The Reading/Language Arts program at Springdale School is a balanced literacy program utilizing Reader's Workshop and Writer's Workshop, as an integrated Language Arts model.  This model encourages the teacher to combine skills development with literature and language-rich activities to ensure success for all students.  The balanced literacy model classroom includes:
 

  •  Real world themes that build on students' interests, a multiplicity of cultures, and on cross-curricular connections.
  • Core literature that is read and enjoyed by the whole class.
  • Developmentally appropriate literature read by groups or individuals.
  • A balance of fiction and nonfiction literature.
  • A fully integrated language arts program.
  • Explicit text-based teaching of strategies and skills.
  • A balance of approaches including a mix of modeled, shared, guided, independent, collaborative structures for reading and writing.
  • Flexible groupings that range from whole class to individual instruction.
  • Authentic assessment balanced between student self-assessment and informal and formal teacher assessment.

 

Overview of Reader's and Writer's Workshop

 

 

KINDERGARTEN

READING

Students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard.

State Framework

Grade-Level Expectations

Assessments

 

1. Reading and Responding   

Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.

1.3  Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.

 

 

Concepts About Print

  1. Recognize words are separated by spaces.
  2. Recognize sentences are made of separate words.
  3. Identify types of everyday print materials, e.g., poems, newspapers, signs, labels and storybooks.
  4. Distinguish letters from words.
  5. Identify parts of books, e.g., spine, cover, pages, title, front, back.
  6. Emergently “read” familiar books, i.e., recognize print and pictures tell the story.
  7. Track printed words from left to right demonstrating one-to-one correspondence.

 

 

 

1. Reading and Responding   

1.3                 

 

 

Phonological Awareness

  1. Produce rhyming words orally in response to spoken words.
  2. Blend onset and rime to form words, e.g., /d/ /o/ /g/ = dog.
  3. Identify spoken words with similar initial sounds.
  4. Identify spoken words with similar ending sounds.
  5. Produce groups of words orally that begin with the same initial sounds.
  6. Segment and isolate initial, medial and final sounds of CVC (consonant-vowel-consonant) words.
  7. Blend up to three orally presented phonemes into a correct word.
  8. Substitute initial phoneme sounds.
  9. Identify the number of syllables in three-syllable words.

 

 

 

1. Reading and Responding 

1.3                 

 

 

Phonics

  1. Demonstrate letter-sound correspondences for all single consonants.
  2. Identify letters matched to short vowel sounds.
  3. Use common consonant sounds with short vowels to decode three letter words.

 

 

 

1. Reading and Responding 

1.3                 

 

High-Frequency Words

  1. Read at least 25 high-frequency words, e.g., Dolch or Fry.
  2. Recognize some high-frequency words taught in context.

 

 

 

1. Reading and Responding 

1.3    

 

 

Fluency

  1. Read decodable texts to practice and gain fluency.
  2. Identify patterns in books, rhymes and songs.
  3. Read or sing along with correct expression and pace in books, rhymes and songs.

 

 

1. Reading and Responding 

1.3                 

 

Vocabulary

  1. Confirm meanings of unknown words, using  prior knowledge, context, photos, illustrations and diagrams.
  2. Identify common words in basic categories, i.e., can give examples of favorite foods or favorite colors.

 

 

 

1. Reading and Responding 

1.1Students use appropriate strategies before, during and after reading in order to construct meaning.

 

1.2Students interpret, analyze and evaluate text in order to extend understanding and appreciation.

 

2. Exploring and Responding to Literature

Students read and respond to classical and contemporary texts from many cultures and literary periods.

 

2.1Students recognize how literary devices and conventions engage the reader.

 

 

Reading Comprehension

Students will independently accomplish all before, during and after comprehension grade-level expectations.  Teachers will continue to spiral all previous grade-level expectations.  Students will read, view, listen to and write about a variety of fiction and nonfiction contemporary, classical, multicultural and culturally relevant texts in all content areas.  Teachers will be culturally responsive to students.  Students will provide evidence from text to support all oral, written and presented responses about text.

 

 

Before Reading

  1. Use pre-reading strategies, such as predicting, picture walks, and questioning to set context for reading and to aid comprehension.
  2. Activate prior knowledge to aid comprehension of fiction and nonfiction texts in terms of what is

 true and what is not true.

 

 

 

 

 

 

 

Developmental

Reading

Assessment

(DRA)

 

 

1. Reading and Responding 

1.1

1.2

 

2. Exploring and Responding to Literature

2.1

2.2Students explore multiple responses to literature.

2.3Students recognize and appreciate that contemporary and classical literature has shaped human thought.

 

2.4Students recognize that reads and authors are influences by individual, social, cultural and historical contexts.

 

 

During Reading

  1. Ask questions when things do not make sense.
  2. Create pictures from read-aloud and shared readings.
  3. Identify parts of a text that seem important.
  4. Make connections between text and self.
  5. Make predictions about what may happen next.

 

 

 

1. Reading and Responding 

1.1

1.2

1.4Students communicate with others to create interpretations of written, oral and visual texts.

 

2. Exploring and Responding to

    Literature

2.1

2.2

2.3

2.4

 

 

After Reading

  1. Answer literal and easy inferential questions about texts read aloud.
  2. Retell information from a story, using proper sequence.
  3. Identify the setting, theme, conflict, and important events of the plot in a story.
  4. Identify the topic of a nonfiction text.
  5. Make text-to-self connections.
  6. Identify the specific purposes of a text, e.g., to find information, to enjoy a story, to receive a message.
  7. Express opinions about texts and the reasons why, e.g., I liked …, I did not like

 

 

 

1. Reading and Responding 

1.2

 

Reading Reflection/Behaviors

  1. Choose a book to read, and share it with the teacher and classmates.
  2. Independently “read” books for 5-10 minutes.

 

 

 

 

 

KINDERGARTEN

ORAL LANGUAGE

Students will listen and speak to communicate ideas clearly.

State Framework

Grade-Level Expectations

Assessments

 

1. Reading and Responding 

1.4

 

3. Communicating with Others

Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.

3.1Students use descriptive, narrative, expository, persuasive and poetic modes.

 

4. Applying English Language
Conventions

Students apply the conventions of standard English in oral, written and visual communication.

4.1Use knowledge of their language and culture to improve competency in English

 

Listening

  1. Listen for a specific purpose, including recalling events, summarizing details, and acquiring information.
  2. Listen to acquire information and to respond to questions.
  3. Follow simple verbal three- and four-step directions.

 

 

 

 

 

1. Reading and Responding 

1.4

 

3. Communicating with Others

Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.

3.1

3.2Students prepare, publish and/or present work appropriate to audience, purpose and task.

 

 

4. Applying English Language
Conventions

4.2Students speak and write using standard language structures and diction appropriate to audience and task.

 

 

Speaking

  1. Take turns during conversation.
  2. Participate in group discussion.
  3. Use voice level fitting of setting.
  4. Share information and ideas in complete sentences.
  5. Relate an experience or a story in a logical sequence.
  6. Recite short poems, rhymes and songs.
  7. Describe objects, events, feelings, etc. with details or examples.
  8. Make simple comparisons, e.g., positional words.

 

 

 

 

 

KINDERGARTEN

WRITING

Students express, develop and substantiate ideas and experiences through their own writing and artistic and technical presentations.

State Framework

Grade-Level Expectations

Assessments

 

1. Reading and Responding

1.4

 

3. Communicating with Others

3.2

 

4. Applying English Language 
    Conventions

4.1

4.2

4.3Students use standard English for composing and revising written text.        

 

 

Writing Conventions

  1. Use periods, question marks and exclamation marks at the end of sentences.
  2. Use letters in writing;  represent sounds, especially beginning and ending phonemes; use spaces to represent words;  use left-to-right progression.
  3. Write first and last name with correct capitalization.
  4. Use directionality of print in writing—left to right, top to bottom.
  5. Use capital letters to begin sentences, names and the word “I.”
  6. Leave space between words.
  7. Recognize names of letters and are able to write uppercase and lowercase letters when the letter name or sound is dictated.
  8. Spell high-frequency words, e.g., I, a, it, go, the, and.

 

 

3. Communicating with Others

3.1

3.2 

 

4. Applying English Language  
    Conventions

4.1

4.2

4.3

 

Writing Process

  1. Look at pictures and listen to discussions to generate ideas for writing.
  2. “Write” for several minutes.
  3. Write name on paper.
  4. Revise by adding details to pictures or letters to words.
  5. Talk about writing with the teacher.
  6. Publish and present final products in a variety of ways, e.g., reader’s theater, word processing.

 

 

3. Communicating with Others

3.1

3.2 

 

4. Applying English Language  
    Conventions

4.1

4.2

4.3

Writing Genres, Traits and Crafts

 

Descriptive

  1. Use pictures and letters to describe a topic, idea or event.

Narrative:

  1. Draw and write in journals about the day’s events.
  2. Draw and write a story with a character and a problem.

Expository

  1. Dictate and write simplelists, labels, captions and informational sentences.

Persuasive: 

  1. Dictate and write one idea for liking something.

Poetic

  1. Write an ABC poem.
  2. Write a name or acrostic poem.
  3. Demonstrate voice through the use of different colors, facial features and actions of “characters.”

 

 

 

 

 



 

GRADE 1

READING

Students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard.

State Framework

Grade-Level Expectations

Assessments

 

1. Reading and Responding   

Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.

1.3  Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.

 

 

Concepts About Print

  1. Identify title page, table of contents, author and illustrator of books.
  2. Distinguish words from sentences.
  3. Match oral word to printed word, e.g., pointing to a word as one.
  4. Read simple graphs, charts and diagrams.

 

 

 

1. Reading and Responding 

1.3                 

 

 

Phonological Awareness

  1. Identify initial, medial and final sounds in words.
  2. Distinguish long and short vowel sounds in spoken one syllable words, e.g., bit/bite.
  3. Delete, add and substitute letter sounds in initial position to make different words.
  4. Identify the number of syllables in a spoken word.
  5. Blend up to four orally presented phonemes into a correct word.
  6. Segment one-syllable spoken words into phonemes.

 

 

 

1. Reading and Responding

1.3                 

 

 

Phonics

  1. Identify uppercase and lowercase letters when shown out of order.
  2. Match sounds to letters to read words.
  3. Know sounds for common letter patterns, e.g., sh, th, ch, oo, ee, igh, ing, ed.
  4. Decode words with common letter patterns, e.g. -ake, -ick.
  5. Decode orthographically regular one-syllable words, e.g., sit, take, need and nonsense words, e.g., vit, dake, jeed.
  6. Decode compound words, contractions and words with common inflectional endings, e.g.,
    -s, -es, -ed, -ing.
  7. Use context clues and pictures to aid in the decoding of new words.

 

 

 

1. Reading and Responding

1.3    

High-Frequency Words

  1. Read at least 110 high-frequency words, e.g., Dolch or Fry.

 

 

 

1. Reading and Responding 

1.3                 

 

 

Fluency

  1. Read aloud, attending to punctuation, e.g., pause at commas and periods, use inflection with question marks, use excitement with exclamation marks.
  2. Read aloud familiar informational/expository text and literary/narrative text in a manner that sounds like natural speech.
  3. Read aloud, while comprehending, unpracticed text with fluency at 40-90+ words correct per minute.

 

 

 

1. Reading and Responding 

1.3                 

 

 

Vocabulary

  1. Recognize words have more than one meaning.
  2. Classify categories of words, e.g., can tell which of the following are fruits and which are vegetables: oranges, carrots, bananas, peas.
  3. Explain content-specific vocabulary.
  4. Identify common antonyms and synonyms.

 

 

 

1. Reading and Responding 

1.1Students use appropriate strategies before, during and after reading in order to construct meaning.

1.2Students interpret, analyze and evaluate text in order to extend understanding and appreciation.

 

2. Exploring and Responding to Literature

Students read and respond to classical and contemporary texts from many cultures and literary periods.

2.1Students recognize how literary devices and conventions engage the reader.

 

 

Reading Comprehension

Students will independently accomplish all before, during and after comprehension grade-level expectations.  Teachers will continue to spiral all previous grade-level expectations.  Students will read, view, listen to and write about a variety of fiction and nonfiction contemporary, classical, multicultural and culturally relevant texts in all content areas.  Teachers will be culturally responsive to students.  Students will provide evidence from text to support all oral, written and presented responses about text.

 

Before Reading

  1. Identify the elements of a genre to help understand the characteristics of different text, e.g., fairy tales, problem and solution in fictional stories, repetitive phrases of nursery rhymes.
  2. Make predictions about text by looking at the title, cover and author.
  3. Tell the purpose for reading a text when the objective is stated.
  4. Make connections to texts based on prior knowledge of the topics.

 

 

 

 

 

1. Reading and Responding 

1.1

1.2

 

2. Exploring and Responding to Literature

2.1

2.2 Students explore multiple responses to literature.

2.3 Students recognize and appreciate that contemporary and classical literature has shaped human thought.

2.4 Students recognize that reads and authors are influences by individual, social, cultural and historical contexts.

 

 

During Reading

  1. Ask and answer questions about text.
  2. Recognize and use text features, such as a map or graph, to find information.
  3. Read nonfiction text to gain specific information, e.g., main idea and details.
  4. Read and follow simple directions.
  5. Create mental imagery about text when prompted by the teacher.
  6. Make connections, including text-to-text and text-to-self connections.
  7. Make and confirm predictions.
  8. Make inferences to construct meaning.
  9. Reread when simple sentences fail to make sense.
  10. Use cueing system to determine meaning of unknown words, e.g., meaning, structure and visual.

 

 

 

DRA

 

Degrees of Reading

Power (DRP)

 

ConnecticutMastery

Test (CMT) Reading

Comprehension

 

A4  Use information from the text to make predictions based on what is read.

A5  Use context clues to determine meanings of unknown or multiple-meaning words or figurative language.

 

 

 

1. Reading and Responding 

1.1

1.2

1.4Students communicate with others to create interpretations of written, oral and visual texts.

 

2. Exploring and Responding to Literature

2.1

2.2

2.3

2.4

 

 

After Reading — CMT Strands Highlighted Below

General Understanding

  1. Answer “who,” “what,” “when,” “where,” “why” and “how” questions about nonfiction text.
  2. Identify story elements, e.g., characters, setting, plot, theme, conflict and point of view.
  3. Identify the topic of and two facts about nonfiction text.
  4. Summarize information with a beginning, middle and end.
  5. Follow one-step written directions.

 

 

 

 

 

 

 

 

 

 

 

 

Developing an Interpretation

  1. Identify whether text is fiction or nonfiction.
  2. Support oral and written responses with evidence from text.

 

 

 

 

 

 

 

 

 

CMT Reading Comprehension

 

A1  Determine the main idea (nonfiction)  theme (fiction)  the text.

A2  Identify or infer important characters, problems, settings, events, relationships and details.

A3  Select and use relevant information from the text in order to summarize events and/or ideas in the text.

 

B1   Identify or infer the author’s use of structure/organizational patterns.

B3  Use stated or implied evidence from the text to draw and/or support a conclusion

 

 

Making Reader/Text Connections

  1. Make text-to-self and text-to-text connections.

 

 

 

 

 

 

 

 

 

 

Content and Structure

  1. Identify the words an author or orator uses to create an image in the reader’s mind.
  2. Develop and ask one question that would provide more information about a topic after reading a nonfiction text.
  3. Write a different ending to a story.

 

 

C1Make connections between the text and outside experiences and knowledge.

C2  Select, synthesize and/or use relevant information within the text to write a personal response to the text.

 

 

D1  Analyze and evaluate the author’s craft including use of literary devices and textual elements

D2  Select, synthesize and/or use relevant information within the texts to extend or evaluate the texts.

 

1. Reading and Responding 

1.2

 

2. Exploring and Responding to
     Literature

2.1

Reading Reflection/Behaviors

  1. Select “just right” books to independently read based on known criteria, e.g., five-finger rule, favorite author, etc.
  2. Choose a variety of genres to read.
  3. Read or listen to a text and explain its appeal. 
  4. Reflect orally on reading behaviors when prompted, i.e., What did I learn today as a reader?

 

 

 

 

GRADE 1

ORAL LANGUAGE

Students will listen and speak to communicate ideas clearly.

State Framework

Grade-Level Expectations

Assessments

 

1. Reading and Responding 

1.4

 

3. Communicating with Others

Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.

3.1Students use descriptive, narrative, expository, persuasive and poetic modes.

 

4. Applying English Language
Conventions

Students apply the conventions of standard English in oral, written and visual communication.

4.1Students use knowledge of their language and culture to improve competency in English.

 

 

Listening

  1. Listen attentively to others without interrupting.
  2. Maintain eye contact, in line with cultural traditions, when listening to others.
  3. Listen for specific information in order to respond to questions.
  4. Listen to acquire information from a variety of sources.

 

 

 

1. Reading and Responding 

1.4

 

3. Communicating with Others

Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.

3.1

3.2Students prepare, publish and/or present work appropriate to audience, purpose and task.

 

4. Applying English Language
Conventions

4.2Students speak and write using standard language structures and diction appropriate to audience and task.

 

 

Speaking

  1. Ask questions for clarification and understanding.
  2. Give, restate and follow simple two-step verbal directions.
  3. Stay on topic.
  4. Use descriptive words when speaking about familiar people, places, things and events.
  5. Express ideas in logical sequence.
  6. Use vocabulary that is accurate and reasonably specific.
  7. Use English language syntax for simple sentences (may inappropriately use plural and past tense).
  8. Use elements of diction, inflection, volume and pace.
  9. Tell personal narratives, using organizational patterns, including beginning, middle and end.
  10. Retell stories using story grammar and relating the sequence of story elements by answering who, what, when, where, and how questions.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

GRADE 1

WRITING

Students express, develop and substantiate ideas and experiences through their own writing and artistic and technical presentations.

State Framework

Grade-Level Expectations

Assessments

 

1. Reading and Responding

1.4

 

3. Communicating with Others

3.2

 

4. Applying English Language 
    Conventions

4.1

4.2

4.3Students use standard English for composing and revising written text.

 

 

Spelling

  1. Use high-frequency words.
  2. Use spelling approximations, including beginning, middle and ending sounds and conventional spelling of common words:
  3. onset and rime, e.g., bat, cat, fat; man,  fan, can
  4. short vowel patterns, e.g., hat, pet, sip, mop, cut
  5. blends, e.g., st, tr, dr, br
  6. digraphs, e.g., sh, th, ch
  7. long vowel silent e, e.g., make, like

 

 

 

1. Reading and Responding

1.4

 

3. Communicating with Others

3.2

 

4. Applying English Language 
    Conventions

4.1

4.2

4.3

 

 

Capitalization/Punctuation/Usage

 

  1. Use periods, question marks and exclamation points.
  2. Use nouns, verbs and adjectives.
  3. Use simple singular and plural nouns, e.g., house/houses, girl/girls.
  4. Use capital letters for the first word in a sentence.

 

 

CMT Editing & Revising

 

4. Applying English Language 
    Conventions

4.1

4.2

4.3

 

 

Handwriting

  1. Print legibly, e.g., size, spacing, formation, uppercase and lowercase.

 

 

3. Communicating with Others

3.1

3.2 

 

4. Applying English Language  
    Conventions

4.1

4.2

4.3

 

Writing Process

 

  1. Plan: generate ideas, e.g., brainstorm, sketch, web.
  2. Draft: complete a draft with three or more related sentences, using ideas generated in the planning stage.
  3. Revise:  revise a completed draft by adding, deleting and/or rearranging words.
  4. Edit: edit drafts for errors in beginning capitalization and ending punctuation.
  5. Publish/Present: publish and present completed drafts, e.g., Author’s Chair, PowerPoint, reading aloud to parents.
  6. Reflect: state the way in which changes to the writing made it better, e.g., maintain an interactive portfolio.

 

 

 

CMT Writing

 

3. Communicating with Others

3.1

3.2 

 

4. Applying English Language  
    Conventions

4.1

4.2

4.3

 

Writing Genres, Traits and Crafts

 

Descriptive

  1. Write details about a topic, e.g., favorite food, favorite place.
  2. Use adjectives.

Narrative:

  1. Write personal and fictional narratives that consist of three or more related sentences.
  2. Use action verbs.
  3. Demonstrate voice, e.g., tone, expressive language.

Expository

  1. Write personal correspondence, e.g., e-mail, thank you note, friendly letter.
  2. Write to explain a process, e.g., how to make sandwich, how to enter class ready to work.

Persuasive: 

  1. Write reasons for liking something, e.g., school, book, best friend, pet.

Poetic

  1. Write two or more lines of rhymed poetry, e.g., nursery rhyme.

 

 

CMT Writing

 

 



 

GRADE 2

READING

Students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard.

State Framework

Grade-Level Expectations

Assessments

 

1. Reading and Responding 

Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.

1.3  Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.

 

 

Phonemic Awareness

  1. Understand that sounds of language contribute to fluency of texts, e.g., rhyme and rhythm of poetry, books by Dr. Seuss.
  2. Add, delete and change targeted sounds to modify or change words, e.g., cat to cot.

 

 

 

 

1. Reading and Responding 

1.3                 

 

 

Phonics/Word Study

  1. Identify sounds automatically for all long and short vowels.
  2. Identify sounds for common vowel-r patterns, e.g., ar, er, ir, or, ur, and for letter patterns found in multisyllabic words, such as very common prefixes and suffixes that recur in second grade text, e.g., -ful, -ness, and dis-, in-.
  3. apply knowledge of basic syllabication rules when reading, e.g., V/C =su/per, VC/CV=sup/per
  4. Use phonetic, structural, syntactical and contextual clues to read and understand unfamiliar words in grade level text.
  5. decode multisyllabic words, using strategies, i.e., dividing compound words or syllables and separating suffixes and prefixes
  6. Decode orthographically regular multisyllable words, e.g., butterfly, happiness, by using knowledge of sound-symbol relationships, syllable division and the alphabetic principle.
  7. Read irregularly spelled words, e.g., ocean, angel.

 

 

 

1. Reading and Responding 

1.3    

 

 

High-Frequency Words

  1. Read unfamiliar words, containing complex letter patterns/word families, e.g., -ought, -aught,  in isolation and in context.
  2. Read at least 300 high-frequency words, e.g., Dolch or Fry.

 

 

 

 

 

 

1. Reading and Responding 

1.3                 

 

 

Fluency

  1. Read aloud informational/expository text and literary/narrative text, attending to intonation.
  2. Read aloud, while comprehending, unpracticed text with fluency at 90-100+ words correct per minute.

 

 

 

1. Reading and Responding 

1.3                 

 

 

Vocabulary

  1. Use content-specific vocabulary in speaking and writing.
  2. Explain common antonyms, e.g., big, little; day, night, and synonyms, e.g., little, small.
  3. Explain multiple meanings of common words, e.g., fly, duck.
  4. Use glossaries and dictionaries to identify word meanings.
  5. Use prefixes, suffixes, inflectional endings and abbreviated words to determine the meaning of unknown words.
  6. Reread and read on to determine meaning of unknown words.
  7. Use new vocabulary from narrative and expository text in well-constructed sentence.
  8. Identify unfamiliar words.

 

 

 

1. Reading and Responding 

1.1Students use appropriate strategies before, during and after reading in order to construct meaning.

1.2Students interpret, analyze and evaluate text in order to extend understanding and appreciation.

 

2. Exploring and Responding to Literature

Students read and respond to classical and contemporary texts from many cultures and literary periods.

2.1Students recognize how literary devices and conventions engage the reader.

 

 

Reading Comprehension

Students will independently accomplish all before, during and after comprehension grade-level expectations.  Teachers will continue to spiral all previous grade-level expectations.  Students will read, view, listen to and write about a variety of fiction and nonfiction contemporary, classical, multicultural and culturally relevant texts in all content areas.  Teachers will be culturally responsive to students.  Students will provide evidence from text to support all oral, written and presented responses about text.

 

Before Reading

  1. Identify the elements of genre to aid in comprehension, e.g., biography, personal narrative, expository, folktales and fables.
  2. Preview parts of books, e.g.,  table of contents and glossary, to gain understanding.
  3. Activate prior knowledge about an author or genre in order to make connections to text.
  4. Identify chapter headings, pictures, illustrations and charts in the text.
  5. Identify print and nonprint resource materials matched to a specific purpose (such as informational text and/or illustrations and graphics on a nonfiction topic).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1. Reading and Responding 

1.1

1.2

 

2. Exploring and Responding to Literature

2.1

 

2.2Students explore multiple responses to literature.

2.3Students recognize and appreciate that contemporary and classical literature has shaped human thought.

 

2.4Students recognize that reads and authors are influences by individual, social, cultural and historical contexts.

 

 

During Reading

  1. Apply comprehension strategies, such as connecting, predicting, questioning, inferring and visualizing to above grade-level stories read aloud by the teacher and to own reading at independent level.
  2. Use text features such as titles, tables of contents and chapter headings to locate information in nonfiction texts.
  3. Identify and use important words in a text to perform a task, e.g., math problem solving, follow multistep directions.
  4. Identify the speaker in a poem and the narrator in a story.
  5. Monitor comprehension while reading and self-correct using visual cues first, followed by meaning and auditory cues (decoding should be rapid enough not  to impede comprehension).
  6. Identify elements of author’s craft, e.g., similes.
  7. Read nonfiction materials for answers to specific questions or for specific purposes.
  8. Interpret information from simple graphs and charts.

 

DRA

 

DRP

 

CMT Reading Comprehension

 

A4  Use information from the text to make predictions based on what is read.

A5  Use context clues to determine meanings of unknown or multiple-meaning words or figurative language.

B1   Identify or infer the author’s use of structure/organizational patterns.

 

 

 

1. Reading and Responding 

1.1

1.2

1.4Students communicate with others to create interpretations of written, oral and visual texts.

 

2. Exploring and Responding to Literature

2.1

2.2

2.3

2.4

 

 

 

 

After Reading — CMT Strands Highlighted Below

General Understanding

  1. Respond to oral and written questions about story elements, e.g.,  characters, setting, plot, theme, conflict and point of view.
  2. Respond to oral and written questions about the facts in nonfiction text.
  3. Identify rhythm, rhyme, alliteration and assonance in poetry.
  4. Follow two-step or more written directions.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Developing an Interpretation

  1. Compare similarities and differences of characters in a story.
  2. Compare information across nonfiction selections, e.g., seagulls vs. hawks.
  3. State fact versus opinion, e.g., I am a boy;  Everyone loves ice cream.
  4. Read several texts within a genre, about a single topic, or by a single author and compare similarities and differences.

 

 

 

 

 

 

 

CMT Reading Comprehension

 

A1  Determine the main idea (nonfiction)  theme (fiction)  the text.

A2  Identify or infer important characters, problems, settings, events, relationships and details.

A3  Select and use relevant information from the text in order to summarize events and/or ideas in the text.

 

 

B1   Identify or infer the author’s use of structure/organizational patterns.

B3  Use stated or implied evidence from the text to draw and/or support a conclusion.

 

 

 

Making Reader/Text Connections

  1. Make text-to-text and text-to-world connections.
  2. Make connections to text representing different perspectives family, friendship, culture and tradition, generating personal and text-based responses.

 

 

 

 

 

 

 

 

 

Content and Structure

  1. Identify the author’s use of literary devices, e.g., interesting word choice.
  2. Identify what is important to an author based on the content of text.
  3. Synthesize information from a text to extend meaning , e.g., ask an author questions or points to include in a speech.

 

 

C1Make connections between the text and outside experiences and knowledge.

C2  Select, synthesize and/or use relevant information within the text to write a personal response to the text.

 

 

D1  Analyze and evaluate the author’s craft including use of literary devices and textual elements

D2   Select, synthesize and/or use relevant information within the texts to extend or evaluate the texts.

 

 

1. Reading and Responding 

1.2

 

2. Exploring and Responding to
    Literature

2.1

 

Reading Behaviors

  1. Select “just right” books of different genres for independent reading and explain why the book choice was appropriate.
  2. Independently read for a variety of purposes, including literacy experience, to gain information, to perform a task, for enjoyment and to build fluency.
  3. Explain what good readers do and identify own good reader behaviors.

 

 

 


 

 

 

grade 2

ORAL LANGUAGE

Students will listen and speak to communicate ideas clearly.

State Framework

Grade-Level Expectations

Assessments

 

1. Reading and Responding 

1.4

 

3. Communicating with Others

Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.

3.1Students use descriptive, narrative, expository, persuasive and poetic modes.

 

4. Applying English Language
Conventions

Students apply the conventions of standard English in oral, written and visual communication.

4.1Students use knowledge of their language and culture to improve competency in English.

 

 

Listening

  1. Listen attentively to the opinions of others about texts, e.g., does not interrupt, faces speaker, asks questions.
  2. Listen to obtain information and solve problems.
  3. Ask for clarification and explanation of stories and ideas.

 

 

1. Reading and Responding 

1.4

 

3. Communicating with Others

Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.

3.1

3.2Students prepare, publish and/or present work appropriate to audience, purpose and task.

 

4. Applying English Language
Conventions

4.2Students speak and write using standard language structures and diction appropriate to audience and task.

 

 

Speaking

  1. Listen to and tell stories from a variety of cultures; discuss similarities and differences in the way language is used.
  2. Stay on topic and supply relevant supporting details.
  3. Sequence ideas appropriately with use of transition words.
  4. Use varied language to describe events or ideas, including multiple meaning words and figurative language.
  5. Present ideas with style and creativity using diction, inflection, volume, pace, etc.
  6. Use appropriate syntax for regular and irregular plurals and past tenses.
  7. Use oral language conventions, such as structures of standard English.

 

 

 


 

 

 

grade 2

WRITING

Students express, develop and substantiate ideas and experiences through their own writing and artistic and technical presentations.

State Framework

Grade-Level Expectations

Assessments

 

1. Reading and Responding

1.4

 

3. Communicating with Others

3.2

 

4. Applying English Language 
    Conventions

4.1

4.2

4.3Students use standard English for composing and revising written text.

       

 

 

Spelling

  1. Spell high-frequency words correctly, including two-syllable words.
  2. Spell basic short vowel, long vowel and consonant blend and digraph patterns, e.g., th, sh, etc.
  3. Spell regular and common irregular plurals correctly, e.g., boy/boys; child/children.
  4. Spell common irregular words, e.g., of, come, were.
  5. Spell common letter patterns, e.g., ee, ai, ar, oo.
  6. Use phonetic approximation for challenging words.
  7. Recognize when words may be misspelled.

 

 

 

 

1. Reading and Responding

1.4

 

3. Communicating with Others

3.2

 

4. Applying English Language 
    Conventions

4.1

4.2

4.3

 

 

Capitalization/Punctuation/Usage

  1. Use commas in a series, e.g., after greeting and closing of a letter, in a date, between city and state.
  2. Use quotation marks in dialogue.
  3. Capitalize names, pronoun “I,” proper nouns, days, months, holidays, and salutation and closing of a letter.
  4. Form contractions; use apostrophes.
  5. Use nouns in sentences, e.g., singular, plural, common, proper, possessive.
  6. Use verbs in sentences, e.g., past and present tense, agreement, linking verbs, common irregular verbs.
  7. Use adjectives in sentences, e.g., descriptive, comparative, superlative.
  8. Use correct subject-verb agreement, correct pronoun choice, and logical word order.
  9. Distinguish between complete and incomplete sentences.
  10. Combine simple sentences into compound sentences by using and/or/but.

 

 

CMT Editing & Revising

 

4. Applying English Language 
    Conventions

4.1

4.2

4.3

 

 

Handwriting

  1. Print legibly, e.g., size, spacing, formation, uppercase and lowercase.

 

 

 

3. Communicating with Others

3.1

3.2 

 

4. Applying English Language  
    Conventions

4.1

4.2

4.3

 

Writing Process

 

  1. Plan: develop ideas for particular purpose or audience.
  2. Draft: complete a draft of at least one paragraph, using ideas generated in the planning stage.  
  3. Revise: revise a completed draft by adding, deleting and/or rearranging words, phrases or sentences; use specific words to replace common nouns and overused verbs, e.g., replace said with whispered; dog with German shepherd dog.
  4. Edit: edit drafts for complete sentences.
  5. Publish/Present: publish and present completed drafts, e.g., Author’s Chair, computerized books, present science project.
  6. Reflect: explain why a representative piece of work is better than another, e.g., maintain an interactive portfolio.

 

 

CMT Writing

 

3. Communicating with Others

3.1

3.2 

 

4. Applying English Language  
    Conventions

4.1

4.2

4.3

 

Writing Genres, Traits and Crafts

 

Descriptive

  1. Write one or more detailed paragraphs, using topic sentences and supporting details.
  2. Use sensory words.

Narrative:

  1. Write personal and fictional narratives that consist of one paragraph or more, including a beginning, middle and end.
  2. Use transition words, e.g., first, then, next, last.

Expository

  1. Write personal correspondence, e.g., invitation, thank you note, letter to the principal.
  2. Write to explain a process, e.g., how to solve a math problem, how to report scientific observations.
  3. Write one or more paragraphs about data , e.g., how many students like recess, observations of nature.

Persuasive: 

  1. Write a paragraph about a topic of interest, e.g., why there should be school uniforms, why there should be ice cream in the cafeteria.

Poetic

  1. Write eight or more lines of patterned rhymed poetry, e.g., ababcdcd.

 

 

CMT Writing

 

 
 


 

 

GRADE 3

READING

Students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard.

State Framework

Grade-Level Expectations

Assessments

 

1. Reading and Responding 

Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.

1.3  Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.

 

 

Phonics/Word Study

  1. Use phonetic, structural, syntactical and contextual clues to read and understand words.
  2. Know sounds for a wide range of suffixes and prefixes, e.g., -able, -tion, -ment, ex-, re-.
  3. Use letter-sound correspondence, structural analysis and syllable patterns to decode multisyllable words.
  4. Infer word meanings from roots, prefixes, and suffixes.
  5. Recognize automatically common regular and irregular words.
  6. Analyze the meaning of words and phrases in context.
  7. Use context to accurately read words with more than one pronunciation, e.g., an object vs. to object.
  8. Explain common homophones, e.g. fair/fare or made/maid, and homographs, e.g., a lead weight vs. lead the way.
  9. Identify pronoun referents in text.
  10. Read words containing complex letter patterns and/or word families, e.g., -ieve, -eive, -ield, in isolation and in context.

 

 

 

1. Reading and Responding 

1.3                 

 

High-Frequency Words

  1. Read at least 600 high-frequency words, e.g., Dolch or Fry.

 

 

 

1. Reading and Responding 

1.3                 

 

 

Fluency

  1. Read aloud informational/expository text and literary/narrative text accurately, using appropriate pacing, phrasing and expression.
  2. Read aloud, while comprehending, unpracticed text with fluency at 110-120+ words correct per minute.
  3. Silently read longer, more complex texts.

 

 

 

1. Reading and Responding 

1.3

 

 

 

Vocabulary

  1. Use glossary, dictionary and thesaurus to find and confirm word meanings.
  2. Use prior knowledge, context, pictures, illustrations and diagrams to predict, clarify and/or expand word meaning, including multiple-meaning words.
  3. Use new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities, in own oral and written communication.
  4. Define words and concepts necessary for understanding math, science, social studies, literature and other content area text.

 

 

 

1. Reading and Responding 

1.1Students use appropriate strategies before, during and after reading in order to construct meaning.

1.2Students interpret, analyze and evaluate text in order to extend understanding and appreciation.

 

2. Exploring and Responding

Students read and respond to classical and contemporary texts from many cultures and literary periods.

2.1Students recognize how literary devices and conventions engage the reader.

 

Reading Comprehension

Students will independently accomplish all before, during and after comprehension grade-level expectations.  Teachers will continue to spiral all previous grade-level expectations.  Students will read, view, listen to and write about a variety of fiction and nonfiction contemporary, classical, multicultural and culturally relevant texts in all content areas.  Teachers will be culturally responsive to students.  Students will provide evidence from text to support all oral, written and presented responses about text.

 

Before Reading

  1. Choose the appropriate text for a specific purpose.
  2. Articulate what is known about the text topic based on the title, author, pictures, illustrations, prior knowledge.
  3. Make relevant predictions about what will probably happen in a story (fiction) or what will be learned (nonfiction) based on title, cover, chapter headings, illustrations, etc.

 

 

 

 

 

 

1. Reading and Responding 

1.1

1.2

 

2. Exploring and Responding

2.1

2.2Students explore multiple responses to literature.

2.3Students recognize and appreciate that contemporary and classical literature has shaped human thought.

2.4Students recognize that reads and authors are influences by individual, social, cultural and historical contexts.

 

 

During Reading

  1. Make predictions and connections.  
  2. Ask and answer questions.
  3. Describe the mental imagery that occurs while reading.
  4. Identify specific words or phrases that cause comprehension difficulties and self monitor.
  5. Explain first-, second-, and third-person point of view.
  6. Interpret graphical information, e.g., charts, tables, diagrams.
  7. Make inferences based on explicit information in the text; provide justification for those inferences.

 

DRA

 

DRP

 

CMT Reading Comprehension

 

A4  Use information from the text to make predictions based on what is read.

A5  Use context clues to determine meanings of unknown or multiple-meaning words or figurative language.

C1Make connections between the text and outside experiences and knowledge.

 

 

1. Reading and Responding 

1.1

1.2

1.4Students communicate with others to create interpretations of written, oral and visual texts.

 

2. Exploring and Responding to Literature

2.1

2.2

2.3

2.4

 

 

 

 

After Reading — CMT Strands Highlighted Below

General Understanding

  1. Describe characters’ physical and personality traits.
  2. Develop a new title that best fits a text.
  3. Describe the conflict faced by a character in a story.
  4. State the main idea with supporting details in informational text.
  5. State the theme in literary text.

 

 

 

 

 

 

 

 

 

 

 

Developing an Interpretation

  1. Explain similarities and differences in a story.
  2. Draw conclusions based on implicit or explicit evidence from text.
  3. Decide an author’s purpose for including particular information in text.
  4. Interpret meaning based on charts, graphs, maps, illustrations, photos in text.
  5. Identify and explain text structures, e.g., sequence, main idea/details, compare/contrast, cause and effect.

 

 

 

 

 

 

 

 

 

 

 

 

CMT Reading Comprehension

 

A1  Determine the main idea (nonfiction)  theme (fiction)  the text.

A2  Identify or infer important characters, problems, settings, events, relationships and details.

A3  Select and use relevant information from the text in order to summarize events and/or ideas in the text.

 

 

B1   Identify or infer the author’s use of structure/organizational patterns.

B2Draw conclusions about the author’s purpose for choosing genres or including or omitting specific details in the text.

B3  Use stated or implied evidence from the text to draw and/or support a conclusion.

 

 

 

 

Making Reader/Text Connections

  1. Identify most surprising/interesting/important part of a text and explain why.

 

 

 

 

 

 

 

 

 

 

Content and Structure

  1. Recognize values, ethics and beliefs included in a text.
  2. Select, synthesize and use relevant information from a text to include in an extension or response to the text, e.g., journal response, questions to ask the author, points to include in a speech.
  3. Identify the author’s use of literary devices, e.g., simile, personification.
  4. Discuss the culture and/or traditions described in a piece of literature and explain how they are similar or different from those of the reader.

 

 

C1Make connections between the text and outside experiences and knowledge.

C2  Select, synthesize and/or use relevant information within the text to write a personal response to the text.

 

 

D1  Analyze and evaluate the author’s craft including use of literary devices and textual elements

D2   Select, synthesize and/or use relevant information within the texts to extend or evaluate the texts.

D3  Demonstrate an awareness of an author’s or character’s values, customs and beliefs included in the text.

 

1. Reading and Responding

1.2

 

2. Exploring and Responding to
    Literature

2.1

 

Reading Reflection/Behaviors

  1. Listen to, read, and discuss a variety of literature representing different perspectives of family, friendship, culture and tradition.
  2. Identify reading strengths and weaknesses with teacher assistance and select targets on which to work.
  3. Cite favorite authors and books and support with reasons.

 

 

 

 

grade 3

ORAL LANGUAGE

Students will listen and speak to communicate ideas clearly.

State Framework

Grade-Level Expectations

Assessments

 

1. Reading and Responding 

1.4

 

3. Communicating with Others

Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.

3.1Students use descriptive, narrative, expository, persuasive and poetic modes.

 

4. Applying English Language
Conventions

Students apply the conventions of standard English in oral, written and visual communication.

 

4.1Students use knowledge of their language and culture to improve competency in English.

 

Listening

  1. Recognize the difference between standard and nonstandard English.
  2. Listen to the opinions of others about written, oral and visual texts.
  3. Paraphrase information that has been shared by others.

 

 

1. Reading and Responding 

1.4

 

3. Communicating with Others

Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.

3.1

3.2Students prepare, publish and/or present work appropriate to audience, purpose and task.

 

4. Applying English Language
Conventions

4.2Students speak and write using standard language structures and diction appropriate to audience and task.

 

 

Speaking

  1. Express clearly main idea and elaborate with supporting details.
  2. Sequence ideas logically with effective transition words to connect ideas.
  3. Present ideas with clarity, voice and fluency to communicate a message, e.g., present dramatic interpretations of experiences, stories, poems or plays.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

 

 

grade 3

WRITING

Students express, develop and substantiate ideas and experiences through their own writing and artistic and technical presentations.

State Framework

Grade-Level Expectations

Assessments

 

1. Reading and Responding

1.4

 

3. Communicating with Others

3.2

 

4. Applying English Language 
    Conventions

4.1

4.2

4.3Students use standard English for composing and revising written text.

 

 

Spelling

  1. Spellwords involving previously studied generalizations and word patterns, and words taught as part of the third-grade spelling curriculum.

Examples:

- vowel patterns, e.g., aw, ou, oy

- affixes, e.g., un-, pre-, -ed

- plurals rules, e.g., cat to cats, glass to glasses, carry to carries

- double consonant rules, e.g., bunny, hopping, hotter, hottest

- common homophones, e.g., to, two, too;  there, their, they’re

  1. Use phonetic spelling for challenging words.
  2. Recognize words that may be misspelled and make corrections.

 

 

 

 

 

1. Reading and Responding

1.4

 

3. Communicating with Others

3.2

 

4. Applying English Language 
    Conventions

4.1

4.2

4.3

 

 

Capitalization/Punctuation/Usage

  1. Capitalize person’s title, e.g., President Smith vs. the president.
  2. Capitalize first word inside quotation marks.
  3. Capitalize all proper nouns.
  4. Write apostrophes to show possession.
  5. Use period after an abbreviation or initial, e.g., Dr. Georgia Scott, M.D.
  6. Use comma between city and state, e.g., Seattle, Washington.
  7. Use commas in a series, e.g., She bought red socks, white shoes, and a blue dress OR She bought red socks, white shoes and a blue dress.
  8. Use comma between the day of the month and the year, e.g., March 2, 2000.
  9. Use comma in compound sentences.
  10. Use quotation marks in dialogue.
  11. Use apostrophe in possessive nouns, e.g., the dog’s house, the dogs’ houses.
  12. Use correct pronoun as subject, e.g., I vs. me.
  13. Use consistent verb tense most of the time.
  14. Do not use double negatives or make common errors such as would of rather than would have; does not run sentences together or write accidental fragments.
  15. Use appropriate homonym, e.g., it’s vs. its, your vs. you’re, their vs. there vs. they’re, to vs. two vs. too.
  16. Use paragraph conventions, e.g., designated by indentation or skipping lines between paragraphs.
  17. Use resources to find correct spelling for words identified as misspelled, e.g., word walls, student dictionaries.

 

CMT Editing & Revising

 

4. Applying English Language 
    Conventions

4.1

4.2

4.3

 

Handwriting

  1. Print and use cursive legibly, e.g., size, spacing, formation, uppercase and lowercase; and type when appropriate.

 

 

 

3. Communicating with Others

3.1

3.2 

 

4. Applying English Language  
    Conventions

4.1

4.2

4.3

 

Writing Process

  1. Plan:  develop ideas for a particular topic or purpose, e.g., questioning, brainstorming,drawing and listing key thoughts.
  2. Draft:  complete a draft of a singe topic, using simple notes or outlines generated from the planning stage.
  3. Revise:  revise a completed draft by rearranging words, phrases or sentences, provide supporting details, use correct sequence, fix run-on sentences and fragments.
  4. Edit:  edit drafts for complete sentences, capitalization, punctuation and usage.
  5. Publish/Present:  publish and present completed drafts, e.g., student authors’ celebration, cooperative group science project, peer teaching math word problems.
  6. Reflect:explain strengths and weaknesses of writing, e.g., CMT rubric and anchor papers, checklist, scoring guides.

 

CMT Writing:  Narrative (personal or fictional)

 

3. Communicating with Others

3.1

3.2 

 

4. Applying English Language  
    Conventions

4.1

4.2

4.3

 

Writing Genres, Traits and Crafts

 

Show increasing use of formal language patterns with a focus on voice, fluency, word choice and organization.

 

Descriptive

  1. Select a topic and use specific words to “paint a picture.”
  2. Use a variety of sentence lengths and sentence types, e.g., declarative, imperative, interrogative.

Narrative:

  1. Write personal narratives, using personal experience and observations to support ideas, e.g., diary entries, autobiography.
  2. Write fictional narratives with an evident problem and solution, e.g., folktale, fairytale, fable.
  3. Use transition words to connect ideas, e.g., afterward, later on.

Expository

  1. Write a report to explain a topic, citing one source.
  2. Write three or more paragraphs, maintaining focus on a specific topic and using a variety of sentence beginnings, e.g., start with an adverb, quickly, the snake slithered away.
  3. Describe procedures sequentially, e.g., steps in a scientific experiment, mathematical problem, recipe.
  4. Summarize through the use of charts and graphs .

Persuasive: 

  1. Write two or more paragraphs, stating an opinion and supporting that opinion with details.

Poetic

  1. Write a quatrain poem.
  2. Write a limerick.
  3. Write a free verse poem, e.g., repeated sentence beginnings: If I were to change the world

 

 

CMT Writing:  Narrative (personal or fictional)

 

 
 


 

 

GRADE 4

READING

Students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard.

State Framework

Grade-Level Expectations

Assessments

 

1. Reading and Responding 

Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.

1.3  Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.

 

 

Word Study

  1. Know sounds for letter patterns common to multisyllable or low frequency words, e.g., ch as in machinery, chemistry and chip.
  2. Know sounds and meanings for a wide range of suffixes and prefixes, including those relevant to specific content areas.
  3. Use context to read and understand words with more than one pronunciation, e.g., an object vs. to object.
  4. Use letter-sound correspondence, structural analysis, and analogy to decode grade-appropriate unfamiliar words across all content areas.

 

 

1. Reading and Responding 

1.3                 

 

 

Fluency

  1. Adjust reading rate to match text complexity, type of text and purpose for reading, e.g., skimming for facts, scanning for key words, and close/careful reading for understanding new or complex ideas.
  2. Read aloud, while comprehending, unpracticed text with fluency at 120-135+ words correct per minute.

 

 

 

1. Reading and Responding 

1.3                 

 

 

Vocabulary

  1. Develop a high-frequency word vocabulary list from literary and content area texts, e.g., across content vocabulary notebook.
  2. Identify specific words or phrases causing comprehension difficulties and apply strategies to support comprehension.
  3. Explain common homophones, homographs, e.g., maid/made; to/two/too; pencil lead vs. to lead the way, words with multiple meanings, and meanings of words specific to various content areas, e.g.,product in math.
  4. Infer word meanings from common roots, prefixes, suffixes, e.g., port: transportation, porter, import, report.
  5. Use new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities, in oral and written communication.
  6. understand and respond to words in directions, e.g., mainly, brief, evidence, information, support
  7. Define words and concepts necessary for understanding math, science, social studies, literature and other content area text.
  8. Explain that some words have a different meaning in different content areas, e.g., concept of shade in science and art.
  9. Apply the necessary strategy, e.g., Concept of Definition Map, Context Clues for Determining Word Meanings, List-Group-Label, Possible Sentences, Semantic Feature Analysis, Word Walls, Knowledge Rating Scale to better comprehend vocabulary.

 

 

 

 

1. Reading and Responding 

1.1Students use appropriate strategies before, during and after reading in order to construct meaning.

1.2Students interpret, analyze and evaluate text in order to extend understanding and appreciation.

 

2. Exploring and Responding to Literature

Students read and respond to classical and contemporary texts from many cultures and literary periods.

2.1Students recognize how literary devices and conventions engage the reader.

2.2Students explore multiple responses to literature.

2.3Students recognize and appreciate that contemporary and classical literature has shaped human thought.

2.4Students recognize that reads and authors are influences by individual, social, cultural and historical contexts.

 

 

Reading Comprehension

Students will independently accomplish all before, during and after comprehension grade-level expectations.  Teachers will continue to spiral all previous grade-level expectations.  Students will read, view, listen to and write about a variety of fiction and nonfiction contemporary, classical, multicultural and culturally relevant texts in all content areas.  Teachers will be culturally responsive to students.  Students will provide evidence from text to support all oral, written and presented responses about text.

 

Before and During Reading

 

  1.  Activate prior knowledge before reading, e.g., Direct Reading-Thinking Activity, KWL Chart, Anticipation Guide, Response Notebooks.
  2. Examine the text before reading, e.g., Chapter Tour, Read Around the Text, Concept of Definition Map.
  3. Evaluate predictions and adjust as necessary.
  4. Use cueing system and context clues to determine meanings of words.
  5. Summarize information to maintain focus and provide clarity.
  6. Use appropriate resources to locate information, e.g., index, glossary, dictionary, thesaurus, directory, website on a specific topic or for a specific purpose.

 

 

 

 

 

 

 

 

 

DRP

 

CMT Reading

Comprehension

 

A4  Use information from the text to make predictions based on what is read.

A5  Use context clues to determine meanings of unknown or multiple-meaning words or figurative language.

B1   Identify or infer the author’s use of structure/organizational patterns.

 

 

 

 

1. Reading and Responding 

1.1

1.2

1.4Students communicate with others to create interpretations of written, oral and visual texts.

 

2. Exploring and Responding to Literature

2.1

2.2

2.3

2.4

 

 

 

 

After Reading — CMT Strands Highlighted Below

General Understanding

  1. Explain steps in a process, e.g., problem solving in mathematics, life cycle of a butterfly.
  2. Summarize information, including main idea, most important text-based facts, details, and/or ideas, e.g., newspaper, magazine, Internet articles and content journals.
  3. Describe the components of setting, e.g., time, location, descriptive surroundings.
  4. Infer characteristics, setting, plot events, theme, conflict.

 

                                                                                                                           

 

 

 

 

 

 

 

 

 

Developing an Interpretation

  1. Identify and explain the elements of particular literary forms, e.g., poetry, short story, biography, journalistic writing, narrative.
  2. Distinguish fact vs. opinion in text.
  3. Use multiple texts to compare and contrast characters,  settings, plots, themes, conflicts and points of view.
  4. Recognize organizational patterns of text, e.g., main ideas and supporting details, compare/contrast, cause/effect, sequence of events.
  5. Determine character traits, using knowledge of the characters’ situations.
  6. Identify and explain the difference between first-, second- and third-person point of view.
  7. Determine an author’s purpose for including or omitting details to create meaning.
  8. Determine an author’s purpose for choosing a certain genre.

 

 

 

 

 

 

 

CMT Reading Comprehension

 

A1  Determine the main idea (nonfiction)  theme (fiction)  the text.

A2  Identify or infer important characters, problems, settings, events, relationships and details.

A3  Select and use relevant information from the text in order to summarize events and/or ideas in the text.

 

 

B1   Identify or infer the author’s use of structure/organizational patterns.

B2  Draw conclusions about the author’s purpose for choosing genres or including or omitting specific details in the text.

B3  Use stated or implied evidence from the text to draw and/or support a conclusion.

 

 

 

 

Making Reader/Text Connections

  1. Analyze how characters deal with diversity and adversity relating to real-world situations.
  2. Identifythe best/worst part of an event or situation in text.

 

 

 

 

 

 

 

 

 

Content and Structure

  1. Identify literacy devices the author uses to appeal to the reader, e.g., humor, imagery.
  2. Identify and explain the author’s use of metaphor and onomatopoeia.
  3. Synthesize information in the text to extend the meaning, e.g., what might the next paragraph be about.
  4. Recognize and discuss an author’s values, ethics and beliefsincluded in many texts.
  5. Make generalizations about a topic after reading more than one text, e.g., life during the Civil War after reading several informational/expository and literary/narrative accounts of this historic period.

 

 

C1Make connections between the text and outside experiences and knowledge.

C2  Select, synthesize and/or use relevant information within the text to write a personal response to the text.

 

 

D1  Analyze and evaluate the author’s craft including use of literary devices and textual elements

D2   Select, synthesize and/or use relevant information within the texts to extend or evaluate the texts.

D3  Demonstrate an awareness of an author’s or character’s values, customs and beliefs included in the text.

 

 

1. Reading and Responding

1.2

 

2. Exploring and Responding to
    Literature

2.1

 

 

Reading Reflection/Behaviors

  1. Choose a variety of genres to read for personal enjoyment.
  2. Elicit, discuss and respect the opinions of others about written, oral and visual texts.
  3. Share opinions and judgments based on texts.
  4. Explain the appeal of a text.
  5. Identify reading strengths and weaknesses and select targets on which to work.

 

 

 


 

 

 

grade 4

ORAL LANGUAGE

Students will listen and speak to communicate ideas clearly.

State Framework

Grade-Level Expectations

Assessments

 

1. Reading and Responding 

1.4

 

3. Communicating with Others

Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.

3.1Students use descriptive, narrative, expository, persuasive and poetic modes.

3.2Students prepare, publish and/or present work appropriate to audience, purpose and task.

 

4. Applying English Language
Conventions

Students apply the conventions of standard English in oral, written and visual communication.

4.1Students use knowledge of their language and culture to improve competency in English.

4.2Students speak and write using standard language structures and diction appropriate to audience and task.

 

 

Listening / Speaking

  1. Speak in a clear voice with fluency to communicate an accurate message (i.e., present dramatic interpretations of experiences, stories, poems, plays, directions.
  2. Pose questions, listen to the ideas of others, and contribute own information and ideas in group discussions.
  3. Make oral presentations that show appropriate consideration of audience, purpose and information to be conveyed.
  4. Use volume, pitch, phrasing, pace, modulation and gestures to enhance meaning.

 

 


 

 

 

grade 4

WRITING

Students express, develop and substantiate ideas and experiences through their own writing and artistic and technical presentations.

State Framework

Grade-Level Expectations

Assessments

 

1. Reading and Responding

1.4

 

3. Communicating with Others

3.2

 

4. Applying English Language 
    Conventions

4.1

4.2

4.3Students use standard English for composing and revising written text.

 

 

Spelling

  1. Use spelling rules and patterns from previous grades.
  2. Spell grade-appropriate words taught as part of the curriculum across content areas.

Examples:

- Affixes, e.g., -en, -in, -on, -an at end of words

- Rules such as -ge after long vowel, -dge after short vowel, e.g., rage and edge

  1. Spell high-frequency words correctly, e.g., people, water.
  2. Spell common homophones, e.g., its, it’s; know, no; your, you’re.
  3. Useknowledge about morphology and structural analysis as an aid to spelling words.
  4. Apply spelling knowledge in writing (vowels, patterns, etc.).

 

 

 

1. Reading and Responding

1.4

 

3. Communicating with Others

3.2

 

4. Applying English Language 
    Conventions

4.1

4.2

4.3

 

 

Capitalization/Punctuation/Usage

  1. Use capitalization, punctuation, and usage rules from previous grades.
  2. Capitalize important words in a title of a book or article, e.g., Martin’s Big Words: The Life of Dr. Martin Luther King, Jr.
  3. Capitalize abbreviations correctly, e.g., Calif. or CA, Mr., Dr.
  4. Use resources to correct capitalization.
  5. Indent paragraphs consistently.
  6. Cite sources, e.g., lists titles and authors alphabetically.
  7. Use comma to set off titles or initials, e.g., Dr. Smith, M.D..
  8. Use comma in complete address, e.g., 345 Oak Ave., Hartford, CT.
  9. Use comma after an introductory phrase, e.g., After the scary movie, she wished she had read the book, or clause, e.g., After she went to the movie, she wanted to read the book.
  10. Use italics, underlining, or quotation marks for titles.
  11. Use colon after greeting in a business letter.
  12. Use hyphen between syllables at line breaks.
  13. Use single/plural agreement between nouns and modifiers, e.g., one child and two children.
  14. Logically use conjunctions, e.g., I like dogs, but I am allergic to them..
  15. Use correct placement of pronouns.

Correct examples:

- Juanita and I went to the store.

- She gave candy to Juanita and me.

Incorrect examples:

- Me and Juanita went to the store.

- She gave the candy to Juanita and I.

  1. Use resources to find correct spelling for words identified as misspelled, e.g., electronic spellers, dictionaries, personal dictionaries.

 

 

CMT Editing & Revising

 

3. Communicating with Others

3.1

3.2 

 

 

4. Applying English Language  
    Conventions

4.1

4.2

4.3

 

Writing Process

  1. Plan:  choose an appropriate written, oral or visual format based on audience and purpose
  2. Draft:  complete a draft demonstrating connections among ideas
  3. Revise: revise a completed draft, incorporating feedback from peers and teacher, e.g., … helped me understand the topic more clearly, I was confused by…, Be more clear about …, Use a better word for
  4. Edit:use multiple resources, e.g., dictionary, glossary, thesaurus, for proofreading and editing
  5. Publish/Present:  publish and present final products in a variety of ways, including the arts and technology, e.g., book of poetry, a theatrical performance, a newscast
  6. Reflect:  critique one’s own and a peer’s writing, using established criteria, e.g., I improved on …, This piece demonstrates how well I elaborate.

 

 

CMT Writing:  Narrative (personal and fictional)

 

3. Communicating with Others

3.1

3.2 

 

4. Applying English Language  
    Conventions

4.1

4.2

4.3

 

Writing Genres, Traits and Crafts

 

Write in logically organized progression of unified paragraphs.  Use a variety of transition words and phrases to make connections between and within paragraphs.  Adjust voice to suit audience.

 

Descriptive

  1. Write a descriptive anecdote within a narrative and expository piece to enhance elaboration.

Narrative:

  1. Write a myth, legend or fantasy piece, using literary devices, e.g., personification, metaphor, hyperbole.
  2. Provide a specific account of an event.
  3. Write a personal narrative in own voice, e.g., Spinach makes me gag.

Expository

  1. Write a report with accurate use of appropriate text structure, e.g., organization, transition and sequence.
  2. Write a news article with a strong lead and supporting detail.

Persuasive: 

  1. Write to persuade an audience to purchase a product or change a rule, e.g., advertisement, letter to principal about dress code.

Poetic

  1. Write an imagery poem.
  2. Write a cinquain poem.
  3. Write a refrain poem.

Fluency:

  1. Use complete sentences in writing.
  2. Write a variety of sentence beginnings, e.g., starts with an introductory adverb clause: If you want to see an ant up close, you should use a magnifying glass.
  3. Write a variety of sentence lengths.
  4. Write a variety of sentence structures, e.g., My dog enjoys music and howls when we listen to certain songs. It makes me laugh. After his song is over, I give him a treat.

 

 

 

CMT Writing:  Narrative (personal and fictional)

 

 

 



 

 

GRADE 5

READING

Students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard.

State Framework

Grade-Level Expectations

Assessments

 

1. Reading and Responding 

Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.

1.3  Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.

 

 

Vocabulary

  1. Use prior knowledge, context clues and graphic features to predict, clarify, and/or expand word meanings and concepts.
  2. Use structural analysis to understand new words and concepts.
  3. Use dictionaries, thesauruses, and glossaries to find or confirm word meanings, pronunciations, syllabication, synonyms, antonyms and parts of speech.

 

 

 

1. Reading and Responding 

1.1Students use appropriate strategies before, during and after reading in order to construct meaning.

1.2Students interpret, analyze and evaluate text in order to extend understanding and appreciation.

 

2. Exploring and Responding to

    Literature

Students read and respond to classical and contemporary texts from many cultures and literary periods.

2.1Students recognize how literary devices and conventions engage the reader.

2.2Students explore multiple responses to literature.

2.3Students recognize and appreciate that contemporary and classical literature has shaped human thought.

2.4Students recognize that reads and authors are influences by individual, social, cultural and historical contexts.

 

 

Reading Comprehension

Students will independently accomplish all before, during and after comprehension grade-level expectations.  Teachers will continue to spiral all previous grade-level expectations.  Students will read, view, listen to and write about a variety of fiction and nonfiction contemporary, classical, multicultural and culturally relevant texts in all content areas.  Teachers will be culturally responsive to students.  Students will provide evidence from text to support all oral, written and presented responses about text.

 

Before and During Reading

  1. Synthesize using multiple strategies/multiple sources for new insight, e.g., Visualizing, Think-Aloud, Question-Answer Relationship, List-Group-Label.
  2. Determine the importance of ideas (main ideas, details and themes) in text.
  3. Use cueing system and context clues to determine meanings of words.
  4. Make inferences based on implicit and explicit information in the text;  provide justification for those inferences.

 

 

 

 

 

 

DRP

 

CMT Reading Comprehension

 

A4  Use information from the text to make predictions based on what is read.

A5  Use context clues to determine meanings of unknown or multiple-meaning words or figurative language.

 

 

 

 

1. Reading and Responding 

1.1

1.2

1.4Students communicate with others to create interpretations of written, oral and visual texts.

 

2. Exploring and Responding to

    Literature

2.1

2.2

2.3

2.4

 

 

 

 

After Reading — CMT Strands Highlighted Below

General Understanding

  1. Identify recurring themes in literature, including books by the same author, e.g., friendship, conflict.
  2. Use knowledge of the situation, characters’ actions, motivations, feelings, and physical attributes to determine characters’ traits.
  3. Discuss and analyze how characters in text deal with conflicts of human experience, relating to real life situations.
  4. Summarize the major actions that define the plot and how actions lead to conflict or resolution.
  5. Explain the influence of setting on character and plot.
  6. Identify the narrator and explain which point of view is used in the text.
  7. Explain how a story would change if a different character narrated it.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CMT Reading Comprehension

 

A1  Determine the main idea (nonfiction)  theme (fiction) the text.

A2  Identify or infer important characters, problems, settings, events, relationships and details.

A3  Select and use relevant information from the text in order to summarize events and/or ideas in the text.

A4  Use information from the text to make predictions based on what is read.

 

 

 

Developing an Interpretation                                                             

  1. Follow multistep directions in a procedural text and explain and/or follow the process.
  2. Explain the characteristics of various genres.
  3. Compare and contrast ideas, themes and/or issues across texts, and across texts representing multicultural experiences.
  4. Compare and contrast the same conflict from the point of view of two different characters.
  5. Explain how specific text features help you understand a selection, e.g., how a chapter heading helps you think about the chapter, how boldface or italics signals a new term that can be found in the glossary.
  6. Explain similarities and differences within and among multiple cultures or historical periods, e.g., marriage customs or family vs. community responsibilities.
  7. Explain how personal beliefs and values influence the interpretation of text.
  8. Find similarities and differences within and between texts using text-based evidence, e.g., character’s point of view in poetry and narrative; the author’s feelings and the poet’s feelings; cultural perspectives in a magazine article and an editorial.

 

 

 

 

Making Reader/Text Connections

  1. Take a position regarding a topic/issue.
  2. Evaluate the quality and value of text.
  3. Connect current issues, information from other texts, and personal experiences to characters, events and information.

 

 

 

 

 

 

 

 

 

 

B1   Identify or infer the author’s use of structure/organizational patterns.

B2  Draw conclusions about the author’s purpose for choosing genres or including or omitting specific details in the text.

B3  Use stated or implied evidence from the text to draw and/or support a conclusion.

 

 

C1Make connections between the text and outside experiences and knowledge.

C2  Select, synthesize and/or use relevant information within the text to write a personal response to the text.

 

 

 

Content and Structure

  1. Understand how the author’s experience and beliefs influence text.
  2. Recognize author’s perspective, e.g., opinion about an idea, stand on an issue, perspective on a topic, and cite supporting literary/narrative text details or information text facts.
  3. Understand the social and cultural perspective from which the author writes and how that contributes to the text.
  4. Examine and determine the validity of sources of information.
  5. Explain how information in a text could be used to solve a problem and cite text-based examples, e.g., use information from an article about when fruits and vegetables are in season to save money at the grocery store.

 

 

D1  Analyze and evaluate the author’s craft including use of literary devices and textual elements

D2   Select, synthesize and/or use relevant information within the texts to extend or evaluate the texts.

D3  Demonstrate an awareness of an author’s or character’s values, customs and beliefs included in the text.

 

 

1. Reading and Responding 

1.1

1.2

 

2. Exploring and Responding to

    Literature

2.1

2.2

 

 

Reading Reflection / Behaviors

  1. Choose a variety of genres to read, hear, view and write for personal enjoyment.
  2. Recommend books to others and explain the reason for the recommendation.
  3. Set reading goals, create a plan to meet those goals, and monitor progress.

 

 

 

 

 

 

 

 

 

 

 

 


 

 

 

grade 5

ORAL LANGUAGE

Students will listen and speak to communicate ideas clearly.

State Framework

Grade-Level Expectations

Assessments

 

1. Reading and Responding 

1.4

 

3. Communicating with Others

Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.

3.1Students use descriptive, narrative, expository, persuasive and poetic modes.

3.2Students prepare, publish and/or present work appropriate to audience, purpose and task.

 

4. Applying English Language
Conventions

Students apply the conventions of standard English in oral, written and visual communication.

4.1Students use knowledge of their language and culture to improve competency in English.

4.2Students speak and write using standard language structures and diction appropriate to audience and task.

 

 

Listening / Speaking

  1. Pose questions, listen to the ideas of others, and contribute own information and ideas in group discussions.
  2. Make oral presentations that show appropriate consideration of audience, purpose and information to be conveyed.
  3. Analyze how dialects are reflected in language styles of different groups (e.g. geographical or socially) and individuals.

 

 


 

 

 

grade 5

WRITING

Students express, develop and substantiate ideas and experiences through their own writing and artistic and technical presentations.

State Framework

Grade-Level Expectations

Assessments

 

1. Reading and Responding

1.4

 

3. Communicating with Others

3.2

 

4. Applying English Language 
    Conventions

4.1

4.2

4.3Students use standard English for composing and revising written text.

       

 

 

 

Spelling

  1. Use spelling rules and patterns from previous grades.
  2. Correctly spell high-frequency words.
  3. Use multiple strategies to spell.

Examples:

  • visual patterns, e.g., -ion endings
  • sound patterns, e.g., easily confused endings –able/-ible, -ant/-ent
  • affixes, e.g., pre-, in-, un-, -ed, -ing, -graph
  • rules, e.g., “i” before “e” rule
  • self-corrects spelling errors

 

 

 

 

 

 

1. Reading and Responding

1.4

 

3. Communicating with Others

3.2

 

4. Applying English Language 
    Conventions

4.1

4.2

4.3

 

 

Capitalization /Punctuation / Usage

  1. Use capitalization, punctuation, and usage rules from previous grades.
  2. Use standard and nonstandard English.
  3. Capitalize brand names, e.g., Nike.
  4. Capitalize geographic regions, e.g., the West.
  5. Use periods in abbreviations, e.g., pg., ft..
  6. Uses commas to set off interjections, e.g., Okay, if you say so; or explanatory phrases, e.g., They stood together, away from the pile of stones in the corner, and their voices were quiet.
  7. Use comma after date or address within text, e.g., June 1, 1993, was an important day in my life.
  8. Use quotation marks in dialogue, e.g., “How’s it going?” the boy asked.
  9. Use hyphen in numbers, e.g., twenty-three.
  10. Use hyphens to join numbers, e.g., pages 1-3; the Mariners won 17-6.
  11. Use ellipsis (...) to show omitted words and to show a pause.
  12. Use semicolon between two independent clauses.
  13. Use subject vs. object pronouns correctly, e.g., I vs. me.
  14. Use new paragraphs to change speakers in dialogue.
  15. Cite sources in research using a bibliographic format.
  16. Use resources to find correct spelling for words identified as misspelled.

 

 

CMT Editing & Revising

 

3. Communicating with Others

3.1

3.2 

 

4. Applying English Language  
    Conventions

4.1

4.2

4.3

 

Writing Process

 

  1. Plan:  gather and organize information from multiple sources to address a topic, e.g., electronic graphic organizer, comparison or classification chart.
  2. Draft:  completedraft demonstrating connections among ideas, supported by information gathered during planning stage.
  3. Revise:  rework writing several times based on different points of focus, e.g., first reading — add  details for elaboration; second reading — delete sentences or phrases to achieve paragraph unity; third reading — reorganize ideas for meaning.
  4. Edit:   use multiple resources, e.g., dictionary, glossary, thesaurus, for proofreading and editing.

Publish/Present: 

  1. Publish and present final products, usinga variety of technology, e.g., word processor, spreadsheet, multimedia, slideshow, publication software.
  2. Make purposeful decisions about format, graphics, illustrations, and other features, e.g., captioned photos, maps, based on audience.
  3. Publish for global audience.

 

Reflect: 

  1. Provides evidence that writing goals have been met, e.g., My sentence fluency has improved because I now vary the beginnings of my sentences.
  2. Identifies professional authors’ styles and techniques, e.g., leads, conclusions, word choice, purpose, character and plot development; critiques peers’ writing and supports the opinion using established criteria, e.g., content, organization, style, conventions; explains strengths and weaknesses of own writing using criteria, e.g., rubrics and anchor papers, checklists, six-trait scoring guides; uses criteria to choose and defend choices for a writing portfolio.

 

CMT Writing: Expository/ Explanatory  (compare and contrast)

 

3. Communicating with Others

3.1

3.2 

 

4. Applying English Language  
    Conventions

4.1

4.2

4.3

 

Writing Genres, Traits and Crafts

Descriptive

  1. Integrate descriptive writing into other modes, using literary techniques, e.g., flashback, specific word choice, character development.

Narrative:

  1. Write a biography based on an interview.
  2. Write a historical fiction essay, using primary sources.
  3. Write varied narratives with different beginnings and endings.
  4. Write a story ending from the perspective of a different character.

Expository

  1. Write an explanatory piece, building up to the most important point.
  2. Write book reviews.
  3. Write compare-contrast essay, using point-by-point structure.

Persuasive: 

  1. Write a persuasive piece, using “if-and-then” structure.
  2. Write a book or movie critique.

Poetic

  1. Write a haiku.
  2. Write a rap.
  3. Write words to the music of an already existing song.
  4. Write a ballad.
  5. Write a lyrical poem.
  6. Write a cacophony.
  7. Include more than one form/genre in a single piece, e.g., a report about salmon that includes a poem, fact box and story.
  8. Write a variety of sentence lengths; write a variety of sentence beginnings, e.g., starts with a participial phrase: Laughing loudly, they walked down the hall; write a variety of sentence structures, e.g., Mike, busy with his homework, didn’t hear the telephone ring.Although he wanted to keep working, Tran took the call. He kept it short; write with a sense of rhythm, and may use fragments in dialogue as appropriate.

 

 

CMT Writing:  Expository/

Explanatory  (compare and contrast)