All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills, and technology tools. Students in third grade will continue enhancing skills in a developmentally-appropriate progression of standards. Following the skill progressions from second grade, the following chart represents the components of literacy that will be developed in the reading, writing, speaking/listening, and language domains in third grade: Early Learning Foundations Read with accuracy, appropriate rate, and expression. Use word analysis skills and phonics to decode words. Begin cursive writing. Reading Writing Read closely to find main ideas and supporting details in a story. Describe the logical connection between particular sentences and paragraphs in stories (e.g., first, second, and third; cause and effect). Compare the most important points and key details presented in two books on the same topic. Write opinions or explanations that group related information and develop topics with facts and details. Write stories that establish a situation and include details and clear sequences of events that describe the actions, thoughts, and feelings of characters. Independently conduct short research projects that build knowledge about various topics. Speaking/Listening Language Paraphrase and respond to information presented in discussions, such as comparing and contrasting ideas and analyzing evidence that speakers use to support particular points. Report orally on a topic or telling a story with enough facts and details. Write complete sentences with correct capitalization and spelling. Relate words that are common in reading to words with similar meanings (synonyms) and to their opposites (antonyms). Grades 2-3 Specifications In grades 2-3, students should be exposed to texts that fall in the 420-820 Lexile range in order to meet college- and career-readiness expectations. By the end of the programmatic level (grade 3) and over the course of the entire instructional day, the distribution of text types should include 50% literary and 50% informational, and writing types should be 30% argumentative, 35% informative, and 35% narrative. Numbering of Standards The following English language arts standards will be numbered continuously. The ranges in the chart below relate to the clusters found within the English language arts domains: Early Learning Foundations Fluency Foundation I Phonics and Word Recognition Foundation II Handwriting Foundation III
Recognize and explain the meaning of common idioms, adages, and proverbs. Use the relationship between particular words (e.g., synonyms, antonyms, and homographs) to better understand each of the words. ELA.5.41 Acquire and accurately use grade-appropriate general academic and words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, and in addition). English Language Arts – Grade 6 All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills, and technology tools. Students in sixth grade will continue enhancing skills through a developmentally-appropriate progression of standards. Following the skill progressions from fifth grade, the following chart represents the components of literacy that will be developed in the reading, writing, speaking/listening, and language domains in sixth grade: Reading Writing Gain knowledge from materials that make extensive use of elaborate diagrams and data to convey information and illustrate concepts. Evaluate the argument and specific claims in written materials or a speech, and distinguish claims that are supported by reasons and evidence from claims that are not. Write brief reports and arguments that examine a topic, have a clear focus, and include relevant facts, details, and quotations. Conduct short research projects to answer a question; draw on several sources and sharpen the focus based on the research findings. Write narratives with logical sequences of events. Speaking/Listening Language Present claims and findings to others orally; sequence ideas logically and accentuate main ideas or themes. Review and paraphrase key ideas and multiple perspectives of a speaker. Determine the correct meaning of a word based on the context in which it is used (e.g., the rest of the sentence or paragraph; a word’s position or function in a sentence). Grades 6-8 Specifications In grades 6-8, students should be exposed to texts that fall in the 926-1185 Lexile range in order to meet college- and career-readiness expectations. By the end of the programmatic level (grade 8) and over the course of the entire instructional day, the distribution of text types should shift to 45% literary and 55% informational, and writing types should shift to 35% argumentative, 35% informative, and 30% narrative. Numbering of Standards