English Success Standards (K-12)

8/13/2019 English Success Standards (K-12)

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English Success Standards

Grades K - 12

English, Language Arts, and Reading

May 26, 2008

The authors of this document claim no copyright nor authorship privileges. The

public is invited to utilize all or any part of this document without

remuneration.


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Table of Contents

Grade or Description Page

Definition of Terms 4

English, Language Arts, and Reading

Kindergarten 5

Grade 1 13

Grade 2 21

Grade 3 28

Grade 4 35

Grade 5 41

Intervention Strategies for Phonemic Awareness 46

Grade 6 49

Grade 7 55

Grade 8 60

Grade 9 -- English I 65

Grade 10 -- English II 73

Grade 11 -- English III 79

Grade 12 -- English IV 88

Bibliography -- Reference Materials 95

Contributors 97

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DEFINITION OF TERMS

SYNTACTIC AWARENESS (GRAMMAR)

Syntactic awareness (i.e., grammar) refers to the student's ability to put phrases, clauses, and

sentences together into correct and meaningful patterns. In this document, the term "syntacticawareness" as used in Pre-Kindergarten and Kindergarten indicates a listening/speaking skill--not theformal study of grammar.

PHONEMIC AWARENESS

The spoken word consists of a sequence of elementary sounds (phonemes). A phoneme is defined as

the minimal change in sound that will change one word into another word: sit-> bit; top ->shop (see

Figure 1, Intervention Strategies for Phonemic Awareness). Phonemic awareness is the ability torecognize and manipulate the number, type, and sequence of phonemes within the word. A syllable

divides into two primary parts: onset and rime. The rime is the vowel and any consonant sounds that

come after it. The onset, if it is there, consists of any consonant sounds that precede the vowel (e.g.,

split -- spl- is the onset and -it is the rime[see Figure 3, List of Phonemic Awareness Assessments]).

ALPHABETIC KNOWLEDGE

Alphabetic knowledge refers to the student's knowledge of symbols used to write English. Such

knowledge includes letter names, alphabetic order, visual recognition of both lower and upper cases,

written production of both lower and upper cases, and lower case and upper case correspondences.

PENMANSHIP

The student should be able to form legible letters--both lower and upper cases--in both manuscript

style and cursive style.

PRINT CONCEPTS

Print concepts are the conventions and formats used in written English.

Directionality:

Left to right

Top to bottom

Front to backSignificance of spacing:

No space between letters of a word

A space between wordsEmpty line between paragraphs or indentation of paragraph

Titles and captions: as set apart from text

Punctuation and capitalization: as separating thoughtsParts of a book (e.g., title page, table of contents, chapters, index, glossary)

Format of different genres (e.g., stanzas for poetic form)

ORTHOGRAPHIC KNOWLEDGE (SPELLING)

Orthographic knowledge refers to the knowledge of how the sounds (phonemes) of a language aremapped to the symbols (letters) of that language for use in reading and writing. Prerequisites for


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English orthographic knowledge are alphabetic knowledge and knowledge of the sounds (phonemes)

used in English. Orthographic knowledge begins with the most basic mapping of letters to represent

the 44 - 45 English phonemes. Published phonics programs typically cover 50 - 80 sound-symbol

relationships or phonograms (see Figure 2, Amplified Chart of Basic Phonograms). More advanced

orthographic knowledge consists of the mapping of letters to represent English syllables andmorphemes. Because over the centuries English has imported vast amounts of vocabulary from other

languages and generally retained the foreign spelling patterns, English orthography consists of over

2,000 sound-symbol relationships.

SYLLABLE

A syllable is a sound unit in English that contains at least a vowel and is legally pronounceable (e.g.,"isp" is legal while "agf" is not).

MORPHEME

A morpheme is the minimal structure in English that conveys meaning. Morphemes range from a

single letter (the "s" that makes a noun plural) to multisyllabic structures (i.e., "inter," "micro").

*e.g. -- As used in this document -- "for example" -- not requirementsi.e. -- As used in this document -- "that is to say"

English, Language Arts, and Reading -- Kindergarten.

Knowledge and Skills.

What the teacher is supposed to teach: What the students are supposed to

learn:

(1) Listening and Speaking Skills. The studentlistens to various types of childrens literature.

The student is expected to:

(A) Listen to notable literary selections which are rich

in vocabulary (e.g., Mother Goose rhymes, "Mary Hada Little Lamb," "Rain," "Twinkle, Twinkle, Little

Star," "Cinderella," "The Little Red Hen," "A Tug of

War," "The Ugly Duckling," The Velveteen Rabbit,

Winnie-the-Pooh, One Morning in Maine).

(B) Discuss meaning of words and concepts fromselections and discussions.

(C) Describe mental pictures of settings andcharacters.

(D) Retell selections; summarize selections.

(E) Answer orally in his/her own words direct

questions dealing with the elements of the selections.

(F) Sing/recite rhymes and songs.


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(G) Retell selections.

(H) Discuss the main idea or theme.

(I) Discuss sequence of events in selections.

(J) Summarize selections.

(K) Listen to develop an answer to a question which

has been asked by the teacher before the selections are

read.

(M) Predict what happens next.

(N) Make up a new ending.

(2) Grammar/Usage. The student discusses anddemonstrates various sentence patterns.

The student is expected to (with adult assistance asneeded):

(A) Orally use complete sentences; correct incompletesentences when prompted.

(B) Change statement to question and vice versa.

(C) Demonstrate ability to state questions and

statements in positive and negative forms.

(D) Change a statement from present, to past, and to

future tenses.

(E) Change a statement from a singular to a plural

subject and vice versa.

(F) Change a statement from first person to secondperson to third person -- singular and plural.

(G) Begin using the correct forms (person, number,

tense) for the verbs "come," "see," "go," "do," "bring,"and "be" in discussions, correcting self when

prompted.

(H) Recognize as humorous, silly, or peculiar any

statements that are produced by the incorrect order of

words.

(I) Correct silly or peculiar statements by correctingerrors in syntax.

(J) Identify capital letters and locate periods.

(K) Recognize that first letters in sentences should be

capitalized.

(L) Recognize punctuation at the end of declarative


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sentences.

(M) Employ descriptive words to modify subjects and

verbs

(3) Phonemic Awareness. The student orally

demonstrates phonemic awareness (the

understanding that the spoken word consists of asequence of elementary sounds.)


(A) Words(i) Change the meaning of a sentence by changing

a word.

(ii) Distinguish between long and short words

and long and short objects (e.g., train, mosquito).

(iii) Segment orally a spoken phrase or

sentence into words.

(iv) Count the number of words in an oral

sentence by moving a manipulative for each word.

(B) Syllables

(i) Segment orally a compound word intocomponent words; blend the words back into

compound words.

(ii) Segment/blend orally words into syllables.

(iii) Move manipulatives to represent syllables in a

word.

(iv) Give what is left after deleting a syllable of amultisyllabic word.

(C) Rhymes

(i) Sing or recite rhyming songs or stories.

(ii) Determine whether words rhyme or not.

(iii)Generate rhyming words.

(iv) Identify the non-rhyming word from

rhyming words in a group of three words.

(D) Beginning sound

(i) Identify from a list of three words, those

words that begin with the same sound.

(ii) Generate a word that has same beginning

sound as a given word.


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(iii) Identify, from a group of three words, the one

that does NOT begin with the same sound.

(E) Ending sound

(i) Identify words that end with the same sound

from a group of three words.

(ii) Select the odd word from a group of three

words, two of which end with the same sound.

(F) Middle sound

(i) Identify words that have the same medial sound

from a group of three words.

(ii) Select the odd word from a group of three

words, two of which have the same medial sound.

(G) Onset-rime

(i) Blend onset and rime into a word (e.g., b - ag -

> bag).

(ii) Segment word into onset and rime (e.g., bag -

> b - ag).

(iii) Generate rhyming words by blending various

onsets with a given rime.

(H) Phoneme

(i) Pronounce the sounds of a word to accentuatethe individual phonemes.

(ii) Elongate individual sounds and move a

manipulative to identify each sound in the spoken

word.

(iii) Blend segmented phonemes of a word (e.g., b-

a-g->bag) into the word.

(iv) Prolong pronunciation of the individual sounds

of a word by moving a manipulative to "count"

each phoneme of the word.

(v) Segment words into phonemes, clearly

producing each individual sound.

(vi) Copy the teacher in making the 44 - 45 sounds(phonemes) of American English. (A chart

describing how the sounds are made is found inFigure 1. An amplified chart showing the basic

phonograms is found in Figure2.)


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(vii) Determine whether the sounds are in his/her

own name.

(viii) Count the sounds in her/hisown name.

(4) Students who do not perform proficiently

on informal phonemic awareness

assessments by the end of kindergarten need

to participate in intervention strategies (see

Figures 1 and 3).

(5) Alphabetic Knowledge. The student

demonstrates knowledge of the names of the

letters and the order of the alphabet.


(A) Sing/recite the alphabet song.

(B) Recite alphabet in order, a to z.

(C) When given a letter name, choose the correct

letter, upper and lower case; when given a letter, upperor lower case, indicate the correct name for the letter.

(D) Arrange given letters in alphabetical order.

(6) Penmanship. The student can discuss and

demonstrate the basic principles of manuscript

writing.


(A) Practice good posture when seated at a table/deskfor writing purposes.

(B) Practice proper pencil gripping (using correctfingers to form vise to hold writing tool) while

correctly positioning hand and arm in relationship to

paper and desk.

(C) Produce correct formation of letters using starting

point, directionality, and ending point for each letter.

(D) Identify the top/bottom, front/back, margins, lineson a sheet of paper.

(7) Print Concepts. The student demonstratesknowledge of concepts of print.


(A) Explain the purpose of reading.

(B) Track print left to right, top to bottom.

(C) Identify letters of the alphabet in a variety of type

styles.

(D) Demonstrate that letters represent sounds.

(E) Demonstrate that groups of letters, read from leftto right, can make a word.


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(F) Demonstrate that a space separates words.

(G) Demonstrate that punctuation marks are separate

and distinct from words.

(H) Demonstrate that end of sentence punctuation

separates thoughts.

(I) Demonstrate that thoughts (sentences) begin with a

capital letter.

(J) Demonstrate that names of people and specific

places are capitalized.

(K) Identify cover, title page, and story text ofkindergarten-level story book.

(L) Identify simple story structure--title, introduction

of theme, supporting development, summary.

(8) Orthographic Knowledge (Spelling). The

student demonstrates knowledge of the 44 - 45phonemes of English.


(A) Alphabetic knowledge

(i) Sing/recite the alphabet (e.g., alphabet song).

(ii) Recite alphabet in order, a to z.

(iii) Choose, when given a letter name, the correct

letter (upper and lower case). Indicate, when

given a letter (upper or lower case), the correctname for the letter.

(B) Letter-sound (phonics) knowledge

(i) Write correct basic phonogram when each ofthe 44 - 45 English phonemes is dictated. The

following list is a general delineation of written

representations of these 44 - 45 phonemes andshould be learned by the student as early as the

student is able to assimilate them:

Kindergarten Basic Phonogram Chart

single letters a through z, including qu (/kw/)

er ay ouir ai ow

ur oy th

or oi wh

ar aw eesh au ng

ch oo

(ii) Write correct basic phonogram when each


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English phoneme is dictated.

(iii) Say correct basic phoneme when each English

phonogram is dictated.

(iv) Identify which letters are consonants and

which are vowels.

(v) Understand that more than one letter is needed

to write some sounds in the English language (e.g.,

sh, ch, th, zh, ee, oi/oy, au/aw, ou/ow).

(vi) Correctly read and spell any cvc (consonant

sound-vowel sound-consonant sound) word that

uses the basic phonograms of English.

(C) Word attack (advanced letter-sound)

(i) Use morpheme -s/es to form plurals of nounsthat do not require a change in base word (adding

s or es to form plurals of nouns that do notrequire change in base word [e.g., dog-> dogs,

fish->fishes] ).

(D) Word identification

(i) Read her/his own name.

(ii) Correctly read very high-frequency regular

words (e.g., and, that, not, for, with)

and irregular words (e.g., the, of, you).

(9) Composition. The student demonstrates

beginning ability to compose and edit writing.

The student is expected to (with adult assistance as

needed):

(A) Compose (orally) short sentences, changing first

person pronouns to second person to third person,

singular and plural.

(B) Write a declarative sentence and use a period at

the end.

(C) Write an interrogative sentence and use a question

mark at the end.

(D) Work with a group to compose brief accounts of

experiences, letters, invitations, thank-you notes, storyideas (e.g., as teacher writes these which are then used

for group reading, for individual reading, and later for

individual copying).

(E) Develop a story independently and collaboratively

and respond to questions of others about the story.

(F) Discuss group and individual writing for complete


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ideas and correct syntax.

(G) Know to capitalize the first word of sentence, the

pronoun "I," names of persons and specific places.

(10) Reading Comprehension and Fluency.

The student demonstrates sequential order.


(A) Tell a story in sequential order.

(B) Retell a story in sequential order.

(11) Independent Reading / Assigned Reading/

Guided Reading. The student listens to

progressively more complicated reading

selections.


(A) The student listens independently to stories and

nursery rhymes which are rich in vocabulary.

(B) Answer orally in her/his own words direct

questions dealing with elements of the selections (e.g.,fables, fairy tales, poems, classical literature, factual

stories about notable people, science, and history).

(C) Identify the story line and main idea(s) of the

selections.

(D) Retell orally what has been read to him/her.

(E) Read materials daily at a comfortable,

independent level (e.g., texts in which no more than 1in 20 words is difficult for the reader).

(F) Read aloud (e.g., to teacher, mentor, tutor, aide)daily in materials that are challenging but manageable(e.g., texts in which no more than 1 in 10 words is

difficult for the reader).

(12) Literary Emphasis. The student listens totraditional and current children's literature

which is rich in vocabulary


(A) Listen to stories being read aloud (e.g., "MotherGoose" poems, "Dr.Seuss" books, Aesop's fables,

James Thurber's Fables, Oscar Wilde's Fairy Tales,

"Casey Jones," "Johnny Appleseed," American and

folk legends).

(B) Follow in book when appropriate.

(C) Identify the main literary elements in fables, tall

tales, and nursery rhymes.

(13) Literary Terms. The student defines andidentifies examples of various literary terms.


(A) Identify the following terms: author, illustrator.


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(B) Identify examples of literary terms (mentioned

above) in literary selections.

English, Language Arts, and Reading -- Grade 1.

Knowledge and Skills

(1) Listening and Speaking Skills. The student

listens to various types of childrens literature.


(A) Listen to selections (e.g., nursery rhymes, fables,

fairy tales, poems, classical literature, rhymingstories, factual stories about notable people, science,

and history) which is rich in vocabulary (e.g., "The

Boy at the Dike," "The Frog Prince," "Jack and the

Beanstalk," "The Pied Piper of Hamelin,""Pinocchio," "The Princess and the Pea," "Hansel and

Gretel," "The Knee-High Man," "Medio Pollito,""Rapunzel," " Sleeping Beauty," "Why the Owl Has

Big Eyes," "The Tale of Peter Rabbit," "The Steadfast

Tin Soldier," The Bears on Hemlock Mountain).

(B) Answer direct questions (in his/her own words)

dealing with the elements of the selection.

(C) Discuss the meaning of words or ideas from

story.

(D) Discuss the main idea or theme.

(E) Retell stories.

(F) Predict what happens next.

(G) Make up a new ending.

(2) Grammar/Usage. The student recognizes and

uses verbs, contractions, capital letters, and endpunctuation marks correctly.


needed):

(A) Identify words that name actions (verbs) andwords that name persons, places, or things (nouns).

(B) Distinguish between declarative and interrogative

sentences.

(C) Use proper form (person, number, tense) of theverbs "come," "see," "go," "do," "bring," "be," "have."

(D) Use contractions correctly (e.g., "isn't," "aren't,"


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"doesn't," "don't").

(E) Use a capital letter at the beginning of a sentence,

and use proper end punctuation at the end of a

sentence.

(F) Use capitalization for the pronoun "I" and with

proper names.

(G) Use correct punctuation marks at the end of

declarative, exclamatory, imperative, and

interrogatory sentences.

(H) Use commas, periods, exclamation points, and

question marks correctly.

(I) Identify the beginning and ending of a paragraph.

(J) Locate common and proper nouns.

(K) Use descriptive adjectives with nouns.

(L) Use adverbs with action verbs.


demonstrates phonemic awareness (the

understanding that the spoken word consists of a

sequence of elementary sounds).


(A) Recognize and generate rhymes.

(B) Say the correct sound of the 44 - 45 phonemes ofEnglish (see Figure 1 for assistance).

(C) Three phonemes

(i) Using three phoneme words (consonant

sound/vowel sound/consonant sound), identify

whether cvc words match on initial, final, or

medial phoneme.

(ii) Blend onset-rime into cvc word (e.g., b - at).

(iii) Divide cvc words into onset-rime

(e.g., m - ap).

(iv) Blend phonemes into cvc word

(e.g., l - a - p).

(v) Segment cvc word into phonemes

(e.g., lap > lap).

(D) Four Phonemes

(i) Blend four phonemes into a word (e.g., j-u-m-

p-> jump).


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(ii) Segment four-phoneme words into phonemes

(e.g., jump -> j-u-m-p).

(4) Penmanship. The student can demonstrate thebasic principles of manuscript writing (both lower

and upper case).


(A) Practice good posture when seated at a table/deskfor writing purposes.

(B) Practice proper pencil gripping (using correct

fingers to form vise to hold writing tool) whilecorrectly positioning hand and arm in relationship to

paper and desk.

(C) Produce correct formation of letters using startingpoint, directionality, and ending point for each letter.

(D) Identify margins and margin forming lines.

(E) Identify appropriate times for writing outside themargin lines.

(F) Start writing close to left margin line.

(G) Form all letters so they rest on baseline.

(H) Demonstrate correct starting point and strokesequence for each letter.

(I) Form both lower and upper case letters in correctmanuscript style.

(J) Form all letters so they occupy proper space inrelationship to other letters.

(K) Allow space between words.

(L) Start next line at the left margin when one line iscomplete.

(M) Form both lower and upper case letters in correctmanuscript style.

(5) Print Concepts. The student demonstrates

knowledge of concepts of print.


(A) Identify parts of a book (e.g., cover, title page,table of contents).

(B) Use table of contents to find name and pagenumber of stories or chapters.

(C) Name the marks of punctuation (e.g., period,

comma, question mark).


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(D) Form the marks of punctuation (e.g., period,

comma, question mark).

. (E) Recognize the format of a paragraph.


student demonstrates knowledge of the 44 - 45phonemes of English and their written

representations.



(i) Write the correct letter when given the letter

name.

(ii) Give orally the correct letter name when giventhe letter.

(iii) Identify letters of the alphabet in a variety oftype faces.

(iv) Arrange words in alphabetic order according

to the first letter.

(v) Use the principle of alphabetic order to locate

information in dictionary or other reference

materials.

(B) Letter-sound ( phonics) knowledge

(i) Write correct basic phonogram when each ofthe 44 - 45 English phonemes is dictated. The

following list is a general delineation of written

representations of these phonemes and should belearned by the student as early as the student isable to assimilate them:

Advanced Basic Phonogram Chart

single letters a through z, including qu (/kw/)er ay ou

ir ai ow

ur oy ckor oi ew

ar aw ui

sh au ng

ch oo ph

th ee ighwh ea ear(/er/)

These additional combinations should be learnedin Grade 1 or no later than Grade 2:

ey ti (/sh/) dge

ie ci (/sh/) gh (/f/)


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ei si (/sh/ /zh/)

(ii) Write correct basic phonogram when each

English phoneme is dictated.

(iii) Say correct phoneme when shown each basic

phonogram.

(iv) Read and spell correctly any cvc (consonant

sound-vowel sound-consonant sound) word that

uses the basic phonograms of English.

(v) Correctly read and spell any single syllable

word of up to four sounds (up to cvcc-ccvc) that

uses the basic phonograms.


(i) Read words with long vowel signaled by finale or silent e (e.g., a-e, e-e, i-e, o-e, u-e).

(ii) Read words with the most consistent vowel

teams (ee, ai, oa, ea).

(iii) Read and spell correctly words with the

letter y as in:

--yard, yes, canyon (consonant sound /y/)

(occurs at the beginning of a word or syllable)--my, cry (one syllable word ending in long i

sound)

--gym (short i)--baby, happy (short i and/or long e).

(iv) Read and spell correctly words with c (letter

c usually borrows k sound, but borrows s sound

if letter c precedes the letters i, e, or y).

(v) Apply flexibly g before i, e, or y to decode

a letter such as g or j phoneme (letter g usually

says its own sound but often borrows j sound ifthe letter g precedes the letters i, e, or y).

(vi) Identify that proper names do not always

follow spelling conventions.

(vii) Identify the concept of "syllable" (i.e., a

single speech impulse).

(viii) Count the number of syllables in a word (e.g.,

by clapping, by moving manipulative).

(ix) Identify open, closed, consonant-le and r-


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controlled vowel syllables.

(x) Read and write common prefixes (e.g., re,

un) and suffixes (e.g., less, ness, ment).

(xi) Use common prefixes and suffixes to read

and write multisyllable words formed with

closed syllables (e.g., ad-ven-ture).

(xii) Use common prefixes and suffixes to read

and write multisyllable words formed with open

syllables (e.g., na-tion).

(xiii) Read, write, and spell consonant -le

syllables (ble, cle, dle, fle, gle, kle, ple, sle, tle,

zle).

(xiv) Use consonant -le to read and write

multisyllable words made with closed and opensyllables (e.g., ta-ble, hum-ble).

(xv) Read and spell single syllable words using

r-controlled vowels (e.g., burn, star)

(xvi) Read and spell multisyllable words with

r-controlled vowels with closed and open

syllables (e.g., manner, mayor).

(xvii) Demonstrate possible pronunciations of

the vowel in an open syllable (long as in ta-ble;

short as in ha-bit; third sound as in wa-ter) andthe usefulness of flexibility in applying this

information in word attack.

(xviii) Use:s/es for making plurals of nouns

's to show possession

s, ed, and ing for verbs.

(xix) Double the final consonant as required to

keep the preceding vowel short when adding

endings that begin with a vowel (e.g., hoped,hopped).

(xx) Double final f, l, s when spelling single

syllable words with short vowel that ends in f, l, s

(e.g., muff, doll, miss).

(xxi) Use ck to spell final k sound in single

syllable words with short vowel (e.g., buck) .

(xxii) Read and spell words ending in tion

(/shun/), sion (/shun/ or /zhun/), and cion(/shun/).


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(7) Composition. The student demonstrates

ability to compose and edit writing.


needed):

(A) Distinguish orally between complete sentences

and incomplete ideas.

(B) Utilize many opportunities to write complete

sentences.

(C) Write expanded sentences by adding descriptive

words.

(D) Work with a group to compose brief accounts of

experiences, letters, invitations, thank-you notes,

story ideas, autobiographical and biographical

accounts. Decide first on the key ideas and list themin sequential order (e.g., as teacher writes these which

are then used for group reading, for individual

reading, and later for individual copying).

(E) Write brief notes and invitations.

(F) Write short paragraphs of three to four original

sentences (e.g., place key ideas in sequential order).

(G) Use correct capitalization (the pronoun "I"; the

first word of sentences; names of persons and specific

places, names of holidays, weekdays, and months),punctuation (end of sentence punctuation), comma

between day and year, salutation and closing of a

letter), and apostrophe in contractions

(8) Word Identification. The student reads high-

frequency words.


(A) Read regular high-frequency words rapidly thatplay fair by following spelling conventions.

(B) Read 100 irregular high-frequency words that do

not play fair, i.e., do not follow spellingconventions.

(9) Reading Comprehension and Fluency. Thestudent recognizes the characteristics of various

types of texts.


(A) Identify text as written for entertainment

(narrative) or for information (expository).

(B) Identify the character(s), setting, and plot in a

narrative selection.

(C) Tell the main idea and relevant details of aselection.

(D) Answer short, factual questions over a book or a


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selection.

(E) Distinguish fact from opinion in various texts.

(F) Read fluently with expression that reflectsmeaning.

(10) Independent Reading/AssignedReading/Guided Reading. The student listens

independently to a wide variety of selections.


(A) Listen daily to selections (e.g., fables, fairy tales,

poems, classical literature, and factual stories aboutnotable people, science, and history) that are

challenging (at or slightly above the student's level of

oral language comprehension).

(B) Read daily in selections that provide practice in

decoding strategies that have been previously taught.

(C) Read materials daily at a comfortable,


(D) Read daily in instructional-level materials thatare challenging but manageable (e.g., texts in which

no more than 1 in 10 words is difficult for the reader;

a typical first grader reads approximately 60 wpm).

(E) Answer orally in his/her own words direct

questions dealing with elements of the selection.

(F) Identify the storyline and main idea(s) of

selections.

(G) Retell orally selections that have been read or

listened to.

(H) Read orally with accuracy and expression,observing end of sentence punctuation and commas.

(I) Read and reread selections to improve fluency.

(11) Literary Emphasis. The student

comprehends the content of text selections from

different lands.


(A) Identify the important literary content in theselections about different lands.

(B) Explain the storyline in selections about different

lands.



(A) Define the following terms: drama (putting on a


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play, actors, actresses, characters, costumes, scenery,

props), heroes, and heroines.

(B) Identify examples of literary terms (mentioned


(13) Inquiry, Research, Study Strategies. The

student demonstrates knowledge of basiclibrary/media center usage.


(A) Check books out of the library/media center.

(B) Demonstrate proper care/handling oflibrary/media center materials.



(1) Listening Skills. The student listens to varioustypes of childrens literature.


. (A) Listen to selections (e.g., nursery rhymes, fables,

fairy tales, poems, classical literature, rhyming

stories, factual stories about notable people, science,and history) which are rich in vocabulary.

(B) Make predictions; connect selection to previous

knowledge; form mental pictures of settings andcharacters.

(C) Discuss the main theme, mood, setting (time orplace), and characters in the selections.

(D) Discuss meaning of words and concepts from

selections and discussions.

(E) Retell selections; summarize selections.

(2) Speaking Skills. The student participates invarious oral presentations and activities.


(A) Work individually and in small groups to makepresentations (e.g., demonstrations, reports, skits,

plays); take turns in group discussions; work in smallgroups to summarize main ideas.

(B) Make announcements; report a fire or accident.

(3) Grammar/Usage. The student generates

correct examples of basic sentence patterns andgrammatical constructions.



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(A) Use commas in a series.

(B) Use commas with dates.

(C) Capitalize proper nouns, greetings, and thesalutation and closing of a letter.

(D) Punctuate abbreviations with periods.

(E) Use apostrophes correctly in contractions.

(F) Use commas in a series and with dates.

(G) Recognize and generate sentences with action

verbs.

(H) Find the subject of a verb.

(I) Identify which nouns are singular and which areplural.

(J) Identify and use multi-word descriptive adjectives

with nouns.

(K) Recognize common, one-word prepositions.

(L) Identify and compose simple sentences.

(M) Identify simple coordinate conjunctions (i.e.,

boy, or, yet, for, and, nor), and demonstrate how to

use them to make compound sentences.

(N) Distinguish between complete and incomplete

sentences; self-correct incomplete sentences andmake them complete sentences.


demonstrates phonemic awareness (theunderstanding that the spoken word consists of a

sequence of elementary sounds).


(A) Blend and segment orally 3-, 4-, and 5-phonemewords as follows:

(i) 3-phoneme words (cvce.g., m-a-t);

(ii) 4-phoneme words (ccvce.g., s-t-o-p; cvcce.g., j-u-m-p);

(iii) 5-phoneme words (cccvc--e.g., s-t-r-i-ng)

(cvccc--e.g., h-i-n-t-s);

(iv) multisyllable words (e.g., ad-ven-ture)

(B) Blend (orally) common beginnings or endings


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and root words to form larger words (e.g., base + ball

-> baseball; ac + tion -> action; re + fry -> refry;

depart + ment -> department; re + model -> remodel;

pitch + er -> pitcher).

(5) Penmanship. The student demonstrates the

ability to write cursively. (Local school districts

may choose to begin cursive writing in secondsemester of second grade or at the beginning of

third grade.)


(A) Distinguish cursive from manuscript writing.

(B) Explain the purpose of cursive writing.

(C) Identify appropriate times to use manuscript

(e.g., maps, charts) or cursive.

(D) Demonstrate how to form the connecting line

between any two given letters..

(E) Produce neat, legible cursive writing (e.g.,consistent slant, correct letter formation, correct size).

(6) Print Concepts. The student demonstrates howto use the basic parts of a book.


(A) Identify basic parts of a book (e.g., cover, title

page, table of contents, index).

(B) Use basic parts of a book (mentioned above).


student demonstrates knowledge of the 44 - 45

phonemes of English (see Figures 1, 2, and 3 forassistance).



(i) Arrange words in alphabetic order to the

second letter.

(ii) Use alphabetic order to locate information in

the dictionary or other reference materials.

(B) Letter-sound (basic phonics) knowledge

(i) Write correct basic phonogram when each of

the 44 - 45 English phonemes is dictated (seeFigure2 for assistance). The following list is a

general delineation of written representations of

these 44 - 45 phonemes and should be learned by

the student as early as the student is able toassimilate them:

Advanced Basic Phonogram Chart

single letters a through z, including qu (/kw/)


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er ay ou

ir ai ow

ur oy ck

or oi ew

ar aw uish au ng

ch oo ph

th ee ighwh ea ear(/er/)

These additional combinations should be learned

in Grade 2 if not previously learned.

ey ti (/sh/) dge

ie ci (/sh/) gh (/f/)

ei si (/sh/ /zh/)

(ii) Say the correct phoneme when shown each

basic phonogram

(iii) Practice to automaticity the reading and

spelling of single syllable words of up to threesounds (up to cvc) that use the basic phonograms

of English.


(i) Practice to automaticity the first-gradeobjectives:

(I) final e signal for long vowel(II) the most consistent vowel teams ee, ea,ai, and oa

(III) c before i, e, or y

(IV) g before i, e, or y

(V) open, closed, consonant-le, r-controlledsyllables

(VI) common prefixes and suffixes

(VII) inflectional endings -s,-es,-'s,-ed,-ingwithout change in base word

(VIII) double final f, l, s

(IX) final ck

(X) qu as borrowing kw sound

(XI) i, u, v not at end of words(XII) sounds of y

(ii) Spell words correctly that drop the final e

when the endings (e.g., -ing, -ed, -able) beginwith a vowel.

(iii) Correctly spell words that have endings

which begin with a vowel (e.g., -ing, -ed,-able)


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by keeping the final e if needed to keep soft

sound of g or c (e.g., noticeable, changeable) or

if needed to preserve the word (e.g., dyeing,

acreage, mileage).

(iv) Correctly spell words that have a silent t

in an -le syllable with st (e.g., castle, thistle,

whistle).

(v) Divide compound words into individual

words (e.g., out + law, air + line, in + to, with

+ out).

(vi) Define and spell correctly examples of

homophones (i.e., sound the same, spelled

differently) (e.g., its/it's).

(vii) Read and spell contractions correctly

(e.g., I'm, he's, she's, it's, I'll, he'll) and -n't(hasn't, haven't).


(i) Read rapidly and spell high-frequency,regular and irregular words (according to

professional lists).

(ii) Read and spell words with inflectionalendings (e.g., -s, -ed, -ing, -'s) and common

prefixes (e.g., pre, re, un, dis) and suffixes

(e.g., ment, ly, able, ful, ness, ous, y).

(8) Composition. The student demonstrates ability to

compose and edit writing in various types of modes.


(A) Compose original sentences which contain

descriptive words and phrases.

(B) Write friendly letters and address envelopes.

(C) Write a paragraph which contains key ideas in

proper sequence.

(D) Distinguish among the four modes of writing

(e.g., narrative, descriptive, persuasive, expository).

(E) Write a paragraph that models a well-writtenexample of a narrative paragraph.

(F) Edit for grammar, capitalization, and punctuation.

(G) Show revisions of written works by adding or

deleting a word, phrase, or sentence.

(H) Write a corrected final copy.


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(I) Use correct margins, heading, title, indentation

(9) Reading Comprehension and Fluency. The

student recognizes characteristics of various typesof texts.


(A) Identify text as written for entertainment

(narrative), for information (expository), forinformation in an entertaining way (informative

narrative).

(B) Demonstrate understanding of character(s),setting, and plot in narrative selections.

(C) Identify the beginning, middle, and end of a

selection.

(D) Answer inferential questions over a book or a

selection.

(E) Tell the main idea and relevant details ofselections.

(F) Connect text, using grade-level selections, towhat he/she knows, predict outcomes, draw

conclusions, make generalizations, and summarize.

(G) Tell the difference between fact and fantasy.

(H) Read fluently with expression that reflects

meaning.

(10) Independent Reading / Assigned Reading /

Guided Reading. The student reads and studiesnotable literary selections which are rich invocabulary.


(A) Present brief, comprehensive narrative

summaries of notable literary selections which arerich in vocabulary (e.g., "Harriet Tubman," "Hurt No

Living Thing," "Seashell," "Smart," "Caterpillars," "A

Christmas Carol," "The Emperor's New Clothes,""How the Camel Got His Hump," "Beauty and the

Beast," "The Blind Men and the Elephant" "The

Spider and the Fly," "Who Has Seen the Wind?"

Charlotte's Web, "El Pjaro Cu," The Courage of

Sarah Noble, The Fourth of July Story, The LittleHouse in the Big Woods).

(B) Decode text with fluency.




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(D) Read daily in instructional-level materials that

are challenging but manageable (e.g., texts in which

no more than 1 in 10 words is difficult for the reader;

a typical second grader reads approximately 70

wpm).

(11) Literary Emphasis. The student reads and

comprehends selections taken from Americanmyths and tall tales.


(A) Identify the important literary content in

selections taken from American myths and tall tales.

(B) Explain the storyline of selections taken from

American myths and tall tales.



(A) Define the following terms: biography,

autobiography, fiction, and nonfiction.

(B) Identify examples of literary terms (mentionedabove) in literary selections.

(13) Inquiry, Research, Study Strategies. Thestudent uses various areas of the library/media

center.


(A) Locate the various areas of the library/media

center (e.g., fiction, nonfiction, newspapers,computers).

(B) Use the various areas of the library/media center(mentioned above).


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(1) Listening Skills. The student listens to

various types of childrens literature,


(A) Listen to selections, including poetry, classicalliterature, factual stories about persons, places, science,

and history.

(B) Make predictions, connect selection to previous

knowledge, form mental pictures of settings and

characters.

(C) Discuss the main theme, mood, setting (time orplace), and characters in the selections.

(D) Discuss meaning of words and concepts from

selections and discussions.

(E) Retell selections, summarize selections.

(2) Speaking Skills. The student

participates in various oral presentations and

activities,


(A) Work individually and in small groups to makepresentations, including demonstrations, reports, skits,

and plays; take turns in group discussions; work in

small groups to summarize main ideas.

(B) Make introductions; give directions and formulate

descriptions.

(3) Grammar/Usage. The student generates

correct examples of basic sentence patterns

and grammatical constructions.


(A) Generate sentences with singular and plural nouns

as subjects.

(B) Write the correct plural forms of nouns.

(C) Write proper and common nouns correctly.

(D) Use capitalization for geographical names andhistorical periods.

(E) Use quotation marks correctly in direct quotes.

(F) Identify correct examples of subject-verb

agreement.

(G) Identify prepositions and locate their objects.


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(H) Place prepositional phrases close to the word(s)

they modify in order to gain clarity of meaning.

(I) Locate nominative case personal pronouns (i.e., I,

you, he, she, it, we, you, they) in sentences.

(J) Locate objective case personal pronouns (i.e., me,

you, him, her, it, us, you, them) in sentences.

(K) Locate possessive case personal pronouns (i.e., my,

mine, your, his, her, hers, our, ours, yours, their, theirs)

in sentences.

(L) Find the antecedents for personal pronouns and

make sure the antecedents agree in number and gender.

(M) Recognize forms of to be" and locate predicate

nouns, predicate pronouns, and predicate adjectives.

(N) Identify present, past, and future tenses of regularverbs and use them in correct sentences.

(O) Locate adjectives that modify nouns or pronouns.

(P) Locate adverbs that modify verbs, adjectives, and

adverbs.

(4) Phonemic Awareness. The student

orally demonstrates phonemic awareness

(the understanding that the spoken wordconsists of a sequence of elementary

sounds).


(A) Divide orally multisyllabic words into syllables.

(B) Identify common beginnings and endings.

(5) Penmanship. The students writes

cursively.


(A) Use neat, legible cursive writing on most school

work.

(B) Produce neat, legible cursive writing (e.g.,

consistent slant, correct letter formation.

(6) Print Concepts. The student

demonstrates understanding of the format ofan outline and of poetic verse.


(A) Demonstrate the format of an outline.

(B) Demonstrate the format of poetic verse.

(7) Orthographic Knowledge (Spelling).The student demonstrates knowledge of the

44 - 45 phonemes of English (see Figures 1,



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2, and 3 for assistance).


(i) Arrange words in complete alphabetic order.

(ii) Use alphabetic order to locate information in

dictionary and other reference works.

(B) Letter-sound (basic phonics) knowledge

(i) Write with automaticity the correct basic

phonogram when each English phoneme isdictated.

(ii) Say correct phoneme with automaticity when

shown each basic phonogram.

(iii) Practice to automaticity reading and spelling

multisyllabic words using the basic phonograms.


(i) Develop flexibility and automaticity in basic

word attack skills using the following:

(I) final e signal for long vowel

(II) the most consistent vowel teams ee, ea,

oa, ai(III) c before i, e, or y

(IV) g before i, e, or y

(V) open, closed, consonant-le, r-controlled syllables

(VI) common prefixes and suffixes

(VII) inflectional endings -s, -es, -'s, -ed, -ing (without change in base word, doublingfinal consonant when needed)

(VIII) dropping final e when needed

(IX) double final f, l, s

(X) final ck(XI) qu as borrowing kw sound

(XII) i, u, v not at end of words

(XIII) sounds of y

(ii) Pronounce correctly words that have two

adjacent vowels which make two separate sounds;

know that two vowel letters usually make one

sound (e.g.,sail, boat, sea, pie, dues) but that theycould in fact be two separate vowel sounds (e.g.,

mosaic, create, oasis, quiet, duet).

(iii) Utilize syllable division as a word-attack aid,not as an exact science (dictionaries do not always

agree on specifics); be flexible in consideringdifferent ways of pronouncing a word.


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(iv) Know a generally reliable way to divide

words into syllables (e.g., look for compound

words, common beginnings, common endings; if

found, divide at those places:

--mark vowels, considering whether two vowels

constitute one sound or two sounds and considering

whether r after a vowel constitutes an r-controlledvowel;

--doubled consonants are divided (e.g., lit - tle);

--vowels usually grab a preceding single consonant

(e.g., rap - id).

(v) Begin to apply syllabication rules (mentionedabove) to spelling .

(vi) Add correct grammatical endings to wordsending in consonant-y: add ing (e.g., copy--

copying); for other endings, change y to i and addending (e.g., copy--copied, copier).

(vii) Use the correct homophones (words withdifferent spellings but pronounced the same);

read examples correctly (e.g., woodwould;

theirtheretheyre).

(viii) Identify some common word roots and give

meanings for them.


(i) Demonstrate immediate recognition ofcommon prefixes (e.g.,con, pro, per, pre, de,

trans, mis, non, ex, sub, bi, mal, circum, inter,

intra, super, trans) and suffixes (e.g., tive, sive,

tion, ture, able, ible, age, ant, ent, ize, ance).

(ii) Demonstrate immediate recognition of words

that are regular or decodable using word attackskills that have been previously taught.

(iii) Read and spell correctly inflectional

endings, common prefixes and suffixes.

(iv) Use common inflectional suffixes correctly.

(8) Composition. Using various forms,

the student writes for a variety ofaudiences and for a variety of purposes.


(A) ONE-PARAGRAPH NARRATIVE -- LiteraryTheme Tied to Composition: King Arthur and the

knights of the Round Table


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Plan a one-paragraph narrative compositionbased upon the theme of King Arthur and the

knights of the Round Table. Use prewriting

techniques (e.g., brainstorming, imagemapping, listing), making sure that key ideas

are sequenced in chronological order.

Establish the audience (e.g., peers, parents,teachers, school-wide, global).

Establish the mood (e.g., happy, sad, wishful,ominous, festive).

Establish the author's point of view (e.g., firstperson, third person, third person limited, orthird person omniscient).

Establish the setting. Use example(s) of dialogue. Write a concluding sentence which summarizes

succinctly the main ideas in the paragraph.

(B) ONE-PARAGRAPH DESCRIPTIVE -- Literary

Theme Tied to Composition: King Arthur and theknights of the Round Table

Plan a one-paragraph descriptive compositionbased upon the theme of King Arthur and

knights of the Round Table. Use prewriting

techniques (e.g., brainstorming, imagemapping, listing), making sure that key ideas

are sequenced in a definite order (e.g., order ofimportance, chronological, spatial, logical).


Establish a point of reference (e.g., front toback, top to bottom, left to right, right to left,most important to least important, close to far).

Establish the mood (e.g., joyful, melancholy,reminiscent, mysterious).

Use vivid verbs, sensory details, descriptiveadjectives, similes, and metaphors.

Write a concluding sentence which summarizesthe key points in the composition, making sure

not to present any new information.


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Tie sentences together with transitional words(e.g., also, besides, in addition, as usual,generally, including, above all, together with,

instead, in summary, above).

(C) Understand use of proofreading symbols.

(D) Edit and revise syntax and include simple and

compound sentences.

(E) Edit and revise drafts for grammar, capitalization,

punctuation, spelling, and word choices using

dictionaries and thesauruses.

(F) Write a corrected final copy.

(G) Take notes from guest speakers, books,

encyclopedias, and media sources.

(H) Compile notes into a list of key, sequenced ideas.

(I) Write a short narrative poem (e.g., ballad, limerick,

parable) that uses literary devices (e.g., rhyme, meter,

pattern of verse, metaphors, similes).

(9) Decoding (Word Identification). The

student reads with ease.


(A) Read with automaticity and accuracy.

(B) Use syllabication rules.

(C) Decode multisyllable words with ease.

(10) Reading Comprehension and Fluency.The student reads various types of texts with

comprehension; the student uses strategicreading skills with ease.


(A) Read fluently with expression which reflects

meaning.

(B) Decode the text with ease and answer basic literal-

comprehension questions over simple narrative text

which is textually explicit (i.e., requires little or no

background knowledge) and which is short in length.

(C) Discuss character information, conflict/problem,

resolution of the problem, and the meaning of theauthor's message.

(D) Read for literal comprehension (information that is

directly stated) in narrative texts.

(E) Give the main ideas of an expository text.

(F) Distinguish between essential information (need to


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know) and additional information (nice to know).

(G) Summarize the expository text.

(H) Give the sequential order of events in a selection.

(I) State, using grade-level selections, how the text

connects to what he/she knows, predict outcomes, drawconclusions, make generalizations, find context clues,

evaluate cause/effect, and formulate a summary.

(11) Independent Reading/AssignedReading/Guided Reading. The student

reads and studies literary selections which

are rich in vocabulary.


(A) Present brief, comprehensive narrative summariesof notable literary selections which are rich in

vocabulary (e.g., "Adventures of Isabel," "The Bee,"

"The Crocodile," "Father William," "First Thanksgivingof All," "Trees," Alice in Wonderland, "Aladdin and

the Wonderful Lamp," "The Hunting of the Great Bear,""The Little Match Girl," "Three Words of Wisdom,

The Wind in the Willows, The Little House on the

Prairie, The Matchlock Gun, Benjamin West and HisCat Grimalkin, Farmer Boy).

(B) Discuss and answer direct questions dealing withthe elements of the selections.

(C) Summarize the main ideas.

(D) Decode texts with ease.

(E) Synthesize essential information.

(F) Read materials daily at a comfortable, independent

level (e.g., texts in which no more than 1 in 20 words is


(G) Read daily in instructional-level materials that are

challenging but manageable (e.g., texts in which nomore than 1 in 10 words is difficult for the reader; a

typical third grader reads approximately 80 wpm).

(12) Literary Emphasis. The student reads

selections taken from King Arthur and theknights of the Round Table.


(A) Identify the important literary content in selections

taken from King Arthur and the knights of the Round

Table.

(B) Explain the storyline of selections taken from KingArthur and the knights of the Round Table


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(13) Literary Terms. The student defines and

identifies examples of various literary terms.


(A) Define the following terms: myths, fables, tall

tales, limericks, comedy, tragedy, play, playwright,

theater, stage, act, and scene.

B) Identify examples of literary terms (mentionedabove) in literary selections.


student utilizes the library/media center.


(A) Locate various areas of the library/media center

(e.g., reference, periodicals, production area).

(B) Use the card catalogue (i.e., both stand-alone andcomputerized card catalogues).

(C) Identify the differences among subject, author, andtitle cards.

(D) Locate the source in the library/media center by

using the information on the card catalogue card.

(E) Utilize guide words in the dictionary.

(F) Explain how encyclopedias are organized into

volumes through the alphabetic format; utilize the indexvolume in order to locate a particular encyclopedia.




The student analyzes various types of texts.


(A) Evaluate how the author's purpose for writing a

selection influences the content of the selection.

(B) Determine the main idea and supporting details of a

selection.

(C) Draw conclusions, make generalizations,

summarize, and predict outcomes of selections.

(D) Replicate the sequence of a selection.

(E) Summarize a selection.

(F) Read orally with ease and fluency for an audience.

(2) Independent Reading/Assigned The student is expected to:


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Reading/Guided Reading. The student will

read and study notable literary selections

which are rich in vocabulary.

(A) Present brief, comprehensive, narrative summaries

of notable literary selections which are rich invocabulary (e.g., Gulliver's Travels, Legend of Sleepy

Hollow, Rip Van Winkle, Robinson Crusoe, Robin

Hood, Treasure Island, "The Sword in the Stone" fromThe Once and Future King, On the Banks of Plum Creek,

"Concord Hymn," Connecticut Yankee in King Arthur's

Court, Mary Poppins, Caddie Woodlawn, Blue Willow,

My Side of the Mountain, Carry On, Mr. Bowditch;speeches by Patrick Henry and Sojourner Truth; poetry

by Ralph Waldo Emerson, Carl Sandburg, Ogden Nash,

Henry Wadsworth Longfellow).

(B) Read at least 25 books of various genres from

accepted fiction and non-fiction lists.

(C) Read materials daily at a comfortable, independent

level (e.g., texts in which no more than 1 in 20 words isdifficult for the reader).

(D) Read daily in instructional-level materials that arechallenging but manageable (e.g., texts in which no more

than 1 in 10 words is difficult for the reader; a typical

fourth grader reads approximately 90 wpm).

(E) Demonstrate comprehension of literature which is

read aloud.

(3) Literary Emphasis. The student reads

texts on myths and legends.


(A) Identify the important literary content in myths andlegends.

(B) Explain the storyline in myths and legends.



(A) Define the following terms: poetry (stanza and

line), fiction (novel, short story, plotbeginning,middle, and end), strong beginning and ending, dialogue,

moral, and proverb.

(B) Identify examples of the literary terms (mentioned



student utilizes various information sources.


(A) Use an index.

(B) Use graphic aids.

(C) Use the main parts of a telephone directory.


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(D) Access information from a variety of printed

schedules.

(E) Use circle graphs.

(F) Use time lines.

(G) Read and interpret tables.

(H) Follow written directions.

(I) Identify and use the parts of the dictionary:

diacritical markings, stress marks, multiple definitions,

and guide words.

(J) Use encyclopedias to research a topic.

(6) Grammar/Usage. The student uses correctgrammar and syntax in various sentence

patterns.


(A) Identify linking verbs which come from the state of

being verbs (e.g., to look, to smell, to sound, to taste, to

feel, to become, to remain, to appear, to seem, to stand,to stay, to grow).

(B) Use linking verbs from "to be" and other state-of-

being verbs to write complete sentences.

(C) Identify compound subjects.

(D) Capitalize proper nouns correctly (e.g., geographical

names, languages, subjects in school if languages or

specific courses).

(E) Differentiate between simple and compound

sentences.

(F) Write simple and compound sentences which arejoined with simple coordinate conjunctions (i.e., but, or,

yet, for, and, nor).

(G) Locate personal pronouns used as subjects.

(H) Identify demonstrative pronouns (i.e., this, that,

these, those) in sentences.

(I) Identify reflexive/intensive pronouns (e.g., myself,

ourselves).

(J) Locate regular comparative and superlativeadjectives.

(K) Write sentences with several prepositional phrases

back to back.


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(L) Put a comma after introductory prepositional

phrases which have five or more words.

(M) Locate regular action verbs and any adverbs whichmodify them.

(N) Locate regular comparative and superlative adverbs.

(7) Composition. Using various forms, the

student writes for a variety of audiences and

for a variety of purposes.


(A) MULTI-PARAGRAPH NARRATIVE

COMPOSITION -- Literary Theme Tied to

Composition: Myths and Legends

Plan a multi-paragraph narrative compositionbased upon the theme of myths and legends.

Use prewriting techniques (e.g., brainstorming,

cubing, free writing, listing, image mapping),

making sure that key ideas are sequenced inchronological order.


Establish the mood (e.g., pensive, mysterious,jubilant, reminiscent).

Establish the author's point of view (e.g., firstperson, third person, third person limited, or

third person omniscient).

Establish the characters by defining, describing,and differentiating them.

Establish the setting(s). Establish the plot (i.e., telling the readers what

is happening).

Write a topic sentence for each paragraph. Input an example(s) of dialogue and punctuate

correctly.

Input an example(s) of foreshadowing. Use transitional devices (e.g., moreover, as a

result, for the most part, specifically, as an

example, especially, particularly, likewise, next,then, soon, in the meantime, in summary) to

establish unity and coherence between

sentences and between paragraphs.


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Compose a concluding paragraph which ties upall plot components.

(B) MULTI-PARAGRAPH DESCRIPTIVECOMPOSITION -- Literary Theme Tied to

Composition: Myths and Legends

Plan out a multi-paragraph descriptivecomposition based upon the theme of myths andlegends. Use prewriting techniques (e.g.,

brainstorming, cubing, free writing, listing,

image mapping), making sure that key ideas are

sequenced in a definite order (e.g., order ofimportance, chronological, spatial, logical).


Establish a point of reference (e.g., front toback, top to bottom, left to right, right to left,most important to least important, close to far).

Establish the mood (e.g., gleeful, wishful,melancholy, ominous).

Write a topic sentence for each paragraph. Use vivid verbs, sensory details, descriptive

adjectives, similes, and metaphors.

Use transitional devices (e.g., incidentally, fornow, soon, while, except, in the distance, overthere, usually, namely, first of all) to establish

unity and coherence.

Write a concluding paragraph whichsummarizes the key points in the composition,making sure not to present any new information.

(C) Understand use of proofreading symbols.

(D) Edit and revise sentence structures to smooth out

syntax, and include a variety of different sentence

patterns.

(E) Edit and revise drafts for grammar, punctuation,spelling, capitalization, and word choice.

(F) Write corrected final copies of compositions.

(G) Take notes from field trips, guest speakers,interviews, books, encyclopedias, and media sources.


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(H) Compile notes into a list of key, sequenced ideas.

(I) Create and write short poems that utilize literary

devices (e.g., onomatopoeia, personification, allusion).

(J) Use correct poetic form (e.g., capital letters, line

length).

(8) Spelling / Vocabulary. The student

acquires extensive spelling/vocabulary

knowledge through reading and systematic

word study.


(A) Use dictionaries in order to look up spelling,

pronunciation, semantic changes, and origins of words.

(B) Tell the spelling/meanings of the numerical prefixesUNI, MONO, BI, TRI, QUAD, PENT, QUIN, SES, SEP,

HEX, OCT, DECA, CENT, KILO, MILLI, POLY,

MULTI, SEMI, HEMI.

(C) Tell the spelling/meanings of the Latin root wordsACT/AG, AGR, AM/AMIC, ANIMA, AUD, BEN,

BREV, CAND, CAPIT, CAD, CID/CIS, CLIN, COGN,

CORD, CRED, CRYPT, CULP, DENT, DUC, EQU,ERR, FAC/FIC/FEC, FER, FID, FIN.

(D) Analyze the spelling/meanings of unfamiliar words

based on the spelling/meanings of the individual wordelements.

(E) Spell and use words regularly and correctly fromprofessional lists prepared for grade level.

(F) Set up a cumulative, individualized record of newspelling/vocabulary words found in literary selections.


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(1) Reading Comprehension and Fluency. The

student analyzes various types of texts.


(A) Identify cause and effect relationships.

(B) Use classification strategies.

(C) Demonstrate the ability to compare and contrast.

(D) Synthesize ideas.

(E) Read and interpret news stories.

(F) Read orally with ease and fluency for an

audience.

(2) Independent Reading/Assigned

Reading/Guided Reading. The student reads andstudies notable literary selections which are rich

in vocabulary.


(A) Present brief, comprehensive, narrative

summaries of notable literary selections (e.g., poetry:

Emily Dickinson, Henry Wadsworth Longfellow,Lord Tennyson, Walt Whitman, Lewis Carroll,

Robert Frost, Ralph Waldo Emerson; Adventures of

Tom Sawyer, Little House on the Prairie, Little

Women, A Midsummer Night's Dream, Narrative ofthe Life of Frederick Douglass, Black Beauty, Island

of the Blue Dolphins, The Prince and the Pauper,

Swiss Family Robinson, Sounder, Landing of thePilgrims, The Wheel on the School, The Good

Master, Call It Courage, tales from Sherlock Holmes).

(B) Read independently at least 25 books of various

genres from accepted fiction and non-fiction lists.



(D) Read daily in instructional-level materials thatare challenging but manageable (e.g., texts in which

no more than 1 in 10 words is difficult for the reader;a typical fifth grader reads approximately 100

wpm).

(E) Demonstrate understanding of literature which isread aloud.

(3) Literary Emphasis. The student reads texts The student is expected to:


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about famous people.

(A) Read the important literary content by or about

famous people.

(B) Explain the storyline of important literary content

about famous people.




(A) Define the following terms: pseudonym (pen

name), two kinds of drama (tragedy and comedy),Shakespearean Theater, sense imagery, metaphor and

simile, symbol, personification, onomatopoeia,

alliteration, and characterization.

(B) Identify examples of the literary terms

(mentioned above) in literary selections.


student utilizes various information sources.


(A) Use various note-taking strategies (e.g.,

prioritizing, verbatim definitions, listing,abbreviations, outlining).

(B) Use various test-taking strategies (e.g., bubbling

answers, following directions, rechecking answers,eliminating "nonsense" answers, making choice of

answer and then "proofing" the choice).

(C) Demonstrate ways to memorize facts.

(D) Identify the parts of a card catalogue card:author, title, subject, call number, page numbers,

publisher, place of publication, copyright, and subject

headings.

(E) Use various indices (e.g., encyclopedia, atlas,almanac) to locate information and to do research.

(6) Grammar/Usage. The student uses correctgrammar and syntax in various sentence patterns.


(A) Use prepositional pairs correctly in sentences

(e.g., "between/among).

(B) Use correctly the preposition "to," the infinitive

"to," the adverb "too," and the adjective "two."

(C) Know the principal parts of regular verbs.

(D) Use regular verbs in the present, past, and futuretenses.


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(E) Use the correct forms of some special verbs (e.g.,

"to bring/to take," "to let/to leave," "to lend/to loan,"

"to teach/to learn") in writing and in speaking.

(F) Use possessive pronouns and contractionscorrectly (e.g., "whose/who's," "its/it's").

(G) Recognize and capitalize proper adjectives.

(H) Use regular comparative and superlative

adjectives in complete sentences.

(I) Locate examples of regular comparative and

superlative adverbs.

(J) Use regular comparative and superlative adverbsin complete sentences.

(K) Use hyphens correctly to divide words intosyllables to indicate inclusive numbering (21-99), to

form compounds with semi-, half-, self-, and ex, andto form the compound of two closely related words

used as a modifier (e.g., school-wide recognition).

(L) Indent paragraphs, capitalize abbreviations, put

commas in compound sentences, use italics for titles

and emphasis, and use proper spacing and quotation

marks for direct quotes.

(7) Composition. Using various forms, the

student writes for a variety of audiences and for avariety of purposes.


(A) ONE-PARAGRAPH EXPOSITORY -- Literary

Theme Tied to Composition: Famous People

Plan a one-paragraph expository paragraphbased upon the theme of famous people.

Choose a topic which is text-based (i.e.,reading-based, fact-based) with evidence

provided from non-fiction or fiction sources.

Use prewriting techniques (e.g.,brainstorming, cubing, free writing,

clustering/mapping/webbing, image

mapping, listing), making sure that

supportive details are sequenced in logicaland coherent order.

Produce a simple outline. Establish the audience (e.g., peers, parents,

teachers, school-wide, global).


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Establish the purpose (e.g., to inform, toexplain, to give the historical facts behindthe way something was invented, to present

the facts about a famous person's childhood,

to relate factual information from aninterview).

Establish the credibility of the source(s). Write an over-arching topic sentence which

clearly tells the readers what is to bediscussed in the paragraph (i.e., topic

sentence controls or limits the scope).

Use supportive details that explain, define,and give meaning to the topic sentence idea.

Use only third-person pronouns (e.g., he,she, it, they, him, her, it, them, his, her, hers,

its, their, theirs, himself, herself,

themselves).

Give no personal opinions, feelings, orbeliefs.

Write a concluding sentence whichsummarizes the key points in the paragraph,making sure not to present any new

information.

(B) MULTI-PARAGRAPH EXPOSITORYCOMPOSITION -- Literary Theme Tied to

Composition: Famous People

Plan a multi-paragraph expositorycomposition based upon the theme of famous

people.

Use prewriting techniques (e.g.,brainstorming, cubing, free writing,

clustering/mapping/webbing, imagemapping, listing), making sure that

supportive details are sequenced in logical

and coherent.

Produce an outline. Establish the audience (e.g., peers, parents,

teachers, school-wide, global).

Establish the purpose (e.g., to inform, toexplain, to tell the historical facts behind agreat discovery, to relate factual information

from an interview).


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Establish the credibility of the sources usedand mention them informally within the

composition.

Write a thesis statement (e.g., a succinctstatement, usually placed as the last sentencein the introductory paragraph, which tells the

reader what will be covered in the

composition).

Write topic sentences, supportive detailsplaced in logical order, and transitional

devices.

Write a concluding paragraph whichsummarizes the key points in the

composition, making sure not to present any

new information.

Use only third-person pronouns. Give no personal opinions, feelings, or

beliefs.

(C) Edit and revise syntax for clarity.

(D) Use a wide variety of sentence patterns.

(E) Edit and revise drafts for grammar, punctuation,capitalization, spelling, and word choices.

(F) Write corrected final copies of compositions.

(G) Write various one-paragraph and multi-paragraph

writings (e.g., business letters, book reports,

messages/lists, formal e-mails, order letters, letters of

inquiry or request, letters of complaint, envelopes).

(H) Create and write short poems using literary

devices (e.g., hyperbole, alliteration, rhymed verse,unrhymed verse).

(I) Revise own writings and those of peers (e.g.,

revising to clarify, to establishpurpose/audience/mood, to improve word choices, to

increase organizational coherence/unity, to improvestyle, to promote word economy).

(8) Spelling / Vocabulary. The student acquiresextensive spelling/vocabulary knowledge through

reading and systematic word study.


(A) Use dictionaries in order to look up spelling,pronunciation, semantic changes, and origins of


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words.

(B) Tell the spelling/meanings of Old English and

foreign suffixes ABLE/IBLE, AL, ATE, EN,

ESCENT, ESQUE, FIC, FUL, ISH, LESS, LIKE, LY,OSE, OUS, SOME, WARD, Y.

(C) Explain that words containing theaforementioned suffixes are adjectives.

(D) Identify the spelling/meanings of at least 25 pairs

of homophones.

(E) Analyze the spelling/meanings of unfamiliar

words based on the spelling/meanings of the

individual word elements.

(F) Spell and use words regularly and correctly from

professional lists prepared for grade level.

(G) Set up a cumulative, individualized record ofnew spelling/vocabulary words found in literary

selections.

INTERVENTION STRATEGIES FOR PHONEMIC AWARENESS

The best documented approaches for students with severe phonemic awareness problems utilize

intensive one-on-one instruction. Such programs appear to reduce reading failure to 2.8 - 4%

(Torgesen, 1996). The most studied of these intensive programs teaches students to be aware of howtheir mouth makes the 44 phonemes of English and how to use this kinesthetic information to monitor

and self-correct their reading and writing.

The student learns what his/her mouth and tongue do to make sounds as well as to label each sound.

By giving each sound a label that directly refers to sound production, a student can think meta-

linguistically. Ex. the /p/ sound is labeled a "quiet lip-popper." The student then combines auditory

feedback with knowledge of the sound. Since phonemic awareness includes the ability to manipulate

the sounds, the student needs to be taught to track sounds using first the mouth pictures and then thecolored blocks.

Since phonemic awareness includes the ability to manipulate the sounds, the student learns to track

sounds using first the mouth pictures, then colored blocks, and finally letters. The techniques providethe student with increased opportunities throughout the day for positive literacy-learning experiences.

HOW SOUNDS ARE FORMED

CONSONANT SOUNDS

Teach the concept of pair--differing in one

characteristic.

Describe how "shoes" or "gloves" are different only in

one characteristic--fitting left or right.


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Teach the concept of voiced and unvoiced

phonemes (e.g., s and z).

Describe how some sounds make the voice box vibrate

and some do not (e.g., s, z).

Teach the p and b--lip stops (bilabial plosives). Describe how the lips pop open on the p and b.

Teach the t and the d -- tongue stops (alveolar

plosives).

Describe how the tongue taps the mouth of the roof

behind the teeth when pronouncing the t and the d.

Teach the k and the g -- throat stops (velar

plosives).

Describe how the tongue scrapes in the back of the

throat when pronouncing the k and the g.

Teach the f and the v -- lip airs (labiodentalfricatives).

Describe how air passes between the teeth on the lowerlip when pronouncing the f and the v.

Teach the voiced and the unvoiced th -- tongue airs

(interdental fricatives).

Describe how air passes between the teeth on the

tongue when pronouncing the th sound.

Teach the s and the z -- narrow sounds (alveolar

fricatives).

Describe how the air passes between the closed teeth

when pronouncing the s and the z.

Teach the sh and the zh -- wide sounds (palatalfricatives).

Describe how the air passes between the pursed lipswhen pronouncing the sh and the zh.

Teach the ch and the j -- wide stops (affricates/stopfricatives).

Describe how the air is pushed over the tongue in theback when pronouncing the ch and the j.

Teach the m, n, and the ng -- nasal sounds

(bilabial, alveolar, and velar stops).

Describe how the air is blocked by the tongue (at lips,

teeth, back of mouth) and escapes through the nosewhen pronouncing the m, n, and the ng.

Teach the h, w, and the wh -- wind sounds (velarstop, labiovelar glide, and glottal glide).

Describe a puff of air passing out the open mouth, withpursed lips, or tightening of the throat when

pronouncing the the h, w, and the wh

Teach the l, and the r -- lifters (liquids). Describe how the tongue lifts in front or the back whenpronouncing the l and the r.

Teach the "borrowers" (c, x, qu, y) if needed for

students' names.

Describe how c, x, qu, and y do not have their own

sounds but borrow basic sounds from other letters.c borrows k or s sounds (e.g., Candy, Cindy).

x borrows z, ks, gz (e.g., xerox, tax, exact).

qu borrows kw, or k (e.g., quick, unique).y borrows ee, ie, i (e.g., Mandy, my, gym).

VOWEL SOUNDS

Teach the front vowel sounds (e.g., meet, bit, gate,

set, at, up).

Describe how tongue is in front of mouth and gradually

goes from near top teeth to behind bottom teeth as

mouth gradually opens.

Teach the open vowel sound (e.g., Bob). Describe sound made by wide open mouth.

Teach the back rounded vowels (e.g., Paul, Poe,

foot, boot).

Describe tongue in back of mouth and lips gradually

rounding.


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Teach the diphthongs (e.g., ice, oil, out). Describe mouth sliding between two-vowel positions.

Teach the basic r-controlled vowels er (her, fur, sir),

ar (car), or (for).

Contrast a (am) - ar (car), e (let) - er (her), o (Bob) - or

(for).

The following r-controlled vowels lack a simple

spelling and are not always taught to beginningreaders: near, bear, tour.

Copy the teacher in making the basic sounds of

American English.

AMPLIFIED CHART OF PHONOGRAMS

(with key words to aid in pronunciation)

Phonogram Key Word Phonogram Key Word Phonogram Key Wordb boy u up ew grewc cat

cent

a-e

e-e

late

here

ui

ey

fruit

d dig i-e time they

f fire o-e hope monkey

g gogym

u-ech

usechild

ckoa

backsoap

h hit chord ph phone

j jump chef er her

k kit sh shell ir girll leaf th this ur hurt

m man thing ar car

n not wh when or forp pig ng long igh right

qu quick oo moon kn knock

r ran foot ti nations sit

hasea eat

breadsi mission

vision

t top break ie chief

v vine ee meet pie

w well ow how moviex fox snow ei receive

y yet

cry, baby(sub for i)

oy

oiou

boy

oilloud

ough

veil

doughthrough

z zoo pour ought

a at ay day bough

e egg ai paid enough

i igloo aw law cougho ox au fault

The key words are listed to give teachers a clear explanation of the sounds for eachphonogram and are not meant for students to study or memorize. Key words are not particularly

useful for children with phonemic awareness problems because these children cannot reliably extractthe sound from the word.


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English, Language Arts, and Reading -- Grade 6



The student analyzes various texts.


(A) Make inferences.

(B) Paraphrase and then summarize nonfiction

selections.

(C) Identify propaganda/persuasion techniques.

(D) Read orally with ease and fluency for an audience.

(2) Independent Reading / Assigned Reading /

Guided Reading. The student reads and studies

notable literary selections which are rich in

vocabulary.


(A) Present brief, comprehensive, narrative summaries

of notable literary selections (e.g., poetry: WilliamWordsworth, Rudyard Kipling, James Weldon Johnson,

Robert Frost, Emily Dickinson; Dr. Jekyll and Mr.

Hyde, Little Men, Little Women, National Velvet, The

Devil and Daniel Webster, Adam of the Road, The

Door in the Wall, Old Yeller, Where the Red Fern

Grows, Across Five Aprils, The Call of the Wild, TheBronze Bow, The Yearling, Little Town on the Prairie,

and Amos Fortune, Free Man).

(B) Read independently at least 25 books of various

genres from accepted fiction and non-fiction lists.

(C) Read materials daily at a comfortable, independent

level (e.g., texts in which no more than 1 in 20 words is


(D) Read daily in instructional-level materials that arechallenging but manageable (e.g., texts in which no

more than 1 in 10 words is difficult for the reader).

(E) Adjust reading rate based on the purposes for

reading.

(F) Demonstrate understanding of literature which is

read aloud by others.

(3) Literary Emphasis. The student reads texts

about .American historypast and

contemporary.


(A) Identify the important literary content in texts

about .American historypast and contemporary.


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(B) Explain the storyline in texts about .American

historypast and contemporary.




(A) Define the following terms: characteristics of an

epic, structure in poetry (meter, iamb, couplet, rhyme

scheme, free verse), point of view, mood/tone, andhyperbole.

(B) Identify examples of the following literary terms

(mentioned above) in

Documents

English Success Standards (K-12)