice in writing
    •    Participate in writing conferences with teachers and peers to improve own writing and that of others

    Handwriting
    •    Use legible print for all upper case and lower case letters

    Motivation to Write
    •    Choose to write to communicate ideas and emotions to a variety of audiences
    •    Choose to write for various purposes (e.g., tell stories, share information, give directions)
    •    Share writing with others (e.g., participate in author’s circle)

    Grade 3 Reading

    Decoding Including Phonics and Structural Analysis
    •    Use knowledge of letter-sound correspondence to blend sounds when reading unfamiliar, but decodable, grade-level words
    •    Decode by analogy using knowledge of syllable patterns (e.g., CVC, CVCC, CVVC) to read unfamiliar words, including multisyllabic grade-level words that are part of word families
    •    Decode grade-level words using knowledge of word structure (e.g., roots, prefixes, suffixes, verb endings, plurals, contractions, and compounds)

    Fluency
    •    Sight-read automatically grade-level high-frequency words and irregularly spelled content words
    •    Read grade-level texts with decodable and irregularly spelled words at appropriate speed, accuracy, and expression

    Background Knowledge and Vocabulary Development
    •    Study categories of words to learn grade-level vocabulary
    •    Analyze word structure (e.g., roots, prefixes, suffixes) to learn word meaning
    •    Connect words and ideas in books to spoken language vocabulary and background knowledge
    •    Learn new vocabulary and concepts indirectly by reading books and other print sources
    •    Identify specific words causing comprehension difficulties in oral or written language
    •    Use a dictionary to learn the meanings of words and a thesaurus to identify synonyms and antonyms

    Comprehension Strategies
    •    Read grade-level texts with comprehension and for various purposes
    •    Use comprehension strategies to monitor own reading (e.g., predict/confirm, reread, attend to vocabulary, self-correct) and to clarify meaning of text
    •    Work cooperatively with peers to comprehend text
    •    Organize and categorize text information by using knowledge of a variety of text structures (e.g., cause and effect, fact and opinion, directions, time sequence)
    •    Use knowledge of fictional text structure to identify and interpret story elements: plot, character, and events
    •    Listen to or read grade-level texts and ask questions to clarify understanding
    •    Listen to or read grade-level texts and answer literal, inferential, and critical/application questions
    •    Summarize main ideas and details of informational and fictional text orally and in writing
    •    Support point of view with details from the text
    •    Lead and participate in discussion about grade-level texts by integrating multiple strategies (e.g., ask questions, clarify misunderstandings, support point of view, summarize information)
    •    Demonstrate comprehension of grade-level text through creative responses, such as writing, drama, and oral presentations
    •    Infer underlying theme or message of written text
    •    Organize information by means of graphic and semantic organizers

    Motivation to Read
    •    Show interest in a variety of grade-level texts, from genres including historical and science fiction, folktales and fairy tales, poetry, biography and other fictional and informational texts
    •    Read voluntarily for own purposes and interests
    •    Show familiarity with titles and authors of well-known grade-level literature
    •    Read independently and silently, including longer fiction and chapter books

    Grade 3 Writing

    Capitalization
    •    Master the use of capitalization

    Punctuation
    •    Master the use of ending punctuation
    •    Begin to punctuate dialogue
    •    Use commas in a series, after introductory phrases and to combine sentences
    •    Master the use of the apostrophe in contractions
    •    Begin to use apostrophe for possessives

    Grammar
    •    Use a variety of sentence types
    •    Begin to use complex sentences
    •    Construct sentences using nouns, verbs, and objects consistently
    •    Understand that a paragraph is a group of connected sentences
    •    Write a paragraph based on a single idea with a topic sentence
    •    Begin to learn about changing paragraphs when there are changes in time, scene and personal dialogue
    •    Begin to learn about transition words

    Parts of Speech
    •    Name nouns, verbs and adjectives
    •    Recognize and use pronouns
    •    Use adjectives to improve description

    Verb Tense
    •    Use past, present and future tenses correctly
    •    Maintain correct tense of the verb throughout the paragraph

    Spelling
    •    Spell correctly previously studied decodable and irregularly spelled words and spelling patterns in own writing

    Handwriting
    •    Write legibly all uppercase and lowercase cursive letters

    Composition
    •    Write in response to the reading of imaginative and informational texts
    •    Write a variety of compositions, such as literary responses and informational reports, using various organizational patterns (e.g., cause and effect, compare/contrast)
    •    Write in a variety of formats, such as print and multimedia
    •    Write stories and reports using the writing process (e.g., prewriting, drafting, revising, proofreading, editing)
    •    Use grade-level vocabulary and sentence patterns in writing
    •    Write sentences in logical order and begin to use paragraphs to organize topics
    •    Review work independently for conventional spelling, capitalization and punctuation
    •    Vary the formality of language depending on audience and purpose of writing (e.g., informal letter, report)  
    •    Exhibit personal voice in writing
    •    Begin to use literary elements in creative writing (e.g., figurative language)
    •    Combine information from multiple sources when writing reports
    •    Present and discuss own writing in conferences with teacher and peers, and respond with feedback

    Motivation to Write
    •    Write voluntarily to communicate ideas and emotions to a variety of audiences
    •    Write voluntarily for various purposes (e.g., tell stories, share information, give directions)
    •    Publish writing for classroom or school display

    Grade 4 Reading

    Decoding Including Phonics and Structural Analysis
    •    Use knowledge of letter-sound correspondence to blend sounds when reading unfamiliar but decodable words
    •    Use decoding strategies (e.g., knowledge of syllable patterns, decoding by analogy and word structure) to read unfamiliar words
    •    Identify unfamiliar words using syntactic (grammar) cues
    •    Identify unfamiliar words using semantic (meaning) cues
    •    Integrate sources of information when reading to decode and cross-check

    Fluency
    •    Sight-read automatically high-frequency words and irregularly spelled content words
    •    Read with confidence from a variety of grade-level texts with appropriate speed, accuracy, and expression

    Background Knowledge and Vocabulary Development
    •    Learn grade-level vocabulary through a variety of means
    •    Use word structure such as roots, prefixes, and suffixes to determine meaning
    •    Use prior knowledge and experience in order to understand ideas and vocabulary found in books
    •    Acquire new vocabulary by reading books and other print sources
    •    Use self-monitoring strategies to identify specific vocabulary that causes comprehension difficulties
    •    Determine the meaning of unfamiliar words by using context clues, dictionaries, and other resources
    •    Use a thesaurus to identify synonyms and antonyms

    Comprehension Strategies
    •    Read a variety of grade-level texts with understanding
    •    Use self-monitoring strategies, such as rereading, attending to vocabulary, and cross-checking, to determine meaning of text
    •    Work cooperatively with others to determine meaning
    •    Use text structure to recognize differences among a variety of texts
    •    Make connections between text and self, text and text and text and the world
    •    Ask questions to clarify understanding of grade-level texts
    •    Read grade-level texts and answer literal, inferential, and evaluative questions
    •    State a main idea and support it with details from the text
    •    State a point of view and support it with details from the text
    •    Participate in discussions about grade-level texts
    •    Demonstrate comprehension of grade-level texts through a variety of responses, such as writing, drama, and oral presentations
    •    Demonstrate comprehension of the basic elements of a genre, e.g. historical fiction, fantasy
    •    Recognize the theme or message of a text

    Motivation to Read
    •    Show interest in a wide range of grade-level texts, both literary and informational
    •    Read voluntarily for differing purposes
    •    Be familiar with titles and authors of well-known grade-level texts
    •    Engage in independent silent reading

    Grade 4 Writing

    Punctuation
    •    Place quotation marks around spoken words
    •    Capitalize the first letter inside quotation marks
    •    Understand that punctuation is placed before the end quotation mark
    •    Use commas in a series after introductory phrases, to combine sentences and to separate appositives
    •    Use commas before a conjunction
    •    Recognize the use of a colon before a list
    •    Use a possessive apostrophe

    Grammar
    •    Use paragraphs to represent ideas and to indicate changes in time, scene and personal dialogue
    •    Develop facility with the use of a variety of sentence types and structures
    •    Use complex sentences

    Parts of Speech
    •    Use proper nouns, common nouns, pronouns and adjectives correctly
    •    Recognize and use adverbs
    •    Recognize and begin to use prepositions and conjunctions

    Verb Tense
    •    Use verb tenses correctly and consistently

    Spelling
    •    Correctly spell words in own writing that have been previously studied and/or frequently used
    •    Correctly spell words in own writing that follow the spelling patterns of words previously studied

    Handwriting
    •    Use legible print and/or cursive writing

    Composition
    •    Respond in writing to prompts that follow the reading of literary and informational texts
    •    Write in a variety of styles, using different organizational patterns, such as chronological order, cause/effect, and compare/contrast
    •    Use a variety of media to produce written work
    •    Write a variety of compositions, using the writing process (e.g., prewriting, drafting, revising, proofreading, editing)
    •    Use grade-level vocabulary and varied sentence structure
    •    Develop ideas by writing sentences that are in logical order and organized into paragraphs
    •    Review writing independently in order to edit for the correct use of grade-appropriate spelling, punctuation, capitalization, and verb tense
    •    Vary the tone, vocabulary, and sentence structure according to the audience and purpose of writing
    •    Exhibit personal voice when writing
    •    Begin to use literary devices such as simile and figurative language
    •    Apply revision strategies to improve the quality of the writing
    •    Build a repertoire of craft strategies when writing, e.g. mentor texts
    •    Use at least two sources of information when writing a report
    •    Review writing with teachers and peers and be able to respond to feedback

    Motivation to Write
    •    Write voluntarily to communicate ideas and emotions to a variety of audiences
    •    Write voluntarily for different purposes
    •    Publish writing suitable for a variety of display purposes, such as within a classroom, or school, or on the Internet

    Grade 5 Reading

    Word Recognition
    •    Use knowledge of a variety of decoding strategies, such as letter-sound correspondence, syllable patterns, decoding by analogy, word structure, and syntactic (grammar) cues and semantic (meaning) cues, to read unfamiliar words
    •    Integrate sources of information to decode unfamiliar words and to cross-check, self-correcting when appropriate
    •    Use word recognition skills and strategies, accurately and automatically, when decoding unfamiliar words
    •    Recognize at sight a large body of high-frequency words and irregularly spelled content vocabulary
    •    Read aloud, accurately and fluently, with appropriate rate of reading, intonation, and inflection

    Background Knowledge and Vocabulary Development
    •    Learn grade-level vocabulary through both direct and indirect means
    •    Use word structure knowledge, such as roots, prefixes, and suffixes, to determine meaning
    •    Use prior knowledge and experience in order to understand ideas and vocabulary found in books
    •    Acquire new vocabulary by reading a variety of texts
    •    Use self-monitoring strategies to identify specific vocabulary that causes comprehension difficulties
    •    Determine the meaning of unfamiliar words by using context clues, dictionaries, glossaries, and other resources
    •    Use a thesaurus

    Comprehension Strategies
    •    Read a variety of grade-level texts, for a variety of purposes, with understanding
    •    Use self-monitoring strategies, such as cross-checking, summarizing, and self-questioning, to construct meaning of text
    •    Recognize when comprehension has been disrupted and use self-correction strategies, such as rereading, adjusting rate of reading, and attending to specific vocabulary
    •    Use knowledge of text structures to recognize and assess differences among a variety of texts and to support understanding
    •    Ask questions to clarify understanding and to focus reading
    •    Make connections between text being read and own lives, the lives of others, and other texts read in the past
    •    Use prior knowledge in concert with text information to support comprehension, in order to form predictions, make inferences and draw conclusions
    •    Read grade-level texts and answer literal, inferential, and evaluative questions
    •    State or summarize a main idea and support/elaborate it with relevant details
    •    Present a point of view or interpretation of a text, such as its theme, and support it with significant details from the text
    •    Participate cooperatively and collaboratively in group discussions of texts
    •    Note and describe aspects of the writer’s craft
    •    Demonstrate comprehension of grade-level texts through a range of responses, such as writing, drama, and oral presentations
    •    Demonstrate comprehension of the basic elements of a genre, e.g. myth, historical fiction

    Motivation to Read
    •    Show interest in a wide variety of texts, topics, and genres for reading
    •    Read voluntarily for a variety of purposes
    •    Be familiar with titles and authors from a wide range of literature
    •    Engage in independent silent reading for extended periods of time

    Grade 5 Writing

    Punctuation
    •    Vary ending punctuation to improve writing
    •    Punctuate dialogue appropriately
    •    Use the comma, colon and semicolon with confidence in a variety of situations

    Grammar
    •    Master the use of a variety of sentence types and structures
    •    Use transition devices in paragraphs
    •    Master the use of paragraphing

    Parts of Speech
    •    Use adverbs, conjunctions and prepositions correctly

    Spelling
    •    Correctly spell words within own writing that have been previously studied and/or frequently used
    •    Spell a large body of words accurately and quickly when writing
    •    Use a variety of spelling resources, such as spelling dictionaries and spell-check tools, to support correct spelling
    •    Apply spelling rules to unfamiliar vocabulary

    Handwriting
    •    Use legible print and/or cursive writing

    Composition
    •    Respond in writing to prompts that follow the reading of literary and informational texts
    •    Respond in writing to prompts that follow listening to literary and informational texts
    •    Write on a wide range of topics
    •    Understand and use writing for a variety of purposes
    •    Use a variety of different organizational patterns for writing, such as chronological order, cause/effect, compare/contrast
    •    Use a variety of media to produce written work
    •    Use the writing process (e.g., prewriting, drafting, revising, proofreading, and editing)
    •    Use a variety of prewriting strategies, such as brainstorming, freewriting, note taking, and webbing
    •    Review writing independently in order to revise for focus, development of ideas, and organization
    •    Review writing independently in order to edit for correct spelling, grammar, capitalization, punctuation, and paragraphing
    •    Adjust style of writing, voice, and language used according to purpose and intended audience
    •    Continue to build a repertoire of craft strategies when writing
    •    Incorporate aspects of the writer’s craft, such as literary devices and voice, into own writing
    •    Use multiple sources of information when writing a report
    •    Review writing with teachers and peers

    Motivation to Write
    •    Write voluntarily to communicate ideas and emotions to a variety of audiences
    •    Write voluntarily for different purposes
    •    Write on a variety of topics
    •    Publish writing in a variety of presentation or display media, for a range of audiences

    Continue to Listening And Speaking Standards