English Language Arts and Reading.3.13.A

listen actively, ask relevant questions to clarify information, and make pertinent comments;

follow, restate, and give oral instructions that involve a series of related sequences of action;

decoding multisyllabic words with multiple sound-spelling patterns such as eigh, ough, and en;

decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;

decoding compound words, contractions, and abbreviations;

decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV with accent shifts;

decoding words using knowledge of prefixes;

decoding words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants; and

identifying and reading high-frequency words from a research-based list;

use print or digital resources to determine meaning, syllabication, and pronunciation;

use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words;

identify the meaning of and use words with affixes such as im- (into), non-, dis-, in- (not, non), pre-, -ness, -y, and -ful; and

identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in a text.

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

establish purpose for reading assigned and self-selected texts;

generate questions about text before, during, and after reading to deepen understanding and gain information;

make and correct or confirm predictions using text features, characteristics of genre, and structures;

create mental images to deepen understanding;

make connections to personal experiences, ideas in other texts, and society;

make inferences and use evidence to support understanding;

evaluate details read to determine key ideas;

synthesize information to create new understanding; and

monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

infer the theme of a work, distinguishing theme from topic;

explain the relationships among the major and minor characters;

analyze plot elements, including the sequence of events, the conflict, and the resolution; and

explain the influence of the setting on the plot.

demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, legends, and myths;

explain rhyme scheme, sound devices, and structural elements such as stanzas in a variety of poems;

discuss elements of drama such as characters, dialogue, setting, and acts;

the central idea with supporting evidence;

features such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support understanding; and

organizational patterns such as cause and effect and problem and solution;

identifying the claim;

distinguishing facts from opinion; and

identifying the intended audience or reader; and

recognize characteristics of multimodal and digital texts.

explain the author's purpose and message within a text;

explain how the use of text structure contributes to the author's purpose;

explain the author's use of print and graphic features to achieve specific purposes;

describe how the author's use of imagery, literal and figurative language such as simile, and sound devices such as onomatopoeia achieves specific purposes;

identify the use of literary devices, including first- or third-person point of view;

discuss how the author's use of language contributes to voice; and

identify and explain the use of hyperbole.

develop and follow a research plan with adult assistance;

identify and gather relevant information from a variety of sources;

identify primary and secondary sources;

demonstrate understanding of information gathered;

listen actively, ask relevant questions to clarify information, and make pertinent comments;

follow, restate, and give oral instructions that involve a series of related sequences of action;

speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively;

spelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;

spelling homophones;

spelling compound words, contractions, and abbreviations;

spelling multisyllabic words with multiple sound-spelling patterns;

spelling words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV;

spelling words using knowledge of prefixes; and

spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants;

identify the meaning of and use words with affixes such as im- (into), non-, dis-, in- (not, non), pre-, -ness, -y, and -ful; and

identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in a text.

describe personal connections to a variety of sources, including self-selected texts;

write a response to a literary or informational text that demonstrates an understanding of a text;

use text evidence to support an appropriate response;

retell and paraphrase texts in ways that maintain meaning and logical order;

interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

respond using newly acquired vocabulary as appropriate; and

discuss specific ideas in the text that are important to the meaning.

demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, legends, and myths;

explain rhyme scheme, sound devices, and structural elements such as stanzas in a variety of poems;

discuss elements of drama such as characters, dialogue, setting, and acts;

the central idea with supporting evidence;

features such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support understanding; and

organizational patterns such as cause and effect and problem and solution;

identifying the claim;

distinguishing facts from opinion; and

identifying the intended audience or reader; and

recognize characteristics of multimodal and digital texts.

explain the author's purpose and message within a text;

explain how the use of text structure contributes to the author's purpose;

explain the author's use of print and graphic features to achieve specific purposes;

describe how the author's use of imagery, literal and figurative language such as simile, and sound devices such as onomatopoeia achieves specific purposes;

identify the use of literary devices, including first- or third-person point of view;

discuss how the author's use of language contributes to voice; and

identify and explain the use of hyperbole.

plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping;

organizing with purposeful structure, including an introduction and a conclusion; and

developing an engaging idea with relevant details;

revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity;

complete simple and compound sentences with subject-verb agreement;

past, present, and future verb tense;

singular, plural, common, and proper nouns;

adjectives, including their comparative and superlative forms;

adverbs that convey time and adverbs that convey manner;

prepositions and prepositional phrases;

pronouns, including subjective, objective, and possessive cases;

coordinating conjunctions to form compound subjects, predicates, and sentences;

capitalization of official titles of people, holidays, and geographical names and places;

punctuation marks, including apostrophes in contractions and possessives and commas in compound sentences and items in a series; and

correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and

publish written work for appropriate audiences.

compose literary texts, including personal narratives and poetry, using genre characteristics and craft;

compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;

compose argumentative texts, including opinion essays, using genre characteristics and craft; and

compose correspondence such as thank you notes or letters.

develop and follow a research plan with adult assistance;

identify and gather relevant information from a variety of sources;

identify primary and secondary sources;

demonstrate understanding of information gathered;

recognize the difference between paraphrasing and plagiarism when using source materials;

create a works cited page; and

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.