Crosswalks, Grades PK–5

Crosswalks, Grades PK–5

Oklahoma Academic Standards for English Language Arts Crosswalk

Table of Contents

Introduction 2

Pre-K 3

Kindergarten 14

Grade 1 28

Grade 2 44

Grade 3 61

Grade 4 78

Grade 5 95

ELA Standards Crosswalk, Grades Pre-K—5 1

Oklahoma Academic Standards for English Language Arts Crosswalk

Elementary Crosswalk IntroductionThe 2021 Oklahoma Academic Standards for English Language Arts were revised based on the 2016 standards. Teachers and school districts canuse the following crosswalk documents to compare and contrast the 2021 and 2016 standards and objectives. The documents are organized intothree columns: the 2021 standards and objectives on the left, the 2016 standards and objectives in the middle, and a blank column for notes on theright. Bolded words indicate different language in the 2021 standards and objectives compared to the 2016 language. (See the third and fourthrows in the sample table.) Teachers can work individually or with others in their professional learning communities to record their notes in the thirdcolumn.

Most standards and objectives correlate, but a gray box indicateswhen an objective does not have a predecessor in 2016 or acontinuance in 2021. Furthermore, there is an explanation in thoseboxes, which says if the objective moved to a different grade, wasremoved, was created by prior objectives, or did not exist at all in2016. (See the second row in the sample table.)

Sometimes one objective is represented in multiple objectives in thecurrent or former iteration, which is shown by pairing a single box withmultiple boxes. (Note how the third and fourth rows from the firstcolumn are paired with the large third row in the second column in thesample table.)

These crosswalk documents can be used to more deeply understandthe shifts in the standards, so teachers and school districts can makethe necessary changes to their lessons and units to fully educate theirstudents in English language arts.

Visit the ELA Standards page at sde.ok.gov/ela-standards for morestandards resources:

● Complete Standards Document● Appendix● Vertical Progressions for Grades PK-5, 3-8, & 6-12

2021 2016

This objective was movedto Kindergarten in 2021.

PK.2.PA.4 Students will beginto isolate initial and final soundsin spoken words.

3.2.R.3 Students willsummarize and sequence theimportant events of a story. 3.2.R.3 Students will

summarize events or plots (i.e.,beginning, middle, end, andconflict) of a story or text.3.2.R.4 Students will

summarize facts and detailsfrom an informational text.

Sample Table


https://sde.ok.gov/ela-standards

Oklahoma Academic Standards for English Language Arts Pre-K Crosswalk

Pre-Kindergarten Crosswalk

2021 2016 Notes/Analysis

Standard 1: Listening and SpeakingStudents will listen and speak effectively in avariety of situations.

Standard 1: Speaking and ListeningStudents will speak and listen effectively in avariety of situations including, but not limitedto, responses to reading and writing.

ListeningStudents will develop and apply effectivecommunication skills through active listening.

ReadingStudents will develop and apply effectivecommunication skills through speaking andactive listening.

PK.1.L.1 Students will actively listen usingagreed-upon rules with prompting.

PK.1.R.1 Students will actively listen andspeak using agreed-upon rules with guidanceand support.

PK.1.L.2 Students will follow simple one-steporal directions.

PK.1.R.4 Students will follow simple oraldirections.

SpeakingStudents will develop and apply effectivecommunication skills to share ideas throughspeaking.

WritingStudents will develop and apply effectivecommunication skills through speaking andactive listening to create individual and groupprojects and presentations.

PK.1.S.1 Students will work respectfully withpeers with prompting.

PK.1.W.2 Students will work respectfully withothers with guidance and support.

PK.1.S.2 Students will engage in collaborativediscussions about various topics and texts,including their own writing, with peers andadults in small and large groups withprompting.

PK.1.R.3 Students will begin to engage incollaborative discussions about appropriatetopics and texts with peers and adults in smalland large groups with guidance and support.




PK.1.S.3 Students will ask and answerquestions with prompting.

PK.1.R.2 Students will begin to ask andanswer questions about information presentedorally or through text or other media withguidance and support.

PK.1.S.4 Students will orally describe personalinterests or tell stories to peers and adultswith prompting.

PK.1.W.1 Students will begin to orally describepersonal interests or tell stories to classmateswith guidance and support.

Standard 2: Reading and Writing FoundationsStudents will develop foundational skills forreading and writing proficiency by workingwith sounds, letters, and text.

Standard 2: Reading FoundationsStudents will develop foundational skills forfuture reading success by working withsounds, letters, and text.

Phonological AwarenessStudents will recognize, count, andmanipulate the parts of spoken words,including syllables, onset/rimes, andphonemes without using text.

Phonological AwarenessPhonological awareness is the ability torecognize, think about, and manipulate soundsin spoken language without using text.

PK.2.PA.1 Students will count spoken wordsin a three- to four-word sentence withone-syllable words.

PK.2.PA.1 Students will distinguish spokenwords in a sentence with guidance andsupport.

PK.2.PA.2 Students will recognize spokenwords that rhyme (e.g., wall & fall).

PK.2.PA.2 Students will recognize spokenwords that rhyme.

PK.2.PA.3 Students will recognize syllables inspoken words (e.g., pony = po + ny).

PK.2.PA.3 Students will begin to recognizesyllables in spoken words (e.g., sunshine= sun+ shine).




This objective was moved to Kindergarten. PK.2.PA.4 Students will begin to isolate initialand final sounds in spoken words.

Print ConceptsStudents will demonstrate their understandingof the organization and basic features of print.

Print ConceptsStudents will demonstrate their understandingof the organization and basic features of print,including book handling skills and theunderstanding that printed materials provideinformation and tell stories.

PK.2.PC.1 Students will begin to understandthat print carries a message by recognizinglabels, signs, and other print in theenvironment.

PK.2.PC.2 Students will understand that printcarries a message by recognizing labels,signs, and other print in the environment withguidance and support.

PK.2.PC.2 Students will demonstrate correctbook orientation and identify the front and backcovers of a book.

PK.2.PC.3 Students will begin to demonstratecorrect book orientation and identify the frontand back covers of a book.

PK.2.PC.3 Students will begin to understandthat print moves from top to bottom, left toright, and front to back.

PK.2.PC.5 Students will begin to understandthat print moves from top to bottom, left toright, and front to back.

PK.2.PC.4 Students will begin to recognizethat written words are made up of letters andare separated by spaces.

PK.2.PC.4 Students will recognize that writtenwords are made up of letters and areseparated by spaces with guidance andsupport.

PK.2.PC.5 Students will begin to recognizeending punctuation marks in print duringshared reading or other text experiences.

PK.2.PC.6 Students will recognize endingpunctuation marks in print during sharedreading or other text experiences withguidance and support.




PK.2.PC.6 Students will begin to write someuppercase and lowercase letters including themajority of the letters in their first name withprompting.

PK.2.PC.1 Students will write the majority ofthe letters in their first name and someuppercase and lowercase letters with guidanceand support.

Phonics and Word Study:Students will decode words by applyingphonics and word analysis skills in context andisolation.

Phonics and Word StudyStudents will decode and read words incontext and isolation by applying phonics andword analysis skills.

PK.2.PWS.1 Students will name the letters intheir first name.

PK.2.PWS.1 Students will name the majority ofthe letters in their first name and manyuppercase and lowercase letters with guidanceand support.PK.2.PWS.2 Students will name a majority of

uppercase and lowercase letters.

PK.2.PWS.3 Students will produce somesounds represented by letters.

PK.2.PWS.2 Students will produce somesounds represented by letters with guidanceand support.

FluencyStudents will read grade-level text smoothlyand accurately, with appropriate expression.

FluencyStudents will recognize highfrequency wordsand read grade-level text smoothly andaccurately, with expression that connotescomprehension.

PK.2.F.1 Students will read their first name inprint.

PK.2.F.1 Students will read first name in print.

PK.2.F.2 Students will chorally recitefamiliar texts (e.g., rhymes, songs, poetry,etc.).

This objective did not exist in 2016.




Standard 2: Reading and Writing ProcessStudents will use a variety of recursive readingand writing processes.


ReadingStudents will read and comprehend inclusive,diverse, and increasingly complex literary andinformational texts.

ReadingStudents will read and comprehendincreasingly complex literary and informationaltexts.

PK.2.R Students will begin to retell or reenactmajor events or details from a read-aloud.

PK.2.R Students will begin to retell or reenactmajor events from a read-aloud with guidanceand support to recognize the main idea.

WritingStudents will engage in a recursive processthat may include prewriting, drafting, revising,editing, and publishing.

WritingStudents will develop and strengthen writing byengaging in a recursive process that includesprewriting, drafting, revising, editing, andpublishing.

PK.2.W Students will begin to expressthemselves through drawing and emergentwriting.

PK.2.W Students will begin to expressthemselves through drawing, dictating, andemergent writing.

Standard 3: Critical Reading and WritingStudents will apply critical thinking skills toreading and writing.


ReadingStudents will analyze, interpret, and evaluateincreasingly complex literary andinformational texts that include a wide rangeof historical, cultural, ethnic, and globalperspectives from a variety of genres.

ReadingStudents will comprehend, interpret, evaluate,and respond to a variety of complex texts of allliterary and informational genres from a varietyof historical, cultural, ethnic, and globalperspectives.




PK.3.R.1 Students will describe the roles of anauthor and illustrator with prompting.

PK.3.R.1 Students will describe the role of anauthor and illustrator, telling how theycontribute to a story, with guidance andsupport.

PK.3.R.2 Students will answer basic questions(e.g., who, what, where, and when) abouttexts, photographs, or illustrations duringshared reading or other text experiences withprompting.

PK.3.R.3 Students will tell what is happening ina picture or illustration with guidance andsupport.

PK.3.R.4 Students will ask and answer basicquestions (e.g., who, what, where, and when)about texts during shared reading or other textexperiences with guidance and support.

PK.3.R.3 Students will identify characters in astory with prompting.

PK.3.R.2 Students will describe characters in astory with guidance and support.

WritingStudents will thoughtfully and intentionallywrite, addressing a range of modes,purposes, and audiences.

WritingStudents will write for varied purposes andaudiences in all modes, using fully developedideas, strong organization, well-chosen words,fluent sentences, and appropriate voice.

PK.3.W Students will use drawing and labelingto tell a story or share information withprompting.

PK.3.W Students will use drawing, labeling,and dictating to express thoughts and ideaswith guidance and support.

Standard 4: VocabularyStudents will expand and apply their spokenand reading vocabularies to speak, read, andwrite effectively.

Standard 4: VocabularyStudents will expand their workingvocabularies to effectively communicate andunderstand texts.




ReadingStudents will expand their grade-levelvocabularies through reading, word study, andclass discussion.

ReadingStudents will expand academic,domain-appropriate, grade-level vocabulariesthrough reading, word study, and classdiscussion.

PK.4.R.1 Students will name and sort familiarobjects into categories based on similaritiesand differences with prompting.

PK.4.R.3 Students will name and sort familiarobjects into categories based on commonattributes with guidance and support.

PK.4.R.2 Students will begin to develop anawareness of context clues throughread-alouds and other text experiences.

PK.4.R.2 Students will begin to develop anawareness of context clues throughread-alouds and other text experiences.

PK.4.R.3 Students will begin to acquire newvocabulary and relate new words to priorknowledge.

PK.4.R.1 Students will acquire new academic,content-specific, grade-level vocabulary andrelate new words to prior knowledge withguidance and support.

WritingStudents will apply knowledge of vocabulary tospeak and write effectively.

WritingStudents will apply knowledge of vocabulariesto communicate by using descriptive,academic, and domain-appropriate abstractand concrete words in their writing.

PK.4.W.1 Students will begin to use newvocabulary to produce and expand completesentences in shared language activities.

PK.4.W.1 Students will begin to use newvocabulary to produce and expand completesentences in shared language activities.

PK.4.W.2 Students will begin to use languageaccording to purpose in shared writingexperiences.

PK.4.W.2 Students will begin to selectappropriate language according to purpose.




Standard 5: LanguageStudents will expand and apply knowledge ofgrammar, usage, mechanics, and style tocomprehend texts and communicateeffectively.

Standard 5: LanguageStudents will apply knowledge of grammar andrhetorical style to reading and writing.

ReadingStudents will expand and apply knowledge ofgrammar, usage, mechanics, and style tocomprehend, analyze, and/or evaluate avariety of texts.

ReadingStudents will apply knowledge of grammar andrhetorical style to analyze and evaluate avariety of texts.

PK.5.R.1 Students will hear differentsentence structures through conversations,read-alouds, and interactive reading.

PK.5.R.1 Students will begin to understand thefunction of grammar through exposure toconversations, read-alouds, and interactivereading.

PK.5.R.2 Students will hear different parts ofspeech through conversations,read-alouds, and interactive reading:● concrete objects as persons, places, orthings (i.e., nouns)● words as actions (i.e., verbs)● color adjectives● spatial and time relationships such as up,down, before, and after

PK.5.R.2 Students will recognize concreteobjects as persons, places or things (i.e.,nouns) with guidance and support.

PK.5.R.3 Students will recognize words asactions (i.e., verbs) with guidance and support.

PK.5.R.4 Students will group pictures and/oruse movement to determine spatial and timerelationships such as up, down, before, andafter with guidance and support.

WritingStudents will expand and apply knowledge ofgrammar, usage, mechanics, and style tospeak and write effectively, demonstratingstandard usage when appropriate.

WritingStudents will demonstrate command ofStandard English grammar, mechanics, andusage through writing and other modes ofcommunication.




These standards begin in Kindergarten. These standards begin in Kindergarten.

Standard 6: ResearchStudents will engage in inquiry to acquire,refine, and communicate accurateinformation.

Standard 6: ResearchStudents will engage in inquiry to acquire,refine, and share knowledge.

ReadingStudents will gather, comprehend, evaluate,and synthesize researched information toacquire and refine knowledge.

ReadingStudents will comprehend, evaluate, andsynthesize resources to acquire and refineknowledge.

PK.6.R Students will begin to identify pictures,charts, grade-level texts, or people as sourcesof information on a topic of interest.

PK.6.R Students will begin to identify pictures,charts, grade-appropriate texts, or people assources of information on a topic of interest.

WritingStudents will synthesize informationethically through speaking and writing.

WritingStudents will summarize and paraphrase,integrate evidence, and cite sources to createreports, projects, papers, texts, andpresentations for multiple purposes.

PK.6.W Students will generate topics ofinterest and decide if a friend, teacher, orexpert can answer their questions withprompting.

PK.6.W Students will generate topics ofinterest and decide if a friend, teacher, orexpert can answer their questions withguidance and support.

Standard 7: Multimodal LiteraciesStudents will comprehend and communicateknowledge through alphabetic, aural, visual,spatial, and/or gestural content.

Standard 7: Multimodal LiteraciesStudents will acquire, refine, and shareknowledge through a variety of written, oral,visual, digital, non-verbal, and interactive texts.

ReadingStudents will comprehend and evaluatemultimodal content.

ReadingStudents will evaluate written, oral, visual, anddigital texts in order to draw conclusions andanalyze arguments.




PK.7.R Students will explore ideas andtopics in a variety of media and formats withprompting.

PK.7.R Students will recognize formats of printand digital text with guidance and support.

WritingStudents will create multimodal content tocommunicate effectively.

WritingStudents will create multimodal texts tocommunicate knowledge and developarguments.

PK.7.W Students will begin to combinemovement with relevant props, images, orillustrations to support their writing andspeaking.

PK.7.W Students will use appropriatetechnology or media to communicate withothers with guidance and support.

Standard 8: Independent Reading and WritingStudents will read and write independently fora variety of purposes and periods of time.

Standard 8: Independent Reading and WritingStudents will read and write for a variety ofpurposes including, but not limited to,academic and personal.

ReadingStudents will read self-selected textsindependently, choosing genres to suit andexpand their personal preferences andpurposes.

ReadingStudents will read independently for a varietyof purposes and for extended periods of time.Students will select appropriate texts forspecific purposes.

PK.8.R Students will listen and respond toread-alouds, participate in shared reading,and interact independently with texts.

PK.8.R Students will demonstrate interest inbooks during read-alouds and shared reading,and interact independently with books.

WritingStudents will write independently,intentionally selecting modes, purposes,and audiences.

WritingStudents will write independently for extendedperiods of time. Students will vary their modesof expression to suit audience and task.




PK.8.W Students will begin to express theirideas using a combination of drawing andemergent writing with prompting.

PK.8.W Students will express their ideasthrough a combination of drawing andemergent writing with guidance and support.


Oklahoma Academic Standards for English Language Arts Kindergarten Crosswalk

Kindergarten Crosswalk






K.1.L.1 Students will actively listen usingagreed-upon discussion rules with prompting.

K.1.R.1 Students will actively listen and speakusing agreed-upon rules for discussion withguidance and support.

K.1.L.2 Students will follow simple one- andtwo-step oral directions.

K.1.R.4 Students will follow one and twostep directions.



K.1.S.1 Students will work respectfully withpeers with prompting.

K.1.W.2 Students will work respectfully withothers with guidance and support.

K.1.S.2 Students will engage in collaborativediscussions about various topics and texts,including their own writing, with peers andadults in small and large groups withprompting.

K.1.R.3 Students will engage in collaborativediscussions about appropriate topics and textswith peers and adults in small and largegroups with guidance and support.




K.1.S.3 Students will ask and answer relevantquestions with prompting.

K.1.R.2 Students will ask and answerquestions to seek help, get information, orclarify about information presented orally orthrough text or other media with guidance andsupport.

K.1.S.4 Students will orally describe personalinterests or tell stories to peers and adultsusing agreed-upon rules (e.g., taking turns,staying on topic).

K.1.W.1 Students will orally describe personalinterests or tell stories, facing the audienceand speaking clearly in complete sentencesand following implicit rules for conversation,including taking turns and staying on topic.





K.2.PA.1 Students will count one-syllable andmultisyllabic spoken words in a sentence(e.g., I see an elephant.).

K.2.PA.1 Students will distinguish spokenwords in a sentence.

K.2.PA.2 Students will distinguish rhyming andnon-rhyming pairs and produce a rhyme whengiven a word.

K.2.PA.2 Students will recognize and producepairs of rhyming words, and distinguish themfrom non-rhyming pairs.




K.2.PA.3 Students will isolate and pronounceinitial and final sounds in spoken words.

K.2.PA.3 Students will isolate and pronouncethe same initial sounds in a set of spokenwords (i.e., alliteration) (e.g., “the puppypounces”).

K.2.PA.4 Students will count, segment, andblend syllables in spoken words.

K.2.PA.5 Students will count, pronounce,blend, segment, and delete syllables in spokenwords.

K.2.PA.5 Students will blend and segmentonset and rime in one-syllable spoken words(e.g., blending: /j/ + og = jog;segmenting: cat = /c/+ at).

K.2.PA.6 Students will blend and segmentonset and rime in one syllable spoken words(e.g., Blending: /ch/ + at = chat; segmenting:cat = /c/+ at).

K.2.PA.6 Students will blend phonemes toform one-syllable spoken words with 2-4phonemes (e.g., /f/ /l/ /a/ /t/= flat).

K.2.PA.7 Students will blend phonemes to formone syllable spoken words with 3 to 5phonemes (e.g., /f/ /a/ /s/ /t/= fast)

K.2.PA.7 Students will segment phonemes inone-syllable spoken words with 2-4 phonemes(e.g., flat = /f/ /l/ /a/ /t/).

K.2.PA.8 Students will segment phonemes inone syllable spoken words with 3 to 5phonemes (e.g., “fast” = /f/ /a/ /s/ /t/).

This objective was removed in 2021. K.2.PA.4 Students will recognize the short orlong vowel sound in one syllable words.

This objective was revised and moved to1.2.PA.6.

K.2.PA.9 Students will add, delete, andsubstitute phonemes in one syllable spokenwords (e.g., “add /c/ to the beginning of “at” tosay “cat;” “remove the /p/ from “pin,” to say“in;” “change the /d/ in “dog” to /f/ /r/ to say“frog”).






K.2.PC.1 Students will demonstrate theirunderstanding that print carries a message byrecognizing labels, signs, and other print in theenvironment.

K.2.PC.2 Students will demonstrate theirunderstanding that print carries a message byrecognizing labels, signs, and other print in theenvironment.

K.2.PC.2 Students will demonstrate correctbook orientation and identify the title, titlepage, and the front and back covers of a book.

K.2.PC.3 Students will demonstrate correctbook orientation and identify the title, titlepage, and the front and back covers of a book.

K.2.PC.3 Students will recognize that printmoves from top to bottom, left to right, andfront to back.

K.2.PC.5 Students will recognize that printmoves from top to bottom, left to right, andfront to back (does not have to be matched tovoice).

K.2.PC.4 Students will recognize that writtenwords are made up of letters and areseparated by spaces.

K.2.PC.4 Students will recognize that writtenwords are made up of letters and areseparated by spaces.

K.2.PC.5 Students will recognize thedistinguishing features of a sentence (e.g.,capitalization of the first word, endingpunctuation: period, exclamation point,question mark) with prompting.

K.2.PC.6 Students will recognize thedistinguishing features of a sentence. (e.g.,capitalization of the first word, endingpunctuation: period, exclamation mark,question mark) with guidance and support.




Phonics and Word StudyStudents will decode words by applyingphonics and word analysis skills in context andisolation.


K.2.PWS.1 Students will name all uppercaseand lowercase letters.

K.2.PWS.1 Students will name all uppercaseand lowercase letters.

K.2.PWS.2 Students will sequence the lettersof the alphabet.

K.2.PWS.2 Students will sequence the lettersof the alphabet.

K.2.PWS.3 Students will produce the soundsfor short and long vowels and the mostcommon sound for consonants(e.g., a = /ă/ & /ā/, f = /f/, s = /s/, x = /ks/).

K.2.PWS.3 Students will produce the primaryor most common sound for each consonant,short and long vowel sounds (e.g., c = /k/, c =/s/, s = /s/, s = /z/, x = /ks/, x = /z/).

K.2.PWS.4 Students will blend letter sounds todecode simple Vowel/Consonant (VC) andConsonant/Vowel/Consonant (CVC) words(e.g., VC words = at, in, up; CVC words = pat,hen, lot).

K.2.PWS.4 Students will blend letter sounds todecode simple Vowel / Consonant (VC) andConsonant / Vowel / Consonant (CVC) words(e.g., VC words= at, in, up; CVC words = pat,hen, lot).

Spelling/EncodingStudents will encode and write words incontext and isolation by applying phonics,spelling patterns, and structural analysisskills.

This strand did not exist in 2016.

K.2.SE.1 Students will represent majorconsonants logically in phonetic spelling(e.g., “lefnt” for elephant or “apl” forapple).





K.2.SE.2 Students will represent all of thesounds in a Consonant/Vowel/Consonant(CVC) word logically in phonetic spelling(e.g., "kat" for cat or "fer" for fur).




K.2.F.1 Students will read their first and lastname in print.

K.2.F.1 Students will read first and last name inprint.

K.2.F.2 Students will recite familiar texts(e.g., rhymes, songs, poetry, etc.). This objective did not exist in 2016.

K.2.F.3 Students will begin to develop a sightword vocabulary by decoding and readingregularly- and irregularly-spelled words inisolation and context with increasingautomaticity.

K.2.F.2 Students will read common highfrequency grade-level words by sight ( e.g.,not, was, to, have, you, he, is, with, are).








K.2.R.1 Students will identify the topic ormain idea with a supporting detail of a textwith prompting.

K.2.R.1 Students will retell or reenact majorevents from a read-aloud with guidance andsupport to recognize the main idea.

K.2.R.2 Students will discriminate betweenfiction and nonfiction text with prompting.

K.2.R.2 Students will discriminate betweenfiction and nonfiction/informational text withguidance and support.

K.2.R.3 Students will sequence the plot (i.e.,beginning, middle, and end) of a story withprompting. K.2.R.3 Students will sequence the events/plot

(i.e., beginning, middle, and end) of a story ortext with guidance and support.K.2.R.4 Students will begin to retell facts

and details from an informational text.



K.2.W.1 Students will express themselvesthrough drawing and emergent writing.

K.2.W.1 Students will begin to develop firstdrafts by expressing themselves throughdrawing and emergent writing.

K.2.W.2 Students will sequence the action ordetails of stories/texts with prompting.

K.2.W.2 Students will begin to develop firstdrafts by sequencing the action or details ofstories/texts.

K.2.W.3 Students will use appropriate spacingbetween letters and words in emergentwriting.

K.2.W.3 Students will begin to edit first draftsusing appropriate spacing between letters andwords.




K.2.W.4 Students will add to their drawingand emergent writing. This objective did not exist in 2016.

K.2.W.5 Students will share theirstories/texts with authentic audiences. This objective did not exist in 2016.





K.3.R.1 Students will describe the roles of anauthor and illustrator in various texts.

K.3.R.1 Students will name the author andillustrator, and explain the roles of each in aparticular story.

K.3.R.2 Students will ask and answer basicquestions (e.g., who, what, where, and when)about texts, photographs, or illustrationsduring shared reading or other textexperiences with prompting.

K.3.R.4 Students will ask and answer basicquestions (e.g., who, what, where, and when)about texts during shared reading or other textexperiences with guidance and support.

K.3.R.3 Students will tell what is happening ina picture or illustration.

K.3.R.3 Students will describe characters andsetting in a story with prompting.

K.3.R.2 Students will describe characters andsetting in a story with guidance and support.






K.3.W Students will use drawing, labeling, andwriting to tell a story, share information, orexpress an opinion with prompting.

K.3.W Students will use drawing,labeling,dictating, and writing to tell a story, shareinformation, or express an opinion withguidance and support.





K.4.R.1 Students will name and sort familiarobjects into categories based on similaritiesand differences with prompting.

K.4.R.3 Students will name and sort pictures ofobjects into categories based on commonattributes with guidance and support.

K.4.R.2 Students will begin to develop anawareness of context clues throughread-alouds and other text experiences.

K.4.R.2 Students will begin to develop anawareness of context clues throughread-alouds and other text experiences.

K.4.R.3 Students will begin to acquire newvocabulary and relate new words to priorknowledge.

K.4.R.1 Students will acquire new academic,content-specific, grade-level vocabulary andrelate new words to prior knowledge withguidance and support.






K.4.W.1 Students will use new vocabulary toproduce and expand complete sentences inshared language activities.

K.4.W.1 Students will use new vocabulary toproduce and expand complete sentences inshared language activities with guidance andsupport.

K.4.W.2 Students will use language accordingto purpose in shared writing experiences.

K.4.W.2 Students will select appropriatelanguage according to purpose with guidanceand support.





K.5.R.1 Students will recognize simplesentences with prompting. This objective did not exist in 2016.




K.5.R.2 Students will recognize parts ofspeech in sentences with prompting:● concrete objects as persons, places, orthings (i.e., nouns)● words as actions (i.e., verbs)● color and size adjectives● the pronoun I● spatial and time relationships such as up,down, before, and after

K.5.R.2 Students will recognize concreteobjects as persons, places or things (i.e.,nouns) with guidance and support.

K.5.R.3 Students will recognize words asactions (i.e., verbs) with guidance and support.

K.5.R.4 Students will group pictures andmovement, and determine spatial and timerelationships such as up, down, before, andafter with guidance and support.

This objective was revisedand moved to Pre-K.

K.5.R.1 Students will begin to understand thefunction of grammar through exposure toconversations, read-alouds, and interactivereading.



K.5.W.1 Students will begin to compose simplesentences that begin with a capital letter andconclude with an end mark.

K.5.W.2 Students will begin to compose simplesentences that begin with a capital letter andend with a period or question mark.

K.5.W.2 Students will capitalize their firstname and the pronoun I with prompting.

K.5.W.1 Students will capitalize, with guidanceand support:● their first name● the pronoun “I.”




K.5.W.3 Students will recognize and beginto use periods, question marks, andexclamation points.






K.6.R.1 Students will identify relevant pictures,charts, grade-level texts, or people as sourcesof information on a topic of interest.

K.6.R.1 Students will identify relevant pictures,charts, grade-appropriate texts, or people assources of information on a topic of interest.

K.6.R.2 Students will identify and use graphicand text features to understand texts:● photos● illustrations● titles

K.6.R.2 Students will identify graphic featuresto understand a text including photos,illustrations, and titles to understand a text.



K.6.W.1 Students will generate topics ofinterest and decide if a friend, teacher, orexpert can answer their questions withprompting.

K.6.W.1 Students will generate topics ofinterest and decide if a friend, teacher, orexpert can answer their questions withguidance and support.




K.6.W.2 Students will find information fromprovided sources during group research withprompting.

K.6.W.2 Students will find information fromprovided sources during group research withguidance and support.

K.6.W.3 Students will share relevantinformation for various purposes withprompting.






K.7.R Students will explore ideas and topics inmultimodal content.

K.7.R.2 Students will explore how ideas andtopics are depicted in a variety of media andformats.

This objective was removed in 2021. K.7.R.1 Students will recognize formats of printand digital text with guidance and support.



K.7.W Students will combine movement withrelevant props, images, or illustrations tosupport their writing and speaking.

K.7.W.2 Students will use appropriate props,images, or illustrations to support verbalcommunication.




This objective was removed in 2021.K.7.W.1 Students will use appropriatetechnology to communicate with others withguidance and support.





K.8.R Students will listen and respond toread-alouds, participate in shared reading,and interact independently with texts.

K.8.R Students will demonstrate interest inbooks during read-alouds and shared reading,and interact independently with books.



K.8.W Students will express their ideas usinga combination of drawing and emergent writingwith prompting.

K.8.W Students will express their ideasthrough a combination of drawing andemergent writing with guidance and support.


Oklahoma Academic Standards for English Language Arts Grade 1 Crosswalk

Grade 1 Crosswalk






1.1.L.1 Students will actively listen usingagreed-upon discussion rules.

1.1.R.1 Students will actively listen and speakusing agreed-upon rules for discussion.

1.1.L.2 Students will follow simple two- andthree-step oral directions.

1.1.R.4 Students will restate and followsimple two-step directions.



1.1.S.1 Students will work respectfully withpeers.

1.1.W.2 Students will work respectfully ingroups.

1.1.S.2 Students will engage in collaborativediscussions about various topics and texts,including their own writing, with peers insmall and large groups.

1.1.R.3 Students will engage in collaborativediscussions about appropriate topics and textswith peers and adults in small and largegroups.




1.1.S.3 Students will ask and answer relevantquestions to seek help or get information toconfirm understanding.

1.1.R.2 Students will ask and answerquestions to seek help, get information, orclarify about information presented orallythrough text or other media, to confirmunderstanding.

1.1.S.4 Students will orally describe people,places, things, and events with relevant detailsexpressing their ideas.

1.1.W.1 Students will orally describe people,places, things, and events with relevant detailsexpressing their ideas.





1.2.PA.1 Students will count, segment,blend, and delete syllables in spokenwords.


1.2.PA.2 Students will blend and segmentonset and rime in spoken words(e.g., /ch/+ at = chat).

1.2.PA.1 Students will blend and segmentonset and rime in spoken words(e.g., /ch/+ /at/ = chat).

1.2.PA.3 Students will isolate and pronouncemedial sounds in spoken words.

1.2.PA.3 Students will isolate and pronounceinitial, medial, and final sounds in spokenwords.




1.2.PA.4 Students will blend phonemes to formspoken words with 4-6 phonemes, includingconsonant blends (e.g., /s/ /t/ /r/ /i/ /ng/ =string).

1.2.PA.4 Students will blend phonemes to formspoken words with 4 to 6 phonemes ) includingconsonant blends (e.g., /s/ /t/ /r/ /i/ /ng/=string).

1.2.PA.5 Students will segment phonemes inspoken words with 4-6 phonemes intoindividual phonemes(e.g., string = /s/ /t/ /r/ /i/ /ng/).

1.2.PA.5 Students will segment phonemes inspoken words with 4 to 6 phonemes intoindividual phonemes(e.g. string= /s/ /t/ /r/ /i/ /ng/).

1.2.PA.6 Students will add*, delete*, andsubstitute* phonemes in one-syllable spokenwords with 3-5 phonemes.

(e.g., add /c/ to the beginning of at to saycat; delete the /p/ from pin, to say in;substitute the /o/ in stop with /e/ to saystep).

*Manipulation does not involve consonantblends.

1.2.PA.6 Students will add, delete, andsubstitute phonemes in spoken words (e.g.,“add /g/ to the beginning of low to say ‘glow;’“remove the /idge/ from ‘bridge,’ to say ‘br;’“change the /ar/ in ‘charm’ to /u/ to say ‘chum’).

This objective was removed in 2021. 1.2.PA.2 Students will differentiate short fromlong vowel sounds in one syllable words.






1.2.PC.1 Students will recognize thedistinguishing features of a sentence (e.g.,capitalization of the first word, endingpunctuation: period, exclamation point,question mark).

1.2.PC.2 Students will recognize thedistinguishing features of a sentence (e.g.,capitalization of the first word, endingpunctuation, comma, quotation marks).

1.2.PC.2 Students will correctly form lettersand use appropriate spacing for letters, words,and sentences using left-to-right andtop-to-bottom progression.

1.2.PC.1 Students will correctly form lettersand use appropriate spacing for letters, words,and sentences using left-to-right andtop-to-bottom progression.



1.2.PWS.1* Students will decode one-syllablephonetically-regular words by using theirknowledge of the following phonics skills:a. single consonants(e.g., b = /b/, f = /f/, t = /t/)b. short vowel sounds (i.e., ă, ĕ, ĭ, ŏ, ŭ)c. consonant blends (e.g., bl, br, cr)d. consonant digraphs and trigraphs (e.g., sh,tch)e. vowel-consonant-silent e (e.g., lake)f. r-controlled vowels (i.e., ar, er, ir, or, ur)g. vowel digraphs (e.g., ea, oa, ee)*sequential skills

1.2.PWS.1 Students will decode phoneticallyregularwords by using their knowledge of:● single consonants (e.g., c = /k/, c = /s/, s =/s/, s = /z/, x = /ks/, x = /z/)● consonant blends (e.g., bl, br, cr)● consonant digraphs and trigraphs (e.g., sh-,-tch)● vowel sounds:○ long○ short● r -controlled vowels (e.g., ar, er, ir or, ur)● vowel spelling patterns:○ vowel digraphs (e.g., ea, oa, ee)○ vowel-consonant-silent-e (e.g., lake)




1.2.PWS.2* Students will decode words byapplying knowledge of syllable types inone-syllable words:a. closedb. open*sequential skills

1.2.PWS.2 Students will decode words byapplying knowledge of structural analysis:● most major syllable patterns (e.g., closed,open, vowel team, vowel silent e, r-controlled)● inflectional endings (e.g., -s, -ed, -ing)● compound words● contractions

1.2.PWS.3* Students will decode words byapplying knowledge of structural analysis:a. compound wordsb. inflectional endings (e.g., -s, -ed, -ing)*sequential skills

This objective was removed in 2021. 1.2.PWS.3 Students will read words incommon word families (e.g., -at, -ab, -am, -in).



1.2.SE.1* Students will use correct spellingwhen writing the following sounds inwords:a. consonantsb. short vowelsc. digraphsd. consonant blendse. vowel-consonant-silent e*sequential skills





1.2.SE.2 Students will correctly spellhigh-frequency and irregularly-spelledwords by using common letter/soundcorrespondences and recalling theirregular parts of words (e.g., the: this acommon letter/sound correspondence, -e isirregular).



FluencyStudents will recognize high-frequency wordsand read grade-level text smoothly andaccurately, with expression that connotescomprehension.

1.2.F.1 Students will expand their sight wordvocabulary by reading regularly- andirregularly-spelled words in isolation andcontext with increasing automaticity.

1.2.F.1 Students will read high frequencyand/or common irregularly spelled grade-levelwords with automaticity in text.

1.2.F.2 Students will orally and accurately readgrade-level text at a smooth rate withexpression that connotes comprehension.

1.2.F.2 Students will orally read grade-leveltext at an appropriate rate, smoothly andaccurately, with expression that connotescomprehension.








1.2.R.1 Students will identify the topic ormain idea with some supporting details of atext.

1.2.R.1 Students will retell or reenact majorevents in a text, focusing on important detailsto recognize the main idea.

1.2.R.2 Students will discriminate betweenfiction and nonfiction genres.

1.2.R.2 Students will discriminate betweenfiction and nonfiction/informational text.

1.2.R.3 Students will sequence the plot (i.e.,beginning, middle, and end) of a story. 1.2.R.3 Students will sequence the events/plot

(i.e., beginning, middle, and end) of a story ortext .1.2.R.4 Students will retell facts and details

from an informational text.



1.2.W.1 Students will develop and edit draftsusing appropriate spacing between letters,words, and sentences using left-to-right andtop-to-bottom progression.

1.2.W.1 Students will develop and edit firstdrafts using appropriate spacing betweenletters, words, and sentences using left-to-rightand top-to-bottom progression

1.2.W.2 Students will develop drafts bysequencing the action in a story or detailsabout a topic through writing sentences.

1.2.W.2 Students will develop drafts bysequencing the action or details in a story orabout a topic through writing sentences withguidance and support.

1.2.W.3 Students will revise drafts byadding and/or deleting text. This objective did not exist in 2016.




1.2.W.4 Students will correctly spellgrade-level, highly decodable words (e.g.,cup, like, cart) and common, irregularly spelledsight words (e.g., the) while editing usingresources as needed.

1.2.W.3 Students will correctly spellgrade-appropriate, highly decodable words(e.g., cup, like, cart) and common irregularlyspelled sight words (e.g., the) while editing.

1.2.W.4 Students will use resources to findcorrect spellings of words (e.g., word wall,vocabulary notebook).

1.2.W.5 Students will routinely use arecursive process to publish final drafts foran authentic audience (e.g., reading aloud,author’s chair).






1.3.R.1 Students will identify the author’spurpose (i.e., tell a story, provide information)with prompting.

1.3.R.1 Students will identify the author’spurpose (i.e., tell a story, provide information)with guidance and support.

1.3.R.2 Students will describe who is telling astory with prompting.

1.3.R.2 Students will describe who is telling thestory (i.e., point of view).




1.3.R.3 Students will find textual evidencewhen provided with examples of literaryelements:● setting (i.e., time and place)● main characters and their traits

1.3.R.3 Students will find textual evidencewhen provided with examples of literaryelements and organization:● setting (i.e., time, place)● plot● main characters and their traits ina story

1.3.R.4 Students will ask and answer basicquestions (e.g., who, what, where, why, andwhen) about texts.

1.3.R.4 Students will ask and answer basicquestions (e.g., who, what, where, why,andwhen) about texts.

1.3.R.5 Students will begin to use detailsfrom a text to draw conclusions and makepredictions.


1.3.R.6 Students will begin to locate facts thatare clearly stated in a text.

1.3.R.5 Students will begin to locate facts thatare clearly stated in a text.



1.3.W.1 Students will write narrativesincorporating characters, plot (i.e., beginning,middle, end), and a basic setting (i.e., time,place) with prompting.

1.3.W.1 Students will begin to write narrativesincorporating characters, plot (i.e., beginning,middle, end) , and a basic setting (i.e., time,place) with guidance and support.




1.3.W.2 Students will begin to write facts abouta topic in response to a text read aloud todemonstrate understanding with prompting.

1.3.W.2 Students will begin to write facts abouta subject in response to a text read aloud todemonstrate understanding with guidance andsupport.

1.3.W.3 Students will write an opinion about atopic and provide a reason to support theopinion with prompting.

1.3.W.3 Students will express an opinion inwriting about a topic and provide a reason tosupport the opinion.





1.4.R.1 Students will begin to determinerelationships among words, includingsynonyms and antonyms.


1.4.R.2 Students will use context clues todetermine the meaning of words withprompting.

1.4.R.3 Students will use context clues todetermine the meaning of words with guidanceand support.

1.4.R.3 Students will use word parts (e.g.,affixes, Anglo-Saxon roots, stems) to defineunfamiliar words with prompting.

1.4.R.2 Students will use word parts (e.g.,affixes, roots, stems) to define unfamiliarwords with guidance and support.




1.4.R.4 Students will begin to use grade-levelresource materials (e.g., simple dictionary,glossary) to clarify the meaning of words.

1.4.R.5 Students will use a dictionary (printand/or electronic) to find words.

1.4.R.5 Students will acquire new grade-levelvocabulary, relate new words to priorknowledge, and apply vocabulary in newsituations.

1.4.R.1 Students will acquire new academic,content-specific, grade-level vocabulary, relatenew words to prior knowledge, and applyvocabulary in new situations.

This objective was removed in 2021. 1.4.R.4 Students will name and sort words intocategories based on common attributes.



1.4.W.1 Students will use grade-levelvocabulary to communicate ideas throughspeaking and writing.

1.4.W.1 Students will use domain-appropriatevocabulary to communicate ideas in writingwith guidance and support.

1.4.W.2 Students will use language inspeaking and writing according to purposewith prompting.

1.4.W.2 Students will select appropriatelanguage according to purpose in writing withguidance and support.








1.5.R.1 Students will recognize simplesentences. This objective did not exist in 2016.

1.5.R.2 Students will recognize parts ofspeech in sentences:● nouns as concrete objects (i.e., people,places, and things)● regular plural nouns● present-tense verbs as actions● color, size, and number adjectives● prepositions● the pronouns I, me, you, and we● the conjunctions and, or, and but● the adverbs too and very

1.5.R.1 Students will recognize nouns asconcrete objects (i.e., people persons, places,and things) and use the pronoun “I . ”

1.5.R.2 Students will recognize verbs asactions

1.5.R.3 Students will recognize color andnumber adjectives.

1.5.R.4 Students will recognize theprepositions (e.g., The dog is on top of thedoghouse) through pictures and movement.

1.5.R.5 Students will recognize singular andplural nouns with correct verbs in simplesentences (e.g. He sits; we sit).






1.5.W.1 Students will compose simplesentences that conclude with an end mark.

1.5.W.2 Students will compose grammaticallycorrect simple and compound sentences andquestions (interrogatives) with appropriate endmarks.

1.5.W.2 Students will use nouns, verbs, andadjectives to add clarity and variety to theirwriting.


1.5.W.3 Students will capitalize the first letterof a sentence, proper names, and months anddays of the week.

1.5.W.1 Students will capitalize:● the first letter of a sentence● proper names● months and days of the week

1.5.W.4 Students will use periods, questionmarks, and exclamation points.

1.5.W.2 Students will compose grammaticallycorrect simple and compound sentences andquestions (interrogatives) with appropriate endmarks.





1.6.R.1 Students will identify who can answerquestions about their topic or what resourcesthey will need to find the information.

1.6.R.1 Students will decide who can answerquestions about their topic or what resourcesthey will need to find the information.




1.6.R.2 Students will identify and use graphicand text features to understand texts:● photos● illustrations● titles● labels● headings● charts● graphs

1.6.R.2 Students will identify graphic featuresincluding photos, illustrations, titles, labels,headings, charts, and graphs to understand atext.

1.6.R.3 Students will identify the location andpurpose of the table of contents andglossary.

1.6.R.3 Students will identify the location andpurpose of various visual and text referencesources.



1.6.W.1 Students will generate questionsabout topics of interest for research.

1.6.W.1 Students will generate questions abouttopics of interest.

1.6.W.2 Students will organize informationfound during group or individual research,using graphic organizers or other aids withprompting.

1.6.W.2 Students will organize informationfound during group or individual research,using graphic organizers or other aids withguidance and support.

1.6.W.3 Students will share relevantinformation for various purposes.

1.6.W.3 Students will make informalpresentations of information gathered.








1.7.R Students will explain how ideas andtopics are depicted in multimodal content.

1.7.R.2 Students will explore and comparehow ideas and topics are depicted in a varietyof media and formats.

This objective was removed in 2021. 1.7.R.1 Students will use provided print anddigital resources with guidance and support.



1.7.W Students will use a combination ofwriting, sound, visual content, and/ormovement to communicate ideas, thoughts,and feelings.

1.7.W.1 Students will select and useappropriate technology or media tocommunicate with others with guidance andsupport.

1.7.W.2 Students will use visual displays tosupport verbal communication and clarifyideas, thoughts, and feelings.








1.8.R Students will select texts for academicand personal purposes and readindependently for extended periods of time.

1.8.R Students will select appropriate texts foracademic and personal purposes and readindependently for extended periods of timewith guidance and support.



1.8.W Students will write independently usinga combination of emergent and conventionalwriting with prompting.

1.8.W Students will write independently forextended and shorter periods of time through acombination of emergent and conventionalwriting with guidance and support.



Grade 2 Crosswalk







2.1.R.1 Students will actively listen and speakusing appropriate discussion rules.

2.1.L.2 Students will follow multi-step oraldirections.

2.1.R.4 Students will restate and followmulti-step directions.



2.1.S.1 Students will work respectfully ingroups by sharing responsibility forcollaborative work and recognizing individualcontributions made by each group member.

2.1.W.2 Students will work respectfully withingroups, share responsibility for collaborativework, and value individual contributions madeby each group member.

2.1.S.2 Students will engage in collaborativediscussions about various topics and texts,including their own writing, with peers insmall and large groups.

2.1.R.3 Students will engage in collaborativediscussions about appropriate topics and textswith peers and adults in small and largegroups.




2.1.S.3 Students will ask and answer relevantquestions to seek help, get information, orclarify information to confirm understanding.

2.1.R.2 Students will ask and answerquestions to seek help, get information, orclarify about information presented orally,through text or other media to confirmunderstanding.

2.1.S.4 Students will report on a topic or text,tell a story, or recount an experience withrelevant facts and descriptive details, speakingaudibly in coherent sentences.

2.1.W.1 Students will report on a topic or text,tell a story or recount an experience withappropriate facts and relevant, descriptivedetails, speaking audibly in coherentsentences.





2.2.PA Students will add, delete, andsubstitute phonemes in spoken words with5-6 phonemes (e.g., add /th/ to thebeginning of rowing to say throwing; deletethe /r/ in trips to say tips; substitute the /l/in clank with /r/ to say crank).







2.2.PC Students will correctly form letters inprint and use appropriate spacing for letters,words, and sentences.

2.2.PC Students will correctly form letters inprint and use appropriate spacing for letters,words, and sentences.






2.2.PWS.1* Students will decode one- andtwo-syllable words by using their knowledge ofthe following phonics skills:a. single consonants, including those with twodifferent sounds (e.g., soft and hard c [cent,cat] and g [gem, goat])b. consonant blends (e.g., bl, br, cr, spr, spl)c. consonant digraphs and trigraphs (e.g., sh,tch)d. vowel-consonant-silent e (e.g., lake)e. r-controlled vowels (i.e., ar, er, ir or, ur)f. vowel digraphs (e.g., ea, oa, ee)g. vowel diphthongs (i.e., vowel combinationshaving two vowel sounds [e.g., oi as in boil, oyas in boy])h. schwa (e.g., banana)i. silent letter combinations (knew, could,ghost)*sequential skills

2.2.PWS.1 Students will decode one- and two- syllable words by using their knowledge of:● single consonants, including those with twodifferent sounds (e.g., soft and hard c [cent,cat] and g [gem,goat])● consonant blends (e.g., bl, br, cr)● consonant digraphs and trigraphs (e.g., sh-,-tch)● vowel sounds:

○ long○ short○ “r” controlled vowels (e.g., ar, er, ir or, ur)

● vowel spelling patterns:○ vowel digraphs (e.g., ea, oa, ee)○ vowel-consonant-silent-e (e.g., lake)○ vowel diphthongs (vowel combinations

having two vowel sounds e.g., oi as inboil, oy as in boy]

2.2.PWS.2* Students will decode words byapplying knowledge of all major syllable types:a. closedb. openc. vowel digraphsd. vowel-consonant-silent ee. r-controlledf. consonant +le*sequential skills

2.2.PWS.2 Students will decode words byapplying knowledge of structural analysis:● all major syllable patterns (e.g., closed,consonant +le, open, vowel team, vowel silente, r-controlled)● inflectional endings (e.g., -s, -ed, -ing)● compound words● contractions● abbreviations● common roots and related prefixes andsuffixes




2.2.PWS.3* Students will decode words byapplying knowledge of structural analysis:a. compound wordsb. inflectional endings (e.g., -s, -ed, -ing)c. contractionsd. abbreviationse. common roots and related prefixes andsuffixes*sequential skills

2.2.PWS.2 Students will decode words byapplying knowledge of structural analysis:● all major syllable patterns (e.g., closed,consonant +le, open, vowel team, vowel silente, r-controlled)● inflectional endings (e.g., -s, -ed, -ing)● compound words● contractions● abbreviations● common roots and related prefixes andsuffixes

This objective was removed in 2021.2.2.PWS.3 Students will read words incommon word families (e.g., -ight, -ink, -ine,ow) .



2.2.SE.1* Students will use correct spellingwhen writing the following sounds inwords:a. digraphsb. trigraphsc. vowel digraphsd. r-controlled*sequential skills





2.2.SE.2* Students will use correct spellingwhen writing the following syllable types insingle-syllable and multisyllabic words:a. closedb. openc. vowel-consonant-silent ed. r-controlled*sequential skills


2.2.SE.3* Students will use structuralanalysis to correctly spell the followingparts of words:a. common prefixesb. common suffixesc. common spelling rules related to addingprefixes and suffixes (e.g., dropping thefinal -e, doubling a consonant)*sequential skills





2.2.F.1 Students will read high frequencyand/or common irregularly spelled grade-levelwords with automaticity in text.










2.2.R.1 Students will identify the main ideaand supporting details of a text.

2.2.R.1 Students will locate the main idea andsupporting details of a text.

2.2.R.2 Students will identify elements ofvarious genres in fiction and nonfictiontexts.

2.2.R.2 Students will begin to compare andcontrast details (e.g., plots or events, settings,and characters) to discriminate genres.

2.2.R.3 Students will begin to summarize theplot of a story to include the beginning, middle,and end. 2.2.R.3 Students will begin to summarize

events or plots (i.e., beginning, middle, end,and conflict) of a story or text .2.2.R.4 Students will begin to summarize facts

and details from an informational text.






2.2.W.1 Students will prewrite and developdrafts by sequencing the action in a story ordetails about a topic through writingsentences.

2.2.W.1 Students will develop drafts bysequencing the action or details in a story orabout a topic through writing sentences.

2.2.W.2 Students will edit drafts usingappropriate spacing between letters, words,and sentences.

2.2.W.2 Students will develop and edit firstdrafts using appropriate spacing betweenletters, words, and sentences.

2.2.W.3 Students will revise drafts byadding, deleting, and/or moving text. This objective did not exist in 2016.

2.2.W.4 Students will correctly spellgrade-level words while editing usingresources as needed.

2.2.W.3 Students will correctly spellgrade-appropriate words while editing.

2.2.W.4 Students will use resources to findcorrect spellings of words (e.g., word wall,vocabulary notebook, dictionaries).

2.2.W.5 Students will routinely use arecursive process to publish final drafts foran authentic audience (e.g., reading aloud,author’s chair).









2.3.R.1 Students will determine the author’spurpose (i.e., tell a story, provide information).

2.3.R.1 Students will determine the author’spurpose (i.e., tell a story, provide information).

2.3.R.2 Students will determine whether agrade-level literary text is narrated in first- orthird-person point of view with prompting.

2.3.R.2 Students will infer whether a story isnarrated in first or third person point of view ingrade-level literary and/or informational text.

2.3.R.3 Students will find examples of literaryelements:● setting (i.e., time and place)● plot (i.e., beginning, middle, end)● characters and their traits

2.3.R.3 Students will find textual evidencewhen provided with examples of literaryelements and organization:● setting (i.e., time, place)● plot● characters● characterization

2.3.R.4 Students will find examples of literarydevices:● simile● alliteration● onomatopoeia

2.3.R.4 Students will find examples of literarydevices:● simile● metaphor

2.3.R.5 Students will use details from theliterary or informational text to drawconclusions and make predictions.

2.3.R.7 Students will answer inferentialquestions (e.g., how and why) with guidanceand support.




2.3.R.6 Students will locate facts that areclearly stated in an informational text.

2.3.R.5 Students will locate facts that areclearly stated in a text.

2.3.R.7 Students will describe the structure ofan informational textwith prompting:● description● sequential

2.3.R.6 Students will describe the structure ofa text (e.g., description, compare/contrast,sequential, problem/solution, cause/effect) withguidance and support.



2.3.W.1 Students will write narrativesincorporating characters, plot (i.e., beginning,middle, end), and a basic setting (i.e., time,place).

2.3.W.1 Students will write narrativesincorporating characters, plot (i.e., beginning,middle, end) , and a basic setting (i.e., time,place) with guidance and support.

2.3.W.2 Students will write facts about a topicand include a main idea with supporting detailsin a paragraph.

2.3.W.2 Students will write facts about asubject and include a main idea withsupporting details.

2.3.W.3 Students will write an opinion about atopic and provide reasons as support in aparagraph.

2.3.W.3 Students will express an opinion abouta topic and provide reasons as support.







ReadingStudents will expand academic, domain-appropriate, grade-level vocabularies throughreading, word study, and class discussion.

2.4.R.1 Students will determine relationshipsamong words, including synonyms, antonyms,and simple multiple-meaning words.

2.4.R.4 Students will infer relationships amongwords, including synonyms, antonyms, andsimple multiple-meaning words.

2.4.R.2 Students will use context clues todetermine the meaning of words.

2 4.R.3 Students will use context clues todetermine the meaning of words with guidanceand support.

2.4.R.3 Students will use word parts (e.g.,affixes, Anglo-Saxon roots, stems) to defineand determine the meaning of new words.

2.4.R.2 Students will use word parts (e.g.,affixes, roots, stems) to define and determinethe meaning of new words.

2.4.R.4 Students will use grade-levelresource materials (e.g., simple dictionary,glossary) to clarify the meaning of words.

2.4.R.5 Students will use a dictionary orglossary (print and/or electronic) to determineor clarify the meanings of words or phrases.

2.4.R.5 Students will acquire new grade-levelvocabulary, relate new words to priorknowledge, and apply vocabulary in newsituations.

2 4.R.1 Students will acquire new academic,content-specific, grade-level vocabulary, relatenew words to prior knowledge, and applyvocabulary in new situations.






2.4.W.1 Students will use grade-levelvocabulary to communicate ideas throughspeaking and writing.

2.4.W.1 Students will use domain-appropriatevocabulary to communicate ideas in writing.

2.4.W.2 Students will use language inspeaking and writing according to purposeand audience.

2.4.W.2 Students will select appropriatelanguage according to purpose in writing.





2.5.R.1 Students will recognize simple andcompound sentences. This objective did not exist in 2016.




2.5.R.2 Students will recognize parts ofspeech in sentences:● common, proper, and irregular plural nouns● tenses of verbs (i.e., past, present, future)● the simple subject and simple predicate ofa sentence● descriptive adjectives and articles (i.e., a,an, the) as adjectives● prepositions● singular and plural personal pronouns andthe nouns they replace● the conjunctions and, or, and but● -ly adverbs

2.5.R.1 Students will recognize nouns,pronouns, and irregular plural nouns.

2.5.R.2 Students will recognize different typesand tenses of verbs.

2.5.R.3 Students will recognize adjectives.

2.5.R.4 Students will recognize prepositions.

2.5.R.5 Students will recognize the subject andpredicate of a sentence.



2.5.W.1 Students will compose simple andcompound declarative, interrogative,imperative, and exclamatory sentences thatbegin with a capital letter and concludewith an end mark.

2.5.W.3 Students will compose grammaticallycorrect simple and compound declarative,interrogative, imperative, and exclamatorysentences with appropriate end marks.

2.5.W.2 Students will use nouns, verbs, andadjectives to add clarity and variety to theirwriting.





2.5.W.3 Students will punctuate initials andcapitalize holidays, product names, initials,and months and days of the week.

2.5.W.1 Students will capitalize andappropriately punctuate:● the first letter of a quotation● holidays● product names● initials● months and days of the week

2.5.W.4 Students will use periods withdeclarative and imperative sentences,question marks with interrogative sentences,and exclamation points with exclamatorysentences.

2.5.W.3 Students will compose grammaticallycorrect simple and compound declarative,interrogative, imperative, and exclamatorysentences with appropriate end marks.

2.5.W.5 Students will use apostrophes toform simple contractions (e.g., isn’t , aren’t ,can’t).

2.5.W.2 Students will use simple contractions(e.g., isn’t, aren’t, can’t).

2.5.W.6 Students will use commas in dates(e.g., September 6, 2020). This objective did not exist in 2016.

2.5.W.7 Students will use a colon toindicate time (e.g., The bell rings at 3:15.). This objective did not exist in 2016.








2.6.R.1 Students will create their ownquestions to find information on their topic.

2.6.R.1 Students will create their ownquestions to find information on their topic.

2.6.R.2 Students will identify and use graphicand text features to understand texts:● photos● illustrations● titles● labels● headings● charts● graphs● captions● subheadings

2.6.R.2 Students will use graphic featuresincluding photos, illustrations, titles, labels,headings, subheadings, charts, and graphs tounderstand a text.

2.6.R.3 Students will consult various textreference sources to gather information (i.e.,title page, table of contents, glossary,index).

2.6.R.3 Students will consult various visual andtext reference sources to gather information.



2.6.W.1 Students will generate a list of topicsand questions about an area of interest forresearch.

2.6.W.1 Students will generate a list of topicsof interest and individual questions about onespecific topic of interest.

2.6.W.2 Students will organize informationfound during group or individual research,using graphic organizers or other aids.





2.6.W.3 Students will organize and sharerelevant information for various purposes.

2.6.W.3 Students will organize and presenttheir information in written and/or oral reportsor display.





2.7.R Students will explore and compareideas and topics in multimodal content.

2.7.R.1 Students will locate and use print anddigital resources with guidance and support.

2.7.R.2 Students will explain how ideas andtopics are depicted in a variety of media andformats.



This objective was removed in 2021.

2.7.W.1 Students will select and useappropriate technology or media tocommunicate with others with guidance andsupport.




2.7.W Students will use a combination ofwriting, sound, visual content, and/ormovement to communicate ideas, thoughts,and feelings.

2.7.W.2 Students will create a simplepresentation using audio, visual, and/ormultimedia tools to support communicationand clarify ideas, thoughts, and feelings.





2.8.R Students will select texts for academicand personal purposes and readindependently for extended periods of time.

2.8.R Students will select appropriate texts foracademic and personal purposes and readindependently for extended periods of time.

WritingStudents will write independently,intentionally selecting modes, purposes, andaudiences.


2.8.W Students will write independently usingprint and/or typing over various lengths oftime for a variety of purposes.

2.8.W Students will write independently overextended periods of time (e.g., time forreflection and revision) and for shortertimeframes (e.g., a single sitting or a day ortwo).



Grade 3 Crosswalk







3.1.R.1 Students will actively listen and speakclearly using appropriate discussion rules.

3.1.L.2 Students will actively listen andinterpret a speaker’s verbal messages andask questions to clarify the speaker’spurpose.

3.1.R.2 Students will ask and answerquestions to seek help, get information, orclarify about information presented orallythrough text or other media to confirmunderstanding.



3.1.S.1 Students will work effectively andrespectfully in diverse groups by sharingresponsibility for collaborative work andrecognizing individual contributions made byeach group member.

3.1.W.2 Students will work respectfully withindiverse groups, share responsibility forcollaborative work, and value individualcontributions made by each group member.




3.1.S.2 Students will engage in collaborativediscussions about what they are reading andwriting, expressing their own ideas clearly inpairs, diverse groups, and whole-class settings

3.1.R.3 Students will engage in collaborativediscussions about appropriate topics and texts,expressing their own ideas clearly in pairs,diverse groups, and whole class settings.

3.1.S.3 Students will report in a group orindividually on a topic or text, tell a story, orrecount an experience with relevant facts,descriptive details, speaking audibly andclearly in coherent sentences.

3.1.W.1 Students will report on a topic or text,tell a story, or recount an experience withappropriate facts and relevant, descriptivedetails, speaking audibly in coherentsentences at an appropriate pace.





3.2.PA Students will add, delete, substitute,and reverse phonemes in spoken words(e.g., add /g/ to the beginning of listen tosay glisten; delete the /b/ in bridges to sayridges; substitute the /f/ in frighten with /b/to say brighten; reverse the initial and finalsounds in safe to say face).





This banner statement was removed in 2021.

Students will continue to review and applyearlier grade level expectations for thisstandard. If phonological awareness skills arenot mastered, students will address skills fromprevious grades.



3.2.PC Students will correctly form words inprint and cursive and use appropriate spacingfor letters, words, and sentences

3.2.PC Students will correctly form letters inprint and cursive and use appropriate spacingfor letters, words, and sentences.



3.2.PWS.1 Students will decode multisyllabicwords using their knowledge of the followingphonics skills:● vowel diphthongs● all major syllable types (i.e., closed,consonant +le, open, vowel digraphs,vowel silent e, r-controlled)

3.2.PWS.1 Students will decode multisyllabicwords using their knowledge of:● “r” controlled vowels ( e.g., ar, er, ir or, ur)● vowel diphthongs (vowel combinationshaving two vowel sounds e.g., oi as in boil, oyas in boy]




3.2.PWS.2 Students will decode words byapplying knowledge of structural analysis:● contractions● abbreviations● common roots and related prefixes andsuffixes● morphology

3.2.PWS.2 Students will decode multisyllabicwords by applying knowledge of structuralanalysis:● all major syllable patterns● contractions● abbreviations● common roots and related prefixes andsuffixes

3.2.PWS.3 Students will use decoding skillsand semantics in context when reading newwords in a text, including multisyllabic words.

3.2.PWS.3 Students will use decoding skillsand semantics in context when reading newwords in a text, including multisyllabic words.



3.2.SE.1 Students will use correct spellingwhen writing the following sounds inwords:● diphthongs● schwa (i.e., /ə/)● silent letter combinations (e.g., knew,could, ghost)● hard/soft c, g (e.g., cover, celebrate,gorilla, general)





3.2.SE.2 Students will use correct spellingwhen writing the following syllable types insingle-syllable and multisyllabic words:● vowel digraphs● consonant + -le


3.2.SE.3 Students will use structuralanalysis to correctly spell the followingparts of words:● common prefixes● common suffixes● common spelling rules related to addingprefixes and suffixes (e.g., changing y to i,doubling a consonant)





3.2.F.1 Students will read high frequencyand/or irregularly spelled grade-level wordswith automaticity in text.










3.2.R.1 Students will determine the main ideaand supporting details of a text.

3.2.R.1 Students will locate the main idea andkey supporting details of a text or section oftext.

3.2.R.2 Students will identify elements ofvarious genres in fiction, poetry, andnonfiction texts.

3.2.R.2 Students will compare and contrastdetails (e.g., plots or events, settings, andcharacters) to discriminate genres.

3.2.R.3 Students will summarize andsequence the important events of a story. 3.2.R.3 Students will summarize events or

plots (i.e., beginning, middle, end, and conflict)of a story or text.3.2.R.4 Students will summarize facts and

details from an informational text.



3.2.W.1 Students will routinely use arecursive process to prewrite, organize, anddevelop narrative, informative, and opiniondrafts that display evidence ofparagraphing.

3.2.W.1 Students will develop drafts bycategorizing ideas and organizing them intoparagraphs using correct paragraphindentations.

3.2.W.2 Students will routinely use arecursive process to revise content forclarity, coherence, and organization (e.g.,logical order and transitions).

3.2.W.2 Students will edit drafts and revise forclarity and organization.




3.2.W.3 Students will routinely andrecursively edit drafts for punctuation,capitalization, and correctly-spelledgrade-level words, using resources asneeded.


3.2.W.4 Students will use resources to findcorrect spellings of words (e.g., wordwall,vocabulary notebook, print and electronicdictionaries).

3.2.W.4 Students will routinely use arecursive process to publish final drafts foran authentic audience (e.g., reading aloud,posting on blog, displaying, enteringcontest).






3.3.R.1 Students will determine if the author’spurpose is to entertain, inform, or persuade.

3.3.R.1 Students determine the author’s statedand implied purpose (i.e., entertain, inform,persuade) .

3.3.R.2 Students will determine whether agrade-level literary text is narrated in first- orthird-person point of view.





3.3.R.3 Students will find examples of literaryelements:● setting● plot● characters● characterization

3.3.R.3 Students will find textual evidencewhen provided with examples of literaryelements and organization:● setting (i.e., time, place)● plot● characters● characterization● theme

3.3.R.4 Students will find examples of literarydevices:● personification● hyperbole● simile● alliteration● onomatopoeia

3.3.R.4 Students will find examples of literarydevices:● simile● metaphor● personification● onomatopoeia● hyperbole

3.3.R.5 Students will answer inferentialquestions, using a text to support answers.

3.3.R.7 Students will ask and answerinferential questions using the text to supportanswers with guidance and support.

3.3.R.6 Students will distinguish fact fromopinion in an informational text.

3.3.R.5 Students will distinguish fact fromopinion in a text.

3.3.R.7 Students will describe the structure ofan informational text:● problem/solution● description● sequential

3.3 R.6 Students will describe the structure ofa text (e.g., description, compare/contrast,sequential, problem/solution, cause/effect) withguidance and support.




WritingStudents will thoughtfully and intentionallywrite, addressing a range of modes, purposes,and audiences.


3.3.W.1 Students will write narrativesincorporating:● setting● plot● characters● characterization

3.3.W.1 Students will write narrativesincorporating characters, plot, setting, point ofview, and conflict (i.e., solution and resolution).

3.3.W.2 Students will write facts about asubject, including a main idea with supportingdetails, in multiple paragraphs withtransitional words and phrases.

3.3.W.2 Students will write facts about asubject, including a main idea with supportingdetails, and use transitional and signal words.

3.3.W.3 Students will write an opinion about atopic and provide relevant evidence assupport in multiple paragraphs withtransitional words and phrases.

3.3.W.3 Students will express an opinion abouta topic and provide reasons as support.




ReadingStudents will expand academic, domain-appropriate, grade-level vocabularies throughreading, word study, and class discussion.




3.4.R.1 Students will identify relationshipsamong words, including synonyms, antonyms,homophones, and homographs.

3.4.R.4 Students will infer relationships amongwords, including synonyms, antonyms,homographs, and homonyms.

3.4.R.2 Students will use context clues toclarify the meaning of words.

3.4.R.3 Students will use context clues todetermine the meaning of words or distinguishamong multiple-meaning words.

3.4.R.3 Students will use word parts (e.g.,affixes, Anglo-Saxon roots, stems) to defineand determine the meaning of new words.

3.4.R.2 Students will use word parts (e.g.,affixes, roots, stems) to define and determinethe meaning of new words.

3.4.R.4 Students will consult referencematerials (e.g., dictionaries, glossaries,thesauruses) to comprehend the words in atext.

3.4.R.5 Students will use a dictionary orglossary (print and/or electronic) to determineor clarify the meanings, syllabication, andpronunciation of words.

3.4.R.5 Students will acquire new grade-levelvocabulary, relate new words to priorknowledge, and apply vocabulary invarious contexts.

3.4.R.1 Students will increase knowledge ofacademic, domain-appropriate, grade-levelvocabulary to infer meaning of grade-level text.



3.4.W.1 Students will use grade-levelvocabulary in writing to clearly communicateideas.





3.4.W.2 Students will use precise vocabularyin writing for the intended mode and effecton the audience.

3.4.W.2 Students will select appropriatelanguage according to purpose in writing.









3.5.R.2 Students will recognize parts ofspeech in sentences:● concrete, abstract, and possessive nouns● different types of verbs (i.e., action,linking, helping) and their roles in asentence● the complete subject and completepredicate of a sentence● possessive adjectives● prepositional phrases● possessive pronouns and the nouns theyreplace● coordinating conjunctions (i.e., for, and,nor, but, or, yet, so)● adverbs of frequency (e.g., always, often,never)

3.5.R.1 Students will recognize pronouns andpossessive nouns.

3.5.R.2 Students will recognize irregular andpast participle verbs and verb tense to identifysettings, times, and sequences in text.

3.5.R.3 Students will recognize adjectives,articles as adjectives, and adverbs.

3.5.R.4 Students will recognize prepositionsand conjunctions.

This objective begins in Grade 4 in 2021. 3.5.R.5 Students will recognize the subject andverb agreement.

WritingStudents will expand and apply knowledgeof grammar, usage, mechanics, and style tospeak and write effectively, demonstratingstandard usage when appropriate.


3.5.W.1 Students will compose simple andcompound declarative, interrogative,imperative, and exclamatory sentences,avoiding and correcting fragments.

3.5.W.4 Students will compose simple,compound and complex declarative,interrogative, imperative, and exclamatorysentences.

3.5.W.2 Students will use nouns, verbs,adjectives, prepositions, and adverbs toadd clarity and variety to their writing.





3.5.W.3 Students will capitalize and punctuatetitles of respect, words in titles, andgeographical names.

3.5.W.1 Students will capitalize andappropriately punctuate:● titles of respect● appropriate words in titles● geographical names

3.5.W.4 Students will use periods withdeclarative and imperative sentences,question marks with interrogativesentences, and exclamation points withexclamatory sentences.

3.5.W.3 Students will compose and expandgrammatically correct sentences and questionswith appropriate commas, apostrophes,quotation marks, and end marks as needed fordialogue.

3.5.W.5 Students will use apostrophes toform complex contractions (e.g., should’ve,won’t, y’all) and to show possession.

3.5.W.2 Students will use complex contractions(e.g., should’ve, won’t).

3.5.W.6 Students will use commas before acoordinating conjunction and to separateindividual words in a series.


3.5.W.7 Students will use a colon toindicate time. This objective did not exist in 2016.

3.5.W.8 Students will use quotation marks toindicate dialogue.









3.6.R.1 Students will conduct research toanswer questions, including self-generatedquestions, and to build knowledge.

3.6.R.1 Students will use their own questionsto find information on their topic.

3.6.R.2 Students will identify and use textfeatures (e.g., graphics, captions,subheadings, italics, charts, tables, legends)to comprehend informational texts.

3.6.R.2 Students will use graphic featuresincluding photos, illustrations, captions, titles,labels, headings, subheadings, italics,sidebars, charts, graphs, and legends to definea text.

3.6.R.3 Students will begin to determine therelevance of the information gathered.

3.6.R.4 Students will determine the relevanceand reliability of the information for theirspecific topic of interest with guidance andsupport.

This objective was removed in 2021.3.6.R.3 Students will locate information invisual and text reference sources, electronicresources, and/or interviews.






3.6.W.1 Students will choose a topic ofinterest and generate several questions aboutit for research.

3.6.W.1 Students will generate a list of topicsof interest and individual questions about onespecific topic of interest.

3.6.W.2 Students will begin to organizeinformation found during research, following amodified citation style (i.e., author, title,publication year).


3.6.W.3 Students will write informative textsindependently for short timeframes (e.g., asingle sitting or a day or two) that organizerelated information about a topic and conveydetails from a single source.

3.6.W.3 Students will summarize and presentinformation in a report.








3.7.R Students will locate and use informationfrom a variety of alphabetic, aural, visual,spatial, and/or gestural content to compareperspectives about ideas and topics.

3.7.R.1 Students will locate, organize, and useinformation from a variety of written, oral,visual, digital, non-verbal, and interactive textsto generate and answer literal questions.



3.7.W Students will communicate their ideas,thoughts, and feelings by combining two ormore kinds of content:● writing/alphabetic● sound, visual, and/or spatial● movement

3.7.W.1 Students will create multimodalcontent that communicates an idea usingtechnology or appropriate media.

3.7.W.2 Students will create presentationsusing video, photos, and other multimediaelements to support communication and clarifyideas, thoughts, and feelings.





3.8.R Students will read selected textsindependently and for various lengths oftime, choosing genres to suit and expandtheir personal preferences and purposes.

3.8.R Students will select appropriate texts forspecific purposes and read independently forextended periods of time.






3.8.W Students will write independently usingprint, cursive, and/or typing for variouslengths of time, choosing modes andgenres to suit their audience and purpose.

3.8.W Students will write independently overextended periods of time (e.g., time forreflection and revision) and for shortertimeframes (e.g., a single sitting or a day ortwo) to communicate with differentaudiences for a variety of purposes.



Grade 4 Crosswalk







4.1.R.1 Students will actively listen and speakclearly using appropriate discussion rules.


4.1.R.2 Students will ask and answerquestions to seek help, get information, orclarify information presented orally through textor other media to confirm understanding.




4.1.W.2 Students will work effectively andrespectfully within diverse groups, shareresponsibility for collaborative work, and valueindividual contributions made by each groupmember.




4.1.S.2 Students will engage in collaborativediscussions about what they are reading andwriting, expressing their own ideas clearly inpairs, diverse groups, and whole-classsettings.

4.1.R.3 Students will engage in collaborativediscussions about appropriate topics and texts,expressing their own ideas clearly whilebuilding on the ideas of others in pairs, diversegroups, and whole class settings.

4.1.S.3 Students will give informalpresentations in a group or individually,organizing information and determiningcontent for the audience, speaking audiblyand clearly in coherent sentences.

4.1.W.1 Students will report on a topic or text,tell a story, or recount an experience withappropriate facts and relevant, descriptivedetails, speaking audibly in coherentsentences at an appropriate pace.





Students will continue to review and applyearlier grade-level expectations for thisstandard. If phonological skills are notmastered, students will address skills fromprevious grades.







4.2.PC Students will correctly form words inprint and cursive and use appropriate spacingfor letters, words, and sentences.

4.2.PC Students will correctly form letters inprint and cursive and use appropriate spacingfor letters, words, and sentences.



4.2.PWS.1 Students will decode unfamiliarand multisyllabic words using their combinedknowledge of the following phonics skills:● letter-sound correspondences● all major syllable types (i.e., closed,consonant +le, open, vowel digraphs,vowel silent e, r-controlled)

4.2.PWS.1 Students will use their combinedknowledge of letter-sound correspondences,syllable patterns, morphology and semantics toaccurately read unfamiliar words, includingmultisyllabic words.

4.2.PWS.2 Students will decode words byapplying knowledge of structural analysis:● contractions● abbreviations● common roots and related affixes● morphology● semantics






4.2.SE.1 Students will use correct spellingwhen writing unfamiliar and multisyllabicwords, using their combined knowledge ofthe following skills:● letter-sound correspondences● all major syllable types (i.e., closed,consonant +le, open, vowel digraphs,vowel silent e, r-controlled)


4.2.SE.2 Students will use structuralanalysis to correctly spell the followingparts of words:● contractions● abbreviations● common spelling rules related to addingprefixes and suffixes





4.2.F.1 Students will read high frequency andirregularly spelled grade-level words withautomaticity in text.










4.2.R.1 Students will determine the keydetails that support the main idea of a text.

4.2.R.1 Students will distinguish how keydetails support the main idea of a passage.

4.2.R.2 Students will compare fiction, poetry,and nonfiction to distinguish various genres.

4.2.R.2 Students will compare and contrastdetails in literary and nonfiction/informationaltexts to discriminate various genres.

4.2.R.3 Students will summarize andsequence the important events of a story. 4.2.R.3 Students will summarize events or

plots (i.e., beginning, middle, end, conflict, andclimax) of a story or text .4.2.R.4 Students will summarize facts and


This objective was revisedand moved to Grade 6 in 2021.

4.2.R.4 Students will begin to paraphrase mainideas with supporting details in a text.






4.2.W.1 Students will routinely use arecursive process to prewrite, organize, anddevelop narrative, informative, and opiniondrafts that display evidence of paragraphing.

4.2.W.1 Students will develop drafts bycategorizing ideas and organizing them intoparagraphs.


4.2.W.2 Students will edit drafts and revise forclarity and organization.



4.2.W.4 Students will use resources to findcorrect spellings of words (e.g., word wall,vocabulary notebook, print and electronicdictionaries, and spell-check).










4.3.R.1 Students will determine the author’spurpose (i.e., entertain, inform, persuade) byidentifying key details.

4.3.R.1 Students will determine the author’spurpose (i.e., entertain, inform, persuade) andinfer the difference between the stated andimplied purpose.

4.3.R.2 Students will determine whether agrade-level literary text is narrated in first- orthird-person point of view.


4.3.R.3 Students will find textual evidence ofliterary elements:● setting● plot● characters (i.e., protagonist, antagonist)● characterization● conflict

4.3.R.3 Students will describe key literaryelements:● setting● plot● characters (i.e., protagonist, antagonist)● characterization● theme

4.3.R.4 Students will find textual evidence ofliterary devices:● metaphor● idiom● personification● hyperbole● simile● alliteration● onomatopoeia

4.3.R.4 Students will find examples of literarydevices:● simile● metaphor● personification● onomatopoeia● hyperbole● imagery● symbolism*● tone**Students will find textual evidence whenprovided with examples.

4.3.R.5 Students will answer inferentialquestions using evidence from one or moretexts to support answers.

4.3.R.7 Students will ask and answerinferential questions using the text to supportanswers.




4.3.R.6 Students will distinguish fact fromopinion in an informational text and explainhow reasons and facts support specificpoints.

4.3.R.5 Students will distinguish fact fromopinion in a text and investigate facts foraccuracy.

4.3.R.7 Students will distinguish thestructures of an informational text:● cause/effect● problem/solution● description● sequential

4.3.R.6 Students will describe the structure ofa text (e.g., description, compare/contrast,sequential, problem/solution, cause/effect).



4.3.W.1 Students will compose narrativesreflecting real or imagined experiencesthat:● include plots with a climax and resolution● include developed characters whoovercome conflicts and use dialogue● use a consistent point of view● unfold in chronological sequence● use sentence variety, sensory details,and vivid language to create interest● model literary elements and/or literarydevices from mentor texts

4.3.W.1 Students will write narrativesincorporating characters, plot, setting, point ofview, conflict (i.e., solution and resolution), anddialogue.




4.3.W.2 Students will compose informativeessays that:● introduce and develop a topic● incorporate evidence (e.g., specific facts,examples)● maintain an organized structure withtransitional words and phrases● use sentence variety and word choice tocreate interest● model literary devices from mentor texts

4.3.W.2 Students will write facts about asubject, including a clear main idea withsupporting details, and use transitional andsignal words.

4.3.W.3 Students will write opinion essaysthat:● introduce a topic and state an opinion● incorporate relevant, text-based evidenceto support the opinion● use sentence variety and word choice tocreate interest● maintain an organized structure withtransitional words and phrases

4.3.W.3 Students will express an opinion abouta topic and provide fact-based reasons assupport.

Standard 4: VocabularyStudents will expand and apply their spokenand reading vocabularies to speak, read,and write effectively.







4.4.R.1 Students will identify relationshipsamong words, including synonyms, antonyms,analogies, homophones, and homographs.

4. 4.R.4 Students will infer relationships amongwords with multiple meanings, includingsynonyms, antonyms, and more complexhomographs and homonyms.


4. 4.R.3 Students will use context clues todetermine the meaning of words or distinguishamong multiple-meaning words

4.4.R.3 Students will use word parts (e.g.,affixes, Latin roots, stems) to define anddetermine the meaning of new words.

4. 4.R.2 Students will use word parts (e.g.,affixes, Greek and Latin roots, stems) to defineand determine the meaning of new words.


4.4.R.5 Students will use a dictionary orglossary (print and/or electronic) to determineor clarify the meanings, syllabication, andpronunciation of words.

4.4.R.5 Students will acquire new grade-levelvocabulary, relate new words to priorknowledge, and apply vocabulary in variouscontexts.

4 4.R.1 Students will increase knowledge ofacademic, domain-appropriate, grade-levelvocabulary to infer meaning of grade-level text.








4.4.W.2 Students will use precise and vividvocabulary in writing for the intended modeand effect on the audience.

4.4.W.2 Students will select appropriatelanguage to create a specific effect accordingto purpose in writing.






4.5.R.2 Students will recognize parts ofspeech in sentences:● irregular possessive nouns (e.g., children’s)● irregular and past participle verbs andverb tense to identify settings, times, andsequences● subject and verb agreement● comparative and superlative adjectives● prepositional phrases● possessive pronouns and the nouns theyreplace (i.e., antecedents)● coordinating conjunctions● comparative and superlative adverbs● interjections

4.5.R.1 Students will recognize pronouns andirregular possessive nouns.

4.5.R.2 Students will recognize present perfectverbs and verb tense to identify settings, times,sequences, and conditions in text.

4.5.R.3 Students will recognize comparativeand superlative adjectives and adverbs.

4.5.R.4 Students will recognize prepositionalphrases and conjunctions.

4.5.R.5 Students will recognize the subject andverb agreement.






4.5.W.1 Students will compose simple andcompound declarative, interrogative,imperative, and exclamatory sentences,avoiding and correcting fragments.

4.5.W.3 Students will compose simple,compound, and complex sentences andquestions, create sentences with anunderstood subject, and correct fragments andrun-on sentences.

4.5.W.4 Students will compose declarative,interrogative, imperative, and exclamatorysentences.

4.5.W.2 Students will use nouns, verbs,adjectives, prepositions, and adverbs toadd clarity and variety to their writing.


4.5.W.3 Students will recognize and correcterrors in subject and verb agreement. This objective did not exist in 2016.

4.5.W.4 Students will capitalize familialrelations, proper adjectives, conventions ofletter writing, and the first letter of aquotation.

4.5.W.1 Students will capitalize● familial relations● proper adjectives● conventions of letter writing

4.5.W.5 Students will use periods withdeclarative and imperative sentences,question marks with interrogativesentences, and exclamation points withexclamatory sentences.

4.5.W.2 Students will compose and expandgrammatically correct sentences and questionswith appropriate commas, end marks,apostrophes, and quotation marks as neededfor dialogue.




4.5.W.6 Students will use apostrophes toshow possession of singular and pluralnouns and recognize and removeapostrophes used to form plurals.


4.5.W.7 Students will use commas ingreetings and closings in letters andemails, to separate individual words in aseries, and to indicate dialogue.

4.5.W.8 Students will use a colon tointroduce a list (e.g., Deb only needed threethings from the grocery store: milk, eggs,and bread.).


4.5.W.9 Students will use quotation marks toindicate dialogue, quoted material, and titlesof works.


4.5.W.10 Students will use underlining oritalics to indicate titles of works. This objective did not exist in 2016.








4.6.R.1 Students will conduct research toanswer questions, including self-generatedquestions, and to build knowledge, usingmultiple sources (e.g., visual and textreference sources, electronic resources,and/or interviews).

4.6.R.1 Students will use their own viableresearch questions to find information about aspecific topic.

4.6.R.2 Students will identify and use textfeatures (e.g., graphics, captions,headings/subheadings, bold/italicized words,charts, tables, legends) to comprehendinformational texts.

4.6.R.2 Students will use graphic featuresincluding photos, illustrations, captions, titles,labels, headings, subheadings, italics,sidebars, charts, graphs, and legends tointerpret a text.

4.6.R.3 Students will determine the relevanceof the information gathered.

4.6.R.3 Students will determine the relevanceand reliability of the information gathered.



4.6.W.1 Students will generate a viableresearch question about a topic.

4.6.W.1 Students will generate a viableresearch question about a specific topic.

4.6.W.2 Students will organize informationfound during research, following a modifiedcitation style (i.e., author, title, publicationyear).

4.6.W.2 Students will organize informationfound during research, following a modifiedcitation style (e.g., author, title, publicationdate) with guidance and support.




4.6.W.3 Students will write informative textsindependently for short timeframes (e.g., asingle sitting or a day or two) that organizerelated information about a topic andconvey details and quotations from two ormore sources.






4.7.R Students will locate and use informationfrom a variety of alphabetic, aural, visual,spatial, and/or gestural content to compareand contrast perspectives about ideas andtopics.

4.7.R.1 Students will locate, organize, andanalyze information from a variety of written,oral, visual, digital, non-verbal, and interactivetexts to generate and answer literal andinterpretive questions to create newunderstandings.

4.7.R.2 Students will compare and contrasthow ideas and topics are depicted in a varietyof media and formats.






4.7.W Students will communicate their ideas,thoughts, and feelings by combining two ormore kinds of content:● writing/alphabetic● sound, visual, and/or spatial● movement

4.7.W.1 Students will create multimodalcontent that effectively communicates an ideausing technology or appropriate media.

4.7.W.2 Students will create presentationsusing videos, photos, and other multimediaelements to support communication and clarifyideas, thoughts, and feelings.












4.8.W Students will write independently usingprint, cursive, and/or typing for variouslengths of time, choosing modes andgenres to suit their audience and purpose.

4.8.W Students will write independently overextended periods of time (e.g., time forreflection and revision) and for shortertimeframes (e.g., a single sitting or a day ortwo) to communicate with differentaudiences for a variety of purposes.



Grade 5 Crosswalk






5.1.L.1 Students will actively listen usingagreed-upon discussion rules with awarenessof verbal and nonverbal cues.

5.1.R.1 Students will actively listen and speakclearly using appropriate discussion rules withawareness of verbal and nonverbal cues.


5.1.R.2 Students will ask and answerquestions to seek help, get information, orclarify about information presented orallythrough text or other media to confirmunderstanding.




5.1.W.2 Students will work effectively andrespectfully within diverse groups, shareresponsibility for collaborative work, and valueindividual contributions made by each groupmember.




5.1.S.2 Students will engage in collaborativediscussions about what they are reading andwriting, expressing their own ideas clearly inpairs, diverse groups, and whole-classsettings.

5.1.R.3 Students will engage in collaborativediscussions about appropriate topics and texts,expressing their own ideas clearly whilebuilding on the ideas of others in pairs, diversegroups, and whole class settings.

5.1.S.3 Students will give formal and informalpresentations in a group or individually,organizing information and determiningcontent for the audience, speaking audiblyand clearly in coherent sentences.

5.1.W.1 Students will give formal and informalpresentations in a group or individually,organizing information and determiningappropriate content for audience.





Students will continue to review and applyearlier grade-level expectations for thisstandard. If phonological skills are notmastered, students will address skills fromprevious grades.







5.2.PC Students will correctly form wordsin print and cursive and use appropriatespacing for letters, words, and sentences.

Students will continue to review and applyearlier grade level expectations for thisstandard. If print concepts skills are notmastered, students will address skills fromprevious grades.

Phonics and Word StudyStudents will decode words by applyingphonics and word analysis skills in context andisolation.


Students will continue to review and applyearlier grade-level expectations for thisstandard. If phonics and word study skills arenot mastered, students will address skills fromprevious grades.

Students will continue to review and applyearlier grade level expectations for thisstandard. If these decoding skills are notmastered, students will address skills fromprevious grades.






5.2.SE.1 Students will use correct spellingwhen writing unfamiliar and multisyllabicwords, using their combined knowledge ofthe following skills:● letter-sound correspondences● all major syllable types (i.e., closed,consonant +le, open, vowel digraphs,vowel silent e, r-controlled)


5.2.SE.2 Students will use structuralanalysis to correctly spell the followingparts of words:● contractions● abbreviations● common spelling rules related to addingprefixes and suffixes

This objective was added in 2021.



5.2.F.1 Students will expand their sightword vocabulary by reading regularly- andirregularly-spelled words in isolation andcontext with increasing automaticity.


5.2.F.2 Students will orally and accuratelyread grade-level text at a smooth rate withexpression that connotes comprehension.





This banner statement was removedin 2021.

Students will continue to review and applyearlier grade level expectations for thisstandard. If these fluency skills are notmastered, students will address skills fromprevious grades.





5.2.R.1 Students will explain how keysupporting details support the main idea of atext.

5.2.R.1 Students will create an objectivesummary, including main idea and supportingdetails, while maintaining meaning and alogical sequence of events.

5.2.R.2 Students will identify details in fiction,poetry, and nonfiction texts to distinguishvarious genres.

5.2.R.2 Students will compare and contrastdetails in literary and nonfiction/informationaltexts to distinguish genres.

5.2.R.3 Students will summarize andsequence the important events of a story.

5.2.R.1 Students will create an objectivesummary, including main idea and supportingdetails, while maintaining meaning and alogical sequence of events.5.2.R.4 Students will summarize facts and


This objective was revisedand moved to Grade 6 in 2021.

5.2.R.3 Students will begin to paraphrasemain ideas with supporting details in a text.






5.2.W.1 Students will routinely use a recursiveprocess to prewrite, organize, and draftmulti-paragraph narrative, informative, andopinion drafts.

5.2.W.1 Students will apply components of arecursive writing process for multiple purposesto create a focused, organized, and coherentpiece of writing.

5.2.W.2 Students will plan (e.g., outline) andprewrite a first draft as necessary.

5.2.W.3 Students will develop drafts bychoosing an organizational structure (e.g.,description, compare/contrast, sequential,problem/solution, cause/effect, etc.) andbuilding on ideas in multi-paragraph essays.


5.2.W.4 Students will edit and revise multipledrafts for intended purpose (e.g., staying ontopic), organization, and coherence.


5.2.W.5 Students will use resources to findcorrect spellings of words (e.g., word wall,vocabulary notebook, print and electronicdictionaries, and spell-check).










5.3.R.1 Students will determine the author’spurpose (i.e., entertain, inform, persuade),and draw conclusions to determine if theauthor’s purpose was achieved.

5.3.R.1 Students will determine an author’sstated or implied purpose and drawconclusions to evaluate how well the author’spurpose was achieved.

5.3.R.2 Students will determine whether agrade-level literary text is narrated in first- orthird-person point of view (limited andomniscient) and describe its effect.

5.3.R.2 Students will determine the point ofview and describe how it affects grade-levelliterary and/or informational text.




5.3.R.3 Students will determine how literaryelements contribute to the meaning of aliterary text:● setting● plot● characters (i.e., protagonist, antagonist)● characterization● conflict● theme

5.3.R.3 Students will describe and find textualevidence of key literary elements:● setting● plot● characters (i.e., protagonist, antagonist)● characterization● theme

5.3.R.4 Students will determine how literarydevices contribute to the meaning of a text:● imagery● metaphor● idiom● personification● hyperbole● simile● alliteration● onomatopoeia

5.3.R.4 Students will evaluate literary devicesto support interpretations of literary texts:● simile● metaphor● personification● onomatopoeia● hyperbole● imagery● symbolism*● tone**Students will find textual evidence whenprovided with examples.

5.3.R.5 Students will analyze ideas in one ormore texts, providing textual evidence tosupport their inferences.

5.3.R.7 Students will compare and contrasttexts and ideas within and between texts.

5.3.R.6 Students will distinguish fact fromopinion in an informational text and explainhow reasons and facts support specificpoints.

5.3.R.5 Students will distinguish fact fromopinion in non-fiction text and investigate factsfor accuracy.




5.3.R.7 Students will distinguish the structuresof informational texts:● compare/contrast● cause/effect● problem/solution● description● sequential

5.3.R.6 Students will distinguish the structuresof texts (e.g., description, compare/contrast,sequential, problem/solution, cause/effect) andcontent by making inferences about texts anduse textual evidence to support understanding.



5.3.W.1 Students will compose narrativesreflecting real or imagined experiencesthat:● include plots with a climax and resolution● include developed characters whoovercome conflicts and use dialogue● use a consistent point of view● unfold in chronological sequence● use sentence variety, sensory details,and vivid language to create interest● model literary elements and/or literarydevices from mentor texts

5.3.W.1 Students will write narrativesincorporating characters, plot, setting, point ofview, conflict (i.e., internal, external), anddialogue.




5.3.W.2 Students will compose informativeessays that:● introduce and develop a topic● incorporate evidence (e.g., specific facts,examples, charts, and graphs)● maintain an organized structure withtransitional words and phrases● use sentence variety and word choice tocreate interest● model literary devices from mentor texts

5.3.W.2 Students will introduce and develop atopic, incorporating evidence (e.g., specificfacts, examples, details) and maintaining anorganized structure.

5.3.W.3 Students will write opinion essaysthat:● introduce a topic and state a clear opinion● incorporate relevant, text-based evidenceto support the opinion● use sentence variety and word choice tocreate interest● organize writing in a logical sequencewith transitional words and phrases

5.3.W.3 Students will clearly state an opinionsupported with facts and details.

5.3.W.4 Students will show relationshipsamong facts, opinions, and supporting details.

Standard 4: VocabularyStudents will expand and apply their spokenand reading vocabularies to speak, read,and write effectively.







5.4.R.1 Students will identify relationshipsamong words, including synonyms, antonyms,analogies, homophones, and homographs.

5.4.R.4 Students will infer the relationshipsamong words with multiple meanings,including synonyms, antonyms, analogies, andmore complex homographs and homonyms.


5.4.R.3 Students will use context clues todetermine or clarify the meaning of words ordistinguish among multiple-meaning words.

5.4.R.3 Students will use word parts (e.g.,affixes, Latin roots, stems) to define anddetermine the meaning of new words.

5.4.R.2 Students will use word parts (e.g.,affixes, Greek and Latin roots, stems) to definenew words and determine the meaning of newwords.


5.4.R.5 Students will use a dictionary, glossary,or a thesaurus (print and/or electronic) todetermine or clarify the meanings,syllabication, pronunciation, synonyms, andparts of speech of words.

5.4.R.5 Students will acquire new grade-levelvocabulary, relate new words to priorknowledge, and apply vocabulary in variouscontexts.

5.4.R.1 Students will increase knowledge ofacademic, domain-appropriate, grade-levelvocabulary to infer meaning of grade-level text.




5.4.W.1 Students will use domain-appropriatevocabulary to communicate ideas in writingclearly.




5.4.W.2 Students will use precise and vividvocabulary in writing for the intended modeand effect on the audience.

5.4.W.2 Students will select appropriatelanguage to create a specific effect accordingto purpose in writing.





5.5.R.1 Students will recognize simple,compound, and complex (i.e., independentand dependent clauses) sentences.


5.5.R.2 Students will recognize and explainthe impact on meaning of parts of speechin sentences:● nouns● verb tense to identify settings, times,sequences, and conditions● subject and verb agreement● adjectives● prepositional phrases● intensive pronouns and their antecedents● coordinating conjunctions● adverbs● interjections

5.5.R.1 Students will recognize conjunctions,prepositions, and interjections and explain theireffect in particular sentences.

5.5.R.2 Students will recognize verb tense tosignify various times, sequences, states, andconditions in text.

5.5.R.3 Students will recognize the subject andverb agreement.






5.5.W.1 Students will compose simple,compound, and complex (i.e., independentand dependent clauses) sentences.

5.5.W.2 Students will compose simple,compound, and complex sentences andquestions, create sentences with anunderstood subject, and correct fragments andrun-on sentences.

5.5.W.2 Students will use nouns, verbs,adjectives, prepositions, adverbs, andpronouns to add clarity and variety to theirwriting.

5.5.W.3 Students will form and use the presentand past verb tenses.

5.5.W.4 Students will form and use verb tenseto convey various times, sequences, states,and conditions.

5.5.W.3 Students will recognize and correctthe following: run-ons, errors in subject andverb agreement, inappropriate shifts in verbtense, and inappropriate shifts in pronounnumber and person.

5.5.W.5 Students will recognize and correctinappropriate shifts in verb tense.

5.5.W.4 Students will write using correctcapitalization mechanics.

Grade of Mastery: 4 5.5.W.1 Students will write using correctmechanics with a focus on commas,apostrophes, and quotation marks as neededfor dialogue and quoted material.5.5.W.5 Students will write using correct end

mark mechanics.

Grade of Mastery: 4




5.5.W.6 Students will use the correct formsof it's/its, you’re/your, andthey’re/there/their. 5.5.W.1 Students will write using correct

mechanics with a focus on commas,apostrophes, and quotation marks as neededfor dialogue and quoted material.

5.5.W.7 Students will use commas toseparate individual words in a series, toindicate dialogue, and to separate theindependent and dependent clauses in acomplex sentence.

5.5.W.8 Students will use a colon tointroduce a list. This objective did not exist in 2016.

5.5.W.9 Students will use quotation marks toindicate dialogue, quoted material, and titlesof works.

5.5.W.1 Students will write using correctmechanics with a focus on commas,apostrophes, and quotation marks as neededfor dialogue and quoted material.

5.5.W.10 Students will use underlining oritalics to indicate titles of works.


5.5.W.11 Students will use a semicolon topunctuate compound sentences.









5.6.R.1 Students will conduct research toanswer questions, including self-generatedquestions, and to build knowledge, usingmultiple sources (e.g., visual and textreference sources, electronic resources,and/or interviews).

5.6.R.1 Students will use their own viableresearch questions to find information about aspecific topic.

5.6.R.2 Students will record and organizeinformation from various print and/or digitalsources.

5.6.R.2 Students will identify and use textfeatures (e.g., graphics, captions,headings/subheadings, bold/italicizedwords, charts, tables, legends) to analyzethe structure of informational texts.






5.6.W.1 Students will formulate a viableresearch question.

5.6.W.2 Students will formulate a viableresearch question from findings.




5.6.W.2 Students will organize informationfound during research, following a modifiedcitation style (i.e., author, title, publicationdate).

5.6.W.3 Students will organize informationfound during research, following a modifiedcitation style (e.g., author, title, publicationdate) with guidance and support.

5.6.W.3 Students will write informative textsindependently for short timeframes (e.g., asingle sitting or a day or two) that organizerelated information logically and convey keydetails, quotations, or other relevantinformation from multiple sources.

5.6.W.1 Students will write research papersand/or texts independently over extendedperiods of time (e.g., time for research,reflection, and revision) and for shortertimeframes (e.g., a single sitting or a day ortwo) .






5.7.R Students will analyze the characteristicsand effectiveness of a variety of alphabetic,aural, visual, spatial, and/or gestural contentfrom various perspectives.

5.7.R.1 Students will analyze thecharacteristics and effectiveness of a variety ofwritten, oral, visual, digital, non-verbal, andinteractive texts to generate and answer literaland interpretive questions to create newunderstandings.




This objective was removed in 2021.5.7.R.2 Students will compare and contrasthow ideas and topics are depicted in a varietyof media and formats.



5.7.W Students will create multimodal content(i.e., alphabetic, aural, visual, gesturaland/or spatial) that communicates ideas,thoughts, and feelings for an intendedaudience.

5.7.W.1 Students will create multimodalcontent that effectively communicates an ideausing technology and appropriate media.

5.7.W.2 Students will create presentations thatintegrate visual displays and other multimediato enrich the presentation.












5.8.W Students will write independently usingprint, cursive, and/or typing for variouslengths of time, choosing modes andgenres to suit their audience and purposes.

5.8.W Students will write independently overextended periods of time (e.g., time forresearch, reflection, and revision) and forshorter timeframes (e.g., a single sitting or aday or two) to communicate with differentaudiences for a variety of purposes.


Documents

Crosswalks, Grades PK–5