English Success Standards (K-12)
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Transcript of 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
3
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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.)
The student is expected to:
(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.
The student is expected to:
(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.
The student is expected to:
(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.
The student is expected to:
(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.
The student is expected to:
(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.
The student is expected to:
(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.
The student is expected to:
(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
The student is expected to:
(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.
The student is expected to:
(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.
The student is expected to:
(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.
The student is expected to (with adult assistance as
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.
(3) Phonemic Awareness. The student orally
demonstrates phonemic awareness (the
understanding that the spoken word consists of a
sequence of elementary sounds).
The student is expected to:
(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).
The student is expected to:
(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.
The student is expected to:
(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.
(6) Orthographic Knowledge (Spelling). The
student demonstrates knowledge of the 44 - 45phonemes of English and their written
representations.
The student is expected to:
(A) Alphabetic knowledge
(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.
(C) Word attack (advanced letter-sound)
(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.
The student is expected to (with adult assistance as
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.
The student is expected to:
(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.
The student is expected to:
(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.
The student is expected to:
(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,
independent level (e.g., texts in which no more than 1in 20 words is difficult for the reader).
(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.
The student is expected to:
(A) Identify the important literary content in theselections about different lands.
(B) Explain the storyline in selections about different
lands.
(12) Literary Terms. The student defines andidentifies examples of various literary terms.
The student is expected to:
(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
above) in literary selections.
(13) Inquiry, Research, Study Strategies. The
student demonstrates knowledge of basiclibrary/media center usage.
The student is expected to:
(A) Check books out of the library/media center.
(B) Demonstrate proper care/handling oflibrary/media center materials.
English, Language Arts, and Reading -- Grade 2.
Knowledge and Skills.
(1) Listening Skills. The student listens to varioustypes of childrens literature.
The student is expected to:
. (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.
The student is expected to:
(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.
The student is expected to:
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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.
(4) Phonemic Awareness. The student orally
demonstrates phonemic awareness (theunderstanding that the spoken word consists of a
sequence of elementary sounds).
The student is expected to:
(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.)
The student is expected to:
(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.
The student is expected to:
(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).
(7) Orthographic Knowledge (Spelling). The
student demonstrates knowledge of the 44 - 45
phonemes of English (see Figures 1, 2, and 3 forassistance).
The student is expected to:
(A) Alphabetic knowledge
(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.
(C) Word attack (advanced letter-sound)
(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).
(D) Word identification
(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.
The student is expected to:
(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.
The student is expected to:
(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.
The student is expected to:
(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.
(C) Read materials daily at a comfortable,
independent level (e.g., texts in which no more than 1in 20 words is difficult for the reader).
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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.
The student is expected to:
(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.
(12) Literary Terms. The student defines andidentifies examples of various literary terms.
The student is expected to:
(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.
The student is expected to:
(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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English, Language Arts, and Reading -- Grade 3.
Knowledge and Skills.
(1) Listening Skills. The student listens to
various types of childrens literature,
The student is expected to:
(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,
The student is expected to:
(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.
The student is expected to:
(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).
The student is expected to:
(A) Divide orally multisyllabic words into syllables.
(B) Identify common beginnings and endings.
(5) Penmanship. The students writes
cursively.
The student is expected to:
(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.
The student is expected to:
(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,
The student is expected to:
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2, and 3 for assistance).
(A) Alphabetic knowledge
(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.
(C) Word attack (advanced letter-sound)
(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.
(D) Word identification
(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.
The student is expected to:
(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 the audience (e.g., peers, parents,teachers, school-wide, global).
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.
The student is expected to:
(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.
The student is expected to:
(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.
The student is expected to:
(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
difficult for the reader).
(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.
The student is expected to:
(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.
The student is expected to:
(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.
(14) Inquiry, Research, Study Strategies. The
student utilizes the library/media center.
The student is expected to:
(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.
English, Language Arts, and Reading -- Grade 4.
Knowledge and Skills.
(1) Reading Comprehension and Fluency.
The student analyzes various types of texts.
The student is expected to:
(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.
The student is expected to:
(A) Identify the important literary content in myths andlegends.
(B) Explain the storyline in myths and legends.
(4) Literary Terms. The student defines andidentifies examples of various literary terms.
The student is expected to:
(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
above) in literary selections.
(5) Inquiry, Research, Study Strategies. The
student utilizes various information sources.
The student is expected to:
(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.
The student is expected to:
(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.
The student is expected to:
(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 audience (e.g., peers, parents,teachers, school-wide, global).
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 the audience (e.g., peers, parents,teachers, school-wide, global).
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.
The student is expected to:
(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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English, Language Arts, and Reading -- Grade 5.
Knowledge and Skills.
(1) Reading Comprehension and Fluency. The
student analyzes various types of texts.
The student is expected to:
(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.
The student is expected to:
(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.
(C) Read materials daily at a comfortable,
independent level (e.g., texts in which no more than 1in 20 words is difficult for the reader).
(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.
(4) Literary Terms. The student defines and
identifies examples of various literary terms.
The student is expected to:
(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.
(5) Inquiry, Research, Study Strategies. The
student utilizes various information sources.
The student is expected to:
(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.
The student is expected to:
(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.
The student is expected to:
(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.
The student is expected to:
(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
Knowledge and Skills.
(1) Reading Comprehension and Fluency.
The student analyzes various texts.
The student is expected to:
(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.
The student is expected to:
(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
difficult 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).
(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.
The student is expected to:
(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.
(4) Literary Terms. The student defines and
identifies examples of various literary terms.
The student is expected to:
(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