LANGUAGE Anchor Standards Connected to Speaking and Listening* Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. *Numbers correspond to the six Common Core Language Anchor Standards. Listed here are the ones that connect to Speaking and Listening. Colorado’s Prepared Graduate Competencies These are the Preschool through grade 12 concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting. Prepared Graduate Competencies in the Speaking and Listening Standard: Collaborate effectively as group members or leaders who listen actively and respectfully pose thoughtful questions, acknowledge the ideas of others, and contribute ideas to further the group’s attainment of an objective Deliver organized and effective oral presentations for diverse audiences and varied purposes Use language appropriate for purpose and audience Demonstrate skill in inferential and evaluative listening
Use primary, secondary, and tertiary written sources to generate and answer research questions Evaluate explicit and implicit viewpoints, values, attitudes, and assumptions concealed in speech, writing, and illustration Demonstrate the use of a range of strategies, research techniques, and persistence when engaging with difficult texts or examining complex problems or issues Exercise ethical conduct when writing, researching, and documenting sources Preschool Kindergarten 1st Grade 2nd Grade Elementary Primary Vertical Articulation Speaking and Listening GLEs & EOs Blue indicated the Grade Level Expectations (GLEs) Preschool Kindergarten 1st Grade 2nd Grade Understand and respond to increasingly complex language. Communicate effectively while describing familiar people, places, things, and events. Communicate effectively while describing people, places, things, and events. Communicate effectively while telling a story and recounting an experience. Presentation of Knowledge and Ideas Presentation of Knowledge and Ideas Presentation of Knowledge and Ideas Presentation of Knowledge and Ideas a. Follow requests not accompanied by gestures. (adapted from G.8.b.4) a. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CCSS: SL.K.4) a. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (CCSS: SL.1.4) a. Logically sequence and tell a story, or recount an experience, with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (CCSS: SL.2.4) b. Respond appropriately to specific vocabulary and statements, questions, and stories. (adapted from G.8.a.6)
a. Join in rhyming songs and games. (adapted from G.15.a.2) a. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CCSS: RF.K.2) a. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CCSS: RF.1.2) b. Fill in missing rhyming word; generate rhyming words spontaneously. (adapted from G.15.a.4) i. Recognize and produce rhyming words. (CCSS: RF.K.2a) i. Distinguish long from short vowel sounds in spoken words. (CCSS: RF.1.2a) c. Decide whether two words rhyme. (adapted from G.15.a.6) ii. Count, pronounce, blend, and segment syllables in spoken words. (CCSS: RF.K.2b) ii. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. (CCSS: RF.1.2b) Notice and discriminate alliteration: d. Sing songs and recite rhymes and refrains with repeating initial sounds. (adapted from G.15.b.2) iii. Blend and segment onsets and rimes of single-syllable spoken words. (CCSS: RF.K.2c) iii. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. (CCSS: RF.1.2c) e. Show awareness that some words begin the same way. (adapted from G.15.b.4) f. Match beginning sounds of some words. (adapted from G.15.b.6) iv. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) (CCSS: RF.K.2d) iv. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). (CCSS: RF.1.2d) Notice and discriminate smaller and smaller units of sound: g. Hear and show awareness of separate words in sentences. (adapted from G.15.c.2) syllable phoneme
Range of Reading and Level of Text Complexity Range of Reading and Level of Text Complexity Range of Reading and Level of Text Complexity i. Actively engage in group reading activities with purpose and understanding. (CCSS: RL.K.10) l. With prompting and support, read prose and poetry of appropriate complexity for grade 1. (CCSS: RL.1.10) m. By the end of the year, read and comprehend literature, including stories and poetry, in the grades text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RL.2.10) Use a range of strategies efficiently to construct meaning while reading informational texts. Use a range of strategies efficiently to construct meaning while reading informational texts. Use a range of strategies efficiently to construct meaning while reading informational texts. Key Ideas and Details Key Ideas and Details Key Ideas and Details a. With prompting and support, ask and answer questions about key details in a text. (CCSS: RI.K.1) a. Ask and answer questions about key details in a text. (CCSS: RI.1.1) a. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (CCSS: RI.2.1) b. With prompting and support, identify the main topic and retell key details of a text. (CCSS: RI.K.2) b. Identify the main topic and retell key details of a text. (CCSS: RI.1.2) b. Identify the main topic of a multi-paragraph text, as well as the focus of specific paragraphs within the text. (CCSS: RI.2.2) c. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CCSS: RI.K.3) c. Describe the connection between two individuals, events, ideas, or pieces of information in a text. (CCSS: RI.1.3) c. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (CCSS: RI.2.3) 3
d. Use schema and background knowledge to construct meaning. d. Summarize the main idea using relevant and significant detail in a variety of texts read or read aloud. Craft and Structure Craft and Structure Craft and Structure d. With prompting and support, ask and answer questions about unknown words in a text. (CCSS: RI.K.4) e. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (CCSS: RI.1.4) e. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. (CCSS: RI.2.) e. Identify the front cover, back cover, and title page of a book. (CCSS: RI.K.5) f. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. (CCSS: RI.1.5) f. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. (CCSS: RI.2.5) f. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. (CCSS: RI.K.6) g. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. (CCSS: RI.1.6) g. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. (CCSS: RI.2.6) h. Read text to perform a specific task. (such as: follow a recipe, play a game) Integration of Knowledge and Ideas Integration of Knowledge and Ideas Integration of Knowledge and Ideas
sequences of letters. (CCSS: RF.K.1b) d. Identify various features of print: letters, words, spaces, upper-and lowercase letters, some punctuation. (adapted from G.17.b.6) ii. Create new words by combining base words with affixes to connect known words to new words. e. Recognize that printed material conveys meaning and connects to the reader’s world. d. Understand that words are separated by spaces in print. (CCSS: RF.K.1c) iii. Identify and understand compound words. f. Recognize print in the environment. e. Recognize and name all upper- and lowercase letters of the alphabet. (CCSS: RF.K.1d) Phonological Awareness Phonological Awareness f. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CCSS: RF.K.2) b. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CCSS: RF.1.2) g. Recognize and produce rhyming words. (CCSS: RF.K.2a) c. Distinguish long from short vowel sounds in spoken single-syllable words. (CCSS: RF.1.2a) h. Count, pronounce, blend, and segment syllables in spoken words. (CCSS: RF.K.2b) d. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. (CCSS: RF.1.2b) i. Blend and segment onsets and rimes of single-syllable spoken words. (CCSS: RF.K.2c) e. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. (CCSS: RF.1.2c)
j. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) (CCSS: RF.K.2d) f. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). (CCSS: RF.1.2d) k. Add or substitute individual sounds (phonemes) in simple, words to make new words. (CCSS: RF.K.2e) l. Identify phonemes for letters. Phonics and Word Recognition: Phonics and Word Recognition Phonics and Word Recognition m. Know and apply phonics and word analysis skills in decoding words. (CCSS: RF.K3) g. Know and apply phonics and word analysis skills in decoding words. (CCSS: RF.1.3) a. Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.2.3) n. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. (CCSS: RF.K.3a) i. Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). (CCSS: RF.1.3a) i. long and short vowels when reading regularly spelled one-syllable words. (CCSS: RF.2.3a) level
o. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. (CCSS: RF.K.3b) ii. Decode regularly spelled words. (CCSS: RF.1.3b) ii. Know spelling-sound correspondences for additional common vowel teams. (CCSS: RF.2.3b) p. Read common words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (CCSS: RF.K.3c) iii. Know final -e and common vowel team conventions for representing long vowel sounds. (CCSS: RF.1.3c) iii. Read multisyllabic words accurately and fluently. q. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CCSS: RF.K.3d) iv. Use knowledge that every must have a vowel sound to determine the number of syllables in a printed word. (CCSS: RF.1.3d) iv. Decode regularly spelled words with long vowels. (CCSS: RF.2.3c) v. Decode words following basic patterns by breaking the words into syllables. (CCSS: RF.1.3e) v. Decode words with common prefixes and suffixes. (CCSS: RF.2.3d) vi. Read words with inflectional endings. (CCSS: RF.1.3f) vi. Identify words with inconsistent but common spelling-sound correspondences. (CCSS: RF.2.3e) frequency syllable syllable
iii. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.1.4c) iii. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.2.4c) Demonstrate knowledge of the alphabet. Uses a range of strategies to determine and use new words and phrases acquired through conversations, reading or being read to, and responding to texts. Uses a range of strategies to determine and use new words and phrases acquired through conversations, reading or being read to, and responding to texts. Uses a range of strategies to determine and use new words and phrases acquired through conversations, reading or being read to, and responding to texts. a. Recognize as many as 10 letters (adapted from G.16.a.6) b. Produce the correct sounds for 10-20 letters. (adapted from G.16.b.4) Vocabulary Acquisition and Use Vocabulary Acquisition and Use Vocabulary Acquisition and Use c. Show understanding that a sequence of letters represents a sequence of spoken sounds. (adapted from G.12.b.6) a. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. (CCSS: L.K.4) a. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. (CCSS: L.1.4) a. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. (CCSS: L.2.4) d. Recognize own name in print. e. Show awareness that some words begin with the same letter. i. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb, to duck). (CCSS: L.K.4a) i. Use context as a clue to the meaning of a word or phrase. (CCSS: L.1.4a) i. Use sentence-level context as a clue to the meaning of a word or phrase. (CCSS: L.2.4a) f. Begin to name familiar objects, colors, letters, and numbers rapidly and in random order.
ii. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, as a clue to the meaning of an unknown word. (CCSS: L.K.4b) ii. Use frequently occurring affixes as a clue to the meaning of a word. (CCSS: L.1.4b) ii. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). (CCSS: L.2.4b) iii. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). (CCSS: L.1.4c) iii. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). (CCSS: L.2.4c) iv. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). (CCSS: L.2.4d) v. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. (CCSS: L.2.4e)
event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. (CCSS: W.K.3) sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. (CCSS: W.1.3) sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. (CCSS: W.2.3) b. Plan and then use drawings, constructions, movements, and dramatizations to represent ideas. (adapted from G.12.a.6) c. Write using controlled linear scribbles, letter like forms, and/or letter strings to represent words or ideas. (adapted from G.19.a.2-4 & G.19.b.2-4) i. Organize ideas using pictures, graphic organizers, or story maps. ii. Use knowledge of structure and crafts of various forms of writing gained through reading and listening to mentor texts. d. Write using early invented or approximated spelling. (G.19.b.5) e. Write partially accurate or accurate name. (adapted from G.19.a.5-6) iii. Develop characters both internally (thoughts and feelings) and externally (physical features, expressions, clothing). f. Begin to separate groups of letters with spaces. b. Write simple, descriptive poems. Production and Distribution of Writing Production and Distribution of Writing Production and Distribution of Writing b. With guidance and support from adults, respond to questions and suggestions from peers, add details to strengthen writing, and reread and revise to ensure writing makes sense as needed. (CCSS: W.K.5) b. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, add details to strengthen writing, and reread and revise to ensure writing makes sense, as needed. (CCSS: W.1.5)
i. Use pictures, words, and graphic organizers to plan writing c. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including collaboratively with peers. (CCSS: W.K.6) c. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including collaboratively with peers. (CCSS: W.1.6) c. With guidance and support from adults and peers, focus on a topic and strengthen writing, as needed, by revising and editing. (CCSS: W.2.5) d. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including collaboratively with peers. (CCSS: W.2.6) Plan, organize, write, and publish informative/explanatory and opinion pieces. Plan, organize, write, and publish informative/explanatory and opinion pieces. Plan, organize, write, and publish informative/explanatory and opinion pieces for a variety of audiences and purposes. Text Types and Purposes Text Types and Purposes Text Types and Purposes a. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about, and state an opinion or preference about the topic or book (e.g., My favorite book is...). (CCSS: W.K.1) a. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. (CCSS: W.1.1) a. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. (CCSS: W.2.1)
c. With guidance and support from adults, respond to questions and suggestions from peers, add details to strengthen writing, and reread and revise to ensure writing makes sense as needed. (CCSS: W.K.5) c. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, add details to strengthen writing, and reread and revise to ensure writing makes sense, as needed. (CCSS: W.1.5) c. With guidance and support from adults and peers, focus on a topic and strengthen writing, as needed, by rereading, revising, and editing to ensure writing makes sense. (CCSS: W.2.5) i. Use pictures, words, and graphic organizers to plan writing i. own writing by rereading for focus on topic , clarity and organization d. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including collaboratively with peers. (CCSS: W.K.6) d. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including collaboratively with peers. (CCSS: W.1.6) d. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including collaboratively with peers. (CCSS: W.2.6) Apply conventions of standard English grammar and usage, capitalization, punctuation, and spelling consistently. Apply conventions of standard English grammar and usage, capitalization, punctuation, and spelling consistently. Apply conventions of standard English grammar and usage, capitalization, punctuation, and spelling consistently. Conventions of Standard English Convention of Standard English Conventions of Standard English a. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. (CCSS: L.K.1) a. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. (CCSS: L.1.1) a. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. (CCSS: L.2.1)
vii. Use proper spacing between words. vii. Use frequently occurring conjunctions (e.g., and, but, or, so, because). (CCSS: L.1.1g) vii. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). (CCSS: L.2.1f) viii. Write left to right and top to bottom. viii. Use determiners (e.g., articles, demonstratives). (CCSS: L.1.1h) viii. Vary sentence beginnings. ix. Use appropriate pencil grip. ix. Use frequently occurring prepositions (e.g., during, beyond, toward). (CCSS: L.1.1i) x. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. (CCSS: L.1.1j) b. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. (CCSS: L.K.2) b. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. (CCSS: L.1.2) b. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. (CCSS: L.2.2)
related to a butterfly and its life cycle.) j. Generate questions and investigate answers about topics of interest. Research to Build and Present Knowledge Research to Build and Present Knowledge Research to Build and Present Knowledge b. With guidance and support from adults, recall information from experiences, or gather information from provided sources, to answer a question. (CCSS: W.K.8) b. With guidance and support from adults, recall information from experiences, or gather information from provided sources, to answer a question. (CCSS: W.1.8) b. Recall information from experiences, or gather information from provided sources, to answer a question. (CCSS: W.2.8) i. Write/dictate questions that arise during instruction. i. Evaluate information for clarity and accuracy. i. Identify a specific question and gather information for purposeful investigation and inquiry. ii. Use a variety of resources (such as direct observation, trade books, and texts read aloud or viewed) to answer questions of interest through guided inquiry. ii. Write questions for inquiry that arise during instruction. ii. Use a variety of multimedia sources to answer questions of interest. iii. Ask primary questions of clarity, significance, relevance, and accuracy to improve quality of thinking. iii. With peers, use a variety of resources (direct observation, trade books, and texts read aloud or viewed) to answer questions of interest through guided inquiry.
g. Use knowledge of language and its conventions when writing, speaking, reading, or listening. (CCSS: L.3.3) iii. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). (CCSS: L.4.3c) ii. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. (CCSS.L.5.3b i. Choose words and phrases for effect. (CCSS: L.3.3a) ii. Recognize and observe differences between the conventions of spoken and written Standard English. (CCSS: L.3.3b) e. Adapt language as appropriate to purpose: persuasive, explanatory, informational, or opinion. iii. Use grammatically correct language for the audience and specific vocabulary to communicate ideas and supporting details. Prepare for and engages effectively in collaborative discussions. Listen to other’s ideas, forms own opinions, and engages effectively in collaborative discussions. Listen to other’s ideas, forms own opinions, and engages effectively in collaborative discussions. Comprehension and Collaboration Comprehension and Collaboration Comprehension and Collaboration a. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade topics and texts, building on others' ideas and expressing own ideas clearly. (CCSS: SL 3.1) a. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing own ideas clearly. (CCSS: SL.4.1) a. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing own ideas clearly. (CCSS: SL.5.1)
vi. Infer meaning of words using explanations offered within a text. vi. Infer meaning of words using structural analysis, context, and knowledge of multiple meanings. vii. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. (CCSS: L.4.4c) vii. Read and identify the meaning of roots and related word families in which the pronunciation of the root does not change. c. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCSS: L.4.5) c. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCSS: L.5.5) i. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. (CCSS: L.4.5a) i. Interpret figurative language, including similes and metaphors, in context. (CCSS: L.5.5a) ii. Recognize and explain the meaning of common idioms, adages, and proverbs. (CCSS: L.4.5b) ii. Recognize and explain the meaning of common idioms, adages, and proverbs. (CCSS: L.5.5b) iii. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). (CCSS: L.4.5c) iii. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. (CCSS: L.5.5c)
b. Write descriptive poems using figurative language v. Use concrete words and phrases and sensory details to convey experiences and events precisely. (CCSS: W.4.3d) v. Use concrete words and phrases and sensory details to convey experiences and events precisely. (CCSS: W.5.3d) vi. Provide a conclusion that follows from the narrated experiences or events. (CCSS: W.4.3e) vi. Provide a conclusion that follows from the narrated experiences or events. (CCSS: W.5.3e) vii. Write poems that express ideas or feelings using imagery, figurative language, and sensory details. viii. Use correct format (indenting paragraphs, parts of a letter, poem, etc.) for intended purpose. b. Write poems using poetic techniques (imagery, alliteration, onomatopoeia); figurative language (simile, metaphor); and graphic elements (capital letters, line length). Production and Distribution of Writing Production and Distribution of Writing Production and Distribution of Writing c. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (CCSS: W.3.4) b. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (CCSS: W.4.4) c. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (CCSS: W.5.4) d. With guidance and support from peers and adults, develop and strengthen writing, as needed, by planning, revising, and editing. (CCSS: W.3.5) c. With guidance and support from peers and adults, develop and strengthen writing, as needed, by planning, revising, and editing. (CCSS: W.4.5) d. With guidance and support from peers and adults, develop and strengthen writing, as needed, by planning, revising, editing, rewriting, or trying a new approach. (CCSS: W.5.5) e. With guidance and support from adults, use technology to produce and publish writing (using keyboarding d. With some guidance and support from adults, use technology, including the Internet, to produce and publish i. Expand, combine, or reduce writing for meaning, audience interest, and style.
d. Prepare for audience and purpose by ensuring proper length of presentation, suitable mode of dress, appropriate topic, and engaging content. d. Prepare for audience and purpose by ensuring proper length of presentation, suitable mode of dress, appropriate topic, and engaging content. d. Prepare for audience and purpose by rehearsing appropriate verbal and nonverbal delivery techniques (clear enunciation, gesture, volume, pace, use of visuals, and language) for intended effect. e. Implement strategies to rehearse presentation (such as memorizing key phrases, creating note cards, practicing with friends, etc.). e. Implement strategies to rehearse presentation (such as memorizing key phrases, creating note cards, practicing with friends, etc.). e. Refine strategies to independently rehearse presentation (such as memorizing key phrases, creating note cards, practicing with friends, etc.). f. Use formal and informal feedback to evaluate effectiveness of presentation. f. Use formal and informal feedback to evaluate effectiveness of presentation. f. Use formal and informal feedback to evaluate effectiveness of presentation. Prepare for and participate effectively in a range of collaborative discussions Prepare for and participate effectively in a range of collaborative discussions Prepare for and participate effectively in a range of collaborative discussions Comprehension and Collaboration: Comprehension and Collaboration: Comprehension and Collaboration: a. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. (CCSS: SL.6.1) a. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly. (CCSS: SL.7.1) a. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. (CCSS: SL.8.1)
c. Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. (CCSS: SL.6.3) c. Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. (CCSS: SL.7.3) c. Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. (CCSS: SL.8.3) d. Use evidence to develop credibility, such as citing textual evidence to support opinions. d. Use evidence to develop credibility, such as citing textual evidence to support opinions. d. Use evidence to develop credibility, such as citing textual evidence to support opinions. e. Focusing on a central idea, prepare and ask relevant interview questions for researching and developing ideas further; evaluate the effectiveness of the techniques used and information gained from the interview. e. Focusing on a central idea, prepare and ask relevant interview questions for broadening research and further developing ideas; evaluate the effectiveness of the techniques used and information gained from the interview. e. Focusing on a central idea, prepare and ask relevant interview questions for broadening research and further developing ideas; evaluate the effectiveness of the techniques used and information gained from the interview. f. Recognize the difference between informal and formal language and make choices appropriate for group purposes. f. Recognize the difference between informal and formal language and make choices appropriate for group purposes. f. Recognize the difference between informal and formal language and make choices appropriate for group purposes. Listening to Presentations of Knowledge and Ideas: Listening to Presentations of Knowledge and Ideas: Listening to Presentations of Knowledge and Ideas: g. Demonstrate listening by providing oral and written feedback that reflects understanding, and insights into speaker’s message. g. Demonstrate listening by providing oral and written feedback that reflects understanding, and insights into speaker’s message. g. Demonstrate listening by providing oral and written feedback that reflects understanding, and insights into speaker’s message.
h. Asks questions to pursue deeper and broader understanding and establish connections linking the purpose of the presentation to self and world. h. Asks questions to pursue deeper and broader understanding and establish connections linking the purpose of the presentation to self and world. h. Asks questions to pursue deeper and broader understanding and establish connections linking the purpose of the presentation to self and world. Reading for all Purposes GLEs & EOs 6th 7th 8th Use information from texts to support analysis and personal responses to literature and poetry Use information from texts to support analysis and personal responses to literature and poetry Use information from texts to support analysis and personal responses to literature and poetry Key Ideas and Details: Key Ideas and Details: Key Ideas and Details: a. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS: RL.6.1) a. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS: RL.7.1) a. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS: RL.8.1) b. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. (CCSS: RL.6.2) b. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. (CCSS: RL.7.2) b. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. (CCSS: RL.8.2)
v. Make connections back to previous sentences and ideas to resolve problems in comprehension. v. Use the tone of a passage to determine an approximate meaning of a word. v. Select and employ strategies to persist when encountering unknown or ambiguous words or difficult passages. vi. Employ synonyms or antonyms gleaned from a passage to provide an approximate meaning of a word. vi. Differentiate between primary and secondary meanings of words. vi. Explain how authors use language to influence audience perceptions of events, people, and ideas. vii. Explain how word choice and sentence structure are used to achieve specific effects (such as tone, voice, and mood). vii. Explain how word choice and sentence structure are used to achieve specific effects (such as tone, voice, and mood). vii. Explain how word choice and sentence structure are used to achieve specific effects (such as tone, voice, and mood). b. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCSS: L.6.5) b. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCCS: L.7.5) b. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCSS: L.8.5) i. Interpret figures of speech (e.g., personification) in context. (CCSS: L.6.5a) i. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. (CCCS: L.7.5a) i. Interpret figures of speech (e.g. verbal irony, puns) in context. (CCSS: L.8.5a) ii. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. (CCSS: L.6.5b) ii. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. (CCCS: L.7.5b) ii. Use the relationship between particular words to better understand each of the words. (CCSS: L.8.5b)
iv. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). (CCSS: L.6.1d) iv. Use punctuation correctly (commas and parentheses to offset parenthetical elements; colons to introduce a list; and hyphens). iv. Recognize and correct inappropriate shifts in verb voice and mood. (CCSS: L.8.1d) v. Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language. (CCSS: L.6.1e) v. Write and punctuate compound and complex sentences correctly. v. Use comparative and superlative adjectives and adverbs correctly in sentences. vi. Identify fragments and run-ons and revise sentences to eliminate them. vi. Vary sentences using prepositional phrases, ensuring that subjects and verbs agree in the presence of intervening phrases. vi. Combine sentences with subordinate conjunctions. vii. Use coordinating conjunctions in compound sentences. vii. Use pronoun-antecedent agreement including indefinite pronouns. vii. Use subject-verb agreement with intervening phrases and clauses. viii. Maintain consistent verb tense within paragraph. viii. Write with consistent verb tense across paragraphs. viii. Identify main and subordinate clauses and use that knowledge to write varied, strong, correct, complete sentences. ix. Choose adverbs to describe verbs, adjectives, and other adverbs. ix. Use adjectives and adverbs correctly in sentences to describe verbs, adjectives, and other adverbs. ix. Use adjectives and adverbs correctly in sentences to describe verbs, adjectives, and other adverbs. x. Combine sentences with coordinate conjunctions. x. Combine sentences with coordinate conjunctions.
ii. Maintain consistency in style and tone. (CCSS: L.6.3b) ii. Maintain consistency in style and tone. (CCSS: L.6.3b) ii. Maintain consistency in style and tone. (CCSS: L.6.3b) Range of Writing: Range of Writing: Range of Writing: i. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (CCSS.W.6.10) i. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (CCSS.W.7.10) i. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (CCSS.W.8.10) Researching and Reasoning GLEs EOs 6th 7th 8th Conducts and shares research by synthesizing information from multiple sources Conducts and shares research by synthesizing information from multiple sources Conducts and shares research by synthesizing information from multiple sources Research to Build and Present Knowledge: Research to Build and Present Knowledge: Research to Build and Present Knowledge: a. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. (CCSS: W.6.7) a. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. (CCSS: W.7.7) a. Conduct short research projects to answer a question (including a question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (CCSS: W.8.7)