ENGLISH LANGUAGE ARTS CURRICULUM - …dioceseofraleigh.org/sites/default/files/files/LA1.pdfENGLISH LANGUAGE ARTS CURRICULUM ... a student must be able to apply skills in reading,

English Language Arts 2012 i. Diocese of Raleigh Catholic Schools

ENGLISH LANGUAGE ARTS CURRICULUM

PHILOSOPHY Language Arts instruction is essential for a student to attain a high level of literacy and to function as an informed member of the school and broader community. To communicate effectively, a student must be able to apply skills in reading, writing, listening, and speaking. Because communication instruction crosses all disciplines, the opportunity to apply processes and skills must be provided in all content areas.

INTRODUCTION The English Language Arts Curriculum is intended for use in all Catholic elementary and middle schools in the Diocese of Raleigh. It is the framework for instruction that should assist teachers in identifying and implementing the appropriate instructional methodology in grades K through 8. The curriculum outlines the level of competency that is expected of students at each grade level. The primary goal of the Curriculum is to ensure that students are introduced to the language skills necessary to think critically, communicate effectively and reach high levels of literacy in all content areas. The curriculum is aligned to the Common Core Standards adopted by the North Carolina Department of Public Instruction, as well as 43 other states. Copies of the original Common Core and resources can be downloaded at http://corestandards.org/.

The curriculum is enhanced by specific Values and Attitudes unique to students in Catholic schools. Values and Attitudes highlight key principles that will guide

students in developing a critical conscience and viewing all content in the light of Gospel teachings. Values and Attitudes, which are not necessarily quantifiable but rather reflected in a student’s respect toward the content area, are the first Domain of every grade level. To effectively implement the curriculum the teacher must first be familiar with the terms of the format:

Strands are the five general areas of focus common to every grade.

Strand A Values and Attitudes Strand B Reading (Key Ideas and Details; Craft and Structure, Integration of Knowledge and Ideas; Range and level of Text Complexity; Print Concepts; Phonological Awareness; Phonics and Recognition; Fluency)

Strand C Writing (Text Types and Purposes; Production and Distribution of Writing; Research; Range; Handwriting) Strand D Speaking and Listening (Comprehension and Collaboration; Presentation of Knowledge and Ideas) Strand E Language (Conventions; Vocabulary Acquisition and Use)

Clusters (Column 1) divide each of the strands into specific subgroups that align competencies from Kindergarten through Grade 8.

Common Core Standards (Column 2) are the knowledge and skills all students need. (Note: The Diocesan Curriculum Committee added

a Handwriting Standard to the Writing Strand.)

Objectives (Column 3) further explain the intent of the Common Core Standards. Objectives from the former North Carolina Standard Course of Studies are acknowledged in parenthesis; e.g., (NC1) or (NC1.1).

Strategies (Column 4) found in Grades K-5 are suggested methods for a teacher to expand and enrich their instructional portfolio. Decisions about the

most effective method to teach the standard are left to the discretion of the teacher.

http://corestandards.org/

English Language Arts Curriculum 2012 ii. Diocese of Raleigh Catholic Schools

ACKNOWLEDGEMENTS The Catholic Schools Offices gratefully acknowledges the commitment of the Language Arts Committee. Their expertise, time, and input were invaluable in producing the revised Diocesan Language Arts Curriculum.

Core Committee

Diane McGrady Director of Curriculum Sacred Heart Cathedral School, Raleigh

Rosalie Innacelli Assistant Superintendent Catholic Schools Office

Lynn Magoon Principal St. Mary Catholic School, Goldsboro

Susan Parks Principal Annunciation Catholic School, Havelock

Connie Urbanski Principal Our Lady of Perpetual Help Catholic School, Rocky Mount

Teacher Committee Reviewers

Anna Barefoot St. Peter Catholic School, Greenville The Catholic Schools Office also acknowledges and thanks the following teachers for reviewing and commenting on the final draft: Tara Bartosik St. Paul Catholic School, New Bern

Cindi Carey Pope John Paul II Catholic School, Southern Pines Joye Deane St. Michael the Archangel Catholic School, Cary

Mike Chinneck The Franciscan School, Raleigh Diana Hurtado Sacred Heart Cathedral School, Raleigh

Jana Clever Immaculata Catholic School, Durham Christine O’Donnell Sacred Heart Cathedral School, Raleigh

Tracy Cordon St. Mary Catholic School, Wilmington Art Milowic Sacred Heart Cathedral School, Raleigh

Jane Ellenberg St. Michael the Archangel Catholic School, Cary Lis Pfeiffer St. Mary Magdalene Catholic School, Apex

Beth Fletcher St. Mary Catholic School, Goldsboro Kim Ross Sacred Heart Cathedral School, Raleigh

Shelley Fowler St. Peter Catholic School, Greenville Dana Sampson St. Michael the Archangel Catholic School, Cary

Lisa Hribar St. Raphael Catholic School, Raleigh Peggy Sharp Sacred Heart Cathedral School, Raleigh

Betty Lee St. Paul Catholic School, New Bern Kimberly Wheeler Sacred Heart Cathedral School, Raleigh

Susan Leising St. Mary Magdalene Catholic School, Apex

Amy Reitz St. Mary Magdalene Catholic School, Apex

Laura Rudiger St. Michael the Archangel Catholic School, Cary

Dan Schwankel Immaculata Catholic School, Durham

Cheryl Stevens The Franciscan School, Raleigh

Kathy Sutphen St. Catherine of Siena Catholic School, Wake Forest

Lori Tushar St. Catherine of Siena Catholic School, Wake Forest

Elizabeth White St. Mary Catholic School, Wilmington

Grade 1~ English Language Arts 2012 1 of 12 Diocese of Raleigh Catholic Schools

GRADE 1 ENGLISH LANGUAGE ARTS

STRAND A Value and Attitudes

Catholic Schools exist so that curriculum may be taught in the light of Gospel teachings. Teachers must reinforce Gospel truths and values so that students may serve as witnesses to their Catholic faith. The values listed below will help students develop a critical conscience in every content area. Values and Attitudes are not necessarily quantifiable but rather identified in a student’s respect toward the content area.

All people are created with minds and the gift to reason.

God makes each of us as a unique individual.

Recognize our talents and share them with one another in order to do God’s will.

Recognize and articulate Gospel values in literature.

Develop an appreciation for stories from other cultures and religions.

Recognize social justice themes.

Listen and speak with respect.

Writing must reflect a respect for others consistent with Christian values.

(The first three bullets are common to all areas of curriculum.)

Grade 1 ~ English Language Arts 2012 2 of 12 Diocese of Raleigh Catholic Schools

STRAND B Reading for Literature

COMMON CORE STANDARD OBJECTIVES STRATEGIES

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1. Ask and answer questions about key

details in a text.

Self-monitor comprehension by using one or two strategies

such as questions, retelling, or summarizing (NC2.06) of simple expository or narrative passages.

Respond and elaborate in answering what, when, where, and how questions. (NC2.07)

Discuss and explain response to how, why, and what if questions in sharing narrative and expository texts. (NC2.08)

Share personal experiences and responses to experiences with text: publishing non-print texts; discussing interpretations; recording personal responses. (NC3.04)

Use words that describe, name characters and settings (who, where), and tell action and events (what happened, what did do) in simple texts. (NC4.02)

Locate the title, table of contents, name of author, and name of illustrator. Sequence pictures and events in relation to a selection. Identify if an event already happened or is going to happen. Use context to resolve ambiguities about word and sentence meaning. Predict and explain what will happen next in stories using prior knowledge, illustrations, title, and text to confirm predictions.

2. Retell stories, including key details,

and demonstrate understanding of their central message or lesson.

3. Describe characters, settings, and

major events in a story, using details.

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4. Identify words and phrases in stories or

poems that suggest feelings or appeal to the senses.

Demonstrate familiarity with a variety of texts including

storybooks, short chapter books, newspapers, and everyday print such as signs and labels, poems, word plays using alliteration and rhyme, skits and short plays. (NC2.02)

Recognize the difference between fiction and non-fiction texts.

Recognize how particular authors use vocabulary and language to develop an individual, recognizable voice.

Identify similarities and differences in various types of literary genre. Discuss authors’/speakers’ use of different kinds of sentences to interest a reader/listener and communicate a message. (NC3.06)

5. Explain major differences between

books that tell stories and books that give information, drawing on a wide reading of a range of text types.

6. Identify who is telling the story at

various points in a text.


STRAND B Reading for Literature (continued)


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7. Use illustrations and details in a story

to describe its characters, setting, or events.

Discuss similarities and differences in events and

characters across stories. (N2.07)

8. Not applicable to literature

9. Compare and contrast the adventures

and experiences of characters in stories.

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10. With prompting and support, read

prose and poetry of appropriate complexity for grade 1.

Read aloud independently with fluency and

comprehension any text that is appropriately designed for emergent readers. (NC2.01)

Read poetry for enjoyment, to interpret meaning, to derive imagery, to sense mood or to enjoy rhythm and rhyme. Read and compare a variety of fairy tales from around the world.


STRAND B Reading for Informational Text


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details in a text.

Self-monitor comprehension by using one or two strategies

such as questions, retelling, or summarizing (NC2.06) of simple expository passages.

Explain response to how, why, and what if questions in

sharing expository texts. (NC2.08)

Extend skills in using oral and written language using clear and precise language to paraphrase messages. (NC4.04)

Analyze literary works. Express personal response through reading, writing, listening and speaking.

2. Identify the main topic and retell key

details of a text.

3. Describe the connection between two

individuals, events, ideas, or pieces of information in a text.

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4. Ask and answer questions to help

determine or clarify the meaning of words and phrases in a text.

Respond and elaborate in answering what, when, where, and

how questions. (NC2.07)

Discuss unfamiliar oral and/or written vocabulary after listening to or reading texts. (NC3.03)

5. Know and use various text features (e.g.,

headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

6. Distinguish between information provided

by pictures or other illustrations and information provided by the words in a text.

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7. Use the illustrations and details in a text to describe key ideas.

Recognize that different versions of the same story may be

told by various cultures/religions.

Identify problem, plot sequence and resolution to problem. Describe the roles of the authors and illustrators and their contributions to a story.

8. Identify the reasons an author gives to

support points in a text.

9. Identify basic similarities in and the

differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

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10. With prompting and support read

informational texts appropriately complex for grade 1.

Read and comprehend nonfiction text appropriate for grade 1.

(NC2.03)

Discuss and write about books read.


STRAND B Reading: Foundational Skills


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1 Demonstrate understanding of the

organization and basic features of print. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Compare authors’ uses of conventions of language that aid

readers. (NC3.07)

Compare different types of sentences and the punctuation.

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2. Demonstrate understanding of spoken

words, syllables, and sounds (phonemes). a. Distinguish long from short vowel

sounds in spoken single-syllable words.

b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

c. Isolate and pronounce initial, medial, vowel, and final sounds (phonemes), in spoken single-syllable words.

d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Demonstrate decoding and word recognition strategies and

skills:

Use phonics knowledge of sound-letter relationships to decode regular one-syllable words when reading words and text.

Recognize many high frequency and/or common irregularly spelled words in text (e.g.., have, said, where, two).

Read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., looks, looked, looking). (NC1.02)

Generate the sounds from all the letters and appropriate letter patterns which should include consonant blends and long and short vowel patterns.

Use structural cues to decode (e.g., word order). Use phonic knowledge and basic patterns (e.g., an, ee,

ake) to spell correctly three- and four-letter words. (NC5.01)


STRAND B Reading: Foundational Skills (continued)


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3. Know and apply grade-level phonics

and word analysis skills in decoding words. a. Know the spelling-sound

correspondences for common consonant digraphs (two letters that represent one sound).

b. Decode regularly spelled one-syllable words.

c. Know final –e and common vowel team conventions for representing long vowel sounds.

d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

e. Decode two-syllable words following basic patterns by breaking the words into syllables.

f. Read words with inflectional endings.

g. Recognize and read grade-appropriate irregularly spelled words.

Demonstrate decoding and word recognition strategies and

skills. (NC1.02)

Self-monitor decoding by using one or two decoding strategies (e.g., beginning letters, rhymes, length of word, ending letters). (NC1.04)

Demonstrate knowledge of the alphabetic principle and

alphabetize to first letter in a word.

Read common word families. Develop phonemic awareness by: counting syllables in a word; blending the phonemes of one-syllable words; and segmenting the phonemes of one-syllable words.

Use alphabetical order by first letter to locate information in an age appropriate dictionary.

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4. Read with sufficient accuracy and

fluency to support comprehension. a. Read grade-level text with

purpose and understanding. b. Read grade-level text orally with

accuracy, appropriate rate, and expression.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Increase vocabulary, concepts, and reading stamina by

reading self-selected texts independently for 15 minutes daily. Self-selected texts should be consistent with the student’s independent reading level. (NC1.05)

Use pronunciation, sentence meaning, story meaning, and syntax to confirm accurate decoding or to self-correct errors. (NC1.03)


STRAND C Writing


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1. Write opinion pieces in which they

introduce the topic or name the book they are writing about, state an opinion supply a reason for the opinion, and provide some sense of closure.

Use words that describe, name characters and settings,

and tell action and events in simple texts. (NC4.02)

Use specific words to name and tell action in oral and written language (e.g., using words such as frog and toad) when discussing an expository text. (NC4.03)

Use stages of writing: prewriting, drafting, revising, editing.

Generate ideas through brainstorming or storyboards.

2. Write informative/explanatory texts in

which they name a topic, supply some facts about the topic, and provide some sense of closure.

3. Write narratives in which they recount

two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

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4. Begins in Grade 3

Compose a variety of written products. (NC4.06)

Self-monitor composition by using one or two strategies

(e.g., rereading, peer conferences). (NC5.06)

Use a variety of technology tools to gather information, guide writing and create a final published product.

Write for a variety of purposes: (not limited to) explaining a process; reports; thank you notes; invitations; formal letters; captions; lists; signs; two-step instructions in sequence; and directions. Evaluate writing by rereading for meaning.

5. With guidance and support from

adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.


adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.


STRAND C Writing (continued)


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4. Participate in shared research and

writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

Apply strategies and skills to create oral, written, and visual

texts. (NC4)

Write compositions that describe and explain familiar objects and experiences.

Select and use new vocabulary and language structures in writing contexts. (NC4.01)

Write and/or participate in writing by using an author’s model of language and extending the model (e.g., writing different ending for a story, composing an innovation of a poem). (NC4.05)

Use stages of writing: prewriting, drafting, revising, editing.

. Maintain a writing journal.

Participate in group writing activities.


adults, recall information from experiences or gather information from provided sources to answer a question.


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11. Demonstrate knowledge of correct

letter and sentence formation.(DOR)

Write all upper and lower case letters of the alphabet

legibly using correct letter formation (NC5.03) in manuscript without a model.


STRAND D Speaking and Listening


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1. Participate in collaborative

conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for

discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

c. Ask questions to clear up any confusion about the topics and texts under discussion.

Share personal experiences and responses to experiences

with text: publishing non-print texts; discussing interpretations; recording personal responses. (NC3.04)

Apply strategies and skills to create oral, written, and visual texts. (NC4)

Extend skills in using oral and written language Using clear and precise language to paraphrase messages. (NC4.04)

Give oral presentations that demonstrate effective organization and delivery strategies.

Understand the different functions of language: telling, asking, explaining or describing.

Understand that choice of words impact meaning.

Identify various types of media (e.g., newspaper, radio, and television). Participate in group story development (e.g., oral brainstorming). Identify what makes oral and visual presentations appealing. Listen to discussions to determine cause and effect.


details in a text read aloud or information presented orally or through other media.

3. Ask and answer questions about what a

speaker says in order to gather additional information or clarify something that is not understood.

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4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Retell story in logical order or sequence.

Give, restate, and follow simple three-step directions.

Understand non-verbal communication.

Use complete sentences to write simple texts. (NC5.04)

Relate a personal experience or life event in simple sequence. Provide descriptions with sensory detail. Distinguish between statements, questions, exclamations and commands based on inflection. Elaborate on how information and events connect to life experiences. (NC3.01)

5. Add drawings or other visual displays to

descriptions when appropriate to clarify ideas, thoughts, and feelings.

6. Produce complete sentences when

appropriate to task and situation.


STRAND E Language

COMMON CORESTANDARD OBJECTIVES STRATEGIES

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1. Demonstrate command of the

conventions of standard English grammar and usage when writing or speaking. a. Print all upper- and lowercase

letters. b. Use common, proper, and

possessive nouns. c. Use singular and plural nouns with

matching verbs in basic sentences (e.g., He hops; We hop).

d. Use personal, possessive and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

f. Use frequently occurring adjectives.

g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).

h. Use determiners (e.g., articles, demonstratives).

i. Use frequently occurring prepositions (e.g., during, beyond, toward).

j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

k. Identify the naming and action part of a given sentence.(DOR)

Use complete sentences speaking to an audience and writing

simple texts.

Use a variety of technology and information resources to gather, synthesize and communicate knowledge with assistance.

Apply phonics to write independently, using temporary and/or conventional spelling (NC5.02) with appropriate substitutions for phonemes. Identify and use singular and plural nouns in writing and speaking. Spell three and four letter short-vowel words and grade-appropriate sight words correctly. Write for a variety of audiences.


STRAND E Language (continued)


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2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize first word in a

sentence, dates and names of people.

b. Use end punctuation for sentences.

c. Use commas in dates and to separate single words in a series.

d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Use basic capitalization and punctuation for grade 1.

KNOWLEDGE OF LANGUAGE


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4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a

clue to the meaning of a word or phrase.

b. Use frequently occurring affixes as a clue to the meaning of a word.

c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

Begin to identify word meaning by using: root or base

words; compound words; synonyms and antonyms; and contractions.

Recognize and use tenses.

Identify synonyms, antonyms, homonyms/homophones.


STRAND E Language (continued)


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adults, demonstrate understanding of figurative language word relationships and nuances in word meanings.

a. Sort words into categories (e.g., colors, clothing, to gain a sense of the concepts the categories represent).

b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

c. Identify real-life connections between words and their use (e.g., note places at home that are cozy).

d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

6. Use words and phrases acquired

through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because she nibbles too much because she likes that.).

CONVENTIONS ~ GRADES K-5

English Language Arts 2012 Diocese of Raleigh Catholic Schools

STRAND E LANGUAGE (CC.1) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Use frequently occurring nouns and verbs.

Use common, proper, and possessive nouns.

Use collective nouns (e.g.,

group).

Explain the function of nouns,

pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

Understand and use question words,

interrogatives (e.g., who, what, where, when, why, how).

Use personal, possessive and indefinite pronouns,

e.g., I, me, my; they, them, their, anyone, everything.

Use reflexive pronouns, e.g.,

myself, ourselves.

Use abstract nouns (e.g.,

childhood).

Use relative pronouns

(who, whose, whom, which, that) and relative adverbs (where, when, why).

Form regular plural nouns orally by adding

/s/ or /es/, e.g., dog, dogs; wish, wishes.

Use singular and plural nouns with matching verbs

in basic sentences (e.g., He hops; We hop).

Form and use frequently occurring irregular plural nouns (e.g., feet, children,

teeth, mice, fish).

Form and use regular and irregular plural nouns. Form and use regular and irregular verbs.

Identify the naming and action part of a sentence. DOR

Use verbs to convey a sense of past, present, and future

(e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

Form and use the past tense

of frequently occurring irregular verbs (e.g., sat, hid, told).

Form and use the simple verb tenses (e.g., I walked; I walk; I

will walk).

Form and use the progressive verb tenses

(e.g., I was walking; I am walking; I will be walking).

Form and use the perfect verb tenses(e.g., I had

walked; I have walked; I will have walked ); convey times and sequences; correct inappropriate shifts.

Use the most frequently occurring prepositions

(e.g., to, from, in, out).

Use frequently occurring prepositions (e.g., during,

beyond, toward).

Form and use prepositional phrases.

Explain the function of prepositions and function

in sentences.

Produce and expand complete sentences in

shared language activities.

Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences

in response to prompts.

Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie).

Produce simple, compound and complex sentences.

Ensure subject-verb and pronoun-antecedent agreement.

Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

Use frequently occurring adjectives.

Use adjectives and adverbs,

and choose between them depending on what is to be modified.

Form and use comparative and superlative adjectives and adverbs, and choose

between them depending on what is to be modified.

Order adjectives within

sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

Use frequently occurring conjunctions (e.g., and, but,

or, so, because).

Use coordinating and subordinating conjunctions.

Explain the function of conjunctions and interjections in general

and function in sentences.

Use determiners (e.g.,

articles, demonstratives). Use modal auxiliaries (e.g.,

can, may, must) to convey various conditions.

Use correlative conjunctions ((e.g.,

either/or, neither/nor).

CONVENTIONS ~ GRADES K-5

English Language Arts 2012 Diocese of Raleigh Catholic Schools

STRAND E LANGUAGE (CC.2) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Capitalize the first word in

a sentence and the pronoun I.

Capitalize dates and names

of people.

Capitalize holidays, product

names, and geographic names.

Capitalize appropriate words

in titles.

Use correct capitalization.

Recognize and name end punctuation.

Use end punctuation for

sentences.

Use punctuation to separate items in a series.

Use commas in dates and to

separate single words in a series.

Use commas in greetings and

closings of letters.

Use commas in addresses.

Use a comma before a

coordinating conjunction in a compound sentence.

Use a comma to set off the

words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?) and to indicate direct address (e.g., Is that you, Steve?)

Use commas and quotation marks in dialogue.

Use commas and quotation marks to mark

direct speech and quotations from a text.

Use underlining, quotation marks, or italics to indicate titles of

works.

Use an apostrophe to form contractions and frequently occurring possessives.

Form and use possessives.

Write a letter or letters for most consonant and short-vowel sounds (phonemes).

Use conventional spelling

for words with common spelling patterns and for frequently occurring irregular words.

Use conventional spelling for

high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

Spell simple words phonetically drawing on

knowledge of sound-letter relationships.

Spell untaught words phonetically, drawing on

phonemic awareness and spelling conventions.

Generalize learned spelling patterns when writing words

(e.g., cage badge; boy boi)l.

Use spelling patterns and

generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Spell grade-appropriate words correctly, consulting references as needed.

Spell grade-appropriate words correctly, consulting references as needed.

Documents

ENGLISH LANGUAGE ARTS CURRICULUM - …dioceseofraleigh.org/sites/default/files/files/LA1.pdfENGLISH LANGUAGE ARTS CURRICULUM ... a student must be able to apply skills in reading,