correlations to the common core grades state standards and

Correlations to the Common Core State Standards and Oklahoma Priority Academic Student Skills (PASS) English Language Arts

Grades K-5

The Hands-On Curriculum for Student Success

Grade K

Letters and Numbers for MeGet Set for School

Correlations to Common Core State StandardsLanguage Arts

1

Kindergarten

Reading: Literature Component and Location Key Ideas and Details RL.K.1. With prompting and support, ask and answer questions about

key details in a text.

RL.K.2. With prompting and support, retell familiar stories, including key details.

RL.K.3. With prompting and support, identify characters, settings, and major events in a story.

Mat Man Book Set

Craft and Structure RL.K.4. Ask and answer questions about unknown words in a text. RL.K.5. Recognize common types of texts (e.g., storybooks, poems). None RL.K.6. With prompting and support, name the author and illustrator of a

story and define the role of each in telling the story. Mat Man Book Set My Book

Integration of Knowledge and Ideas RL.K.7. With prompting and support, describe the relationship between

illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

Mat Man Book Set

RL.K.8. (Not applicable to literature) None RL.K.9. With prompting and support, compare and contrast the

adventures and experiences of characters in familiar stories. Mat Man Book Set

Range of Reading and Level of Text Complexity RL.K.10. Actively engage in group reading activities with purpose and

understanding. Mat Man Book Set My Book A-B-C Touch & Flip™ Cards

Reading: Informational Text Key Ideas and Details RI.K.1. With prompting and support, ask and answer questions about key

details in a text. Mat Man Book Set

RI.K.2. With prompting and support, identify the main topic and retell key details of a text.

Mat Man Book Set

RI.K.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Mat Man Book Set

2

Craft and Structure RI.K.4. With prompting and support, ask and answer questions about

unknown words in a text. None

RI.K.5. Identify the front cover, back cover, and title page of a book. Get Set for School My Book Letters and Numbers For Me Mat Man Book Set

RI.K.6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text

Mat Man Book Set My Book

Integration of Knowledge and Ideas RI.K.7. With prompting and support, describe the relationship between

illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

Letters and Numbers For Me, Throughout, e.g., pp 13, 69, 81 My Book Mat Man Book Set

RI.K.8. With prompting and support, identify the reasons an author gives to support points in a text.

None

RI.K.9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Range of Reading and Level of Text Complexity RI.K.10. Actively engage in group reading activities with purpose and

understanding. Mat Man Book Set My Book A-B-C Touch & Flip Cards 1-2-3 Touch & Flip™ Cards I Know My Numbers

Reading: Foundational Skills Print Concepts RF.K.1. Demonstrate understanding of the organization and basic

features of print.

Follow words from left to right, top to bottom, and page by page.

Pre-K Teacher’s Guide, Throughout, e.g., pp 20, 43, 56, 83, 96 Get Set for School Activity Book, Throughout, e.g., pp 32, 53 Kindergarten Teacher’s Guide, Throughout, e.g., pp 19, 20, 26, 41, 98, 113, 120

3

Letters and Numbers For Me, Throughout, e.g., pp 27, 43, 51 Get Set for School CD, Tracks 1, 6 Rock, Rap, Tap & Learn CD, Tracks 2, 3 Mat Man Book Set My Book Word Time Teacher’s Guide, Throughout, e.g., pp 46-47, 92-93, 224-225 Sentence School Teacher’s Guide, Throughout, e.g., pp 34-35, 108-109, 198-199

Recognize that spoken words are represented in written language by specific sequences of letters.

Pre-K Teacher’s Guide, Throughout, e.g., pp 26, 72, 93, 106 Get Set for School Activity Book, Throughout, e.g., pp 10-11, 48-49, 70 Kindergarten Teacher’s Guide, Throughout, e.g., pp 26, 109, 113, 121 Letters and Numbers For Me, Throughout, e.g., pp 38, 43, 52-53 Mat Man Book Set My Book Word Time Teacher’s Guide, Throughout, e.g., pp 22-23, 40-41, 90-91 Sentence School Teacher’s Guide, pp 20-23 I Know My Numbers

Understand that words are separated by spaces in print. Kindergarten Teacher’s Guide, pp 158-159 Rock, Rap, Tap & Learn CD, Track 7 Word Time Teacher’s Guide, Throughout, e.g., pp 24-25, 32-33, 66-67 Sentence School Teacher’s Guide, Throughout, e.g., pp 26-27, 86-87, 182-183

Recognize and name all upper- and lowercase letters of the alphabet.

Pre-K Teacher’s Guide, Throughout, e.g., pp 30-31, 43, 52-55, 90, 95, 110 Get Set for School Activity Book, Throughout, e.g., pp 42-43, 51, 76-77 Kindergarten Teacher’s Guide, Throughout, e.g., pp 30-31, 40-43, 46-49, 82, 103, 119

4

Letters and Numbers For Me, Throughout, e.g., pp 11, 32, 49 Get Set for School Sing Along CD, Tracks 2, 4, 6 Rock, Rap, Tap & Learn CD, Throughout, e.g., Tracks 1, 3, 5, 16, 25 Slate Chalkboard Blackboard with Double Lines Roll-A-Dough Letters™ Stamp and See Screen™ Wood Pieces Set for Capital Letters Mat for Wood Pieces Word Time Teacher’s Guide, Throughout, e.g., pp 22-23, 46-47, 48-49, 50-51 Sentence School Teacher’s Guide, Throughout, e.g., pp 20-23, 46-47 A-B-C Touch & Flip Cards Capital Letter Cards

Phonological Awareness RF.K.2. Demonstrate understanding of spoken words, syllables, and

sounds (phonemes).

Recognize and produce rhyming words. Kindergarten Teacher’s Guide, pp 142, 144 Letters and Numbers For Me, pp 79, 81 Sing, Sound & Count with Me CD, Track 18, 21, 24 Mat Man Book Set Word Time Teacher’s Guide, p 17 – Rhyme The Words Sentence School Teacher’s Guide, pp 26-27, 34-37, 52-53, 62-63

Count, pronounce, blend, and segment syllables in spoken words.

Word Time Teacher’s Guide, Throughout, e.g., pp 24-25, 62-63, 260-261 Sing, Sound & Count with Me CD, Track 11, 16

Blend and segment onsets and rimes of single-syllable spoken words.

Kindergarten Teacher’s Guide, p 113 Letters and Numbers for Me, p 43

Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)

Kindergarten Teacher’s Guide, p 113 Letters and Numbers For Me, p 43 Word Time Teacher’s Guide, Throughout, e.g., pp 22-23, 112-113, 202-203

5

Capital Letter Cards Add or substitute individual sounds (phonemes) in simple,

one-syllable words to make new words.

Kindergarten Teacher’s Guide, p 142 Letters and Numbers For Me, p 79 Sentence School Teacher’s Guide, pp 26-27, 34-37

Phonics and Word Recognition RF.K.3. Know and apply grade-level phonics and word analysis skills in

decoding words.

Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant.

Pre-K Teacher’s Guide, Throughout, e.g., pp 43, 52-54, 79, 85, 90 Get Set for School Activity Book, Throughout, e.g., pp 25, 35, 43 Kindergarten Teacher’s Guide, Throughout, e.g., pp 40-42, 48, 110, 124, 129 Letters and Numbers for Me, Throughout, e.g., pp 40, 56-57, 62-63 Stamp and See Screen A-B-C Touch & Flip Cards Capital Letter Cards

Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

None

Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Kindergarten Teacher’s Guide, p 165 Letters and Numbers For Me, Throughout, e.g., pp 47, 53, 59, 67, 77, 80-81 Word Time Teacher’s Guide, Throughout, e.g., pp 20-21, 24-25, 62-63 Sentence School Teacher’s Guide, Throughout, e.g., pp 26-27, 86-87, 122-123, 134-135

Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Kindergarten Teacher’s Guide, p 142 Letters and Numbers For Me, p 79 Sentence School Teacher’s Guide, pp 26-27, 48-49, 52-53, 168-169

Fluency RF.K.4. Read emergent-reader texts with purpose and understanding. None Writing Text Types and Purposes W.K.1. Use a combination of drawing, dictating, and writing to compose

6

opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).

None

W.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

None

W.K.3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Production and Distribution of Writing W.K.4. (Begins in grade 3) None W.K.5. With guidance and support from adults, respond to questions and

suggestions from peers and add details to strengthen writing as needed.

None

W.K.6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

None

Research to Build and Present Knowledge W.K.7. Participate in shared research and writing projects (e.g., explore a

number of books by a favorite author and express opinions about them).

None

W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

My Book

W.K.9. (Begins in grade 4) None Range of Writing W.K.10. (Begins in grade 3) None Speaking & Listening Comprehension and Collaboration SL.K.1. Participate in collaborative conversations with diverse partners

about kindergarten topics and texts with peers and adults in small and larger groups.

Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

Pre-K Teacher’s Guide, Throughout, e.g., pp 21, 36-38, 44, 52-53, 78, 89, 115 Get Set for School Activity Book, Throughout, e.g., pp 22-

7

23, 40-41, 80-81 Kindergarten Teacher’s Guide, pp 20, 24, 34-36, 44, 46-49 Get Set for School Sing Along CD, Throughout, e.g., Tracks 1, 14, 17 Rock, Rap, Tap & Learn CD, Tracks 2, 20, 21 Mat Man Book Set Word Time Teacher’s Guide, Throughout, e.g., pp 50-51, 108-109, 302-303 Sentence School Teacher’s Guide, Throughout, e.g., pp 48-49, 120-121, 218-219 Slate Chalkboard Roll-A-Dough Letters Stamp and See Screen Wood Pieces Set for Capital Letters Mat for Wood Pieces A-B-C Touch & Flip Cards 1-2-3 Touch & Flip Cards Capital Letter Cards Blackboard with Double Lines

Continue a conversation through multiple exchanges. Pre-K Teacher’s Guide, Throughout, e.g., pp 43, 78, 83, 95 Get Set for School Activity Book, Throughout, e.g., pp 22-23, 32, 51 Kindergarten Teacher’s Guide, p 41 Capital Letter Cards Mat Man Book Set Word Time Teacher’s Guide, Throughout, e.g., pp 24-25, 72-73, 172-173 Sentence School Teacher’s Guide, Throughout, e.g., pp 90-91, 118-119, 176-177 A-B-C Touch & Flip Cards 1-2-3 Touch & Flip Cards

SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if

A-B-C Touch & Flip Cards 1-2-3 Touch & Flip Cards Rock, Rap, Tap & Learn CD, Tracks 2, 9, 18, 20, 21, 22

8

something is not understood. Mat Man Book Set Word Time Teacher’s Guide, Throughout, e.g., pp 24-25, 258-259 Sentence School Teacher’s Guide, Throughout, e.g., pp 176-177, 192-193

SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Pre-K Teacher’s Guide, Throughout, e.g., pp 75, 81, 99 Get Set for School Activity Book, Throughout, e.g., pp 16-17, 28-29, 58-59 Kindergarten Teacher’s Guide, p 41 Capital Letter Cards Rock, Rap, Tap & Learn CD, Tracks 2, 9, 20, 21, 22 Word Time Teacher’s Guide, Throughout, e.g., pp 24-25, 68-69, 264-265 Sentence School Teacher’s Guide, pp 176-241

Presentation of Knowledge and Ideas SL.K.4. Describe familiar people, places, things, and events and, with

prompting and support, provide additional detail None

SL.K.5. Add drawings or other visual displays to descriptions as desired to provide additional detail.

SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly. Word Time Teacher’s Guide, Throughout, e.g., pp 64-65, 136-137, 308-309 Sentence School Teacher’s Guide, Throughout, e.g., pp 36-37, 144-145, 232-233

Language Conventions of Standard English L.K.1. Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking.

Print many upper- and lowercase letters. Pre-K Teacher’s Guide, Throughout, e.g., pp 35-45, 52-55, 80, 84, 98,108 Get Set for School Activity Book, Throughout, e.g., pp 26-27, 33, 56-57, 72-73 Kindergarten Teacher’s Guide, Throughout, e.g., pp 33-43, 46-49, 82, 102, 114-115 Letters and Numbers For Me, Throughout, e.g., pp 11, 31, 44-45 My Book

9

Slate Chalkboard Roll-A-Dough Letters Stamp and See Screen Wood Pieces Set for Capital Letters Mat for Wood Pieces Capital Letter Cards A-B-C Touch & Flip Cards Blackboard with Double Lines

Use frequently occurring nouns and verbs. Kindergarten Teacher’s Guide, Throughout, e.g., pp 98, 115, 116 Letters and Numbers For Me, Throughout, e.g., pp 27, 45-47 Get Set for School Sing Along CD, Throughout, e.g., Tracks 5-7, 17, 18 Rock, Rap, Tap & Learn CD, Throughout, e.g., Tracks 3, 6, 10, 23 Mat Man Book Set Word Time Teacher’s Guide, Throughout, e.g., pp 20-21, 94-95, 134-135 Sentence School Teacher’s Guide, Throughout, e.g., pp 36-37, 120-121, 160-161

Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

Kindergarten Teacher’s Guide, Throughout, e.g., pp 125, 138, 145 Letters and Numbers For Me, Throughout, e.g., pp 59, 75, 82 Get Set for School Sing Along CD, Throughout, e.g., Tracks 1, 5, 13 Rock, Rap, Tap & Learn CD, Throughout, e.g., Tracks 2, 9, 15

Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

Get Set for School Sing Along CD, Tracks 1, 13, 17 Rock, Rap, Tap & Learn CD, Tracks 2, 20, 21, 22 Mat Man Book Set Word Time Teacher’s Guide, Throughout, e.g., pp 24-25, 68-69, 134-135, 264-265 Sentence School Teacher’s Guide, Throughout, e.g., pp 176-177, 192-193, 236-237

10

Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

Pre-K Teacher’s Guide, p 39 Kindergarten Teacher’s Guide, p 37 Mat Man Book Set Wood Pieces Set for Capital Letters Get Set for School Sing Along CD, Throughout, e.g., Tracks 1, 6, 25 Rock, Rap, Tap & Learn CD, Throughout, e.g., Tracks 3, 10, 17 Sing, Sound & Count with Me CD, Track 15 Word Time Teacher’s Guide, Throughout, e.g., pp 32-33, 76-77, 258-259 Sentence School Teacher’s Guide, pp 197-223

Produce and expand complete sentences in shared language activities.

Kindergarten Teacher’s Guide, p 145 Letters and Numbers For Me, p 82 Word Time Teacher’s Guide, Throughout, e.g., p 16 – “Picture Game”, p 17 – “Can You Say More?”, pp 24-25, 80-81, 274-275 Sentence School Teacher’s Guide, p 17 – “On Your Own” and “A Little Longer, Please”

L.K.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Capitalize the first word in a sentence and the pronoun I. Kindergarten Teacher’s Guide, pp 120-121, 124-125, 129, 132, 138, 140, 143-145 Letters and Numbers For Me, pp 51, 53, 57, 59, 63, 67, 71, 75, 77, 80-82 Rock, Rap, Tap & Learn CD, Track 7 My Book Sentence School Teacher’s Guide, Throughout, e.g., pp 76-77, 132-133, 216-217

Recognize and name end punctuation.

Kindergarten Teacher’s Guide, Throughout, e.g., pp 140, 143, 144 Letters and Numbers For Me, Throughout, e.g., pp 77, 80, 81 Mat Man Book Set Sentence School Teacher’s Guide, Throughout, e.g., pp 96-97, 172-173, 192-193

11

Spell simple words phonetically, drawing on knowledge of

sound-letter relationships. None

Knowledge of Language L.K.3. (Begins in grade 2) None Vocabulary Acquisition and Use L.K.4. Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on kindergarten reading and content.

Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

None

Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

None

L.K.5. With guidance and support from adults, explore word relationships and nuances in word meanings.

Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

Word Time Teacher’s Guide, Throughout, e.g., pp 40-41, 98-99, 268-269, 308-309 Sentence School Teacher’s Guide, Throughout, e.g., pp 80-81, 96-97, 124-125, 176-177

Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

Word Time Teacher’s Guide, Throughout, e.g., pp 22-23, 60-61 Sentence School Teacher’s Guide, Throughout, e.g., pp 28-29, 82-83, 128-129, 156-157

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

Word Time Teacher’s Guide, Throughout, e.g., pp 22-23, 66-67, 132-133 Sentence School Teacher’s Guide, Throughout, e.g., pp 112-113, 124-125, 136-137

Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

Sentence School Teacher’s Guide, Throughout, e.g., pp 38-39, 48-51, 60-61

L.K.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Wood Pieces Set for Capital Letters Pre-K Teacher’s Guide, Throughout, e.g., pp 19, 37, 74, 85, 102

12

Get Set for School Activity Book, Throughout, e.g., pp 14-15, 34-35, 65 Kindergarten Teacher’s Guide, Throughout, e.g., pp 35-39, 98, 132, 139 Letters and Numbers For Me, Throughout, e.g., pp 27, 67, 76 Get Set for School Sing Along CD, Throughout, e.g., Tracks 1, 7, 13 Rock, Rap, Tap & Learn CD, Throughout, e.g., Tracks 4, 5, 18 Mat Man Book Set Word Time Teacher’s Guide, Throughout, e.g., pp 26-27, 106-107, 164-165 Sentence School Teacher’s Guide, Throughout, e.g., pp 52-53, 114-115, 184-185


Grade 1

My Printing Book

13

Grade 1

Reading: Literature

Component and Location

Key Ideas and Details RL.1.1. Ask and answer questions about key details in a text. None RL.1.2. Retell stories, including key details, and demonstrate

understanding of their central message or lesson. None

RL.1.3. Describe characters, settings, and major events in a story, using key details.

None

Craft and Structure RL.1.4. Identify words and phrases in stories or poems that suggest

feelings or appeal to the senses. None

RL.1.5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

None

RL.1.6. Identify who is telling the story at various points in a text. None Integration of Knowledge and Ideas RL.1.7. Use illustrations and details in a story to describe its characters,

setting, or events. None

RL.1.8. (Not applicable to literature) None RL.1.9. Compare and contrast the adventures and experiences of

characters in stories. None

Range of Reading and Level of Text Complexity RL.1.10. With prompting and support, read prose and poetry of

appropriate complexity for grade 1. None

Reading: Informational Text Key Ideas and Details RI.1.1. Ask and answer questions about key details in a text. 1st Grade Teacher’s Guide, pp 89, 101

My Printing Book, pp 59, 77 RI.1.2. Identify the main topic and retell key details of a text. 1st Grade Teacher’s Guide, pp 89, 97, 101

My Printing Book, pp 59, 72-73, 77

14

RI.1.3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

1st Grade Teacher’s Guide, pp 89, 97, 101 My Printing Book, pp 59, 72-73, 77

Craft and Structure RI.1.4. Ask and answer questions to help determine or clarify the

meaning of words and phrases in a text. None

RI.1.5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

1st Grade Teacher’s Guide, Throughout, e.g., pp 2-3, 77, 83, 92 My Printing Book, pp 2-3, 40, 49, 64

RI.1.6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

None

Integration of Knowledge and Ideas RI.1.7. Use the illustrations and details in a text to describe its key ideas. None RI.1.8. Identify the reasons an author gives to support points in a text. None RI.1.9. Identify basic similarities in and differences between two texts on

the same topic (e.g., in illustrations, descriptions, or procedures). None

Range of Reading and Level of Text Complexity RI.1.10. With prompting and support, read informational texts

appropriately complex for grade 1. None

Reading: Foundational Skills Print Concepts RF.1.1. Demonstrate understanding of the organization and basic

features of print.

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

1st Grade Teacher’s Guide, Throughout, e.g., pp 67, 75, 97, 103 My Printing Book, pp 25, 37, 72-73, 79

Phonological Awareness RF.1.2. Demonstrate understanding of spoken words, syllables, and

sounds (phonemes).

Distinguish long from short vowel sounds in spoken single-syllable words.

None

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

None

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

None

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

None

15

Phonics and Word Recognition RF.1.3. Know and apply grade-level phonics and word analysis skills in

decoding words.

Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound).

None

Decode regularly spelled one-syllable words. None Know final -e and common vowel team conventions for

representing long vowel sounds. None

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

None

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

None

Read words with inflectional endings. 1st Grade Teacher’s Guide, Throughout, e.g., pp 61, 75, 101 My Printing Book, Throughout, pp 17, 37, 77

Recognize and read grade-appropriate irregularly spelled words.

None

Fluency RF.1.4. Read with sufficient accuracy and fluency to support

comprehension.

Read grade-level text with purpose and understanding. None Read grade-level text orally with accuracy, appropriate rate,

and expression. None

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

None

Writing Text Types and Purposes W.1.1. Write opinion pieces in which they introduce the topic or name the

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

None

W.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

None

W.1.3. Write narratives in which they recount two or more appropriately sequenced events include some details regarding what

16

happened, use temporal words to signal event order, and provide some sense of closure.

None

Production and Distribution of Writing W.1.4. (Begins in grade 3) None W.1.5. With guidance and support from adults, focus on a topic, respond

to questions and suggestions from peers, and add details to strengthen writing as needed.

None

W.1.6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

None

Research to Build and Present Knowledge W.1.7. Participate in shared research and writing projects (e.g., explore a

number of “how-to” books on a given topic and use them to write a sequence of instructions).

None

W.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

None

W.1.9. (Begins in grade 4) None Range of Writing None W.1.10. (Begins in grade 3) None Speaking & Listening Comprehension and Collaboration SL.1.1. Participate in collaborative conversations with diverse partners

about grade 1 topics and texts with peers and adults in small and larger groups.

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

1st Grade Teacher’s Guide, Throughout, e.g., pp 60-61, 84-85 My Printing Book, Throughout, e.g., pp 16-17, 50-53

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

None

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

None

SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Rock, Rap, Tap & Learn CD, Tracks 2, 7

17

SL.1.3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Rock, Rap, Tap & Learn CD, Tracks 2, 7

Presentation of Knowledge and Ideas SL.1.4. Describe people, places, things, and events with relevant details,

expressing ideas and feelings clearly. None

SL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

None

SL.1.6. Produce complete sentences when appropriate to task and situation.

1st Grade Teacher’s Guide, Throughout, e.g., pp 72, 97 My Printing Book, Throughout, e.g., pp 33, 72-73 Rock, Rap, Tap & Learn CD, Track 7

Language Conventions of Standard English L.1.1. Demonstrate command of the conventions of standard English


Print all upper- and lowercase letters. 1st Grade Teacher’s Guide, Throughout, e.g., pp 24-25, 32-33, 55, 59, 67, 88 My Printing Book, Throughout, e.g., pp 9, 15, 24-25, 58 Blackboard with Double Lines Slate Chalkboard

Use common, proper, and possessive nouns. 1st Grade Teacher’s Guide, Throughout, e.g., pp 61, 67, 87-89, 91, 99-101 My Printing Book, Throughout, e.g., pp 17, 25, 57-59, 63, 75-77

Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

1st Grade Teacher’s Guide, Throughout, e.g., pp 61, 67, 87-89, 91, 99-101 My Printing Book, Throughout, e.g., pp 17, 25, 57-59, 63, 75-77

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

1st Grade Teacher’s Guide, Throughout, e.g., pp 67, 87-88, 99-101 My Printing Book, Throughout, e.g., pp 25, 57-58, 75-77 Mat Man Book Set

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

1st Grade Teacher’s Guide, Throughout, e.g., pp 76, 81, 83, 95 My Printing Book, Throughout, e.g., pp 39, 47, 49, 69

18

Use frequently occurring adjectives. 1st Grade Teacher’s Guide, Throughout, e.g., pp 76, 78, 85, 93, 95 My Printing Book, Throughout, e.g., pp 39, 43, 53, 66, 69

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

1st Grade Teacher’s Guide, pp 93, 95 My Printing Book, pp 66, 69

Use determiners (e.g., articles, demonstratives). 1st Grade Teacher’s Guide, pp 76, 83, 85, 89, 91, 95 My Printing Book, pp 39, 49, 53, 59, 63, 69

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

1st Grade Teacher’s Guide, p 100 My Printing Book, p 76 Rock, Rap, Tap & Learn CD, Throughout, e.g., Tracks 10, 15, 18, 19

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

1st Grade Teacher’s Guide, pp 87, 100, 103 My Printing Book, pp 57, 76, 79

L.1.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Capitalize dates and names of people. 1st Grade Teacher’s Guide, Throughout, e.g., pp 67, 70, 72, 83, 91 My Printing Book, Throughout, e.g., pp 25, 29, 33, 49, 63

Use end punctuation for sentences. 1st Grade Teacher’s Guide, Throughout, e.g., pp 72, 75, 81, 100 My Printing Book, Throughout, e.g., pp 33, 37, 47, 76

Use commas in dates and to separate single words in a series. 1st Grade Teacher’s Guide, pp 88, 104 My Printing Book, pp 58, 80

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

None

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

None

Knowledge of Language None L.1.3. (Begins in grade 2) None Vocabulary Acquisition and Use L.1.4. Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

Use sentence-level context as a clue to the meaning of a word or phrase.

None

19

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

None

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


L.1.5. With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings. Sort words into categories (e.g., colors, clothing) to gain a

sense of the concepts the categories represent.

None

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

None

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

None

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

None

L.1.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

None


Grade 2

Printing Power

20

Grade 2

Reading: Literature Component and Location Key Ideas and Details RL.2.1. Ask and answer such questions as who, what, where, when,

why, and how to demonstrate understanding of key details in a text.

None

RL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

None

RL.2.3. Describe how characters in a story respond to major events and challenges.

None

Craft and Structure RL.2.4. Describe how words and phrases (e.g., regular beats, alliteration,

rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

2nd Grade Teacher’s Guide, pp 100, 107 Printing Power, pp 53, 62

RL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

None

RL.2.6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

None

Integration of Knowledge and Ideas RL.2.7. Use information gained from the illustrations and words in a print

or digital text to demonstrate understanding of its characters, setting, or plot.

None

RL.2.8. (Not applicable to literature) None RL.2.9. Compare and contrast two or more versions of the same story

(e.g., Cinderella stories) by different authors or from different cultures.

None

Range of Reading and Level of Text Complexity RL.2.10. By the end of the year, read and comprehend literature,

including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

None

21

Reading: Informational Text Key Ideas and Details RI.2.1. Ask and answer such questions as who, what, where, when, why,

and how to demonstrate understanding of key details in a text. None

RI.2.2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

None

RI.2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

None

Craft and Structure RI.2.4. Determine the meaning of words and phrases in a text relevant to

a grade 2 topic or subject area. None

RI.2.5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

2nd Grade Teacher’s Guide, Throughout, e.g., pp 61, 63, 105-106 Printing Power, Throughout, e.g., pp 15-16, 58-59, 61

RI.2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

None

Integration of Knowledge and Ideas RI.2.7. Explain how specific images (e.g., a diagram showing how a

machine works) contribute to and clarify a text. 2nd Grade Teacher’s Guide, Throughout, e.g., pp 61, 105 Printing Power, Throughout, e.g., pp 15, 34, 58-59

RI.2.8. Describe how reasons support specific points the author makes in a text.

None

RI.2.9. Compare and contrast the most important points presented by two texts on the same topic.

None

Range of Reading and Level of Text Complexity RI.2.10. By the end of year read and comprehend informational texts,

including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

None

Reading: Foundational Skills Phonics and Word Recognition RF.2.3. Know and apply grade-level phonics and word analysis skills in

decoding words.

Distinguish long and short vowels when reading regularly spelled one-syllable words.

None

22

Know spelling-sound correspondences for additional common vowel teams.

None

Decode regularly spelled two-syllable words with long vowels. None Decode words with common prefixes and suffixes. 2nd Grade Teacher’s Guide, p 93

Printing Power, p 45 Identify words with inconsistent but common spelling-sound

correspondences. None

Recognize and read grade-appropriate irregularly spelled words.

None

Fluency RF.2.4. Read with sufficient accuracy and fluency to support

comprehension.

Read grade-level text with purpose and understanding. None Read grade-level text orally with accuracy, appropriate rate,

and expression. None


None

Writing Text Types and Purposes W.2.1. Write opinion pieces in which they introduce the topic or book they

are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

None

W.2.2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

None

W.2.3. Write narratives, in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

None

Production and Distribution of Writing W.2.4. (Begins in grade 3) None W.2.5. With guidance and support from adults and peers, focus on a

topic and strengthen writing as needed by revising and editing. 2nd Grade Teacher’s Guide, p 111 Printing Power, p 67

23

W.2.6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

None

Research to Build and Present Knowledge W.2.7. Participate in shared research and writing projects (e.g., read a

number of books on a single topic to produce a report; record science observations).

None

W.2.8. Recall information from experiences or gather information from provided sources to answer a question.

2nd Grade Teacher’s Guide, p 116 Printing Power, p 73

W.2.9. (Begins in grade 4) None Range of Writing W.2.10. (Begins in grade 3) None Speaking & Listening Comprehension and Collaboration SL.2.1. Participate in collaborative conversations with diverse partners

about grade 2 topics and texts with peers and adults in small and larger groups.

Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

2nd Grade Teacher’s Guide, Throughout, e.g., pp 63, 82 Printing Power, Throughout, e.g., pp 16, 34

Build on others’ talk in conversations by linking their comments to the remarks of others.

None

Ask for clarification and further explanation as needed about the topics and texts under discussion.

None

SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

None

SL.2.3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

None

Presentation of Knowledge and Ideas SL.2.4. Tell a story or recount an experience with appropriate facts and

relevant, descriptive details, speaking audibly in coherent sentences.

None

SL.2.5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when

None

24

appropriate to clarify ideas, thoughts, and feelings. SL.2.6. Produce complete sentences when appropriate to task and

situation in order to provide requested detail or clarification. None



Use collective nouns (e.g., group). None Form and use frequently occurring irregular plural nouns (e.g.,

feet, children, teeth, mice, fish). 2nd Grade Teacher’s Guide, p 79 Printing Power, p 32

Use reflexive pronouns (e.g., myself, ourselves). None Form and use the past tense of frequently occurring irregular

verbs (e.g., sat, hid, told). None

Use adjectives and adverbs, and choose between them depending on what is to be modified.

None

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

None


None

Capitalize holidays, product names, and geographic names. 2nd Grade Teacher’s Guide, Throughout, e.g., pp 75, 115-116 Printing Power, Throughout, e.g., pp 28, 72-73

Use commas in greetings and closings of letters. 2nd Grade Teacher’s Guide, pp 110-11 Printing Power, pp 66-67

Use an apostrophe to form contractions and frequently occurring possessives.

2nd Grade Teacher’s Guide, pp 98, 100-101, 112 Printing Power, pp 51, 53-54, 68

Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

2nd Grade Teacher’s Guide, pp 65, 84, 88, 91 Printing Power, pp 18, 36, 40, 43

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

None

Knowledge of Language L.2.3. Use knowledge of language and its conventions when writing,

speaking, reading, or listening.

Compare formal and informal uses of English. None

25

Vocabulary Acquisition and Use L.2.4. Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.


None

Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

None

Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).


Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

2nd Grade Teacher’s Guide, pp 104-105 Printing Power, pp 57-59

Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

None

L.2.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

None

Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

None

L.2.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

None


Grade 3

Cursive Handwriting

26

Grade 3

Reading: Literature Component and Location Key Ideas and Details RL.3.1. Ask and answer questions to demonstrate understanding of a

text, referring explicitly to the text as the basis for the answers. None

RL.3.2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

None

RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

None

Craft and Structure RL.3.4. Determine the meaning of words and phrases as they are used in

a text, distinguishing literal from nonliteral language. None

RL.3.5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

None

RL.3.6. Distinguish their own point of view from that of the narrator or those of the characters.

None

Integration of Knowledge and Ideas RL.3.7. Explain how specific aspects of a text’s illustrations contribute to

what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

None

RL.3.8. (Not applicable to literature) None RL.3.9. Compare and contrast the themes, settings, and plots of stories

written by the same author about the same or similar characters (e.g., in books from a series).

None

Range of Reading and Complexity of Text RL.3.10. By the end of the year, read and comprehend literature,

including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

None

Reading: Informational Text

27

Key Ideas and Details RI.3.1. Ask and answer questions to demonstrate understanding of a text,

referring explicitly to the text as the basis for the answers. None

RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea.

None

RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

None

Craft and Structure RI.3.4. Determine the meaning of general academic and domain-specific

words and phrases in a text relevant to a grade 3 topic or subject area.

None

RI.3.5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

Cursive Handwriting, Throughout, e.g., pp 12, 30, 80, 91

RI.3.6. Distinguish their own point of view from that of the author of a text. None Integration of Knowledge and Ideas RI.3.7. Use information gained from illustrations (e.g., maps, photographs)

and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

None

RI.3.8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

None

RI.3.9. Compare and contrast the most important points and key details presented in two texts on the same topic.

None

Range of Reading and Level of Text Complexity RI.3.10. By the end of the year read and comprehend informational texts,

including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

None

Reading: Foundational Skills Phonics and Work Recognition RF3.3. Know and apply grade-level phonics and word analysis skills in

decoding words.

28

Identify and know the meaning of the most common prefixes and derivational suffixes.

None

Decode words with common Latin suffixes. None Decode multisyllable words. None Read grade-appropriate irregularly spelled words. None

Fluency RF3.4. Read with sufficient accuracy and fluency to support comprehension.

Read on-level text with purpose and understanding. None Read on-level prose and poetry orally with accuracy,

appropriate rate, and expression on successive readings. None


None

Writing Text Types and Purposes W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons.

Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

None

Provide reasons that support the opinion. None Use linking words and phrases (e.g., because, therefore, since,

for example) to connect opinion and reasons. None

Provide a concluding statement or section. None W.3.2. Write informative/explanatory texts to examine a topic and convey

ideas and information clearly.

Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

3rd Grade Teacher’s Guide, p 108 Cursive Handwriting, p 89

Develop the topic with facts, definitions, and details. 3rd Grade Teacher’s Guide, p 108 Cursive Handwriting, p 89

Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

None

Provide a concluding statement or section. 3rd Grade Teacher’s Guide, p 108 Cursive Handwriting, p 89

29

W.3.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

None

Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

None

Use temporal words and phrases to signal event order. None Provide a sense of closure. None

Production and Distribution of Writing W.3.4. With guidance and support from adults, produce writing in which

the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)


W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.


W.3.6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

None

Research to Build and Present Knowledge W.3.7. Conduct short research projects that build knowledge about a

topic. None

W.3.8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.


W.3.9. (Begins in grade 4) None Range of Writing W.3.10. Write routinely over extended time frames (time for research,

reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

None

Speaking and Listening Comprehension and Collaboration

SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3

30

topics and texts, building on others’ ideas and expressing their own clearly. Come to discussions prepared, having read or studied required

material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

None

Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

None

Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

None

Explain their own ideas and understanding in light of the discussion.

None

SL.3.2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

None

SL.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

None

Presentation of Knowledge and Ideas SL.3.4. Report on a topic or text, tell a story, or recount an experience

with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

None

SL.3.5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

None

SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

None



Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

None

Form and use regular and irregular plural nouns. None Use abstract nouns (e.g., childhood). None

31

Form and use regular and irregular verbs. None Form and use the simple (e.g., I walked; I walk; I will walk) verb

tenses. 3rd Grade Teacher’s Guide, Throughout, e.g., pp 66, 77, 85, 95 Cursive Handwriting, Throughout, e.g., pp 25, 45, 57, 73

Ensure subject-verb and pronoun-antecedent agreement. None Form and use comparative and superlative adjectives and

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

None

Use coordinating and subordinating conjunctions. None Produce simple, compound, and complex sentences. 3rd Grade Teacher’s Guide, p 106

Cursive Handwriting, p 85 L.3.2. Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing.

Capitalize appropriate words in titles. 3rd Grade Teacher’s Guide, Throughout, e.g., pp 64, 90, 103, 108, 111-112 Cursive Handwriting, Throughout, e.g., pp 21, 65, 82, 88, 92, 94

Use commas in addresses. None Use commas and quotation marks in dialogue .

3rd Grade Teacher’s Guide, pp 101, 112 Cursive Handwriting, pp 80, 94

Form and use possessives. 3rd Grade Teacher’s Guide, pp 95, 108 Cursive Handwriting, pp 73, 88

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

None

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

None

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

None



Choose words and phrases for effect. None Recognize and observe differences between the conventions of

spoken and written standard English. None

32


word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.


None

Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

None

Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

None

Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

None

L.3.5. Demonstrate understanding of word relationships and nuances in word meanings.

Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps).

None

Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

None

Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

None

L.3.6. Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

None


Grade 4

Cursive Success

33

Grade 4

Reading: Literature Component and Location Key Ideas and Details RL.4.1. Refer to details and examples in a text when explaining what the

text says explicitly and when drawing inferences from the text. None

RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.

None

RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

None

Craft and Structure RL. 4.4. Determine the meaning of words and phrases as they are used

in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

None

RL.4.5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

None

RL.4.6. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

None

Integration and Knowledge of Ideas RL.4.7. Make connections between the text of a story or drama and a

visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

None

RL.4.8. Explain how an author uses reasons and evidence to support particular points in a text.

None

RL.4.9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

None


including stories, dramas, and poetry, in the grades 4–5 text

34

complexity band proficiently, with scaffolding as needed at the high end of the range.

None

Reading: Informational Text Key Ideas and Details RI.4.1. Refer to details and examples in a text when explaining what the

text says explicitly and when drawing inferences from the text. None

RI.4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.

None

RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

None


words or phrases in a text relevant to a grade 4 topic or subject area.

None

RI.4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

None

RI.4.6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

None

Integration and Knowledge and Ideas RI.4.7. Interpret information presented visually, orally, or quantitatively

(e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

None

RI.4.8. Explain how an author uses reasons and evidence to support particular points in a text.

None

RI.4.9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

None

Range of Reading and Level of Text Complexity RI.4.10. By the end of year, read and comprehend informational texts,

including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

None

35

Reading: Foundation Skills Phonics and Word Recognition RF.4.3. Know and apply grade-level phonics and word analysis skills in

decoding words.

Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

None

Fluency RF.4.4. Read with sufficient accuracy and fluency to support comprehension.




None

Writing Text Types and Purposes W.4.1. Write opinion pieces on topics or texts, supporting a point of view

with reasons and information.

Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

None

Provide reasons that are supported by facts and details. None Link opinion and reasons using words and phrases (e.g., for

instance, in order to, in addition). None

Provide a concluding statement or section related to the opinion presented.

None

W.4.2. Write informative/explanatory texts to examine atopic and convey ideas and information clearly.

Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

4th Grade Teacher’s Guide, p 112 Cursive Success, pp 68-69

36

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.


Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

None

Use precise language and domain-specific vocabulary to inform about or explain the topic.

None

Provide a concluding statement or section related to the information or explanation presented.



Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

None

Use dialogue and description to develop experiences and events or show the responses of characters to situations.

None

Use a variety of transitional words and phrases to manage the sequence of events.

None

Use concrete words and phrases and sensory details to convey experiences and events precisely.

None

Provide a conclusion that follows from the narrated experiences or events.

None

Production and Distribution of Writing W.4.4. Produce clear and coherent writing in which the development and

organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

4th Grade Teacher’s Guide, pp 112, 126 Cursive Success, pp 68-69, 86

W.4.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on pages 28 and 29.)


W.4.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient

37

command of keyboarding skills to type a minimum of one page in a single sitting.

None

Research to Build and Present Knowledge W.4.7. Conduct short research projects that build knowledge through

investigation of different aspects of a topic. None

W.4.8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

None

W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).

None

Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

None

Range of Writing W.4.10. Write routinely over extended time frames (time for research,


None

Speaking & Listening Comprehension and Collaboration SL.4.1. Engage effectively in a range of collaborative discussions (one-

on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

None

Follow agreed-upon rules for discussions and carry out assigned roles.

None

38

Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

None

Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

None

SL.4.2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

None

SL.4.3. Identify the reasons and evidence a speaker provides to support particular points.

None

Presentation of Knowledge and Ideas SL.4.4. Report on a topic or text, tell a story, or recount an experience in

an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

None

SL.4.5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

None

SL.4.6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 on pages 28 and 29 for specific expectations.)

None



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

None

Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

None

Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

None

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

None

Form and use prepositional phrases. None

39

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

None

Correctly use frequently confused words (e.g., to, too, two; there, their).

None


Use correct capitalization. 4th Grade Teacher’s Guide, Throughout, e.g., pp 80, 100, 104-106, 123, 125 Cursive Success, Throughout, e.g., pp 31, 53, 56-60, 82, 84-85

Use commas and quotation marks to mark direct speech and quotations from a text.


Use a comma before a coordinating conjunction in a compound sentence.

None

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

None



Choose words and phrases to convey ideas precisely. None Choose punctuation for effect. None Differentiate between contexts that call for formal English (e.g.,

presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

None


words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

None

Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

None

Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation

40

and determine or clarify the precise meaning of key words and phrases.

4th Grade Teacher’s Guide, p 121 Cursive Success, p 80

L.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.


Recognize and explain the meaning of common idioms, adages, and proverbs.

None

Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

4th Grade Teacher’s Guide, pp 109, 110 Cursive Success, pp 64, 65

L.4.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

None


Grade 5

Can-Do Cursive

41

Grade 5

Reading: Literature Component and Location Key Ideas and Details RL. 5.1. Quote accurately from a text when explaining what the text says

explicitly and when drawing inferences from the text. None

RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

None

RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

None

Craft and Structure RL.5.4. Determine the meaning of words and phrases as they are used in

a text, including figurative language such as metaphors and similes.

None

RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

None

RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described.

None

Integration and Knowledge of Ideas RL.5.7. Analyze how visual and multimedia elements contribute to the

meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

None

RL.5.8. (Not applicable to literature) None RL.5.9. Compare and contrast stories in the same genre (e.g., mysteries

and adventure stories) on their approaches to similar themes and topics.

None


including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

None

42

Reading: Informational Text Key Ideas and Details RI.5.1. Quote accurately from a text when explaining what the text says

explicitly and when drawing inferences from the text. None

RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

None

RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

None


words and phrases in a text relevant to a grade 5 topic or subject area.

None

RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

None

RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

None

Integration and Knowledge and Ideas RI.5.7. Draw on information from multiple print or digital sources,

demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

None

RI.5.8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

None

RI.5.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

None

Range of Reading and Level of Text Complexity RI.5.10. By the end of the year, read and comprehend informational

texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

None

Reading: Foundational Skills Phonics and Word Recognition

43

RF.5.3. Know and apply grade-level phonics and word analysis skills in decoding words.

Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

None

Fluency RF.5.4. Read with sufficient accuracy and fluency to support comprehension.




None

Writing Text Types and Purposes W.5.1. Write opinion pieces on topics or texts, supporting a point of view

with reasons and information.

Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

Can-Do Cursive, pp 82-83

Provide logically ordered reasons that are supported by facts and details.


Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

None

Provide a concluding statement or section related to the opinion presented.


W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.


Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.


44

Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

None

Use precise language and domain-specific vocabulary to inform about or explain the topic.

Can-Do Cursive, p 81

Provide a concluding statement or section related to the information or explanation presented.



Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

Can-Do Cursive, pp 84, 90-91

Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.


Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

None

Use concrete words and phrases and sensory details to convey experiences and events precisely.


Provide a conclusion that follows from the narrated experiences or events.

Can-Do Cursive, pp 82-84, 92

Production and Distribution of Writing W.5.4. Produce clear and coherent writing in which the development and

organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)


W.5.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on pages 28 and 29.)


W.5.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

None

45

Research to Build and Present Knowledge W.5.7. Conduct short research projects that use several sources to build

knowledge through investigation of different aspects of a topic. None

W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

None

W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).

None

Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

None

Range of Writing W.5.10. Write routinely over extended time frames (time for research,



Speaking & Listening Comprehension and Collaboration SL.5.1. Engage effectively in a range of collaborative discussions (one-

on-one, in groups, and teacherled) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

None

Follow agreed-upon rules for discussions and carry out assigned roles.

None

46

Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

None

Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

None

SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

None

SL.5.3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

None

Presentation and Knowledge and Ideas SL.5.4. Report on a topic or text or present an opinion, sequencing ideas

logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

None

SL.5.5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

None

SL.5.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)

None



Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.


Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.


Use verb tense to convey various times, sequences, states, and conditions.

Can-Do Cursive, pp 38-41, 50-53

Recognize and correct inappropriate shifts in verb tense. None Use correlative conjunctions (e.g., either/or, neither/nor). Can-Do Cursive, p 58

47


Use punctuation to separate items in a series. None Use a comma to separate an introductory element from the

rest of the sentence. Can-Do Cursive, p 60

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


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

None

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

None



Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.


Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

None


words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

None

Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).


Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

None

L.5.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Interpret figurative language, including similes and metaphors,

48

in context. None Recognize and explain the meaning of common idioms,

adages, and proverbs. None

Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

Can-Do Cursive, pp 36, 55

L.5.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

None

Grade K Correlations to Oklahoma Priority Academic Student Skills (PASS)Language Arts

Letters and Numbers for MeGet Set for School

Kindergarten

Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of text and literature.


Standard 1: Print Awareness - The student will understand the characteristics of written language.

1. Demonstrate correct book orientation by holding book correctly (right side up) and indicating where to begin (e.g., front to back, top to bottom, left to right).

Letters and Numbers For Me Mat Man Book Set My Book

2. Identify the front cover, back cover, title page of a book and title and author. Letters and Numbers For Me Mat Man Book Set My Book

3. Follow words from left to right and from top to bottom on the printed page. Kindergarten Teacher’s Guide, Throughout, e.g., pp 120, 129, 140, 143-145 Letters and Numbers For Me, Throughout, e.g., pp 51, 63, 77, 80-82 A-B-C Touch & Flip™ Cards Mat Man Book Set My Book

4. Understand that printed materials provide information. Letters and Numbers For Me Mat Man Book Set My Book

5. Recognize that sentences in print are made up of separate words. Kindergarten Teacher’s Guide, Throughout, e.g., pp 121, 132, 143-144 Letters and Numbers For Me, Throughout, e.g., pp 53, 67, 80-81 Sentence School Teacher’s Guide, Throughout, e.g., pp 26-27, 84-85, 144-145, 202-203 Rock, Rap, Tap & Learn CD, Track 7

6. Distinguish letters from words. Kindergarten Teacher’s Guide, Throughout, e.g., pp 112-113, 116, 124, 135 Letters and Numbers For Me, Throughout, e.g., pp 42-43, 46-47, 56-57, 70-71 Capital Letter Cards Word Time Teacher’s Guide, Throughout, e.g.,

2

pp 24-25, 42-43, 104-105, 138-139, 172-173, 228-229 Sentence School Teacher’s Guide, Throughout, e.g., pp 56-57, 122-123, 186-187, 234-235 Sing, Sound & Count with Me CD, Track 23

7. Recognize and name all capital and lowercase letters of the alphabet. Pre-K Teacher’s Guide, Throughout, e.g., pp 79, 87, 97, 109-110 Get Set For School Activity Book, Throughout, e.g., pp 4, 25, 36-37, 54-55, 74-77 Kindergarten Teacher’s Guide, Throughout, e.g., pp 92, 110-111, 124, 136-137 Letters and Numbers For Me, Throughout, e.g., pp 9, 21, 40-41, 56, 72-73 Sentence School Teacher’s Guide, Throughout, e.g., pp 94-95, 112-113, 220-221, 232-233 Wood Pieces Set For Capital Letters Mat For Wood Pieces Set Capital Letter Cards Roll-A-Dough Letters™ Stamp and See Screen™ Pre-K Wall Cards A-B-C Touch & Flip Cards Word Time Teacher’s Guide, Throughout, e.g., pp 26-27, 78-79, 170-171, 268-269, 308-309; “Match the Letter”, p16 Color Print and Number Wall Cards Get Set For School Sing Along CD, Tracks 2, 4 Rock, Rap, Tap & Learn CD, Tracks 1, 16, 25 Sing, Sound & Count with Me CD, Track 17

Standard 2: Phonological/Phonemic Awareness - The student will demonstrate the ability to hear, identify, and manipulate large parts of spoken language (e.g., words, syllables, onsets, and rimes) and individual sounds (phonemes) in spoken words.

1. Identify and produce simple rhyming pairs. Example: bat/cat Word Time Teacher’s Guide, “Rhyme the Words”, p 17 Sentence School Teacher’s Guide, “Rhyming or Not?”, p 16

3

Sing, Sound & Count with Me CD, Tracks 21, 22, 24

2. Identify and count syllables in spoken words. Word Time Teacher’s Guide, “How Many Syllables?”, p 17 Sing, Sound & Count with Me CD, Track 16

3. Distinguish onset (beginning sound(s)) and rimes in one-syllable words. Example: Onset - /b/ in bat Example: Rime – at in bat

None

4. Recognize ending sounds in spoken words. Example: /t/ in bat 5. Recognize the same sounds in different words. Example: /b/ in ball, big, and

bun Example: /p/ in tap, rip, and mop

Sing, Sound & Count with Me CD, Track 26

6. Begin to blend phonemes to form a word. Example: /b/ /a/ /t/ = bat None 7. Begin to segment phonemes of one syllable words. Example: bat = /b/ /a/ /t/ None Standard 3: Phonics/Decoding - The student will demonstrate the ability to apply sound-symbol relationships.

1. Identify the alphabet by name. Pre-K Teacher’s Guide, Throughout, e.g., pp 80, 90, 98, 108 Get Set For School Activity Book, Throughout, e.g., pp 4, 27, 43, 57, 72-73 Kindergarten Teacher’s Guide, Throughout, e.g., pp 81, 95, 114-115, 133-134, 166 Letters and Numbers For Me, pp 4, 10, 24, 44-45, 68-69 Wood Pieces Set For Capital Letters Mat For Wood Pieces Set Capital Letter Cards Roll-A-Dough Letters Stamp and See Screen Pre-K Wall Cards A-B-C Touch & Flip Cards Slate Chalkboard Blackboard with Double Lines Sentence School Teacher’s Guide, “ABC Order Teams”, p 16 Color Print and Number Wall Cards Get Set For School Sing Along CD, Tracks 2, 4 Rock, Rap, Tap & Learn CD, Tracks 1, 25

4

Sing, Sound & Count with Me CD, Track 17 2. Identify the alphabet by sound. Pre-K Teacher’s Guide, p 41

Kindergarten Teacher’s Guide, p 41 Capital Letter Cards

Standard 4: Vocabulary - The student will develop and expand knowledge of words and word meanings to increase their vocabulary.

1. Increase personal vocabulary by listening to a variety of text and literature. Mat Man Book Set My Book

2. Use new vocabulary and language in own speech and writing. Word Time Teacher’s Guide, Throughout, e.g., pp 50-51, 98-99, 140-141, 206-207 Sentence School Teacher’s Guide, “One Word, Two Meanings”, p 16 My Book

Standard 5: Fluency - The student will demonstrate the ability to identify words in text.

1. Read familiar texts emergently, not necessarily verbatim from the print alone. None 2. Recognize some common words by sight, including but not limited to “a,”

“the,” “I,” “you,” “my,” “are.” Kindergarten Teacher’s Guide, Throughout, e.g., pp 116, 121, 124, 132 Letters and Numbers For Me, Throughout, e.g., pp 46-47, 53, 57, 67 Sentence School Teacher’s Guide, Throughout, e.g., pp 124-125, 146-147, 190-191, 236-237

Standard 6: Comprehension - The student will associate meaning and understanding with reading.

1. Use pre-reading skills (e.g., connecting prior knowledge to text, making predictions about text and using picture clues).

Mat Man Book Set

2. Retell, reenact or dramatize a story read to the student or by the student. None 3. Make predictions and confirm after reading or listening to text. None 4. Tell what is happening in a picture. Mat Man Book Set Standard 7: Literature - The student will read to construct meaning and respond to a wide variety of literary forms.

1. Literary Genre a. Distinguish between fiction and nonfiction.

Example: Listen to Tops and Bottoms. This is a fiction book about a hare and a bear's adventure to determine who gets the tops and who gets the bottoms of their vegetables. Read Eating the Alphabet by Lois Ehlert which is a nonfiction book and discuss the differences in books.

None

5

2. Literary Elements a. Place events in sequential order by telling the beginning, middle and

ending. Example: Read and retell a story orally or by illustrating the beginning, middle and ending.

None

b. Summarize main points and events of a simple story. None c. Recognize cause and effect relationships.

Example: Read The Mitten by Jan Brett and tell what happened to the mitten because of the animals.

None

Standard 8: Research and Information - The student will conduct research and organize information.

1. Accessing Information - The student will select the best source for a given purpose.

a. Begin to identify the appropriate source needed to gather information (e.g., fiction book, nonfiction book, newspaper, map, resource person).

None

Writing/Grammar/Usage and Mechanics: The student will express ideas effectively in written modes for a variety of purposes and audiences.

Standard 1: Writing Process - The student will use the writing process to write coherently.

1. Participate in frequent writing opportunities including modeled writing, shared writing, journal writing, and interactive writing.

Pre-K Teacher’s Guide, Throughout, e.g., pp 80, 90, 94-95, 106-107 Get Set For School Activity Book, Throughout, e.g., pp 26-27, 42-43, 50-51, 70-71 Kindergarten Teacher’s Guide, Throughout, e.g., pp 93, 103-104, 116, 138, 143-144 Letters and Numbers For Me, Throughout, e.g., pp 22, 32-33, 46-47, 74-75, 80-81 Blackboard with Double Lines Rock, Rap, Tap & Learn CD, Tracks 3, 5, 7, 13, 14, 15, 16, 18, 19, 21

2. Dictate a story about an exciting event or experience. None 3. Presents his or her own writing which may include pictures, attempts at letters,

initial consonants, words, or phrases to the group, teacher and/or parent. Kindergarten Teacher’s Guide, p 145 Letters and Numbers For Me, p 82 Wood Pieces Set For Capital Letters Mat For Wood Pieces Set Capital Letter Cards

6

Roll-A-Dough Letters Stamp and See Screen Slate Chalkboard Blackboard with Double Lines My Book

Standard 2: Modes and Forms of Writing. The student will communicate through a variety of written forms, for various purposes, and to a specific audience or person.

1. Introduce modes and forms of stories with a consistent focus of a beginning, middle, and end that describe, explain, or tell about familiar objects, people, places, events, or experiences.

None

2. Construct journal entries using illustrations and beginning writing skills. None Standard 3: Grammar/Usage and Mechanics - The student will demonstrate appropriate practices in writing by applying Standard English conventions.

1. Grammar/Usage: Begin to recognize appropriate use of nouns, verbs, and adjectives.

None

2. Mechanics: Demonstrate appropriate language mechanics in writing. a. Capitalize the first word of a sentence. Kindergarten Teacher’s Guide, Throughout, e.g.,

pp 120-121, 124-125, 129, 132, 135, 138, 140, 143-144 Letters and Numbers For Me, pp 51, 53, 57, 59, 63, 67, 71, 75, 77, 80-81 Sentence School Teacher’s Guide, Throughout, e.g., pp 42-43, 76-77, 100-101, 185-186, 212-213 Rock, Rap, Tap & Learn CD, Track 7

b. Capitalize all proper nouns. Kindergarten Teacher’s Guide, Throughout, e.g., pp 121, 124, 132, 135 Letters and Numbers For Me, pp 53, 57, 67, 71 Sentence School Teacher’s Guide, Throughout, e.g., pp 46-47, 60-61, 210-211, 216-217, 228-229

3. Punctuation: Begin to use correct terminal (ending) punctuation. Kindergarten Teacher’s Guide, Throughout, e.g., pp 120-121, 124-125, 129, 132, 135, 138, 140, 143-145 Letters and Numbers For Me, pp 51, 53, 57, 59, 63, 67, 71, 75, 77, 80-82 Sentence School Teacher’s Guide, Throughout, e.g., pp 54-55, 120-121, 176-177, 240-241

7

Rock, Rap, Tap & Learn CD, Track 7 4. Sentence Structure: Demonstrate, with teacher assistance, appropriate

sentence structure in writing a complete sentence. Kindergarten Teacher’s Guide, Throughout, e.g., pp 120, 135, 140, 143-145 Letters and Numbers For Me, Throughout, e.g., pp 51, 71, 77, 80-82 Sentence School Teacher’s Guide, Throughout, e.g., pp 38-39, 132-133, 190-191; “On Your Own”, p 17; “A Little Longer, Please”, p 17 Rock, Rap, Tap & Learn CD, Track 7

5. Spelling: Demonstrate the process of representing language by means of a writing system.

a. Understand that letters have different sounds. Kindergarten Teacher’s Guide, p 41 Capital Letter Cards

b. Understand and record some beginning and ending sounds in words. None c. Generates inventive spelling representing initial and ending sounds. None

6. Handwriting: Demonstrate appropriate handwriting in the writing process. a. Print using left to right progression moving from the top to the bottom of the

page. Pre-K Teacher’s Guide, Throughout, e.g., pp 56, 58-59, 78, 82, 98, 104-105, 108 Get Set For School Activity Book, Throughout, e.g., pp 22-23, 30-31, 56-57, 68-69, 72-73 Kindergarten Teacher’s Guide, Throughout, e.g., pp 50, 52-53, 80, 87-88, 101-102, 114-115, 125, 141-144 Letters and Numbers For Me, Throughout, e.g., pp 9, 16-17, 30-31, 44-45, 58-59, 78-81 Wood Pieces Set For Capital Letters Mat For Wood Pieces Set Capital Letter Cards Roll-A-Dough Letters Stamp and See Screen A-B-C Touch & Flip Cards Slate Chalkboard Blackboard with Double Lines Get Set For School Sing Along CD, Tracks 1, 6 Rock, Rap, Tap & Learn CD, Tracks 2, 3, 12, 13, 14, 15, 17, 21

8

b. Begin using upper and lower case letters. Pre-K Teacher’s Guide, Throughout, e.g., pp 80, 88, 100, 109-110 Get Set For School Activity Book, Throughout, e.g., pp 27, 38-39, 60-61, 74-77 Kindergarten Teacher’s Guide, Throughout, e.g., pp 81-82, 95-96, 118-119, 143-144 Letters and Numbers For Me, Throughout, e.g., pp 10-11, 24-25, 48-49, 80-81 Wood Pieces Set For Capital Letters Mat For Wood Pieces Set Capital Letter Cards Roll-A-Dough Letters Stamp and See Screen A-B-C Touch & Flip Cards Slate Chalkboard Blackboard with Double Lines Get Set For School Sing Along CD, Track 6 Rock, Rap, Tap & Learn CD, Tracks 3, 5, 12, 13, 14, 15, 16, 17, 19

c. Begin printing legibly using correct spacing between letters and words. Kindergarten Teacher’s Guide, Throughout, e.g., pp 112-113, 124, 135, 138, 143-144 Letters and Numbers For Me, Throughout, e.g., pp 42-43, 56-57, 70-71, 74-75, 80-81 Blackboard with Double Lines Rock, Rap, Tap & Learn CD, Track 7

d. Trace, copy and generate letters although children may still be reversing some letters.

Pre-K Teacher’s Guide, Throughout, e.g., pp 81, 89, 97, 101, 108 Get Set For School Activity Book, Throughout, e.g., pp 29, 41, 55, 63, 72-73 Kindergarten Teacher’s Guide, Throughout, e.g., pp 80, 91-92, 105-106, 112-113, 122-123, 135, 145 Letters and Numbers For Me, Throughout, e.g., pp 9, 20-21, 34-35, 42-43, 54-55, 70-71, 82 Wood Pieces Set For Capital Letters Mat For Wood Pieces Set Capital Letter Cards

9

Roll-A-Dough Letters Stamp and See Screen A-B-C Touch & Flip Cards Slate Chalkboard Blackboard with Double Lines

e. Print his/her first and last name. Pre-K Teacher’s Guide, p 126 Get Set For School Workbook, Cover & p 93 Letters and Numbers For Me, Cover I Know My Numbers, Covers Blackboard with Double Lines

Oral Language/Listening and Speaking: The student will demonstrate thinking skills in listening and speaking.

Standard 1: Listening - The student will listen for information and for pleasure.

1. Hear and repeat sounds in a sequence. Example: Hand rhythms, vocal sounds, numbers in a sequence, letters in a sequence, five sounds in a sequence

Wood Pieces Set For Capital Letters Word Time Teacher’s Guide, “How Many Syllables”, p 17 Sentence School Teacher’s Guide, Throughout, e.g., pp 22-23, 114-115, 144-145, 192-193 Get Set For School Sing Along CD, Tracks 2, 4, 8, 19, 25 Rock, Rap, Tap & Learn CD, Tracks 6, 25 Sing, Sound & Count with Me CD, Throughout, e.g., Tracks 6, 7, 11, 13, 16, 18, 27

2. Listen with interest to stories read aloud. Example: Trade books and shared reading.

Mat Man Book Set

3. Follow one- and two-step directions. Pre-K Teacher’s Guide, Throughout, e.g., pp 36, 44, 52-54, 83, 105 Get Set For School Activity Book, Throughout, e.g., pp 32, 69 Kindergarten Teacher’s Guide, Throughout, e.g., pp 24, 34, 44, 46, 48-49, 83, 126 Letters and Numbers For Me, Throughout, e.g., pp 12, 60 Wood Pieces Set For Capital Letters Mat For Wood Pieces Set

10

Capital Letter Cards Slate Chalkboard Blackboard with Double Lines Roll-A-Dough Letters Stamp & See Screen Get Set For School Sing Along CD, Tracks 19, 25 Rock, Rap, Tap & Learn CD, Tracks 4, 6, 9

Standard 2: Speaking - The student will express ideas or opinions in group or individual settings.

1. Share information and ideas speaking in clear, complete, coherent sentences. Word Time Teacher’s Guide, “Picture Game”, p 16; “Can You Say More?”, p 17

2. Recite short poems, rhymes and songs. Get Set For School Sing Along CD, Throughout, e.g., Tracks 1, 2, 6, 8, 14, 16, 19, 21, 25 Rock, Rap, Tap & Learn CD, Throughout, e.g., Tracks 1, 4, 6, 13, 17, 20, 24 Sing, Sound & Count with Me CD, Throughout, e.g., Tracks 1, 3, 4, 8, 12, 17, 20, 25

Standard 3: Group Interaction - The student will use effective communication strategies in pair and small group context.

1. Show respect and consideration for others in verbal communications. None 2. Show respect and consideration for others in physical communications. None Visual Literacy: The student will interpret, evaluate, and compose visual messages.

Standard 1: Interpret Meaning - The student will interpret and evaluate various ways visual image-makers including graphic artists, illustrators, and news photographers represent meaning.

1. Respond to visual messages by distinguishing between reality and fantasy in stories, videos and television programs.

None

Correlations to Oklahoma Priority Academic Student Skills (PASS)Language Arts

Grade 1

My Printing Book

11

Grade 1

Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a variety of texts.


Standard 1: Print Awareness - The student will develop and demonstrate knowledge of print awareness.

1. Read from left to right, top to bottom. 1st Grade Teacher’s Guide, Throughout, e.g., pp 24-26, 28, 29, 47, 67, 75, 81, 103-104 My Printing Book, Throughout, e.g., pp 9-13, 25, 37, 47, 79-80 Slate Chalkboard Blackboard with Double Lines Rock, Rap, Tap & Learn CD, Track 2

2. Track print as text is being read. None 3. Recognize the difference among letters, words, and sentences. 1st Grade Teacher’s Guide, Throughout, e.g., pp

73, 78, 80-81, 101 My Printing Book, Throughout, e.g., pp 35, 43, 46-47, 77 Rock, Rap, Tap & Learn CD, Track 7

Standard 2: Phonological/Phonemic Awareness – The student will develop and demonstrate knowledge of phonological/phonemic awareness.

1. Create and state groups of rhyming words. Example: bat/cat/sat/mat 1st Grade Teacher’s Guide, pp 74, 88, 93 My Printing Book, pp 36, 58, 66

2. Count syllables in a word. None 3. Distinguish onset (beginning sound) and rime in one syllable words. Examples: onset: /b/ in bat; rime: at in bat

None

4. Segment and blend the phonemes of one–syllable words. Example: bat = /b/ /a/ /t/

None

5. Isolate phonemes within words by identifying the beginning, middle, and ending sounds in one-syllable words. Example: the beginning sound of dog is /d/ the middle sound in can is /a/

None

6. Add or delete a phoneme to a word. Example: /b/ + at = bat, cat - /k/ = at None

12

Standard 3: Phonics/Decoding – The student will apply sound-symbol relationships to decode unknown words.

1. Phonetic Analysis - Apply phonics knowledge to decode one-syllable words. a. Use short and long vowel patterns.

Example: CVC = mad, hid, cut Example: CVCV (final e) = made, hide, cute Example: CV1 = he, me, so

None

b. Use r-controlled vowel patterns Example: er = “r” in fern, ir = “r” in bird, and ur = “r” in turn

None

c. Use blends, digraphs, and diphthongs. Example: Blends – fl, tr, sl, sm, sn, bl, gr, and str Example: Digraphs – sh, th, wh Example: Diphthongs – oi, oy, ou, ow

None

2. Structural Analysis - Apply knowledge of structural analysis to decode words using strategies such as inflectional endings, contractions and compound words, and possessives. Example: inflectional endings – adding -s, -es, -ing, or -ed to a word Example: compound words – cup + cake = cupcake Example: contraction – can + not = can’t

1st Grade Teacher’s Guide, pp 61, 93, 97, 98 My Printing Book, pp 17, 66, 72-74

Standard 4: Vocabulary – The student will develop and expand knowledge of words and word meanings to increase vocabulary.

1. Increase personal vocabulary by listening to and reading a variety of text and literature.

None

2. Discuss unfamiliar oral and/or written vocabulary after listening to or reading texts.

None

3. Use new vocabulary and language in own speech and writing. None 4. Classify categories of words. Example: Tell which of the following are fruits

and which are vegetables: bananas, oranges, apples, carrots, and peas None

Standard 5: Fluency – The student will identify words rapidly so that attention is directed at the meaning of the text.

1. Read regularly in independent-level text (text in which no more than 1 in 20 words is difficult for the reader), effortlessly, and with expression.

None

2. Read regularly in instructional-level text (text in which no more than 1 in 10 words is difficult for the reader).

None

3. Students will engage in repeated readings of the same text to increase fluency.

None

13

4. Recognize 100-200 high frequency and/or common irregularly spelled words in text. (e.g., have, to, was, where, said).

None

5. Use punctuation cues (e.g., periods, commas, question marks) in text as a guide to understand meaning.

None

Standard 6: Comprehension/Critical Literacy – The student will interact with the words and concepts in a text to construct an appropriate meaning.

1. Literal Understanding a. Read and comprehend both fiction and nonfiction that is appropriately

designed for the second half of first grade. None

b. Use prereading strategies such as previewing, using prior knowledge, predicting, and establishing a purpose for reading. Example: Prior to reading the book Verdi by Janell Cannon, have students preview the book by looking at the cover, identifying the main character and telling what they know about snakes (what they do, where they live . . . .). Make predictions by doing a picture walk to discuss some of the early actions in the story.

None

c. Respond to questions designed to aid general comprehension. None 2. Inferences and Interpretations - Make simple inferences based on what is

stated in text. None

3. Summary and Generalization a. Retell or act out stories and events using beginning, middle, and ending. None b. Respond to who, what, when, where, why, and how questions and discuss

the main idea of what is read. None

c. Draw and discuss visual images based on text information. None 4. Analysis and Evaluation

a. Identify simple cause and effect relationships. None b. Mark favorite passages. None

5. Monitoring and Correction Strategies - Apply a basic use of semantics, syntax, and graphophonic cues. Example: semantic - Does it make sense? Example: syntax - Does it sound right? Example: graphophonic - Does it look right?

None

Standard 7: Literature - The student will read to construct meaning and respond to a wide variety of literary forms.

1. Literary Genres – The student will demonstrate knowledge of and appreciation of the various forms (genres) of literature.

a. Discriminate between fiction and nonfiction. None

14

b. Recognize elements of different cultures in multicultural tales. None 2. Literary Elements – The student will demonstrate knowledge of literary

elements and techniques and how they affect the development of a literary work.

a. Describe the roles of authors and illustrators in telling a story or presenting information.

None

b. Identify and describe the plot, setting, and character(s) in a story. None Standard 8: Research and Information - The student will conduct research and organize information.

1. Accessing Information: Select the best source for a given purpose. a. Alphabetize words to the first letter. None b. Read and follow simple written directions. None c. Recognize author, illustrator, title page, and table of contents (when

applicable) as identifying items of information about a book. None

d. Access information from simple charts, maps, graphs, and calendars. None 2. Interpreting Information: Analyze and evaluate information from a variety of

sources and generate questions about topics of personal interest and find books to gather information.

None


Standard 1: Writing Process. The student will use the writing process to write coherently.

1. Participate in prewriting activities such as brainstorming, discussion, webbing, illustrating or story starters.

None

2. Introduce a process approach to create a first draft with teacher assistance, applying developmentally appropriate steps of prewriting and first draft composition.

None

3. Begin understanding of the revision process with teacher assistance. a. Create a main idea. None b. Apply details to support the main idea. None c. Create a logical sequence of events. None

4. Introduce, with teacher assistance, editing/proofreading of the first draft for simple usage, mechanics, and spelling.

None

5. Introduce and apply, with teacher assistance, standard editing marks for capitalization, deletion, and sentence termination.

None

15

6. Publish and present the final writing product to various audiences, such as peers or adults.

None

Standard 2: Modes and Forms of Writing. The student will communicate through a variety of written forms, for various purposes, and to a specific audience or person.

1. Recognize modes and forms of language such as informing, persuading, and entertaining.

None

2. Compose simple narratives (stories) with a consistent focus of a beginning, middle, and end that develop a main idea, use details to support the main idea, and present a logical sequence of events.

None

3. Write brief description, using some details, of a real object, person, place, or event.


4. Develop, with teacher assistance, "thank you" notes, friendly letters, and invitations to a specific audience or person.

None

5. Make journal entries. None 6. Introduce and compose, with teacher assistance, different modes of simple

rhymes and poems. 1st Grade Teacher’s Guide, pp 88, 93 My Printing Book, pp 58, 66

Standard 3: Grammar/Usage and Mechanics. The student will demonstrate appropriate practices in writing by applying Standard English conventions to the revising and editing stages of writing.

1. Grammar/Usage: Students are beginning to recognize appropriate use of nouns, pronouns, verbs, adjectives, and contractions in their writing.

a. Subject (naming part) and predicate (action part) None b. Singular and plural nouns None c. Common and proper nouns None d. Singular, personal, gender pronouns None e. Nominative and possessive pronouns None f. Present and past tense verbs None g. Contractions None h. Adjectives None

2. Mechanics: Students are expected to demonstrate appropriate language mechanics in writing.

a. Capitalize the first word of a sentence and the pronoun “I.” 1st Grade Teacher’s Guide, Throughout, e.g., pp 67, 75, 89, 99 My Printing Book, Throughout, e.g., pp 25, 37, 59, 75 Rock, Rap, Tap & Learn CD, Track 7

16

b. Capitalize all proper nouns (John, Sally). 1st Grade Teacher’s Guide, Throughout, e.g., pp 81, 91, 103 My Printing Book, Throughout, e.g., pp 47, 63, 79

c. Capitalize greetings (Dear Joe). None d. Capitalize months and days of the weeks (December, Monday). 1st Grade Teacher’s Guide, pp 102, 103

My Printing Book, pp 78-79 e. Capitalize titles (Dr., Mr., and Mrs.). None f. Capitalize initials of people (A.J. Smith). 1st Grade Teacher’s Guide, p 103

My Printing Book, p 79 3. Punctuation: Students are expected to demonstrate appropriate punctuation in

writing.

a. Correctly use terminal (end) punctuation. 1st Grade Teacher’s Guide, Throughout, e.g., pp 52-53, 67, 72, 88-89, 100, 103 My Printing Book, Throughout, e.g., pp 25, 33, 58-59, 76, 79 Rock, Rap, Tap & Learn CD, Track 7

b. Use commas correctly in dates. None c. Use apostrophes correctly in contractions. 1st Grade Teacher’s Guide, p 97

My Printing Book, p 72 d. Use quotation marks to show that someone is speaking. None e. Use a period in common abbreviations. 1st Grade Teacher’s Guide, p 102

My Printing Book, p 78 4. Sentence Structure: The student will demonstrate appropriate sentence

structure in writing a complete sentence (simple subject and simple predicate).

1st Grade Teacher’s Guide, Throughout, e.g., pp 67, 85, 100, 103 My Printing Book, Throughout, e.g., pp 25, 53, 76, 79

5. Sentence Variety: The student will identify declarative (telling), interrogative (asking), and exclamatory (exciting) sentences.

None

6. Spelling: Students are expected to demonstrate appropriate application of spelling knowledge to the revising and editing stages of writing.

a. Spell correctly frequently used grade-level-appropriate sight words. None b. Spell short vowel words using the cvc pattern (Example: it-hit, an-man). None c. Spell long vowel words using the cvce pattern (Example: lake, bone, time). None

7. Handwriting: Students are expected to demonstrate appropriate handwriting in the writing process.

a. Print legibly and space letters, words, and sentences appropriately. 1st Grade Teacher’s Guide, Throughout, e.g., pp 52-53, 58, 66, 75, 81, 100, 103

17

My Printing Book, Throughout, e.g., pp 14, 23, 37, 47, 76, 79 Rock, Rap, Tap & Learn CD, Track 7

b. Print using left to right progression moving from the top to the bottom of the page.

1st Grade Teacher’s Guide, Throughout, e.g., pp 24, 26, 28-29, 58, 66, 75, 81, 100, 103 My Printing Book, Throughout, e.g., pp 14, 23, 37, 47, 76, 79 Slate Chalkboard Blackboard with Double Lines Rock, Rap, Tap & Learn CD, Track 2


Standard 1: Listening – The student will listen for information and for pleasure.

1. Listen attentively and ask questions for clarification and understanding. None 2. Give, restate, and follow simple two-step directions. 1st Grade Teacher’s Guide, Throughout, e.g., pp

24-26, 84, 95 My Printing Book, Throughout, e.g., pp 50, 68 Slate Chalkboard Blackboard with Double Lines

Standard 2: Speaking – The student will express ideas and opinions in a group or individual situations.

1. Stay on topic when speaking. None 2. Use descriptive words when speaking about people, places, things and

events. None

3. Recite poems, rhymes, songs and stories. Rock, Rap, Tap & Learn CD, Throughout, e.g., Tracks 4, 15, 17

4. Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why, and how questions.

None

5. Relate an important life event or personal experience in a simple sequence. None 6. Provide descriptions with careful attention to sensory detail. None 7. Use visual aids such as pictures and objects to present oral information. None Standard 3: Group Interaction - The student will use effective communication strategies in pair and small group context.

1. Show respect and consideration for others in verbal and physical communications.

None

2. Make contributions in group discussions. None

18

Visual Literacy: The student will interpret, evaluate, and compose visual messages.

Standard 1: Interpret Meaning – The student will interpret and evaluate the various ways visual image-makers including graphic artists, illustrators, and news photographers represent meaning.

1. Respond to visual messages by distinguishing between fiction and nonfiction in stories, videos, and television programs.

None

2. Respond through talk, movement, music, art, drama and writing in ways that reflect understanding of a variety of stories and poems.

None

Standard 2: Evaluate Media - The student will evaluate visual and electronic media such as film as compared with printed messages. Example: Make connections between illustrations and print.

1st Grade Teacher’s Guide, Throughout, e.g., pp 59, 72, 77, 87, 95, 98, 101 My Printing Book, Throughout, e.g., pp 15, 32-33, 40-41, 56-57, 68-69, 74, 77


Grade 2

Printing Power

19

Grade 2

Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts.


Standard 1: Phonological/Phonemic Awareness – The student will demonstrate the ability to hear, identify, and manipulate words, syllables, onsets, rimes, and individual sounds (phonemes) in spoken words.

1. Demonstrate an awareness of the sounds that are made by different letters by distinguishing beginning, middle, and ending sounds in words, rhyming words, and clearly pronouncing blends and vowel sounds.

a. Segment and blend the phonemes of one- and two-syllable words. Example: salad = /s/ /a/ /l/ /a/ /d/, /s/ /a/ /l/ /a/ /d/ = salad

None

b. Substitute a phoneme change to a word. Example: slap, change the /p/ to /m/ = slam


Standard 2: Phonics/Decoding – The student will apply sound-symbol relationships to decode unknown words.

1. Phonetic Analysis a. Use consonant sounds in beginning, medial, and final positions. None b. Use short, long, and r-controlled vowel sounds.

Example: short – CVC pattern – rob Example: long – VC final e – robe Example: r-controlled – “er” in her, “ir” in bird, “ur” in turn, “ar” in car and “or” in port

None

c. Use blends, digraphs, and diphthongs. Example: blends – cr, sk, st, sw, squ, thr Example: digraphs – ch, wh, sh, th, ph Example: diphthongs – oi, oy, ou, ow

None

2. Structural Analysis a. Build and understand compound words, contractions, and base words

using prefixes and suffixes. Example: compound words – straw + berry = strawberry Example: contractions – I am = I’m

20

Example: prefixes – un + happy = unhappy Example: suffixes – care + ful = careful Example: care is the base word of careful; happy is the base word of unhappy

2nd Grade Teacher’s Guide, pp 93, 104-105 Printing Power, pp 45, 57-59

b. Apply knowledge of basic syllabication rules to decode words in text. Example: VC-CV – rab-bit = rabbit Example: V-CV – pi-lot = pilot Example: VC-V – cab-in = cabin

None

Standard 3: Vocabulary – The student will develop and expand knowledge of words and word meanings to increase vocabulary.

1. Words in Context - Expand vocabulary in language and writing by reading and listening to a variety of text and literature.

None

2. Synonyms, Antonyms, and Homonyms/Homophones - Understand and explain common antonyms (words with opposite meanings), synonyms (words with the same meanings), and homonyms/homophones (words which sound the same but have different spellings and meanings, e.g., bear and bare).

2nd Grade Teacher’s Guide, pp 108, 112-113 Printing Power, pp 63, 68-69

3. Affixes - Know the meaning of simple prefixes and suffixes. Example: In unhappy, the "un" means not. In played, the suffix "ed" changes play to past tense.

None

Standard 4: Fluency – The student will identify words rapidly so that attention is directed at the meaning of the text.

1. Read regularly in independent-level text (text in which no more than 1 in 20 words is difficult for the reader) effortlessly and with expression.

None

2. Read regularly in instructional-level text that is challenging yet manageable (texts in which no more than 1 in 10 words is difficult for the reader).

None

3. Engage in repeated readings of same text to increase fluency. None 4. Accurately and fluently read 200-300 high frequency and/or irregularly

spelled words in meaningful text. None

5. Use punctuation cues in text (i.e., commas, periods, question marks, and exclamation points) as a guide to understanding meaning.

None

Standard 5: Comprehension/Critical Literacy – The student will interact with the words and concepts in a text to construct an appropriate meaning.

1. Literal Understanding a. Read and comprehend both fiction and nonfiction that is appropriately

designed for second grade. None

21

b. Use prereading strategies to preview, activate prior knowledge, make predictions, use picture clues, and establish the purpose for reading (i.e., graphic organizers).

None

c. Ask and respond to questions to aid comprehension about important elements of fiction and nonfiction.

None

2. Inferences and Interpretation a. Make inferences about events, characters, and ideas in fictional texts by

connecting knowledge and experience to the story. None

b. Support interpretations or conclusions with examples taken from the text.

None

3. Summary and Generalization a. Retell or act out narrative text by identifying story elements and

sequencing the events. None

b. Produce oral or written summaries of text selections by discussing who, what, when, where, why, and how to identify the main idea and significant supporting details of a text.

None

4. Analysis and Evaluation a. Identify cause and effect relationships in a text. None b. Make comparisons and draw conclusions based on what is read. None c. Describe character traits, changes, and relationships. None

5. Monitoring and Correction Strategies - Integrate the use of semantics, syntax, and graphophonic cues to gain meaning from the text. Example: semantic – Does it make sense? Example: syntax – Does it sound right? Example: graphophonic – Does it look right?

None

Standard 6: Literature: The student will read to construct meaning and respond to a wide variety of literary forms.

1. Literary Genres – Demonstrate knowledge of and appreciation for various forms (genres) of literature. Example: Recognize defining characteristics of a variety of texts (e.g., poems, informational text, plays, folk tales, fables, predictable books, legends, and fairytales).

None

2. Literary Elements – Demonstrate knowledge of literary elements and techniques and how they affect the development of a literary work.

a. Compare different endings to stories and identify the reasons and the impact of the different ending.

None

22

b. Compare plots, settings, and characters presented in several texts by the same author (i.e., author studies).

None

c. Infer the lesson or moral in a variety of texts (e.g., multicultural tales, fables, legends, and myths).

None

3. Figurative Language and Sound Devices – The student will identify figurative language and sound devices in writing and how they affect the development of a literary work. Example: Identify the use of rhythm, rhyme, and alliteration (using words with repeating consonant sounds [e.g., "Silly Sally went to town."] in poetry).

None


1. Accessing Information – Select the best source for a given purpose. a. Identify the purposes of various reference materials such as a

dictionary, a thesaurus, and an atlas. None

b. Alphabetize to the second letter. None c. Use guide words to locate words in dictionaries and topics in

encyclopedias. None

d. Use title page, table of contents, glossary, and index to locate information.

Printing Power, pp 2-3

e. Use and interpret charts, maps, graphs, schedules, and directions. 2nd Grade Teacher’s Guide, p 106 Printing Power, pp 60-61

2. Interpreting Information – Analyze and evaluate information from a variety of sources. Example: Use graphic organizers, such as webbing and mapping, to organize and summarize information.

None



1. Introduce a variety of prewriting activities such as brainstorming, clustering, illustrating, using graphic organizers, and webbing.

None

2. Use a process approach to write coherently, using developmentally appropriate steps of the writing process: prewriting, drafting, revising, editing/proofreading, and publishing or presenting the final product.

None

3. Begin writing an independent first draft with a clear beginning, middle, and ending.


23

4. Use the revision process and continue to use the standard editing marks and proofreading skills introduced in the first grade.

None

5. Publish and present final writing products with various audiences such as peers or adults.


Standard 2: Modes and Forms of Writing. Communicate through a variety of written forms, for various purposes, and to a specific audience or person.

1. Develop modes and forms of language such as informing, persuading, and entertaining.

None

2. Write brief personal descriptive narratives (stories) with a consistent focus of a beginning, middle, and ending that:

a. Present a logical sequence of events. None b. Develop a main idea. 2nd Grade Teacher’s Guide, p 111

Printing Power, p 67 c. Use details to support the main idea. 2nd Grade Teacher’s Guide, p 111

Printing Power, p 67 3. Write "thank you" notes, friendly letters (identifying the five parts), and

invitations. 2nd Grade Teacher’s Guide, p 111 Printing Power, p 67

4. Make journal entries. None 5. Create different modes of simple rhymes and poems. None Standard 3: Grammar/Usage and Mechanics. The student will demonstrate appropriate practices in writing by applying Standard English conventions to the revising and editing stages of writing.

1. Grammar/Usage: Students are expected to recognize subject (naming part), and predicate (action part), correctly use nouns, pronouns, verbs, contractions, and adjectives in their writing.

a. Subject (naming part) and predicate (action part) None b. Singular and plural nouns None c. Common and proper nouns None d. Singular, plural, and personal pronouns None e. Nominative and possessive pronouns None f. Present and past tense verbs None g. Helping verbs None h. Adjectives None i. Contractions (e.g., I'm, You're) None


24

a. Capitalize correctly the first word in a sentence and the pronoun "I." 2nd Grade Teacher’s Guide, Throughout, e.g., pp 67, 76, 102 Printing Power, Throughout, e.g., pp 20, 29, 55 Rock, Rap, Tap & Learn CD, Track 7

b. Capitalize all proper nouns (names of specific people or things, such as Mike, Indian, Jeep).

2nd Grade Teacher’s Guide, Throughout, e.g., pp 75, 92, 109, 115-116 Printing Power, Throughout, e.g., pp 28, 44, 65, 72-73

c. Capitalize greetings (Dear Sir). 2nd Grade Teacher’s Guide, p 111 Printing Power, p 67

d. Capitalize the months and days of the week (January, Monday) 2nd Grade Teacher’s Guide, pp 110, 115 Printing Power, pp 66, 72

e. Capitalize titles (Dr., Mr., and Mrs.). 2nd Grade Teacher’s Guide, pp 111, 116 Printing Power, pp 67, 73

f. Capitalize initials of people (A.J. Smith). 2nd Grade Teacher’s Guide, p 115 Printing Power, p 72

3. Punctuation: Students are expected to demonstrate appropriate punctuation in writing.

a. Correctly use terminal (end) punctuation. 2nd Grade Teacher’s Guide, Throughout, e.g., pp 97, 101, 111, 114 Printing Power, Throughout, e.g., pp 49, 54, 67, 71

b. Use commas correctly in dates. 2nd Grade Teacher’s Guide, p 110 Printing Power, p 66

c. Use apostrophes correctly in contractions. 2nd Grade Teacher’s Guide, Throughout, e.g., pp 98, 100 Printing Power, pp 51, 53

d. Use quotation marks to show that someone is speaking. 2nd Grade Teacher’s Guide, pp 101-102 Printing Power, pp 54-55

e. Use period in common abbreviations. 2nd Grade Teacher’s Guide, p 110 Printing Power, p 66

4. Sentence Structure: The student will demonstrate appropriate sentence structure in writing declarative, imperative, interrogative, and exclamatory sentences for different modes of writing.

a. Write in complete sentences. 2nd Grade Teacher’s Guide, pp 97, 111 Printing Power, pp 49, 67

b. Write sentences using a noun, verb, and details. 2nd Grade Teacher’s Guide, pp 97, 111 Printing Power, pp 49, 67

25


a. Spell correctly words with short and long vowel sounds, r-controlled vowels, and consonant vowel patterns.

None

b. Spell frequently used words with irregular spelling patterns None c. Spell prefixes and suffixes correctly. None d. Recognize the use of homophones/homonyms in spelling. None


a. Print legibly and space letters, words and sentences appropriately. 2nd Grade Teacher’s Guide, Throughout, e.g., pp 52-53, 64, 76, 80, 97-98, 111, 115-116 Printing Power, Throughout, e.g., pp 17, 29, 33, 49-51, 67, 72-73 Rock, Rap, Tap & Learn CD, Track 7

b. Print using left to right progression moving from the top to the bottom of the page.

2nd Grade Teacher’s Guide, Throughout, e.g., pp 24-25, 47, 76, 92, 97, 111 Printing Power, Throughout, e.g., pp 29, 44, 49, 67 Blackboard with Double Lines


Standard 1: Listening – The student will listen for information and for pleasure.

1. Listen attentively and ask questions for clarification and understanding. None 2. Give, restate, and follow simple two- and three-step directions. 2nd Grade Teacher’s Guide, Throughout, e.g., pp 24-

25, 70-71, 78 Printing Power, Throughout, e.g., pp 23-24, 31 Blackboard with Double Lines

Standard 2: Speaking – The student will express ideas and opinions in group or individual situations.

1. Speak articulately and audibly using appropriate language, correct usage, enunciation and volume.

None

2. Provide descriptions using correct sequence of events and details. None 3. Use verbal and nonverbal communication in effective ways, such as

making announcements, giving directions, or making instructions. None

Standard 3: Group Interaction – The student will use effective communication strategies in pairs and small group context.

26

1. Show respect and consideration for others in verbal or physical communication.

None

2. Ask and answer questions related to the topic and make contributions in small or large group discussions.

None


Standard 1: Interpret Meaning – The student will interpret and evaluate the various ways visual image-makers, including graphic artists, illustrators, and news photographers, represent meaning.

1. Distinguish between telling and selling messages in such things as commercials, advertisements, and safety and drug public service announcements.

None

2. Identify the differences in facts and opinions in print and nonprint media. None Standard 2: Evaluate Media – The student will evaluate visual and electronic media, such as film, as compared with print media.

1. Make connections between illustrations and print. 2nd Grade Teacher’s Guide, Throughout, e.g., pp 63, 77, 86, 99, 105, 106 Printing Power, Throughout, e.g., pp 16, 30, 38, 52, 58-59, 61

2. Identify differences in the presentation or depiction of characters and plot that tells of characters in American and other cultures through listening, viewing, or reading (e.g., read Cinderella and watch film). Compare and contrast the two.

None


Grade 3

Cursive Handwriting

27

Grade 3

Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts. Component and Location *Standard 1: Phonics/Decoding - The student will apply sound-symbol relationships to decode words.

1. Phonetic Analysis - Apply knowledge of phonetic analysis to decode unknown words (e.g., common letter/sound relationships, consonants, blends, digraphs, vowels, and diphthongs).

None

2. Structural Analysis - Apply knowledge of structural analysis to decode unknown words (e.g., syllabication rules, affixes, root words, compound words, spelling patterns, contractions, final stable syllables).

None

3. Apply knowledge of sentence structures and semantics in conjunction with phonics and structural analysis to decode unknown words.

None

Standard 2: Vocabulary - The student will develop and expand knowledge of words and word meanings to increase vocabulary.

1. Words in Context - Use context clues (the meaning of the text around the word) to determine the meaning of grade-level appropriate words.

None

2. Affixes - Use prefixes (for example: un-, pre-, bi-, mis-, dis-, en-, in-, im-, ir-), suffixes (for example: -er, -est, -ful, -ness, -ing, -ish, -less), and roots to determine the meaning of words.

None

3. Synonyms, Antonyms, and Homonyms/Homophones - Determine the meanings of words using knowledge of synonyms, antonyms, homonyms/homophones, and multiple meaning words.

None

4. Using Resource Materials - Use word reference materials (glossary, dictionary, thesaurus) to determine the meaning and pronunciation of unknown words.

None

*Standard 3: Fluency - The student will identify words rapidly so that attention is directed at the meaning of the text.

1. Read regularly in independent-level texts (texts in which no more than 1 in 20 words is difficult for the reader) fluently and accurately, and with appropriate rate, change in voice, and expression.

None

28

2. Read regularly in instructional-level texts that are challenging yet manageable (texts in which no more than 1 in 10 words is difficult for the reader).

None

3. Engage in repeated readings of the same text to increase fluency. None 4. Accurately and fluently read 300-400 high frequency and/or irregularly

spelled words in meaningful texts. None

5. Use punctuation cues (e.g., final punctuation, commas, quotation marks) in text with appropriate phrasing as a guide to understanding meaning.

None

Standard 4: Comprehension/Critical Literacy - The student will interact with the words and concepts in a text to construct an appropriate meaning.

1. Literal Understanding a. Read and comprehend poetry, fiction, and nonfiction that is

appropriately designed for third grade. None

b. Use prereading strategies independently to preview, activate prior knowledge, predict content of text, and establish a purpose for reading.

None

c. Recall major points in a text and revise predictions about what is read. None d. Show understanding by asking questions and supporting answers with

literal information from the text. None

2. Inferences and Interpretation a. Make inferences by connecting prior knowledge and experience with

information from the text. None

b. Interpret text, including lessons or morals depicted in fairytales, fables, etc., and draw conclusions from evidence presented in the text.

None

*c. Participate in creative response to text (e.g., art, drama, and oral presentations).

None

3. Summary and Generalization a. Summarize by recognizing main ideas, key concepts, key actions, and

supporting details in fiction and nonfiction. None

b. Make generalizations about a text (e.g., theme of a story or main idea of an informational text).

None

c. Produce summaries of fiction and nonfiction text, highlighting major points.

None

4. Analysis and Evaluation a. Analyze characters including their traits, relationships, feelings, and

changes in text. None

b. Distinguish between fact and opinion in nonfiction text. None

29

c. Analyze the causes, motivations, sequences, and results of events from a text.

None

*5. Monitoring and Correction Strategies a. Monitor own reading and modify strategies as needed (e.g., recognize

when he or she is confused by a section of text, questions whether the text makes sense)

None

b. Predict, monitor, and check for understanding using semantic, syntactic, and graphophonic cues.

None

c. Clarify meaning by rereading, questioning, and modifying predictions None Standard 5: Literature - The student will read to construct meaning and respond to a wide variety of literary forms.

*1. Literary Genres - Demonstrate knowledge of and appreciation for various forms (genres) of literature.

a. Recognize characteristics of literary genres and forms (e.g., contemporary realistic fiction, historical fiction, nonfiction, modern fantasy, poetry, drama, and traditional stories such as fairy tales and fables).

None

b. Read, understand, and discuss a variety of genres. None 2. Literary Elements - Demonstrate knowledge of literary elements and

techniques and how they affect the development of a literary work.

a. Compare and contrast plots, settings, or characters presented by different authors and the same author of multiple texts.

None

b. Recognize themes that occur across literary works. Example: Read Yoko by Rosemary Wells and You Are Special by Max Lucado. Discuss the theme of "everyone is unique" that occurs in both stories.

None

3. Figurative Language and Sound Devices - The student will identify figurative language and sound devices in writing and how they affect the development of a literary work. Example: Identify and discuss how certain words and rhythmic patterns can be used in a selection to imitate sounds (e.g., rhythm, rhyme, alliteration).

None


1. Accessing Information - The student will select the best source for a given purpose.

a. Alphabetize to the third letter. None

30

b. Use guide words to locate words in dictionaries and topics in encyclopedias.

None

c. Access information from charts, maps, graph, schedules, directions, and diagrams.

None

d. Use the title page, table of contents, glossary, chapter headings, and index to locate information.

Cursive Handwriting, pp 2-3

e. Use text formats as an aid in constructing meaning from nonfiction (expository) text (e.g., heading, subheading, bold print, and italics).

None

*2. Interpreting Information - The student will analyze and evaluate information from a variety of sources.

a. Begin the research process by selecting a topic, formulating questions, and identifying key words.


b. Locate, organize, and synthesize information from a variety of print and nonprint and technological resources (e.g., dictionaries, reference books, atlases, magazines, informational texts, thesaurus, and technology/Internet).

None

c. Compile information into summaries of information. None d. Use test-taking strategies by answering different levels of questions,

such as open-ended, literal, and interpretive, as well as multiple choice, true/false, and short answer.

None

Writing/Grammar/Usage and Mechanics: The student will express ideas effectively in written modes for a variety of purposes and audiences. *Standard 1: Writing Process. The student will use the writing process to write coherently.

1. Use a variety of prewriting activities such as brainstorming, clustering, illustrating, using graphic organizers, and webbing.


2. Understand and demonstrate familiarity with the writing process and format of main idea.

None

3. Compose coherent first drafts with clear focus of beginning, middle, and ending.


4. Revise drafts, changing or adding details and vivid, descriptive words. None 5. Proofread/edit writing, using standard editing marks, with peers or teacher. None 6. Publish and present writing to peers or adults. 3rd Grade Teacher’s Guide, pp 108, 111

Cursive Handwriting, pp 89, 93 *Standard 2: Modes and Forms of Writing. Communicate through a

31

variety of written forms (modes), for various purposes, and to a specific audience or person. 1. Communicate through a variety of written modes for various audiences

and purposes to inform, entertain, describe, persuade, and to reflect. 3rd Grade Teacher’s Guide, pp 108, 111 Cursive Handwriting, pp 89, 93

2. Write simple narrative, descriptive, persuasive, and creative paragraphs. None 3. Write descriptive and creative stories and poems about people, places,

things, or experiences that:

a. develop a main idea. 3rd Grade Teacher’s Guide, pp 108, 111 Cursive Handwriting, pp 89, 93

b. use details to support the main idea. 3rd Grade Teacher’s Guide, pp 108, 111 Cursive Handwriting, pp 89, 93

c. have a clear beginning, middle, and ending. 3rd Grade Teacher’s Guide, p 108 Cursive Handwriting, p 89

4. Write informational pieces using one reference source and citing the title and author of the source.

None

5. Write personal and formal letters, thank-you notes, and invitations including the date, greeting, body, closing, and signature.


6. Write various modes of simple poems. None 7. Write narratives that:

a. provide a context within which an action occurs. None b. include details that develop the plot. None c. provide a clear beginning, middle, and end that includes details that

develop around a central idea. None

8. Use descriptive language such as action verbs, vivid adjectives, and adverbs to make writing interesting.

None

*Standard 3: Grammar/Usage and Mechanics. The student will demonstrate appropriate practices in writing by applying standard English conventions to the revising and editing stages of writing.

1. Grammar/Usage: Students are expected to recognize and correctly use nouns, pronouns, verbs, adjectives, adverbs, conjunctions, and contractions in their writing.

a. Singular, plural, and possessive forms of nouns None b. Common and proper nouns None c. Subjective (Nominative), objective, and possessive pronouns None d. Present, past, and future tense verbs None e. Regular, irregular, and helping (auxiliary) verbs None f. Past participle of verbs None

32

g. Subject-verb agreement None h. Positive, comparative, and superlative adjectives None i. Time, place, and manner adverbs None j. Coordinating conjunctions None


a. Correctly capitalize geographical names, holidays, dates, proper nouns, book titles, titles of respect, sentences, and quotations.

3rd Grade Teacher’s Guide, pp 106, 108, 111 Cursive Handwriting, pp 85, 89, 93

b. Correctly indent at the beginning of each paragraph. 3rd Grade Teacher’s Guide, pp 108, 111 Cursive Handwriting, pp 89, 93

c. Observe left and right hand margins. 3rd Grade Teacher’s Guide, pp 106, 108, 111 Cursive Handwriting, pp 85, 89, 93


a. Periods in abbreviations and sentence endings (terminal punctuation) 3rd Grade Teacher’s Guide, pp 106, 108, 111 Cursive Handwriting, pp 85, 89, 93

b. Question and exclamation marks 3rd Grade Teacher’s Guide, pp 106, 108, 111 Cursive Handwriting, pp 85, 89, 93

c. Commas in dates, addresses, locations, quotes, introductory words, words in a series, greetings, and closings in a letter


d. Apostrophes in contractions and possessives None e. Colon in notation of time, formal letter writing, and the introduction of

words or concepts in a series, (e.g., bring the following supplies: glue, paper, scissors, etc.)

None

f. Quotation marks around direct quotations, the titles of individual poems, and short stories

None

4. Sentence Structure: The student will demonstrate appropriate sentence structure in writing.

a. Correctly write the four basic kinds of sentences (declarative, exclamatory, imperative, and interrogative) with terminal punctuation.


b. Begin to use simple, compound, and complex sentences appropriately in writing.



a. Demonstrate recall of spelling patterns (e.g., grapheme or blend), consonant doubling (e.g., bat + ed = batted), changing the ending of a word from –y to –ies when forming the plural (e.g., carry = carries), and

33

common homophones (e.g., hair/hare). None b. Spell phonetically regular multisyllabic words, contractions, and

compounds. None

c. Increase the number of high frequency words spelled correctly. None d. Spell words ending in –tion and –sion correctly. None e. Use various sources of materials to check and correct spelling. None


a. Use handwriting/penmanship to copy and/or compose text using correct formation of letters.

3rd Grade Teacher’s Guide, Throughout, e.g., pp 60, 74-75, 91, 101, 106, 110 Cursive Handwriting, Throughout, e.g., pp 9, 14-15, 40-41, 66-67, 80, 85, 91

b. Use correct spacing of letters and words in manuscript and cursive writing.

3rd Grade Teacher’s Guide, Throughout, e.g., pp 24-25, 72, 86, 93-94, 107, 111, 112 Cursive Handwriting, Throughout, e.g., pp 36-37, 58, 70-71, 86-87, 92, 94 Blackboard with Double Lines

Oral Language/Listening and Speaking: The student will demonstrate thinking skills in listening and speaking. *Standard 1: Listening: The student will listen for information and for pleasure.

1. Listen critically for information and incorporate the information into other activities.

3rd Grade Teacher’s Guide, Throughout, e.g., pp 82, 88-89, 106 Cursive Handwriting, Throughout, e.g., pp 50-51, 62-63, 85

2. Listen actively for pleasure and respond appropriately. None *Standard 2: Speaking - The student will express ideas and opinions in group or individual situations.

1. Speak articulately and audibly using appropriate grammar, enunciation, and volume.

None

2. Make brief narrative (story) presentations that: a. provide a context for an event that is the subject of the presentation. None b. provide insight into why the selected event should be of interest to the

audience. None

c. include well-chosen details to develop characters, setting, and plot. None 3. Plan and present dramatic interpretations of experiences, stories, poems,

or plays. None

34

4. Organize ideas chronologically (in the order they happened) or around major points of information.

None

5. Use clear and specific vocabulary to communicate ideas and establish the tone of the message.

None

6. Provide a clear beginning, middle, and end when making oral presentations and include details that develop a central idea.

None

*Standard 3: Group Interaction - The student will use effective communication strategies in pairs and small group context.

1. Show respect and consideration for others in verbal and physical communication.

None

2. Demonstrate thinking skills in listening, speaking, reading, and writing. For example, students are expected to gather information, organize and analyze it, and generate a simple written or oral report.



*Standard 1: Interpret Meaning - The student will interpret and evaluate the various ways visual image-makers, including graphic artists, illustrators, and news photographers, represent meaning.

1. Distinguish fact, opinion, and fiction in print and nonprint media in literature and advertising.

None

2. Interpret and describe important events and ideas gathered from maps, charts and graphics.

None

*Standard 2: Evaluate Media - The student will evaluate visual and electronic media, such as film, as they compare with print messages.

1. Make connections between illustrations and print. 3rd Grade Teacher’s Guide, Throughout, e.g., pp 64, 71, 78, 86, 95 Cursive Handwriting, Throughout, e.g., pp 20, 34, 46, 58-59, 72

2. Interpret important events and ideas gathered from maps, charts, graphics, video segments, or technology presentations.

None

3. Listen to, view, or read stories which tell of characters in American and other cultures.

None

*Standard 3: Compose Visual Messages - The student will create a visual message that effectively communicates an idea.

Example: Create visual messages to communicate ideas (e.g., developing a product advertisement, creating cartoons to share information, or designing book posters).

None


Grade 4

Cursive Success

35

Grade 4

Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety texts. Component and Location Standard 1: Vocabulary - The student will develop and expand knowledge of words and word meanings to increase vocabulary.

1. Words in Context - Use context clues (the meaning of the text around a word) to distinguish and interpret the meaning of multiple meaning words as well as other unfamiliar words.

None

2. Affixes, Roots, and Derivatives a. Interpret new words by analyzing the meaning of prefixes and suffixes. None b. Use knowledge of root words (e.g., snow, snowbound, snowdrift) and word parts (therm = heat) derived from Greek and Latin to analyze the meaning of complex words (thermometer).


3. Synonyms, Antonyms, and Homonyms/Homophones - Apply knowledge of fourth grade level synonyms, antonyms, homonyms/homophones, multiple meaning words, and idioms to determine the meanings of words and phrases.

4th Grade Teacher’s Guide, pp 109-110, 113-114 Cursive Success, pp 64-65, 70-71

*4. Using Resource Materials a. Use a thesaurus to determine related words and concepts. None b. Determine the meanings and pronunciations of unknown words by

using a glossary and/or dictionary. 4th Grade Teacher’s Guide, p 121 Cursive Success, p 80


1. Read aloud regularly in independent-level texts (texts in which no more than 1 in 20 words is difficult for the reader) fluently and accurately, and with appropriate rate, change in voice, and expression.

None

2. Read aloud regularly in instructional-level texts that are challenging yet manageable (texts in which no more than 1 in 10 words is difficult for the reader).

None

3. Increase reading speed through daily independent reading practice as monitored by the instructor through peer discussions, teacher conferences, response journals, etc.

None

36

Standard 3: Comprehension/Critical Literacy - The student will interact with the words and concepts in a text to construct an appropriate meaning.

1. Literal Understanding a. Use prereading strategies independently to preview, activate prior

knowledge, predict content of text, formulate questions that might be answered in the text, establish and adjust purposes for reading (e.g., to find out, to understand, to enjoy, to solve problems).

None

b. Read and comprehend poetry, fiction, and nonfiction that is appropriately designed for fourth grade.

None

c. Identify and explain the differences in fiction and nonfiction text. None 2. Inferences and Interpretation

a. Use prior knowledge and experience to make inferences and support them with information presented in text.

None

b. Make interpretations and draw conclusions from fiction and nonfiction text beyond personal experience.

None

c. Make inferences and draw conclusions about characters’ qualities and actions (i.e., based on knowledge of plot, setting, characters’ motives, characters’ appearances, and other characters’ responses to a character).

None

*d. Participate in creative responses to text (i.e., art, drama, and oral presentation).

None

3. Summary and Generalization a. Paraphrase by recognizing main ideas, key concepts, key actions, and

supporting details in fiction and nonfiction to recall, inform, or organize ideas.

None

b. Support ideas, arguments, and generalizations by reference to evidence in the text.

None

c. Represent text information in different ways such as in outline, timeline, or graphic organizer.

None

4. Analysis and Evaluation a. Evaluate new information and hypotheses by testing them against

known information and ideas. None

b. Compare and contrast information on the same topic after reading several passages or articles.

None

c. Identify fact/opinion and cause and effect in various texts. None

37

d. Analyze and explain the causes, motivations, sequences, and results of events from a text.

None

*5. Monitoring and Correction Strategies a. Monitor own reading and modify strategies as needed (e.g., recognizes

when he or she is confused by a section of text, questions whether the text makes sense, rereading).

None


None

Standard 4: Literature - The student will read to construct meaning and respond to a wide variety of literary forms.

*1. Literary Genres - Demonstrate knowledge of and appreciation for various forms (genres) of literature.

a. Identify the defining characteristics of a variety of literary genres and forms (e.g. contemporary realistic fiction, historical fiction, nonfiction, modern fantasy, poetry, drama, legends, myths, biography, autobiographies, and traditional stories such as fairy tales and fables).

None

b. Read and construct meaning from a variety of genres. None 2. Literary Elements - Demonstrate knowledge of literary elements and

techniques and how they affect the development of a literary work.

a. Identify the main events of the plot, including their causes and effects of each event on future actions, and the major theme from the story.

None

b. Identify the purposes of different types of texts (e.g., to inform, to explain, to entertain).

None

c. Identify themes that occur across literary works. None d. Use knowledge of the situation, setting, a character’s traits, motivations,

and feelings to determine the causes for that character’s actions. None

3. Figurative Language and Sound Devices - The student will identify figurative language and sound devices in writing and how they affect the development of a literary work.

a. Interpret poetry and recognize poetic styles (e.g., rhymed, free verse, and patterned [cinquain, diamante]).

None

b. Define figurative language, such as similes, metaphors, hyperboles, or personification, and identify its use in literary works. • Simile: a comparison that uses like or as • Metaphor: an implied comparison • Hyperbole: an exaggeration for effect • Personification: a description that represents a thing as a person

None

38

*4. Literary Works - The student will read and respond to historically and culturally significant works of literature, compare and contrast story elements from tales of different cultures (e.g., compare/contrast adventures of character types, setting, theme).

None


1. Accessing Information - Select the best source for a given purpose. a. Understand the organization of and access information from a variety of

sources including dictionaries, encyclopedias, atlases, almanacs, tables of contents, glossaries, and indexes.

None

b. Identify key words to be used in searching for resources and information.

None

c. Cite information sources appropriately. None d. Use text formats and organization as an aid in constructing meaning

from nonfiction (expository) text (e.g., heading, subheading, bold print, and italics).

None

e. Locate information in reference texts by using organizational features, such as prefaces and appendixes.

None

f. Continue to use test-taking strategies by answering different levels of questions, such as open-ended, literal, and interpretive, as well as multiple choice, true/false, and short answer,

None

*2. Interpreting Information - Analyze and evaluate information from a variety of sources.

a. Identify a research question and appropriate sources to answer that question.

None

b. Take notes to paraphrase or summarize information. 4th Grade Teacher’s Guide, p 112 Cursive Success, p 68

c. Locate, organize, and synthesize information from a variety of print, nonprint and technological resources (e.g., dictionaries, reference books, atlases, magazines, informational texts, thesaurus, and technology/Internet).

None

d. Report on the findings of research in a variety of formats including written, oral, and/or visual presentations.


Writing/grammar/usage and mechanics: The student will express ideas effectively in written modes for a variety of purposes and audiences. * Standard 1: Writing Process. The student will use the writing process

39

to write coherently. 1. Use a variety of prewriting activities such as brainstorming, clustering,

illustrating, webbing, and using graphic organizers. 4th Grade Teacher’s Guide, p 112 Cursive Success, pp 68-69

2. Understand and demonstrate familiarity with writing process/format of beginning, middle, and ending.


3. Use common organizational structures for providing information in writing, such as chronological order (beginning, middle, and end), cause/effect, or similarity and difference, and posing and answering questions.


4. Select a focus and an organizational structure based upon purpose, audience, and required format.


5. Write one or more drafts by categorizing ideas, organizing them into paragraphs, and blending paragraphs into longer text.


6. Revise selected drafts by adding, elaborating, deleting, combining, and rearranging text.

None

7. Edit/proofread drafts, using standard editing marks, to ensure standard usage, mechanics, spelling, and varied sentence structure.

None

8. Publish and present writing to peers and adults. None * Standard 2: Modes and Forms of Writing. Communicate through a variety of written forms, for various purposes, and to a specific audience or person.

1. Communicate through a variety of written modes and for various audiences to inform, persuade, entertain, and reflect.


2. Write narrative, creative, descriptive, expository, and persuasive paragraphs and longer compositions that: a. have topic sentences. 4th Grade Teacher’s Guide, p 112

Cursive Success, pp 68-69 b. use concrete sensory supporting details. 4th Grade Teacher’s Guide, p 112

Cursive Success, pp 68-69 c. provide a context to allow the reader to imagine the event. None d. support a logical conclusion. 4th Grade Teacher’s Guide, p 112

Cursive Success, pp 68-69 3. Write creative stories and poems using figurative language (alliteration,

personification, simile, and metaphor) and varied word choice to make writing interesting and engaging to audience.

None

4. Write personal, and formal letters, thank-you notes, and invitations including, the date, greeting, body, closing, and signature.


40

5. Write informational pieces with multiple paragraphs that: a. provide an introductory paragraph that asks a central question about an

idea or issue. 4th Grade Teacher’s Guide, p 112 Cursive Success, pp 68-69

b. establish and support a central theme or idea with a topic sentence. 4th Grade Teacher’s Guide, p 112 Cursive Success, pp 68-69

c. include supporting paragraphs with simple facts, details, and explanations for focus.


d. present important ideas and events in sequence, chronological order, or order of importance.


e. provide details and transitions to link paragraphs. None f. conclude with a paragraph that summarizes the points. 4th Grade Teacher’s Guide, p 112

Cursive Success, pp 68-69 g. use correct indention at the beginning of paragraphs and to indicate

dialogue. 4th Grade Teacher’s Guide, pp 112, 124 Cursive Success, pp 68-69, 83

h. use more than one source of information, including speakers, books, newspapers, media sources, and online information citing source title, author, and page numbers, if applicable.

None

6. Write responses to literature that: a. demonstrate an understanding of a literary work. None b. support judgments by referring to both the text and prior knowledge. None

7. Write summaries based upon the main idea of a reading selection and its most significant details.

None

* Standard 3: Grammar/Usage and Mechanics. The student will demonstrate appropriate practices in writing by applying Standard English conventions to the revising and editing stages of writing. 1. Grammar/Usage: Students are expected to recognize and use nouns,

pronouns, verbs, adjectives, adverbs, contractions, and conjunctions correctly in their writing. a. Singular, plural, and possessive forms of nouns None b. Common and proper nouns None c. Nominative (subjective), objective, reflexive, intensive, and possessive

pronouns None

d. Subject, direct object, and object of prepositions None e. Present, past, future, past participle, and present perfect verbs tense None f. Regular, irregular, and auxiliary (helping) verbs None g. Simple and complete predicate None h. Positive, comparative, and superlative adjectives None

41

i. Time, place, manner, and degree adverbs None j. Comparative forms of adverbs None k. Coordinating and correlating conjunctions None l. Restrictive (essential) and nonrestrictive (nonessential) clauses None m. Prepositional and participial phrases None n. Subject-verb agreement None


a. Correctly capitalize the first word of a sentence, the pronoun “I,” geographical names, holidays, dates, proper nouns, book titles, titles of respect, sentences, and quotations.

4th Grade Teacher’s Guide, pp 106, 110, 112, 114, 124-125 Cursive Success, pp 60, 65, 68-69, 71, 83-85

b. Capitalize correctly familial relations, proper adjectives, and conventions of letter writing.


c. Indent correctly at the beginning of each paragraph. 4th Grade Teacher’s Guide, pp 112, 124 Cursive Success, pp 68-69, 83

d. Observe left and right hand margins. 4th Grade Teacher’s Guide, pp 106, 110, 112, 124 Cursive Success, pp 60, 65, 68-69, 83


a. Parentheses None b. Quotation marks None c. Terminal punctuation 4th Grade Teacher’s Guide, pp 106, 110, 112, 114,

124 Cursive Success, pp 60, 65, 68-69, 71, 83

d. Punctuation in common abbreviations and after an initial None e. Apostrophes in contractions and possessives None f. Commas 4th Grade Teacher’s Guide, pp 110, 112, 124

Cursive Success, pp 65, 68-69, 83 g. Colons, and semi-colons None h. Hyphens and dashes None

4. Sentence Structure: The student will demonstrate appropriate sentence structure in writing.

a. Use simple, compound, and complex sentences appropriately in writing. 4th Grade Teacher’s Guide, pp 106, 110, 112, 114, 124 Cursive Success, pp 60, 65, 68-69, 71, 83

b. Create interesting declarative, imperative, interrogative, and exclamatory sentences using words that describe, explain, or provide

42

additional details and connections, such as adjectives, adverbs, appositives, participial phrases, direct objects, prepositional phrases, and conjunctions.

4th Grade Teacher’s Guide, pp 106, 110, 112, 114, 124 Cursive Success, pp 60, 65, 68-69, 71, 83

c. Correct sentence fragments and run-ons. None d. Create sentences with understood subject. None


a. Spell correctly roots, inflections (e.g., -s/es, -ing, -ly, -er), suffixes (e.g., -ment, -ness, -able, -sion, -tion), and prefixes (e.g., dis-, in-, un-, re-, mis, pre-).

None

b. Spell homophones correctly according to usage (e.g., to, too, two; there, their, they're).

None

c. Use more complex patterns in producing conventional spellings (e.g., ought = brought, fought; urse = nurse, purse).

None

d. Use word reference materials including glossary, dictionary, and technology to check correct spelling.

None

6. Handwriting: Students are expected to demonstrate appropriate, legible cursive handwriting in the writing process.

4th Grade Teacher’s Guide, Throughout, e.g., pp 24-25, 68, 87, 100, 108, 113, 119, 124 Cursive Success, Throughout, e.g., pp 18-19, 37, 53, 62-63, 70, 77, 83 Blackboard with Double Lines

Oral Language/Listening and Speaking: The student will demonstrate thinking skills in listening and speaking. *Standard 1: Listening: The student will listen for information and for pleasure.

1. Listen to directions and questions and respond appropriately. None 2. Listen critically and respond appropriately to oral communication. None 3. Listen and respond to teacher-read stories. None *Standard 2: Speaking - The student will express ideas and opinions in group or individual situations.

1. Speak articulately and audibly before a group using appropriate delivery (enunciation, volume, and movement) and language skills (pronunciation, word choice, and usage).

None

2. Present effective introductions and conclusions that guide and inform the listener’s understanding of important ideas and details.

None

3. Use traditional structures for conveying information, including cause and effect, similarity and difference, and posing and answering a question.

None

43

4. Emphasize points in ways that help the listener or viewer to follow important ideas and concepts (e.g., pausing, hand gestures, inflection volume, body language).

None

5. Engage the audience with appropriate words, facial expressions, gestures, and eye contact.

None



None

2. Demonstrate thinking skills in listening, speaking, reading, and writing. For example, students are expected to gather information, organize and analyze it, and generate a simple written or oral report.


3. Participate in storytelling, give oral book reports, and present poems, stories, plays, and pantomime.

None


*Standard 1: Interpret Meaning - The student will interpret and evaluate the various ways visual image-makers, including graphic artists, illustrators, and news photographers, represent meaning and distinguish fact, opinion, and fiction in print and nonprint media.

None

*Standard 2: Evaluate Media - The student will evaluate visual and electronic media, such as film, as compared with print messages.

1. Interpret and describe important events and ideas gathered from maps, charts, graphics, video segments, or technology presentations.

None

2. Compare and contrast print, visual, and electronic media, such as film, with a written story.

None

3. Listen to, view, or read literature which tells of characters in American and other cultures.

None

4. Make connections between illustrations and print. 4th Grade Teacher’s Guide, Throughout, e.g., pp 62, 79, 86, 108 Cursive Success, Throughout, e.g., pp 12, 30, 36, 62-63

*Standard 3: Compose Visual Messages - The student will create a visual message that effectively communicates an idea, selects, organizes, or produces visuals to complement and extend ideas (e.g., book posters, multimedia projects, books, or advertisements).

None


Grade 5

Can-Do Cursive

44

Grade 5

Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts. Component and Location Standard 1: Vocabulary - The student will develop and expand knowledge of words and word meanings to increase their vocabulary.

1. Words in Context a. Use knowledge of word parts and word relationships, as well as context

clues (the meaning of the text around a word), to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

None

b. Use prior experience and context to understand and explain the figurative use of words such as similes (comparisons that use like or as: His feet were as big as boats), and metaphors (implied comparisons: The giants steps were thunderous).

None

2. Affixes, Roots, and Stems a. Interpret new words by analyzing the meaning of prefixes and suffixes. Can-Do Cursive, pp 63-78 b. Apply knowledge of root words to determine the meaning of unknown

words within a passage. Can-Do Cursive, pp 63-78

c. Use word origins, including knowledge of less common roots (graph = writing, terras = earth) and word parts (hemi = half, bio = life) from Greek and Latin to analyze the meaning of complex words (terrain, hemisphere, biography).


3. Synonyms, Antonyms, and Homonyms/Homophones - Apply knowledge of fifth grade level synonyms, antonyms, homonym/homophones, and multiple meaning words to determine the meaning of words and phrases.

None

*4. Using Resource Materials and Aids a. Use a thesaurus to determine related words and concepts. None b. Determine the meanings, pronunciation, and derivations of unknown

words by using a glossary and/or dictionary. None


45

1. Read regularly in independent-level texts (texts in which no more than approximately 1 in 20 words is difficult for the reader) fluently and accurately, and with appropriate timing, change in voice, and expression.

None

2. Read regularly in instructional-level texts (texts in which no more than approximately 1 in 10 words is difficult for the reader).

None

3. Read silently for increased periods of time. None 4. Increase reading through daily independent reading practice as monitored

by the instructor through peer discussions, teacher conferences, response journals, etc.

None

Standard 3: Comprehension/Critical Literacy - The student will interact with the words and concepts in the text to construct an appropriate meaning.

1. Literal Understanding a. Use prereading strategies independently (to preview, activate prior

knowledge, predict content of text, formulate questions that might be answered by the text, and establish purpose for reading).

None

b. Read and comprehend both fiction and nonfiction that is appropriately designed for fifth grade.

None

c. Recognize main ideas presented in a particular segment of text; identify evidence that supports those ideas.

None

d. Use the text's structure or progression of ideas such as cause and effect or chronology to organize or recall information.

None

2. Inferences and Interpretation a. Apply prior knowledge and experience to make inferences and respond

to new information presented in text. None

b. Draw inferences and conclusions about text and support them with textual evidence and prior knowledge.

None

c. Describe elements of character development in written works (e.g., differences between main and minor characters; changes that characters undergo; the importance of a character’s actions, motives, stereotypes, and appearance to plot and theme).

None

d. Make inferences or draw conclusions about characters’ qualities and actions (e.g., based on knowledge of plot, setting, characters’ motives, characters’ appearances, stereotypes and other characters’ responses to a character).

None

*e. Participate in creative response to text (e.g., art, drama, and oral presentation).

None

46

3. Summary and Generalization a. Summarize and paraphrase information from entire reading selection

including the main idea and significant supporting details. None

b. Make generalizations with information gleaned from text. None c. Support ideas and arguments by reference to relevant aspects of text

and issues across texts. None

d. Organize text information in different ways (e.g., timeline, outline, graphic organizer) to support and explain ideas.

None

4. Analysis and Evaluation a. Identify and analyze the characteristics of poetry, drama, fiction, and

nonfiction and explain the appropriateness of the literary form chosen by an author for a specific purpose.

None

b. Identify the main problem or conflict of the plot and explain how it is resolved.

None

c. Contrast the actions, motives, and appearances of characters in a work of fiction and discuss the importance of the contrasts to the plot or theme.

None

d. Make observations and connections, react, speculate, interpret, and raise questions in analysis of texts.

None

e. Recognize structural patterns found in information text (e.g., cause and effect, problem/solution, sequential order).

None

f. Distinguish among facts/inferences supported by evidence and opinions in text.

None

*5. Monitoring and Correction Strategies a. Monitor own reading and modify strategies as needed when

understanding breaks down (e.g., rereading a portion aloud, using reference aids, searching for clues, and asking questions).

None


None

c. Monitor and adjust reading rate according to the purpose for reading and the difficulty of the text.

None

Standard 4: Literature - The student will read to contrast meaning and respond to a wide variety of literary forms.

1. Literary Genres - Demonstrate knowledge of and appreciation for various forms (genres) of literature.

a. Recognize characteristics of literary genres and forms (e.g., contemporary realistic fiction, historical fiction, nonfiction, modern

47

fantasy, poetry, drama, and traditional stories such as fairy tales, fables, myths, and legends).

None

b. Read and construct meaning from a variety of genres. None c. Demonstrate an understanding of similarities and differences within and

among literary works of various genre and cultures (e.g., in terms of settings, character types, events, and role of natural phenomena).

None

2. Literary Elements - Demonstrate knowledge of literary elements and techniques and how they affect the development of a literary work.

a. Develop a knowledge of the literary elements of fiction (plot, problems, attempts to resolve conflicts, resolution, etc.) and the text structure of nonfiction (compare/contrast, cause/effect, sequence, main idea, and details).

None

b. Compare/contrast genres, themes, ideas, and story elements across texts read, listened to, or viewed.

None

c. Identify the author’s purpose (persuade, inform, or entertain). None d. Recognize and identify the writer's perspective or point of view in a

literary selection (e.g., first person, second person) and how it affects the text.

None

3. Figurative Language and Sound Devices - Identify figurative language and sound devices in writing and how they affect the development of a literary work. a. Identify and discuss certain words and rhythmic patterns that can be

used in a selection to imitate sounds (e.g., rhythm, rhyme, alliteration). None

b. Evaluate and identify figurative language, such as simile, metaphors, hyperbole, personification, and idioms. Example: Simile - a comparison that uses like or as Example: Metaphor - an implied comparison Example: Hyperbole – an exaggeration for effect Example: Personification – a description that represents a thing as a person Example: Idioms – an expression that does not mean what it literally says

None

c. Identify the function and effect of common literary devices, such as imagery, metaphor, and symbolism. Symbolism: the use of an object to represent something else; for example, a dove might symbolize peace. Imagery: the use of language to create vivid pictures in the reader's

48

mind. Metaphor: an implied comparison in which a word or phrase is used in place of another, such as He was drowning in money.

None

d. Interpret poetry and recognize poetic styles (e.g., rhymed, free verse, and patterned [cinquain, diamante]).

None

*4. Literary Works - Read and respond to historically and culturally significant works of literature. Example: Compare and analyze literary works from various cultures.

None

Standard 5: Research and Information: The student will conduct research and organize information.

1. Accessing Information - Select the best source for a given purpose. a. Determine and use appropriate sources for accessing information

including, dictionaries, thesaurus, library catalogs and databases, magazines, newspapers, technology/Internet, encyclopedias, atlases, almanacs, tables of contents, glossaries, and indexes.

None

b. Identify and credit the sources used to gain information. None c. Use text features to access information (e.g., format, italics, heading,

subheadings, graphics, sequence, diagrams, illustrations, charts, and maps).

Can-Do Cursive, Throughout, e.g., pp 20, 23, 39, 44, 63, 75

d. Use reference features of printed text, such as citations, endnotes, and bibliographies to locate relevant information about a topic.

None

e. Use the features of informational texts, such as formats, graphics, diagrams, illustrations, charts, maps, and organization, to find information and support understanding. Example: Locate specific information in a social studies textbook by using its organization, sections on different world regions, and textual features, such as headers, maps, and charts.

None

f. Recognize and apply test-taking strategies by answering different levels of questions, such as literal, as well as multiple choice, true/false, short answer, inferential, evaluative, or open-ended.

None

2. Interpreting Information - Analyze and evaluate information from a variety of sources.

a. Follow multistep directions to accomplish a task (e.g., video games, computer programs, recipes).

None

b. Select a topic, formulate questions, and synthesize information from a variety of print, nonprint and technological resources (e.g., dictionaries, reference books, atlases, magazines, informational texts, thesaurus,

49

and technology/Internet). None c. Develop notes that include important information on a selected topic. Can-Do Cursive, pp 85, 89-94 d. Summarize information from multiple sources into a written report or

summary. None

e. Create simple documents using a computer and employing organizational features, such as passwords, entry and pull-down menus, word searches, the thesaurus, and spell checks.

None



1. Use the writing process to develop, extend, and refine composition skills by using a variety of prewriting strategies, such as brainstorming, clustering, illustrating, webbing, using graphic organizers, notes, and logs.


2. Understand and demonstrate familiarity with the writing process and format (beginning, middle, and ending) and structure of main idea, exposition, body, and conclusion.

Can-Do Cursive, pp 82, 87

3. Use common organizational structures for providing information in writing, such as chronological/sequential order, cause and effect, or similarity and difference, and posing and answering questions.


4. Select a focus and an organizational structure based upon purpose/mode, audience, and required format.

a. Write one or more drafts by categorizing ideas and organizing them into paragraphs.

Can-Do Cursive, pp 82-83, 85, 87, 92

b. Blend paragraphs with effective transitions into longer compositions. None 5. Edit/proofread drafts, using standard editing marks, to ensure standard

usage, mechanics, spelling, and varied sentence structure to improve meaning and clarity.

None

6. Review, evaluate, and revise selected drafts by adding, elaborating, deleting, combining, and rearranging text for meaning and clarity.

None

7. Publish and present writing to peers and adults. None Standard 2: Modes and Forms of Writing. Communicate through a variety of written forms, for various purposes, and to a specific audience or person.

50

1. Communicate through a variety of written forms and for various audiences to inform, persuade, entertain, describe and reflect, while adjusting tone and style as appropriate.


2. Write narratives that establish a plot, point of view, setting, conflict, and are written to allow a reader to picture the events of a story. Example: Select a type of narrative to write that is modeled after a genre of literature that has been shared in the classroom such as folktale, myth, science fiction, or mystery. Be sure to include an interesting beginning, develop the central conflict of the story, and establish an ending that resolves the conflict.

None

3. With creative narratives and poems, use varied word choice, dialogue, and figurative language when appropriate (alliteration, personification, simile, and metaphor) to make writing engaging to the audience (e.g., inquired or requested instead of asked).


4. Write personal, persuasive, formal letters, thank-you notes, and invitations, including the date, greeting, body, closing, and signature.


5. Write expository (informational) pieces with multiple paragraphs that: a. provide an introductory paragraph. Can-Do Cursive, pp 82-83 b. establish and support a central theme or idea with a thesis statement. None c. include supporting paragraphs with simple facts, details, and explanations.


d. present important ideas and events in sequence or in chronological order.

None

e. provide details and transitions to link paragraphs. None f. conclude with a paragraph that summarizes the points. Can-Do Cursive, pp 82-83, 86-87 g. use correct indention at the beginning of paragraphs. Can-Do Cursive, pp 83, 87 h. use at least three sources of valid and reliable information including

books, newspapers, periodicals, online, and media sources. None

6. Write research reports about important ideas, issues, or events that: a. frame questions about an idea or issue to direct the investigation. None b. a main idea or topic. Can-Do Cursive, pp 82-83, 86-87 c. develop the topic with simple facts, details, examples, and explanations

to support the main idea. Can-Do Cursive, pp 82-83, 86-87, 89, 92

d. use at least three different types information sources, including speakers, firsthand interviews, reference materials, and online information.

None

7. Write responses to literature that: a. demonstrate an understanding of a designated literary work. None

51

b. support judgments by referring and connecting to prior knowledge. None c. develop interpretations and evaluations that exhibit careful reading and

understanding. None

8. Write persuasive compositions or letters that: a. state a clear position in support of a proposal. Can-Do Cursive, pp 82-83 b. support a position with relevant evidence and effective emotional

appeals in order to persuade. Can-Do Cursive, pp 82-83

c. organize supporting statements from the most appealing to the least powerful.


d. include and address reader/audience concerns. Example: Interview several students in varying grades about the changes they would like to see in the monthly cafeteria menu choices. Compile the opinions and ideas to compose a persuasive article for the school newspaper.

None

Standard 3: Grammar/Usage and Mechanics. The student will demonstrate appropriate practices in writing by applying Standard English conventions to the revising and editing stages of writing.

1. Grammar/Usage: Students are expected to recognize and use nouns, pronouns, verbs, adjectives, adverbs, and conjunctions in their writing.

a. Singular and plural forms of nouns and pronouns None b. Nominative (subjective), objective, reflexive, and possessive pronouns None c. Relative, intensive, and intensive pronouns None d. Subject, indirect, direct object, and object of prepositions None e. Transitive and intransitive verbs None f. Present, past, future, and present perfect verbs tense None g. Positive, comparative, and superlative adjectives None h. Time, place, manner, and degree adverbs None i. Comparative forms of adverbs None j. Subject-verb agreement None k. Restrictive (essential) and nonrestrictive (nonessential) clauses and

phrases None

l. Subordinate adverb, adjective, and noun clauses None m. Pronoun antecedents and reference None n. Coordinating, correlating, and subordinating conjunctions None


a. Capitalize correctly proper nouns such as titles of books, magazines, newspapers, stories, titles of respect, works of art, regions of the

52

country, political parties, organizations, state colleges universities, languages, races, nationalities, and religions.

Can-Do Cursive, pp 43, 85, 92-94

b. Capitalize correctly proper adjectives. None c. Capitalize correctly conventions of letter writing. Can-Do Cursive, pp 86-87 d. Indent beginning lines of paragraphs. Can-Do Cursive, pp 83, 86-87


a. Parentheses None b. Quotation marks None c. Terminal punctuation (period, exclamation point, or question mark) Can-Do Cursive, pp 82-88, 93, 94 d. Punctuation after initials None e. Apostrophes in contractions and possessives None f. Conventions of letter writing Can-Do Cursive, pp 86-87 g. Colons, semi-colons, and commas Can-Do Cursive, p 62 h. Hyphens and dashes None

4. Sentence Structure: The student will demonstrate appropriate sentence structure in writing declarative, imperative, exclamatory, and interrogative sentences.

a. Create interesting simple, complete, compound, and complex sentences that describe, explain, or provide additional details and connections, such as adjectives, adverbs, appositives, participial phrases, prepositional phrases, simple, complete, and compound predicates, modifiers, pronouns, and conjunctions.

Can-Do Cursive, pp 82-87, 89-90, 92-94

b. Create sentences with an understood subject. Can-Do Cursive, pp 82-87, 89-90, 92-94 c. Correct sentence fragments and run-ons. None


a. Spell previously misspelled words correctly in final writing products. None b. Spell correctly roots, inflections (e.g., -s/es, -ing, -ly, -en -er), suffixes

(e.g., -ment, -ture, -ate, -able, -sion, -tion), and prefixes (e.g., dis-, in-, un-, re-, mis-, pre-), and syllable constructions (e.g., grad.u.a.tion).

None

c. Spell homophones correctly according to usage (e.g., to, too, two; there, their, they're) and other words that are commonly misspelled in the English language (e.g., until, our)

None

d. Use word reference materials including glossary, dictionary, thesaurus, encyclopedia, and technology to check and correct spelling.

None

53

6. Handwriting: Students are expected to demonstrate appropriate, legible handwriting in the writing process.

Can-Do Cursive, Throughout, e.g., pp 8, 19, 33, 72, 87


*Standard 1: Listening: The student will listen for information and for pleasure.

1. Interpret a speaker’s verbal and nonverbal message, purpose, and perspective.

None

2. Listen critically and respond appropriately to oral communication to seek information not already discussed.

None

*Standard 2: Speaking - The student will express ideas and opinions in group or individual situations.

1. Speak articulately and audibly before a group using appropriate delivery (enunciation, volume, timing, and gestures) and language skills (pronunciation, word choice, and usage).

None

2. Present effective introductions and conclusions that guide and inform the listener’s understanding of important ideas and details by clarifying and supporting spoken ideas with evidence and examples.

None

3. Use traditional structures for conveying information, including cause and effect, similarity and difference, and posing and answering a question.

None

4. Engage the audience with appropriate words, phrasing, facial expressions, and gestures.

None

5. Deliver narrative (story) presentations that establish a situation, develop a plot, point of view, and setting with descriptive words and phrases.

None

6. Deliver informative presentations about an important topic, issue, or event that frames a question to guide the investigation, establishes a central idea or topic, and develops that topic appropriately.

None

7. Deliver oral responses to literature that summarizes important events and details, demonstrates an understanding of several ideas communicated in the work, and uses examples from the literature to support conclusions.

None



None

2. Demonstrate thinking skills in listening, speaking, reading, and writing. For example, students are expected to gather information, organize and

54

analyze it, and generate a written or oral report that conveys ideas clearly and relates to the background and interest of the audience.

None


*Standard 1: Interpret Meaning - The student will interpret and evaluate the various ways visual image-makers, including graphic artists, illustrators, and news photographers, represent meaning.

1. Distinguish fact, opinion, and fiction in print and nonprint media. None 2. Interpret and describe important events and ideas gathered from maps,

charts, graphics, video segments, or technology presentation. None

*Standard 2: Evaluate Media - The student will evaluate visual and electronic media, such as film, as compared with print messages.

1. Interpret and evaluate the various ways visual image-makers, such as graphic artists, illustrators, and news photographers represent meaning.

None

2. Compare and contrast print, visual, and electronic media, such as film, with a written story.

None

3. Listen to, view, or read literature which tells of characters in American and other cultures.

None

4. Analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture.

None

*Standard 3: Compose Visual Messages - The student will create a visual message that effectively communicates an idea and produce communications using appropriate technology or media (e.g., developing a class newspaper, videos, or multimedia projects).

None

hwtears.com | 301.263.2700

correlations to the common core grades state standards and

Documents