ELA Reporting Progress Report Card Indicators K-5


1	Report Card Indicator	MLS Overarching Concept	Initial reporting period	When are the standards initially introduced?	Priority Standards (highlighted in green)	EOY Expectation Consistently Meeting grade-level expectation with independence (CM) Demonstrates understanding of concepts and skills independently (when developmentally appropriate)
2	Reading Foundational Skills
3	Print Awareness: Build print awareness and reading readiness skills	K.RF.1.A Understand how English is written and read by: Developing print awareness in the reading process.	Q1	Q1	K.RF.1.A.a Identifying all upper- and lower-case letters	Consistently and independently demonstrates understanding of the organization and basic features of print: - Follow words from left to right, top to bottom, and page by page. -Recognize that spoken words are represented in written language by specific sequences of letters. - Understand that words are separated by spaces in print. - Recognize and name all upper- and lowercase letters of the alphabet. - Identify the front cover, back cover, and title page of a book.
4					K.RF.1.A.c Demonstrating that books are read left to right, top to bottom
5					K.RF.1.A f Demonstrating one-to-one correspondence between spoken words and written words
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7	Phonemic Awareness: Develops understanding of spoken words, syllables, and sounds.	K.RF.2.A Understand how English is written and read by: Developing phonemic awareness in the reading process..	Q1	Q1	K.RF.2.A.a Identifying sounds in spoken words	Consistently identifies sounds in a spoken word
8					K.RF.2.A.b Produce rhymes in response to spoken words	Consistently produces a rhyming word in response to spoken word. Example: The teacher says "slam" and the student responds "jam" or teacher says "kite" and the student responds with "night"
9					K.RF.2.A.c Distinguishing orally presented rhyming pairs of words from non-rhyming pairs	Consistently determines rhyming pairs of words from non-rhyming pairs when presented orally Example: The teacher says "slam" "slap" and "jam." Which two words rhyme? The student would respond "jam" and "slam" to correctly identify the rhyming pair
10					K.RF.2.A.e Blending spoken onsets and rimes to form simple words	Consistently blends onsets and rimes to form simple words Example: /st/ /op/ becomes "stop"
11					K.RF.2.A.f Blending spoken phonemes to form one-syllable words	Consistently blends spoken phonemes to form one-syllable words Example: /m/.../a/.../n/ becomes "man"
12					K.RF.2.A.g Isolating the initial, medial, and final sounds in spoken words	Consistently isolates and pronounces the beginning, middle, and ending sounds in CVC words Example: Teacher says the word "bug," the student is able to isolate the individual sounds in the word - /b/.../u/.../g/ When asked what sound is at the beginning, middle, or end, responds appropriately with corresponding sound
13					K.RF.2.A.h Segmenting spoken words into two or three phonemes	Consistently sements spoken words into two or three phonemes Example: dog.../d/.../o/.../g/
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15	Phonics & Word Recognition: Know and apply phonics and word analysis skills in decoding words.	K.RF.3.A Understand how English is written and read by: Developing phonics in the reading process.	Q1	Q1	K.RF.3.A.a Producing and writing letter(s) for most short vowel and consonant sounds	-Produce correct sounds and write letters
16				Q1	K.RF.3.A.b Reading high-frequency words	-Read high-frequency words -Look at words that are spelled similarly and identify the sounds that are different.
17				Q2	K.RF.3.A.c Blending letter sounds to decode simple words	-Apply phonics to decode words -Identify the long and short vowels in simple words
18	Reading Literary and Informational
19	Comprehension: Asks and responds to questions about texts read aloud	K.R.1.A Develop and apply skills to the reading process With assistance, develop and demonstrate comprehension-reading skills in response to read alouds.	Q1	Q1	K.R.1.A.b Asking and responding to questions about texts read aloud	With assistance, consistently develop and demonstrate reading skills in response to a read-aloud: -Describe the events of the story by using the illustrations. -Ask/answer questions about details from a story read aloud with prompting and support. -Explain the details of a story. -Retell a story using details with prompts (oral or visual) as needed. -Using oral language skills.
20	Comprehension: Apply appropriate comprehension skills to understand and respond to fiction texts	K.R.2.A Develop and apply skills and strategies to comprehend, analyze and evaluate fiction, poetry and drama from a variety of cultures and times. With assistance, read, infer and draw conclusions using fiction texts including poetry and drama.	Q2	Q2	K.R.2.A.a Identify elements of a story, including setting, characters, and key events	With assistance, consistently read, infer, and draw conclusions to describe characters, settings, and major events in a story by: -Explain major events of the story. -Identify the characters and setting of the story. -Distinguish between the character and event.
21	Comprehension: Use text features to apply appropriate comprehension skills to understand and respond to nonfiction texts	K.R.3.A With assistance, read, infer and draw conclusions using text features in nonfiction texts.	Q3	Q3	K.R.3.A.a Identify the topic and details in an expository text heard and/or read, referring to the words and/or illustrations	With assistance, consistently read, infer, and draw conclusions to describe the relationship between illustrations and the text in an informational text. -Describe events in the text by using illustrations.
22		K.R.3.C With assistance, read, infer and draw conclusions using text structures in nonfiction texts.	Q3	Q3	K.R.3.C.c Name the main topic and recall key details of the text
23	Vocabulary: Use introduced words and phrases	K.R.1.B Develop and apply skills to the reading process With assistance, develop an understanding of vocabulary.	Q1	Q1	K.R.1.B.e Use words and phrases acquired through conversations, reading and being read to, and responding to texts	With assistance, consistently develop an understanding of vocabulary to use new words and phrases in conversation. -Use new words and phrases in writing
24	Fluency: Read and engage in appropriate texts for a sustained period of time	K.R.1.D Develop and apply skills to the reading process Read independently for sustained periods of time	Q3	Q3	K.R.1.D Read independently for sustained periods of time	Read and comprehend independently proficiently at grade level a variety of text (Reading Level- C) -With assistance, self-select appropriate text
25	Writing
26	Draw and write a story with an opinion	K.W.2.A Compose well-developed writing texts for audience and purpose. With assistance, draw/write opinion texts.	Q3	Q3	K.W.2.A.a - use a combination of drawing and/or writing to tell an opinion about a topic or text being studied	With assistance, use a combination of drawing and/or 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.
27					K.W.2.A.b - give logical reasons for suggesting that others follow a particular course of action or line of thinking
28					K.W.2.A.c - use words that are related to the topic
29	Draw and write a story to share facts and information a specific topic.	K.W.2.B Compose well-developed writing texts for audience and purpose. With assistance, draw/write informative/explanatory texts.	Q2	Q2	K.W.2.B.a - introduce a topic or text being studied and supply facts	With assistance,use a combination of drawing and/ or writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
30					K.W.2.B.b. - use some specific words that are related to the topic
31					K.W.2.B.c - follow a sense of order in writing
32					K.W.2.B.d - create some sense of closure
33	Draw and write a story about myself, a character, or an experience, real or imagined	K.W.2.C Compose well-developed writing texts for audience and purpose. With assistance, draw/write fiction or non-fiction narratives and poems.	Q2	Q2	K.W.2.C.a - use a combination of drawing and/or writing to narrate a story or experience the student has had or has imagined	With assistance, use a combination of drawing and/ or writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
34					K.W.2.C.b. - tell the reader about a character or personal event
35					K.W.2.C.c - place events in the order they occurred
36					K.W.2.C.d - use words that are related to the topic
37					K.W.2.C.e. provide a reaction to what happened in the events
38	Language
39	Language: Write a complete sentence that demonstrates correct usage of punctuation and capitalization.	K.L.1.B Communicate using conventions of English language. In written text, apply punctuation, capitalization and spelling.	Q1	Q1	K.L.1.A.d Demonstrate the use of complete sentences in shared language activities	Consistently and independently: -Produce a variety of complete sentences. - Demonstrate an understanding of question words and most frequently occuring prepositions (examples: to, from, in, out, on, off, for, of, by, with) -Write all uppercase and lowercase letters. -Write sentences that begin with capital letters -Recognize ending punctuation
40				Q1	K.L.1.B.a Print in upper and lowercase letters
41				Q2	K.L.1.B.b Recognize that a sentence ends with punctuation marks
42				Q2	K.L.1.B.d Capitalize first word in a sentence
43	Speaking and Listening
44	Verbally retell and ask questions in response to texts and speak in complete sentences when having conversations	K.SL.3.A Speak effectively in collaborative discussions. Speak clearly using conventions of language when presenting individually or with a group.	Q1	Q1	K.SL.3.A.c Confirming comprehension by retelling information and asking appropriate questions based on read-alouds or other media	Consistently and independently: -Participate in oral language activities. -Work collaboratively in small groups using turns when speaking and listening. -Discuss a topic or text using appropriate group rules during small group/large group.
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1	Report Card Connection	MLS Overarching Concept	Initial Reporting Period	When are the standards initially introduced?	Priority Standards (highlighted in green)		EOY Expectation Consistently Meeting grade-level expectation with independence (CM) Demonstrates understanding of concepts and skills independently
2	Report Card Connection	MLS Overarching Concept	Initial Reporting Period	When are the standards initially introduced?	Priority Standards (highlighted in green)
3	Reading Foundational Skills
4	Phonemic Awareness: Develops understanding of spoken words, syllables, and sounds.	1.RF.2.A - Develop phonemic awareness in the reading process	Q1	Q1	1.RF.2.A.a - Producing and identifying sounds and syllables in spoken words		Hear and speak words, syllables, and sounds
5				Q3	1.RF.2.A.b - Distinguish between long and short vowel sounds		Distinguish long and short vowel sounds
6				Q2	1.RF.2.A.c - Recognize change in a spoken word when a specific phoneme is added, changed, or removed		Add or substitute individual sounds (phonemes) in one-syllable words to make new words (e.g., glow to blow)
7				Q1	1.RF.2.A.d - Blending spoken phonemes to form one- or two-syllable words including consonant blends		-Produce consonant blends -Orally produce words by blending sounds
8				Q1	1.RF.2.A.e - Segmenting spoken words of three to five phonemes into individual phonemes	1.RF.2.A.e - Segmenting spoken words of three to five phonemes into individual phonemes	Segment spoken words into individual sounds Example words: slap, s-l-a-p plum p-l-u-m sit s-i-t slick s-l-i-ck stamp - s-t-a-m-p
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10	Phonics & Word Recognition: Knows and apply phonics and word analysis skills in decoding words.	1.RF.3.A Develop phonics in the reading process.	Q1	Q2	1.RF.3.A.a - Decoding words in context by using letter-sound knowledge		Identify syllables in words. Decode one-syllable and two-syllable words. Identify the long and short vowels in simple words. Apply inflectional endings to words. Interpret CVCe words. Read words with vowel teams. Read words with consonant digraphs. Identify consonant blends in words. Read high frequency words.
11				Q2	1.RF.3.A.b - Identifying letters for spelling of short and long vowels.
12				Q2	1.RF.3.A.c - Producing consonant blends
13				Q2	1.RF.3.A.d - Producing consonant digraphs
14				Q1	1.RF.3.A.b - Identifying letters for spelling of short and long vowels.
15				Q2	1.RF.3.A.e - Combining sounds from letters and common spelling patterns to decode recognizable words.
16				Q3	1.RF.3.A.f - Using syllabication patterns to decode words
17				Q1	1.RF.3.A.j - Reading high-frequency words
18	Reading Literary and Informational
19	Comprehension: Demonstrate understanding of a text when read aloud or read independently	1.R.1.A Develop and demonstrate comprehension skills in response to reading texts and read-alouds.	Q1	Q1	1.R.1.A.c - Seeking clarification and locating facts and details about stories and other texts.		In grade-level texts, students should be able to: Use key details to compose and answer questions about the text.
20			Q1	Q2	1.R.1.A.d - Retelling main ideas in sequence including key details		In grade-level texts, students should be able to: Identify the main idea and key details. Identify the main topic for the text Summarize the main idea of text by using key details.
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22	Comprehension: Demonstrates comprehension and reading skills in response to fiction.	1.R.2.A - Comprehend, analyze, and evaluate fiction, poetry and drama from a variety of cultures and times. Read, infer, analyze and draw conclusions using fiction texts including poetry and drama.	Q1	Q1	1.R.2.A.a - Describe characters, setting, problem, solution, and events in logical sequence		In grade-level texts, students should be able to: Identify and describe the characters. Identify and describe the setting. Identify and analyze the major events and key details.
23				Q2	1.R.2.A.b - Describe the main idea of a story		In grade-level texts, students should be able to: Retell the story in own words Use key details to show understanding of the message or lesson in the story
24				Q3	1.R.2.A.g - Compare and contrast adventures and experiences of characters in stories		In grade-level texts, students should be able to: Describe the characters, setting, and events using details from the story and/or illustrations. Record details from a story that include the characters, setting, and events. Identify adventures and experiences of characters in stories. Compare and contrast the experiences/adventures of characters in a story
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26	Demonstrates comprehension and reading skills in response to non-fiction.	1.R.3.A Read, infer and draw conclusions using text features in nonfiction texts.	Q2	Q2	1.R.3.A.b - Explain facts and details using text features and distinguish between which facts were provided by pictures and which facts were conveyed via words.		In grade-level texts, students should be able to: Identify information provided by pictures or illustrations. Identify information provided by text. Distinguish between information from pictures and words. Locate key facts and information in reading
27				Q3	1.R.3.A.c - Use text features to locate specific information in text		In grade-level texts, students should be able to: Describe the key ideas using the illustrations and text.
28		1.R.3.C - Read, infer, and draw conclusions using text structures in nonfiction texts		Q2	1.R.3.C.b - Identify main ideas and provide supporting details.		In grade-level texts, students should be able to: Identify the main topic for the text Summarize the main idea of text by using key details.
29	Vocabulary
30	Vocabulary: Understand and use introduced words and phrases	1.R.1.B - Vocabulary: Develop an understanding of vocabulary	Q1	Q3	1.R.1.B.b - Identifying common root words and their inflectional endings		Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional)
31	Vocabulary: Understand and use introduced words and phrases		Q1	Q1	1.R.1.B.i - Using words and phrases acquired through conversations, reading and being read to, responding to texts		use words and phrases acquired appropriately, including conjunctions precisely.
32	Fluency
33	Fluency: Independently read and engage in appropriate texts for a sustained period of time	1.R.1.D - Independent Reading: Read independently for multiple purposes over sustained periods of time.	Q1	Q1	1.R.1.D.a - Engaging with and reading text that is developmentally appropriate		By the end of the year, read and comprehend independently proficiently at grade level a variety of text (Reading Level- I) -With guidance and support, self-select text for personal enjoyment, interest, and academic tasks.
34			Q1	Q1	1.R.1.D.b - Producing evidence of reading
35	Writing
36	Writing Process: Generates ideas independently on topic	1.W.1.B - Apply a writing process to develop a text for audience and purpose. Appropriate to genre type, develop a draft from pre-writing	Q3	Q3	1.W.1.B.a - sequence ideas into sentences and stays on topic throughout the text		Appropriate to genre type, audience, and purpose, develop a draft from prewriting: Use brainstorming to choose key details and place them in sequential order. Take sequential details and form them into complete sentences. Stay on topic throughout the writing
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38	Writing Process: Check for errors in writing	1.W.1.C - Apply a writing process to develop a text for audience and purpose. Reread, revise, and edit drafts with assistance for adults/peers	Q1	Q1	1.W.1.C.a - respond to questions and suggestions, clarifying meaning by adding details to sentence construction and strengthening writing		Choose a topic. Develop a piece of writing focused on one topic. Accept and apply peer suggestions to the writing, as appropriate. Add details that strengthen writing.
39				Q1	1.W.1.C.b - edit by leaving spaces between words in sentences		Understand that words are separated by spaces in print. Identify correct ending marks of a sentence. Identify the beginning and end of a sentence.
40				Q2	1.W.1.C.c - edit for language conventions		- write a capital letter at the beginning of a sentence - capitalize names and the pronoun I -use capital letters and commas when I write a date - use punctuation at the end of a sentence - spell words correctly that have a common spelling pattern - spell high-frequency words correctly -spell unfamiliar words by using spelling strategies
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42	Opinion Writing: Write texts to share opinions and provide reasons	1.W.2.A - Compose well-developed writing texts for audience and purpose. Write opinion texts	Q3	Q3	1.W.2.A.a - introduce a topic or text being studied		Write an opinion paragraph that introduces an opinion about a topic or book and supplies a reason with a closure: Write an opinion Add a title to the text Support the opinion with details Write a closing sentence to sum up the opinion
43					1.W.2.A.b -state an opinion about the topic or text and provide a reason for the opinion
44					1.W.2.A.c - use some specific words that are related to the topic
45					1.W.2.A.d - follow a sense of order in writing
46					1.W.2.A.e - provide some sense of closure
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48	Informational Writing: Write informational texts to explain a topic	1.W.2.B. - Compose well-developed writing texts for audience and purpose. Write informative/explanatory texts	Q2	Q2	1.W.2.B.a - introduce a topic or text being studied and supply facts		Write about a topic with supporting facts about that topic: Name a topic Add a title to the text Supply facts about the topic Write informative text Write explanatory text Compose an ending to the text
49					1.W.2.B.b - use some specific words that are related to the topic
50					1.W.2.B.c - follow a sense of order in writing
51					1.W.2.B.d - create some sense of closure
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53	Narrative Writing: Write narrative texts to share a story or experience	1.W.2.C - Compose well-developed writing texts for audience and purpose. Write fiction or nonfiction narratives and poems	Q1	Q1	1.W.2.C.a - Narrate a story or experience		Write/recount a narrative story with a logical sequence. Add a title to the text. Include details in the story. Use transition words to signal event order. Create an ending that provides a sense of closure.
54					1.W.2.C.b - Use details to describe the story or experience
55					1.W.2.C.c - Place events in the order they occurred
56					1.W.2.C.d - Use linking words to indicate beginning/middle/end
57					1.W.2.C.e - Use words that are related to the topic
58					1.W.2.C.f - provide a reaction to what happened in the events
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60	Research Process: Gather information from a variety of sources	1.W.3.A - Gather, analyze, evaluate and use information from a variety of sources. With assistance, apply research process to use information from a variety of sources	Q4	Q4	1.W.3.A.c - Gather personal and natural evidence from available sources as well as from interviews with local experts		Participate in shared research and writing projects : Use background knowledge Gather information from sources to respond, in writing, to a question Recall information from past experiences Determine relevant information from sources Gather information to answer questions Utilize details from the information to answer questions
61	Language
62	Grammar: Produce complete sentences when writing	1.L.1.A - Communicate using conventions of English language. In written text, apply standard English grammar	Q2	Q2	1.L.1.A.g - Produce complete simple and compound sentences		Produce and expand a variety of sentences : write simple and compound sentences use different types of sentences when speaking and writing (declarative, interrogative, imperative, exclamatory, and compound)
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64	Conventions: Use appropriate capitalization, punctuation, and spelling when writing	1.L.1.B - Communicate using conventions of English language. In written text, apply punctuation, capitalization, and spelling	Q2	Q2	1.L.1.Bb - Use ending punctuation		Consistently apply or edit grade-appropriate grammar, usage, and mechanics, including legible writing, to clarify a message. -use punctuation at the end of a sentence
65			Q2	Q2	1.L.1.B.c - Capitalize the first letter of others’ first and last names		Consistently apply or edit grade-appropriate grammar, usage, and mechanics, including legible writing, to clarify a message. Capitalize dates, names of people, first word in a sentence and the pronoun “I”
66	Speaking and Listening
67	Confirm understanding through collaborative conversations	1.SL.3.A - Speak effectively in collaborative discussions. Speak clearly and to the point using conventions of language when presenting individually or with a group	Q1	Q1	1.SL.3.A.c - Confirming comprehension of read-alouds and other media by retelling and asking appropriate questions.		Identify topic of discussion. Respond on topic. Ask appropriate questions that are related to the text. Show respect and listen to others who are participating in discussions. Be respectful of those who have differing opinions. Follow rules for discussion. Recall key details from text read aloud or information presented orally or through other media. Develop questions based upon listening to what the speaker is saying. Ask for more information and clarification as needed.
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1	Report Card Connection	MLS Overarching Concept	Initial reporting period	When are the standards initially introduced?	Priority Standards (highlighted in green)	EOY Expectation Consistently Meeting grade-level expectation with independence (CM) Demonstrates understanding of concepts and skills independently (when developmentally appropriate)
2	Reading Foundational Skills
3	Phonics & Word Recognition: Use phonics skills to read multisyllable words, including long vowels and r-controlled vowels.	2.RF.3.A Understand how English is written and read. Develop phonics in the reading process	Q1	Q1	2.RF.3.A.a - Decoding multisyllabic words in context by applying common letter-sound correspondences including single letters, consonant blends, consonant and vowel digraphs, and vowel diphthongs	-Identify the long and short sound of each vowel. -Identify the silent “e” spelling pattern. -Identify various vowel teams and sounds. Identify/read common prefixes and suffixes. -Read common second grade high frequency words. -Decode unknown one- and two syllable grade-appropriate words
4				Q1	2.RF.3.A.c - Decoding regularly spelled two-syllable words with long vowels
5				Q2	2.RF.3.A.h - Using common syllable patterns to decode words including r-controlled vowels
6	Phonics & Word Recognition: Use strategies to read irregularly spelled words.			Q1	2.RF.3.A.i - Reading irregularly spelled high-frequency words
7	Comprehension
8	Comprehension: Apply appropriate comprehension skills to understand a text.	2.R.1.A Comprehension Develop and demonstrate comprehension- reading skills in response to text	Q1	Q1	2.R.1.A.c - Seeking clarification and using information/facts and details about texts and supporting answers with evidence from text	In grade-level texts, students should be able to: .Use illustrations and words to demonstrate the understanding of story elements
9			Q1	Q1	2.R.1.A.d - Retelling a story’s beginning. middle, and end and determining its central message, lesson, and moral	In grade-level texts, students should be able to: -Identify or summarize central ideas, key details, and the sequence of events by using the 5 W and How questions and answers -use evidence to determine character traits or author's lesson or message in stories from diverse cultures.
10	Comprehension: Explain story elements of fictional text.	2.R.2.A Comprehend, analyze and evaluate fiction, poetry and drama from a variety of cultures and times. Read, infer, analyze, and draw conclusions using fiction texts including poetry and drama	Q1	Q2	2.R.2.A.a - Describe the setting, problems, solutions, sequence of events (plot), and big idea or moral lesson	In grade-level texts, students should be able to: Find and describe the characters, settings, and major events in a story Use evidence to determine author's lesson or message of the text
11				Q1	2.R.2.A.b - Describe the main characters in works of fiction, including other traits, motivations, and feelings	In grade-level texts, students should be able to: Identify the characters in a text Identify the major events or challenges in a text Describe, using words from the text, how characters respond to major events and challenges
12				Q3	2.R.2.A.d - Describe cause and effect relationships	In grade-level texts, students should be able to: Describe cause and effect relationships in text across a variety of cultures and historical periods
13				Q3	2.R.2.A.f - Compare and contrast the differences in points of view of characters and how stories are narrated	In grade-level texts, students should be able to: Identify the characters of the story Use different voices for different characters to reflect dialogue Compare the differences in points of view of the characters
14	Comprehension: Understand and use nonfiction text features to identify the main idea.	2.R.3.A Text Features Read, infer, and draw conclusions using text features in nonfiction texts	Q2	Q2	2.R.3.A.a - Identify the main idea of sections of text and distinguish it from the topic	In grade-level non-fiction texts, across a variety of cultures and historical time periods, students should be able to: Identify the main idea of sections of text Distinguish the main idea from the topic of the text
15	Comprehension: Understand and use text structure to identify main idea, supporting details, and problem/solution.	2.R.3.C Text Structures Read, infer, draw conclusions using text structures in nonfiction texts	Q1	Q1	2.R.3.C.a - Explain main ideas and supporting details	In grade-level non-fiction texts, across a variety of cultures and historical time periods, students should be able to: Identify the main topic of a multi paragraph text Identify the focus of individual paragraphs Provide evidence in the text that links key details to the main topic
16			Q1	Q2	2.R.3.C.c - Describe the connection between and identify problems and solutions	In grade-level non-fiction texts, across a variety of cultures and historical time periods, students should be able to: Identify problems and solutions Describe the connection between problems and solutions
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18	Independently read and engage in grade leve texts for a sustained period of time	2.R.1.D Independent Reading Read independently for multiple purposes over sustained periods of time	Q1	Q1	2.R.1.D.a. reading text that is developmentally appropriate	-By the end of the school year, read and comprehend proficiently at grade level with increasing challenge in text difficulty and complexity (e.g., layout, text structure, language/literary features, knowledge demands). (Level M) -With guidance and support, self-select text for personal enjoyment, interest, and academic tasks.
19			Q1	Q2	2.R.1.D.b. producing evidence of reading
20	Vocabulary
21	Vocabulary: Understand grade level vocabulary and how to determine the meaning of unknown words.	2.R.1.B Vocabulary Develop an understanding of vocabulary	Q2	Q2	2.R.1.B.a - Using prefixes, root words, and suffixes to determine the meaning of words	Determine the meaning of words when a prefix is added (e.g., happy/unhappy, tell/retell) Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional)
22				Q3	2.R.1.B.c - Using context to determine the meaning of a new word or multiple-meaning words in text	Uses context to determine the meaning of a new o multiple meaning words in text
23				Q4	2.R.1.B.h - Using conversational, general academic and domain-specific words and phrases	Use new words or phrases acquired from oral or written texts to increase vocabulary usage and understanding
24	Speaking and Listening
25	Orally ask and answer questions in complete thoughts/sentences related to content.	2.SL.3.A Speak effectively in collaborative discussions. Speak clearly and to the point using conventions of language when presenting individually or with a group	Q1	Q1	2.SL.3A.b - Confirming comprehension of read-alouds and independent reading by retelling and asking appropriate questions	-Participate in collaborative conversation with peers and adults about grade level topics -ask and answer questions to a speaker in order to clarify comprehension, gather additional information, or deepen understanding. -Recount or describe key ideas or details from a read aloud, oral presentation, or media.
26	Writing
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28	Writing Process: Develop and edit a draft.	2.W.1.B Apply a writing process to develop a text for audience and purpose. Appropriate to genre type, develop a draft from prewriting	Q1	Q1	2.W.1.B.a - Sequencing ideas into clear and coherent sentences	Use linking words and phrases to connect ideas.
29				Q2	2.W.1.B.b - Generating paragraphs with one main idea	Develop a topic sentence.
30				Q2	2.RF.1.A.a. understanding that sentences are organized into paragraphs to convey meaning	Identify sentences that are in a meaningful sequence.
31				Q2	2.W.1.B.c - Creating evidence of a beginning, middle, and end	Categorize, organize, and sequence the supporting details into a text with a clear beginning, middle, and end
32				Q3	2.W.1.B.d - Addressing an appropriate audience	Writing addresses audience in an appropriate way to clarify message
33		2.W.1.C Apply a writing process to develop a text for audience and purpose. Reread, revise, and edit drafts with assistance from adults/peers		Q1	c - Strengthen writing as needed by revising ● main idea, details, word choice, sentence contstruction, event order, audience, and voice	-Write about a topic. -Include related supporting details when writing. -Accept help from adults and peers to strengthen writing. - Revise a written piece. -Edit own writing and the writing of others.
34				Q1	2.W.1.C.b - edit for language conventions
35	Opinion Writing: Write texts to share opinions and provide reasons	2.W.2.A Compose well-developed writing texts for audience and purpose. Write opinion texts	Q3	Q3	2.W.2.A.a - introduce a topic or text being studied, using complete sentences	-Write an opinion statement -Support the opinion with reasons and details -Use linking words to connect the opinion and reasons -Provide a concluding statement use specific and accurate words that are related to the topic, audience, and purpose -provide clear evidence of a beginning, middle, and, concluding statement or paragraph
36				Q3	2.W.2.A.b - state an opinion about the topic or text and provide reasons for the opinion
37				Q3	2.W.2.A.c - use specific words that are related to the topic and audience
38				Q3	2.W.2.A.d - use linking/transition words and phrases to signal event order
39				Q3	2.W.2.A.e - provide evidence of a beginning, middle, and concluding statement or section
40	Informational Writing: Write informational texts to explain a topic	2.W.2.B Compose well-developed writing texts for audience and purpose. Write informative/explanatory texts	Q2	Q2	2.W.2.B.a - introduce a topic or text being studied, using complete sentences	-Develop a topic sentence -Support the topic sentence with facts and/or definitions -use words specific to topic and audience -Use linking words and phrases to connect ideas -Construct a concluding statement
41				Q2	2.W.2.B.b - use facts and definitions to develop points in generating paragraphs
42				Q2	2.W.2.B.c - use specific words that are related to the topic and audience
43				Q2	2.W.2.B.d - use linking words and phrases to signal event order
44				Q2	2.W.2.B.e - create a concluding statement or paragraph
45	Narrative Writing: Write fiction or nonfiction stories and poems.	2.W.2.C Compose well-developed writing texts for audience and purpose. Write fiction or nonfiction narratives and poems	Q1	Q1	2.W.2.C.a - establish a situation/topic based on the student’s experience or imagination	-Write a narrative using elaborated sequence of events containing detailed action. -Portray emotions by connecting personal thoughts and feeling. -use temporal words effectively to signal event order and provide closure. -Construct a sentence to provide a clear closure.
46				Q1	2.W.2.C.b - introduce a main character and setting
47				Q1	2.W.2.C.c - develop sensory details
48				Q1	2.W.2.C.d - follow a logical sequence of events using complete sentences to create a beginning/middle/ end
49				Q1	2.W.2.C.e - use linking/transition words to signal event order
50				Q1	2.W.2.C.f - use specific words that are related to the topic and audience
51	Research Process: Apply research process to use information from a variety of sources.	2.W.3.A Gather, analyze, evaluate and use information from a variety of sources. Apply research process to use information from a variety of sources	Q1	Q1	2.W.3.A.d - Gather evidence from available sources, literary and informational	-Gather information from reference materials -Apply information and background knowledge to written responses
52			Q1	Q1	2.W.3.A.e - Record basic information from literary and informational text in simple visual format.	-Gather information from various resources. -Choose key information from selected resources to present in a report. -Organize selected information to create a report. -Using the writing process, present a report or display
53	Language
54	Grammar:Use and identify a variety of sentence types (statements, questions, and emotion)	2.L.1.A Communicate using conventions of English language. In speech and written form, apply standard English grammar	Q2	Q2	2.L.1.A.h - Produce simple declarative, imperative, exclamatory, and interrogative sentences.	Consistently apply or edit grade-appropriate grammar, usage, and mechanics to clarify a message including legible writing
55	Conventions: Use appropriate capitalization, punctuation, and spelling when writing	2.L.1.B Communicate using conventions of English language. In written text, apply punctuation, capitalization, and spelling	Q1	Q4	2.L.1.B.c - Use apostrophes correctly for contractions.	Consistently applies grade level capitalization, punctuation, and spelling skills to writing: -Identify contractions and insert apostrophes where appropriate
56			Q1	Q1	2.L.1.B.d - Capitalize weeks, days, months, and holidays	-Print letters correctly and fluently -Space words and sentences properly so that writing can be read easily by others --capitalize holidays, product names, and important places


1
2	Report Card Connection	MLS Overarching Concept	Initial reporting period	When are the standards initially introduced?	Priority Skills (highlighted in green)	EOY Expectation Consistently Meeting grade-level expectation with independence (CM) Demonstrates understanding of concepts and skills independently (when developmentally appropriate)
3	Reading Foundational Skills
4	Phonics & Word Recognition: Apply common spelling patterns to read and write grade level words	3.RF.3.A Understand how English is written and read. Develop phonics in the reading process.	Q1	Q1	3.RF.3.A.a Decoding multisyllabic words in context and independent of context by applying common spelling patterns.**	-Identify and know the meaning of the most common prefixes and suffixes. -Decode words with common Latin suffixes. -Decode multisyllabic words. -Read grade-appropriate high frequency words.
5			Q1	Q1	3.RF.3.A.f Reading irregularly spelled high-frequency words.
6	Comprehension
7	Comprehension: Apply appropriate comprehension skills to understand and respond to a text.	3.R.1.A Develop and demonstrate reading skills in response to text by: Develop and demonstrate comprehension-reading skills in response to texts.	Q2	Q2	3.R.1.A.b Drawing conclusions and support with textual evidence.	In grade-level texts, students should be able to: Use text to confirm answers to questions. Ask questions from text Cite evidence from the text to explain and discuss what was read.
8			Q2	Q2	3.R.1.A.c Summarizing a story’s beginning, middle, and determining their central message, lesson or moral. **	In grade-level texts, students should be able to: Summarize a story using key details Explain how supporting details support the main ideas in stories Draw conclusions about the central message or moral of the text
9	Comprehension: Read and understand the elements of fiction texts	3.R.2.A Develop and apply skills and strategies to comprehend, analyze and evaluate fiction, poetry and drama from a variety of cultures and times. Read, infer, analyze and draw conclusions using fiction texts including poetry and drama.	Q2	Q3	3.R.2.A.a Summarize and sequence the events/plot and explain how past events impact future events.	In grade-level texts, students should be able to: Identify key events, or sequence of events in stories Explain how past events connect to future events
10				Q3	3.R.2.A.b Describe the personality traits of characters from their thoughts, words, and actions.	In grade-level texts, students should be able to: Identify characters in a story Describe characters traits in a story Infer a character’s traits by citing evidence from the story
11				Q2	3.R.2.A.c Describe the interaction of characters, including relationships and how they change.	In grade-level texts, students should be able to: Explain how character actions and interactions affect their relationships Identify how characters relationships change throughout the text
12				Q4	3.R.2.A.f Explain cause and effect relationships.	In grade-level texts, students should be able to: Recall sequence of events in a story Relate the character’s actions to the events and/or the outcome of the story
13				Q3	3.R.2.A.g Distinguish their own point of view from that of the narrator or those of the characters.	In grade-level texts, students should be able to: Identify with a text Make a connection with the text Differentiate between personal views and views of others
14	Comprehension: Read and understand the elements of nonfiction texts	3.R.3.A Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction (e.g., narrative, information/explanatory, opinion, persuasive, argumentative) from a variety of cultures and times. Read, infer and draw conclusions using text features in nonfiction texts.	Q2	Q2	3.R.3.A.b Identify the details or facts that support the main idea. **	In grade-level texts, students should be able to: Identify the main idea of a text Recall the key details of the text and explain how they support the main idea
15			Q2	Q3	3.R.3.A.c Use text and graphic features to locate information and to make and verify predictions.	In grade-level texts, students should be able to: -use text features (e.g., bold print, captions, key words, italics) and graphic features (e.g., charts, graphs, maps) to locate information and to make and verify predictions
16		3.R.3.B Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction from a variety of cultures and times. Read, infer and draw conclusions using literary techniques in nonfiction texts.	Q2	Q2	3.R.3.B.c Distinguish point of view from what the author is trying to persuade the reader to think or do.	In grade-level texts, students should be able to: -Identify the author’s point of view -Distinguish point of view from what the author is trying to persuade the reader to think or do
17		3.R.3.C Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction Read, infer and draw conclusions using text structures in nonfiction texts.	Q2	Q4	3.R.3.C.a Describe relationships among events, ideas, concepts, and cause and effect in texts.	In grade-level texts, students should be able to: -Organize dates or steps in sequential order -Describe relationships among events,ideas, concepts, and cause and effect in texts
18				Q2	3.R.3.C.b Explain the relationship between problems and solution .	In grade-level texts, students should be able to: -Explain how information or events from the past affect the present or future -Explain the relationship between problems and solutions
19				Q2	3.R.3.C.e Compare and contrast the most important points and key details presented in texts on the same topic.	In grade-level texts, students should be able to: -Identify important points and details across two texts on the same topic -Compare and contrast important points and details from two texts on the same topic
20	Vocabulary
21	Vocabulary: Understand grade level vocabulary and how to determine the meaning of unknown words.	3.R.1.B Develop and apply skills to the reading process. Develop an understanding of vocabulary.	Q1	Q2	3.R.1.B.a Decoding and identifying the meaning of common prefixes and suffixes and knowing how they change the meaning of root words.	Decode multisyllabic words in context and independent of context by applying common spelling patterns (e.g., dropping the final “e” and add endings such as -ing, -ed, -able; use, used, using, usable
22				Q1	3.R.1.B.b Using sentence-level context to determine the relevant meaning of unfamiliar words or distinguish among multiple-meaning words.	Use sentence-level context clues, affixes and root words clarify grade-level meaning of unknown and multiple meaning words
23				Q1	3.R.1.B.d Distinguishing the literal and nonliteral meanings of words and phrases in context.	Distinguish the literal and nonliteral meanings of words and phrases in context. Use and understand literal and nonliteral language.
24				Q1	3.R.1.B.i Using conversational, general academic, and domain-specific words and phrases.	Uses words learned in their classroom in the correct context and in relevant conversations.
25	Fluency
26	Fluency: Independently read and engage in grade leve texts for a sustained period of time	3.R.1.D Read independently for multiple purposes over sustained periods of time.	Q1	Q1	3.R.1.D.a Reading text that is developmentally appropriate.	By the end of the school year, read and comprehend proficiently at grade level with increasing challenge in text difficulty and complexity (e.g., layout, text structure, language/literary features, knowledge demands). -Level P With guidance and support, self-select text for personal enjoyment, interest, and academic tasks.
27			Q1	Q1	3.R.1.D.b Producing evidence of reading. **
28	Speaking and Listening
29	Speaking and Listening: Confirm understanding by asking and answering questions relevant to the topic through collaborative conversations	3.SL.1.A Listen for a purpose. Develop and apply effective listening skills and strategies in formal and informal settings.	Q1	Q1	3.SL.1.A.b Asking questions to check understanding of information presented, staying on topic, and linking comments to the remarks of others.	Engage in discussions through collaboration by being prepared, asking questions for clarification, and discussing ideas. Listen actively to determine the main idea of a presentation. Ask and answer questions to clarify understanding of the topic.
30	Writing
31	Opinion Writing: Writes texts that state an opinion about the topic and provides support for the opinion.	3.W.2.A Apply a writing process to develop a text for audience and purpose. Write opinion texts.	Q3	Q3	3.W.1.B Appropriate to genre type, develop a draft from prewriting.	Produce writing that is appropriate to task, purpose, and audience
32				Q3	3.W.1.C Reread, revise and edit drafts with assistance from adults/peers.
33				Q3	3.W.2.A.a Introduce a topic or text being studied, using connected sentences.	-Write an opinion piece with supporting reasons -Introduce an opinion/topic or text clearly - Thoughts are organized into paragraphs -Provide reasons that are supported by facts and details -Group related ideas together -Use linking words and phrases to connect opinions and reasons - End piece with an appropriate conclusion
34				Q3	3.W.2.A.b State an opinion or establish a position and provide reasons for the opinion/position.
35				Q3	3.W.2.A.f Use transitions to connect opinion and reason.
36				Q3	3.W.2.A.g Provide clear evidence of a beginning, middle and a concluding statement or paragraph.
37				Q3	3.W.2.A.c Use specific and accurate words that are related to the topic, audience, and purpose.	Write, speak, listen, and read using appropriate language Choose words that will give deeper meaning to whoever is reading or listening Use words that will help the reader understand their writing better Differentiate between spoken and written language and when to use those words and not use them
38				Q3	3.W.2.A.d Contain information using student’s original language, except when using direct quotation from a source.	Information gathered from other sources must be written in student's own words
39				Q3	3.W.2.A.e Reference the name of the author(s) or name of the source used for details or facts included in the text.	Details or facts used to support opinion must be cited (author's name or source)
40	Informational Writing: Write texts to introduce a topic and supply facts and details.	3.W.2.B Compose well-developed writing texts for audience and purpose Write informative/explanatory texts.	Q2	Q2	3.W.1.B Appropriate to genre type, develop a draft from prewriting.	-Construct a plan to organize thoughts for the writing process -Write for a specific audience and purpose
41				Q2	3.W.1.C Reread, revise and edit drafts with assistance from adults/peers.	-Construct a plan to organize thoughts for the writing process -With guidance and support from peers and adults, edit and revise writing
42				Q2	3.W.2.B.a Introduce a topic or text being studied.	-give information or explain a topic -introduce and develop a topic with facts, definitions, and details -use grade appropriate linking words to connect ideas -write a conclusion.
43				Q2	3.W.2.B.b Develop the topic with simple facts, definitions, details, and explanations.
44				Q2	3.W.2.B.e Use transition words to connect ideas within categories of information.
45				Q2	3.W.2.B.f Create a concluding statement or paragraph.
46	Narrative Writing: Write fiction or nonfiction stories and poems.	3.W.2.C Compose well-developed writing texts for audience and purpose Write fiction or nonfiction narratives and poems.	Q1	Q1	3.W.1.B Appropriate to genre type, develop a draft from prewriting.	Develop clear and coherent writing by focusing on the task, purpose, and audience. Organize clear and coherent writing by focusing on the task, purpose, and audience. Constructs a plan to organize thoughts for the writing process. With guidance and support from peers and adults, edits and revises writing.
47				Q1	3.W.1.C Reread, revise and edit drafts with assistance from adults/peers.
48				Q1	3.W.2.C.a Establish a setting, situation/topic and introduce a narrator and/or characters.
49				Q1	3.W.2.C.b Use narrative techniques, such as dialogue and descriptions.
50				Q1	3.W.2.C.c Establish an organize an event sequence to establish a beginning/middle/ end.
51				Q1	3.W.2.C.d Use transition words and phrases to signal event order.
52				Q1	3.W.2.C.e Use specific and relevant words that are related to the topic, audience, and purpose.
53	Research Process: Apply research process to use information from a variety of sources.	3.W.3.A Gather, analyze, evaluate, and use information from a variety of sources. Apply research process to use information from a variety of sources.	Q2	Q2	3.W.3.A.c Decide what sources of information might be relevant to answer questions.	- create questions about a topic -conduct research to build knowledge about a topic -decide what sources of information might be relevant to answer these questions
54	Language
55
56	Grammar: Produce simple and compound imperative, exlamatory, declarative, and interrogative sentences	3.L.1.A Communicate using conventions of English language. In speech and written form, apply standard English grammar.	Q3	Q3	3.L.1.A.f Produce simple and compound imperative, exclamatory, declarative, and interrogative sentences.	Applies grade appropriate grammar, usage, and mechanics -produce simple and compound imperative, exclamatory, declarative, and interrogative sentences (e.g., Please shut the door. The house is on fire!)
57	Conventions: Use appropriate capitalization, punctuation, and spelling in written text	3.L.1.B Communicate using conventions of English language In written text, apply punctuation, capitalization and spelling.	Q3	Q3	3.L.1.B.b Use an apostrophe to form possessives.	-write legibly (print, cursive) -use an apostrophe to form possessives -capitalize names of places (e.g., states, cities, countries) -capitalize titles of books, stories, and songs -use spelling patterns and generalizations to spell compound words -spell words that double the consonant -spell plural words that change y to ies -consult reference materials to check and correct spellings
58				Q4	3.L.1.B.f Capitalize names of places.
59				Q4	3.L.1.B.g Capitalize titles of books, stories, songs.
60


1	4th Grade ELA Reporting Progress Indicators
2	Report Card Connection	MLS Overarching Concept	Initial reporting period	When are the standards initially introduced?	Priority Skills (highlighted in green)		End of Year Expectation Consistently Meeting grade-level expectation with independence (CM) Demonstrates understanding of concepts and skills independently (when developmentally appropriate)
3	Reading Foundational Skills
4	Phonics & Word Recognition: Apply common spelling patterns to read and write grade level words	4.RF.3.A Develop phonics in the reading process.	1st	1st	4.RF.3.A.a	decoding words using knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read unfamiliar multi-syllabic words in context	-Decode words using letter-sound correspondence, syllabication, and morphology. -Read unfamiliar multisyllabic words in and out of context. -Know and apply phonics rules and patterns to decode.
5				1st	4.L.1.B.i	use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (roots, affixes) to read and spell accurately unfamiliar multi-syllabic words in context
6				1st	4.RF.3.A.b	reading root words, prefixes, and suffixes and important words from specific content curricula	Determine the meaning of multiple-meaning words and phrases by using: ● Greek affixes and roots ● Latin affixes and roots -uses words specific to a particular topic (e.g. social studies, science, and math vocabulary).
7	Reading Literary and Informational- Comprehension
8	Comprehension: Finds relevant evidence from a text to explain and support ideas and make logical inferences	4.R.1.A.a Develop and apply skills to the reading process.	1st	1st	4.R.1.A.a	drawing conclusions, inferring by referencing textual evidence of what the text says explicitly as well as inferences drawn from the text	In grade-level texts, students should be able to: -Refer to details and examples from the text to explain what the text says. -Infer from a text using details and examples -Explain what the text says
9		4.R.1.A.a Develop and apply skills to the reading process.	1st	1st	4.R.1.A.b	drawing conclusions by providing textual evidence of what the text says explicitly
10	Comprehension: Demonstrates comprehension and reading skills in response to fiction texts	4.R.2.A Read, infer, analyze and draw conclusions using fiction texts including poetry and drama.	1st	3rd	4.R.2.A.a	summarize and sequence the events/plot, and explain how past events impact future events, and identify the theme	In grade-level texts, students should be able to: Determine the theme/s of a story, drama, or poem -determine the theme of story, drama, or poem -explain how it is supported by details in text Summarize a text by synthesizing details: -Adequately identify and summarize central ideas/key events -Explain explicit details, using this supporting evidence to support answers and to justify/explain inferences
11				1st	4.R.2.A.c	describe the interaction of characters, including relationships and how they change	In grade-level texts, students should be able to: Describe a character in depth. Describe how the setting plays an important role in the story or drama. Use specific details from the text when describing a character, setting, or event.
12				3rd	4.R.2.A.e	compare and contrast the point of view from which stories are narrated, explain whether the narrator or speaker of a story is first or third person	In grade-level texts, students should be able to: Identify first- and third- person narration Compare and contrast the point of view from which different stories are narrated
13	Comprehension: Identifies and analyzes text features and structures in nonfiction texts.	4.R.3.A Read, infer and draw conclusions using text features in nonfiction texts.	2nd	2nd	4.R.3.A.a	use multiple text features to locate information and gain an overview of the contents of text	In grade-level texts, students should be able to: Select and use the appropriate text feature to find information Navigate search engines effectively Distinguish the relevancy of information when conducting a search
14				4th	4.R.3.A.c	interpret and explain factual information presented graphically	In grade-level texts, students should be able to: Interpret information presented visually, orally, or quantitatively Explain how this information helps them better understand the text
15		4.R.3.C Read, infer and draw conclusions using text structures in nonfiction texts.		4th	4.R.3.C.b	explain explicit and implicit relationships among ideas in texts	In grade-level texts, students should be able to: Explain what happened and why based on specific information in the text
16	Comprehension: Demonstrates comprehension and reading skills in response to nonfiction texts	4.R.3.B Read, infer and draw conclusions using literary techniques in nonfiction texts.	2nd	2nd	4.R.3.B.b	analyze, make inferences, and draw conclusions about persuasive text; use evidence from the text to explain the author’s purpose; and support the analysis	In grade-level texts, students should be able to: Use details and evidence from the text to draw inferences Explain how an author uses supporting details as evidence to support particular points about a text
17			2nd	3rd	4.R.3.B.c	explain how an author uses language to present information to influence what the reader thinks or does	In grade-level texts, students should be able to: -describe the overall text structure (including description, chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text -identify the reasons and evidence in text that an author uses to support an idea
18	Vocabulary: Understand grade level vocabulary and how to determine the meaning of unknown words.	4.R.1.B Develop an understanding of vocabulary.	1st	3rd	4.R.1.B.a	determining the meaning of academic English words derived from Latin, Greek, or other linguistic root words and their prefixes and suffixes	In grade-level texts, students should be able to: -understand the meaning of words and phrases as they are used in text Determine the meaning of academic words and phrases by using: ● Greek affixes and roots ● Latin affixes and roots
19				1st	4.R.1.B.b	using the context of the sentence to determine the meaning of unfamiliar words or multiple-meaning words	In grade-level texts, students should be able to: Determine the meaning of unfamiliar or multiple meaning words by using: ● Context clues
20				4th	4.R.1.B.d	identifying the meaning of common idioms and figurative language	In grade-level texts, students should be able to: -identify figurative language such as similes and metaphors
21				3rd	4.R.1.B.e	using a dictionary or glossary to determine the meanings, syllabication, and pronunciation or unknown words	In grade-level texts, students should be able to: Determine the meaning, syllabication, or pronunciation of unfamiliar words by using: ● Print and digital reference materials
22	Independently read and engage in grade leve texts for a sustained period of time	4.R.1.D Read independently for multiple purposes over sustained periods of time.	1st	1st	4.R.1.D.a	reading text that is developmentally appropriate	By the end of the school year, read and comprehend proficiently at grade level with increasing challenge in text difficulty and complexity (e.g., layout, text structure, language/literary features, knowledge demands) Level S -Fluently and purposely, read texts in a variety of genres with accuracy, appropriate rate, and prosody -Use context to confirm understanding, rereading as necessary, to support comprehension.
23	Speaking and Listening
24	Confirm understanding by asking and answering questions relevant to the topic through collaborative conversations	4.SL.1.A Develop and apply effective listening skills and strategies in formal and informal settings.	1st	1st	4.SL.1.A.b	posing and responding to specific questions to clarify or follow up on information, making comments that contribute to the discussion, and linking to the remarks of others	-Build on others’ ideas and express their own clearly to support engaging in collaborative discussions. -Be prepared for discussions by reading or studying material prior to the discussion. -Follow agreed-upon rules for discussion. -Carry out assigned roles. -Ask and respond to specific questions to clarify information and make comments that contribute to the discussion and link to the remarks of others. -Review key ideas expressed and explain their own ideas in response to the conversation. -Cooperate and problem solve for productive group discussions.
25	Writing
26	Writing Process: Uses strategies to plan, revise, and strengthen writing	4.W.1.B Appropriate to genre type, develop a draft from prewriting.	1st	1st	4.W.1.B.a	generating a main idea to support a multiple paragraph text, using a variety of sentence types, including compound	Plan, write, revise, and edit full pieces: -Develop clear and coherent writing by focusing on the task, purpose, and audience. -Organize clear and coherent writing by focusing on the task, purpose, and audience.
27				1st	4.W.1.B.b	establishing and supporting a main idea with an overall topic sentence at, or near, the beginning of the first paragraph
28				2nd	4.W.1.B.c	categorizing, organizing, and sequencing facts, details, and/or events into a text (from sources when appropriate) into clear introductory, supporting, and concluding paragraphs	Plan, write, revise, and edit full pieces: -Organize ideas -include structures and appropriate transitions for coherence -develop and elaborate supporting details -develop appropriate conclusion
29				3rd	4.W.1.B.d	addressing an appropriate audience	Plan, write, revise, and edit full pieces; -writing addresses clear purpose and appropriate audience
30		4.W.1.C Reread, revise and edit drafts with assistance.		1st	4.W.1.C.a	strengthen writing as needed by revising: • main idea • sequence (ideas)• focus • beginning/middle/end • details/facts (from sources, when appropriate) • word choice (related to the topic) • sentence structure • transitions • audience and purpose • voice	-Seeks guidance and support to develop and strengthen writing. -Plan, draft, revise, and edit to develop and strengthen writing.
31		4.W.1.C Reread, revise and edit drafts with assistance.		2nd	4.W.1.C.b	edit for language conventions	Writers and speakers use grammar conventions to communicate clearly: -use the correct English conventions and grammar when speaking and writing -use proper grammar to communicate clearly -print or write in cursive legibly so others can read and understand writing -use correct capitalization, punctuation, and spelling to communicate clearly -capitalize words correctly -end a complete thought using punctuation -use commas correctly in compound sentences and quotations -use a comma before a coordinating conjunction (and, but, or, so) in a compound sentence
32	Produces a variety of text types (narrative, informational, opinion) that are logically organized and clearly convey ideas	4.W.2.A Write opinion texts.	3rd	3rd	4.W.2.A.a	introduce a topic or text being studied using an introductory paragraph	-Introduce topic or text by stating an opinion -Group related ideas to establish an organizational structure -Support opinions with reasons and information -Support your reasons with facts and details -Link opinions and reasons by using appropriate words and phrases -Write a conclusion that relates the opinion presented
33				3rd	4.W.2.A.b	state an opinion or establish a position and provide reasons for the opinion/position, supported by facts and details
34				3rd	4.W.2.A.c	use specific and accurate words that are related to the topic, audience and purpose	Choose words and phrases to convey ideas precisely -Use punctuation to add meaning, emotion, and emphasize important ideas -Recognize the different situations in which they should use formal or informal English
35				3rd	4.W.2.A.d	contain information using student’s original language, except when using direct quotation from a source	-Gather information from a variety of sources -Write the information in own words
36				3rd	4.W.2.A.e	reference the name of the author(s) or name of the source used for details or facts included in the text	-Recall relevant information from experiences -Gather relevant information from print and digital sources -Take notes -Categorize information -Provide a list of sources -Cite sources appropriately
37				3rd	4.W.2.A.f	use transitions to connect opinion and reason	-Support reasons with facts and details -Link opinions and reasons by using appropriate words and phrases
38				3rd	4.W.2.A.g	organize the supporting details/reasons into introductory, supporting, and concluding paragraphs	-Introduce topic or text by stating an opinion -Group related ideas to establish an organizational structure -Support opinions with reasons and information -Write a conclusion that relates the opinion presented
39		4.W.2.B Write informative/explanatory texts.	2nd	2nd	4.W.2.B.a	introduce a topic using a topic sentence in an introductory paragraph	-Introduce a topic to convey ideas and information clearly -Group related information into paragraphs and sections including text features that support comprehension -Develop a topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic - Link ideas within paragraphs and sections of information through the use of appropriate words and phrases -Use precise language and domain specific vocabulary to inform about or explain a topic -Conclude the piece with a summary which relates the information presented or provides an explanation
40				2nd	4.W.2.B.b	develop the topic into supporting paragraphs from sources, using topic sentences with facts, details, examples, and quotations
41				2nd	4.W.2.B.c	use specific, relevant and accurate words that are suited to the topic, audience, and purpose
42				2nd	4.W.2.B.e	use transitions to connect categories of information
43				2nd	4.W.2.B.f	use text structures when useful
44				2nd	4.W.2.B.g	create a concluding paragraph related to the information
45				2nd	4.W.2.B.d	contain information using student’s original language, except when using direct quotations from a source	-Gather information from a variety of sources -Write the information in own words
46		4.W.2.C Write fiction or nonfiction narratives and poems.	3rd	3rd	4.W.2.C.a	establish a setting, situation/topic and introduce a narrator and/or characters	-Introduce a real or imagined experience or event that uses effective technique, descriptive details, and clear event sequences -Establish a situation. Introduce a narrator and/or characters -Organize an event sequence that unfolds naturally -Use narrative techniques (dialogue & description) to show the responses of characters to situations or to develop experiences -Use a variety of transitional words and phrases manage the sequence of events -Use concrete words and phrases and sensory details to convey experiences and events precisely -Write a conclusion to bring together other parts of the story providing a closure of narrated experiences or events (when appropriate to the genre)
47				3rd	4.W.2.C.b	use narrative techniques, such as dialogue, motivation and descriptions
48				3rd	4.W.2.C.c	organize an event sequence that unfolds naturally to establish a beginning/middle/ end
49				3rd	4.W.2.C.d	use a variety of transitions to manage the sequence of events
50				3rd	4.W.2.C.e	use specific, relevant and accurate words that are suited to the topic, audience, and purpose
51	Research Process: Utilizes research to build and present information	4.W.3.A Apply research process to use information from a variety of sources.	2nd	2nd	4.W.3.A.a	generate a list of subject appropriate topics	Use a prewriting strategy (e.g.,brainstorming, graphic organizers, logs, journals, discussions)
52				2nd	4.W.3.A.b	create a research question to address relevant to a chosen topic	formulate questions related to the topic
53				2nd	4.W.3.A.c	identify a variety of relevant sources, literary and informational	-Develop clear and coherent writing by focusing on the task, purpose, and audience - Organize clear and coherent writing by focusing on the task, purpose, and audience
54				2nd	4.W.3.A.d	use organizational features of print and digital sources efficiently to locate information	Recall relevant information from experiences Gather relevant information from print and digital sources Take notes Categorize information
55				2nd	4.W.3.A.e	convert graphic/visual data into written notes
56				2nd	4.W.3.A.f	determine the accuracy of the information gathered	assess relevance, accuracy, and reliability (credibility) of information in print and digital sources (e.g., author, organization, date of publication, publisher, title of journal
57				2nd	4.W.3.A.i	present and evaluate how completely, accurately, and efficiently the research question was explored or answered using previously established teacher/student criteria	record bibliographic information from sources used (e.g., author, title, publisher, publication year)
58	Language
59	Grammar: Apply grade appropriate grammar in speech and written work	4.L.1.A In speech and written form, apply standard English grammar.	1st	2nd	4.L.1.A.h	produce and expand the complete simple and compound four types of sentences	Adequately apply grade appropriate grammar, usage, and mechanics: In speech and written text: -subject/verb agreement -Use adverbs in writing -Progressive verb tenses to show past, present and future -helping “be” verbs with “ing” verbs -Adjectives, using conventional patterns -Prepositional phrases -Recognize and use coordinating conjunctions and subordinating conjunctions -Produce and expand complete, simple, and compound sentences -Replace inappropriate fragments and run-ons with complete sentences -Use frequently confused words accurately
60	Conventions: Use appropriate capitalization, punctuation, and spelling when writing	4.L.1.B In written text, apply punctuation, capitalization and spelling.	1st	2nd	4.L.1.B.c	insert a comma before a coordinating conjunction in a compound sentence	In written text, apply grade level punctuation, capitalization and spelling to clarify a message including legible writing in print or cursive, spacing, and margins Use the following conventions: ● Capitalization ● Punctuation ● Commas and quotation marks to mark direct speech and quotations from a text ● Commas before a coordinating conjunction ● Commas in a compound sentence Spell grade-appropriate words correctly in written work
61			1st	1st	4.L.1.B.e	use correct capitalization
62


1	Report Card Connection	MLS Overarching Concept	Initial Reporting Period	When are the standards initially introduced?	Priority Skills (highlighted in green)		EOY Expectation Consistently Meeting grade-level expectation with independence (CM) Demonstrates understanding of concepts and skills independently
2	Reading Foundational Skills
3	Phonics & Word Recognition: Apply common spelling patterns to read and write grade level words	5.RF.3.A Develop phonics in the reading process.	1st Quarter	1st Quarter	5.RF.3.A.a	Decoding words using knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read unfamiliar multi-syllabic words in context	Decode multisyllabic words using a combination of letter-sound correspondence skills, syllabication patterns, and knowledge of morphology
4		5.RF.3.A Develop phonics in the reading process.	1st Quarter	3rd Quarter	5.RF.3.A.b	Reading root words, prefixes, suffixes, and important words from all specific content curricula
5	Reading Literary and Informational
6	Reading Literary and Informational
7	Comprehension: Finds relevant evidence from a text to explain and support ideas and make logical inferences	5.R.1.A Develop and demonstrate comprehension-reading skills in response to texts.	1st Quarter	1st Quarter	5.R.1.A.a	Drawing conclusions and inferring by referencing textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text	-Summarize text with supporting quotes - Make an inference and quote the text that led to the inference - Quote specific examples and details to support inferences
8			1st Quarter	1st Quarter	5.R.1.A.b	Drawing conclusions by providing textual evidence of what the text says explicitly as well as inferences drawn from the text
9
10	Comprehension: Apply appropriate comprehension skills to understand fiction texts	5.R.2.A Read, infer and draw conclusions using fiction texts including poetry and drama.	1st Quarter	1st Quarter	5.R.2.A.a	Compare and contrast the roles and functions of characters in various plots, their relationships, and their conflicts	-Compare characters using specific details in the text. -Compare settings using specific details in the text. -Compare events using specific details in the text.
11				1st Quarter	5.R.2.A.b	Explain the theme or moral lesson, conflict, and resolution in a story or novel	-Identify details that support the theme. -Summarize the text including the characters, setting, and events that support the theme.
12				4th Quarter	5.R.2.A.c	Describe how a narrator’s or speaker’s point of view influences others (also use the term "perspective"	-Describe the point of view of the narrator. -Describe events in the text that are influenced by the narrator’s point of view. -Describe how the narrator's point of view changes/enhances how events are described.
13
14	Comprehension: Understand and analyze text features and structures in nonfiction texts	5.R.3.A Read, infer and draw conclusions using text features.	1st Quarter	1st Quarter	5.R.3.A.a Use multiple text features and graphics to locate information and gain an overview of the contents of text information		-Gather relevant information from multiple sources. -Use strategies to locate answers quickly. -Evaluate reliability of sources. -Select and use the appropriate text feature to find information.
15		5.R.3.C Read, infer and draw conclusions using text structures in nonfiction texts		4th Quarter	5.R.3.C.c	Analyze how the pattern of organization of a text influences the relationships	-Explain the relationships between two or more individuals, events, or ideas in the text using supporting details from the text.
16				1st Quarter	5.R.3.C.e	Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably	-Combine multiple sources to support a deeper understanding about the topic. -Integrate information found in multiple materials to write, speak or demonstrate knowledge of a topic. -Organize information found in resource materials using own words.
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18	Comprehension: Apply appropriate comprehension skills to understand nonfiction text	5.R.3.B Read, infer and draw conclusions using literary techniques in nonfiction texts.	3rd Quarter	3rd Quarter	5.R.3.B.a	Evaluate if the author’s purpose was achieved, identify reasons for the decision, and provide evidence to support the claim	-Identify the details an author uses to support a point. -Explain how an author uses details to support a point. -Identify the type of evidence the author uses to support a point.
19			3rd Quarter	3rd Quarter	5.R.3.B.g	Use reasoning to determine the logic of an author’s conclusion and provide evidence to support reasoning
20
21	Independently read and engage in grade level texts for a sustained period of time	5.R.1.D Read independently for multiple purposes over sustained periods of time.	1st Quarter	1st Quarter	5.R.1.D.a	reading text that is developmentally appropriate	-By the end of the year, read and comprehend proficiently at grade level with increasing challenge in text difficulty and complexity (e.g. layout text structure, language features, knowledge demands). -With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks.
22	Vocabulary
23	Vocabulary: Understand grade level vocabulary and how to determine the meaning of unknown words.	5.R.1.B Develop an understanding of vocabulary.	2nd Quarter	2nd Quarter	5.R.1.B.a	● Determining the meaning of academic English words derived from Latin, Greek, or other linguistic root words and their prefixes and suffixes through context	-Use strategies to understand the meaning of vocabulary words. -Determine the meanings of figurative language in context. -Use resources to find word meanings (dictionary, thesaurus,etc.). -Determine the feeling that specific word choices create in a text.
24				1st Quarter	5.R.1.B.b	● Using context to determine meaning of unfamiliar or multiple-meaning words	-Derive word meanings from context clues.
25				1st Quarter	5.R.1.B.d	● Explaining the meaning of common idioms, adages, similes, metaphors, hyperboles, and other sayings in text	-Use context clues to determine the meaning of figurative language. -Determine the meaning of common idioms. -Determine the meaning of common proverbs. -Use word relationships to understand new words.
26				1st Quarter	5.R.1.B.g	● Using conversational, general academic, and domain- specific words and phrases	-Use academic words in writing and speaking. -Use domain-specific words in writing and speaking. -Use words and phrases that signal contrast or addition and other relationships.
27	Speaking and Listening
28	Confirm understanding through collaborative conversations	5.SL.1.A Develop and apply effective listening skills and strategies in formal and informal settings.	1st Quarter	1st Quarter	5.SL.1.A.b	Posing and responding to specific questions to clarify or following up on information and making comments that contribute to the discussion to link to the remarks of others	-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) on grade level topics and texts, building on others’ ideas and expressing their own ideas 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 and carry out assigned roles. - Cooperate and problem solve as appropriate for productive group discussions.
29	Confirm understanding through collaborative conversations		1st Quarter	1st Quarter	5.SL.1.A.d	Listening for speaker’s message and summarizing main points based on evidence
30	Writing
31	Writing
32	Writing Process: Uses strategies to plan, revise, and strengthen writing	Writing 5.W.1.B & 5.W.1.C Appropriate to genre, type develop a draft from prewriting. Reread, revise and edit drafts with assistance.	1st Quarter	1st Quarter	5.W.1.B.a	choosing an appropriate organizational structure and building on one main idea to create a multiple paragraph text appropriate to the genre	-Determine the ideas for writing. -Revise writing. -Apply editing skills to improve writing. -Rewrite to strengthen writing. -Determine the purpose of the writing. -Identify appropriate audience for the writing.
33				1st Quarter	5.W.1.B.b	establishing and supporting a main idea with an overall topic sentence at, or near, the beginning of the first paragraph
34				1st Quarter	5.W.1.B.c	categorizing, organizing, and sequencing facts, details, and/or events (from sources when appropriate) into clear introductory, supporting, and concluding paragraphs applicable to the organizational structure
35				1st Quarter	5.W.1.B.d	restating the overall main idea in the concluding statement
36				1st Quarter	5.W.1.B.e	addressing an appropriate audience, organization, and purpose
37
38	Produces a variety of text types (narrative, informational, opinion) that are logically organized and clearly convey ideas	Writing 5.W.2.A Writing 5.W.2.B Writing 5.W.2.C Produces a variety of text types (narrative, informational, opinion) that are logically organized and clearly convey ideas	1st Quarter	1st Quarter	5.W.2.A.a	introduce a topic or text being studied using an introductory paragraph that clearly supports the writer’s purpose	Plan, write, revise, and edit full opinion pieces, demonstrating the ability to state opinions about topics or sources, attending to purpose and audience, organizing ideas by stating a context and focus, structures and appropriate transitional strategies for coherence, development of supporting evidence/reasons and elaboration, and developing an appropriate conclusion. Plan, write, revise, and edit full informational/explanatory text on a topic, attending to purpose and audience, organizing ideas by stating a focus, and including structures and appropriate transitional strategies for coherence, supporting evidence and elaboration, and an appropriate conclusion. Plan, write, revise, and edit full pieces, demonstrating narrative techniques, chronology, and appropriate transitions for coherence, and/or author’s craft appropriate to purpose
39				1st Quarter	5.W.2.A.b	state an opinion or establish a position and provide relevant reasons for the opinion supported by multiple facts and details
40				1st Quarter	5.W.2.A.c	use specific and accurate words that are related to the topic, audience, and purpose
41				3rd Quarter	5.W.2.A.d	contain information using student’s original language, except when using direct quotation from a source
42				3rd Quarter	5.W.2.A.e	reference the name of the author(s) or name of the source used for details or facts included in the text
43				4th Quarter	5.W.2.A.f	use transitions to connect opinion and reason
44				1st Quarter	5.W.2.A.g	organize the supporting details/reasons into introductory, supporting, and concluding paragraphs
45				1st Quarter	5.W.2.B.a	introduce a topic using a topic sentence in an introductory paragraph
46				1st Quarter	5.W.2.B.b	develop the topic into supporting paragraphs from sources, using topic sentences with facts, details, examples, and quotations
47				3rd Quarter	5.W.2.B.c	use an organizational format that suits the topic
48				2nd Quarter	5.W.2.B.d	use specific, relevant, and accurate words that are suited to the topic, audience, and purpose
49				2nd Quarter	5.W.2.B.e	contain information using student’s original language, except when using direct quotations from a source
50				2nd Quarter	5.W.2.B.f	use transition words to connect ideas within and across categories of information
51				2nd Quarter	5.W.2.B.g	use text structures when useful
52				2nd Quarter	5.W.2.B.h	create a concluding paragraph related to the information
53				3rd Quarter	5.W.2.C.a	establish a setting, situation/topic and introduce a narrator and/or characters
54				3rd Quarter	5.W.2.C.b	use narrative techniques, such as dialogue, motivation, and descriptions
55				3rd Quarter	5.W.2.C.c	organize an event sequence that unfolds naturally to establish a beginning/middle/ end
56				3rd Quarter	5.W.2.C.d	use a variety of transitions to manage the sequence of events
57				3rd Quarter	5.W.2.C.e	use specific, relevant, and accurate words that are suited to the topic, audience, and purpose
58
59	Research Process: Apply research process to use information from a variety of sources.	Writing 5.W.3.A Apply a research process to use information from a variety of sources.	2nd Quarter	2nd Quarter	5.W.3.A.d	Select relevant sources, literary and informational	-Gather information from more than one source. -Write the information in own words. -Find and use details from the text to support writing.
60			2nd Quarter	2nd Quarter	5.W.3.A.g	Differentiate between paraphrasing and plagiarism when using ideas of others
61	Language
62	Language
63	Grammar: Apply grade appropriate grammar in speech and written work	5.L.1.A & 5.L.1.B Language In speech and written form, apply standard English grammar. In written text, apply punctuation, capitalization and spelling.	1st Quarter	2nd Quarter	5.L.1.A.a	explain and use the 8 parts of speech: noun, pronoun, verb, adjective, adverb, preposition, conjunction, interjection	Consistently apply or edit grade-appropriate grammar, usage, and mechanics to clarify a message: -identify and use conjunctions in writing -identify and use prepositions in writing -identify and use interjections in writing -use the correct verb tense in writing -use conjunctions correctly in writing -recognize when a verb tense is incorrect -recognize when a writer incorrectly shifts verb tense -use verb tense correctly -use adjectives correctly in writing ( (e.g., a small red bag rather than a red small bag) -use adverbs correctly in writing ( (e.g., a small red bag rather than a red small bag) -use pronouns (who, whose, whom, which, that) and adverbs (where, when, why) correctly in writing
64			1st Quarter	1st Quarter	5.L.1.A.e	produce a variety of complex sentences in writing	-use language skills to read, write, speak, and listen -expand, combine, and reduce sentences to vary the length of sentences to clarify meaning, interest, and style
65	Conventions: Use appropriate capitalization, punctuation, and spelling when writing		1st Quarter	1st Quarter	5.L.1.B.c	use a comma to separate an introductory clause in a complex sentence	In written text: -write legibly -use a comma before a coordinating conjunction when writing compound sentences -use a comma to separate an introductory clause in a complex sentence (e.g.,When I am thirsty, I go get a drink.) -use a comma to set off the words yes and no -use apostrophes in singular nouns to show possession (e.g., one book’s cover, a peanut’s shell) -write apostrophes in regular plural nouns to show possession (e.g., two dogs’ toys)
66				4th Quarter	5.L.1.B.h	use apostrophes in singular nouns to show possession
67				4th Quarter	5.L.1.B.i	write apostrophes in regular plural nouns to show possession