Writing Before 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. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. During 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. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). Recall information from experiences or gather information from provided sources to answer a question. After Write opinion pieces on topics or texts, supporting a point of view with reasons. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. Provide reasons that support the opinion. Use linking words and phrases (e.g., because, therefore, since, forexample) to connect opinion and reasons. Provide a concluding statement or section. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. Conduct short research projects that build knowledge about a topic. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Speaking/ListeningBefore Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
Follow agreed-upon rules for discussions (e.g., listening to otherswith care, speaking one at a time about the topics and texts under discussion).
Build on others’ talk in conversations by responding to the comments of othersthrough multiple exchanges.
Ask questions to clear up any confusion about the topics and texts under discussion.
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. During Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
Build on others’ talk in conversations by linking their comments to the remarks of others.
Ask for clarification and further explanation as needed about the topics and texts under discussion.
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. After Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 3topics and texts, building on others’ ideas and expressing their own clearly.
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
Explain their own ideas and understanding in light of the discussion.
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
Language Before Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Print all upper- and lowercase letters.
Use common, proper, and possessive nouns.
Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
Use frequently occurring adjectives.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1reading and content, choosing flexibly from an array of strategies.
Use sentence-level context as a clue to the meaning of a word or phrase.
With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.
Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
Use words and phrases acquired through conversations, reading and being read to, and responding to texts,including using frequently occurring conjunctions to signal simple relationships(e.g., because) During Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Use collective nouns(e.g., group).
Form and use frequently occurring irregular plural nouns(e.g., feet, children, teeth, mice, fish).
Use reflexive pronouns(e.g., myself, ourselves).
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).
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based ongrade 2 reading and content, choosing flexibly from an array of strategies.
Use sentence-level context as a clue to the meaning of a word or phrase.
After Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe(e.g., When other kids are happy that makes me happy). Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentencesForm and use regular and irregular plural nouns.
Use abstract nouns (e.g., childhood).
Ensure subject-verb and pronoun-antecedent agreement.*
Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3reading and content, choosing flexibly from a range of strategies.
Use sentence-level context as a clue to the meaning of a word or phrase.
Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
Foundational Skills Know and apply grade-level phonics and word analysis skills in decoding words.
Know the spelling-sound correspondences for common consonant digraphs.
Read words with inflectional endings.
Read with sufficient accuracy and fluency to support comprehension.
Read on-level text with purpose and understanding.
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
Know and apply grade-level phonics and word analysis skills in decoding words.
Distinguish long and short vowels when reading regularly spelled one-syllable words.
Recognize and read grade-appropriate irregularly spelled words.
During Read with sufficient accuracy and fluency to support comprehension.
Read on-level text with purpose and understanding.
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
Know and apply grade-level phonics and word analysis skills in decoding words.
Identify and know the meaning of the most common prefixes andderivational suffixes.
Decode words with common Latin suffixes.
Decode multisyllable words.
Read grade-appropriate irregularly spelled words.
After Read with sufficient accuracy and fluency to support comprehension.
Read on-level text with purpose and understanding.
Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.