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Word Analysis, Fluency, and Systematic Vocabulary Development
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Fourth Grade
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Fifth Grade
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Sixth Grade
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1.0 Word Analysis, Fluency,
and Systematic
Vocabulary Development
Students understand the basic features of a reading. they select and know how to translate letter patterns into spoken language using phonics, syllabication, and word parts. they apply this knowledge to achieve fluent oral and silent reading.
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1.0 Word Analysis, Fluency,
and Systematic
Vocabulary Development
Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, both to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.
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1.0 Word Analysis, Fluency,
and Systematic
Vocabulary Development
Students use their knowledge of word origins and word relationships, as
well as historical and literary context clues, both to determine the
meaning of specialized vocabulary and to understand the precise meaning
of grade-level-appropriate words.
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Word Recognition
1.1 Read narrative and expository text aloud with grade-level fluency and accuracy, pacing, intonation, and expression. |
Word Recognition
1.1 Read narrative and expository text aloud with fluency and
accuracy, and with appropriate pacing, intonation, and expression.
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Word Recognition
1.1 Read narrative and expository text aloud with fluency and accuracy, and with appropriate pacing, intonation, and expression.
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Vocabulary and Concept Development
1.2 Apply knowledge of word origins, derivation, synonyms, antonyms.
1.3 Use knowledge of root words to determine the meaning of unknown words within a passage.
1.4 Know common Greek- and Latin-derived roots and affixes and use this knowledge to analyze the meaning of complex words (e.g. international)
1.5 Use a thesaurus to determine related words and concepts.
1.6 Distinguish and interpret multiple-meaning words.
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Vocabulary and Concept Development
1.2 Use word origins to determine the meaning of unknown words.
1.3 Understand and explain frequently use synonyms, antonyms, and homographs.
1.4 Know abstract, derived roots and affixes from greek and Latin, and use this knowledge to analyze the meaning of complex words (e.g. controversial).
1.5 Understand and explain figurative and metaphorical use of words in context.
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Vocabulary and Concept Development
1.2 Distinguish and interpret figurative language and multiple-meaning words.
1.3 Recognize the origins and meanings of frequently used foreign words in English and use these words accurately in speaking and writing.
1.4 Monitor expository text for unknown word or words with novel meanings using word, sentence and paragraph clues to determine meaning.
1.5 Understand and explain "shades of meaning" for related words (e.g. softly and quietly).
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Fourth Grade
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Fifth Grade
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Sixth Grade
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2.0 Reading Comprehension
Students read and understand grade-level- appropriate material.
They draw upon a variety of comprehension strategies as needed, including generating and responding to essential questions, making predictions and comparing information from several sources.
In addition to their school reading, by grade 4, students read one half million words annually, including a good representation of narrative (i.e. classic and contemporary literature) and expository (e.g. magazines, newspapers, on-line information) text appropriate for each grade level.
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2.0 Reading Comprehension
Students read and understand grade-level-appropriate material.
They describe and connect the essential ideas, arguments, and perspectives of text, and they relate text structure, organization, and purpose.
In addition, by grade 8, students read one million words annually on their own including a good representation of narrative (i.e. classic and contemporary literature) and expository
(e.g. magazines, newspapers, on-line information) text appropriate for
each grade level.
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2.0 Reading Comprehension
Students read and understand grade-level-appropriate material.
They describe and connect the essential ideas, arguments, and
perspectives of text, and they relate text structure, organization, and
purpose.
In addition, by grade 8, students read one million words annually on their own including a good representation of narrative (i.e. classic and contemporary literature) and expository
(e.g. magazines, newspapers, on-line information) text appropriate for
each grade level.
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Structural Features of Informational Materials
2.1 Identify structural patterns found in informational text (e.g. compare and contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension.
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Structural Features of Informational Materials
2.1 Understand how text features (e.g. format, graphics, sequence, diagrams, illustrations, charts, maps) make information accessible and usable.
2.2 Analyze text that is organized in sequential or chronological order.
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Structural Features of Informational Materials
2.1 Identify the structural features of popular media (e.g. newspapers, magazines, online information) and use these features to obtain information.
2.2 Analyze text that uses the compare/contrast organizational method.
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Comprehension and Analysis of Grade-Level-Appropriate Text
2.2 Use appropriate strategies when reading for different purposes (e.g. full comprehension, location of information, personal enjoyment).
2.3 Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, and foreshadowing clues.
2.4 Evaluate new information and hypotheses by testing them against known information and ideas.
2.5 Compare and contrast information on the same topic after reading several passages or articles.
2.6 Distinguish between cause and effect and between fact and opinion in expository text.
2.7 Follow multiple-step instructions in a basic technical manual (e.g. how to use computer commands or video games).
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Comprehension and Analysis of Grade-Level-Appropriate Text
2.3 Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas.
2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.
Expository Critique
2.5 Distinguish facts, supported inferences and opinions in text.
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Comprehension and Analysis of Grade-Level-Appropriate Text
2.3 Connect and clarify main ideas by identifying their relationships to other sources and related topics.
2.4 Clarify an understanding of texts by creating outlines, logical notes, summaries, or reports.
2.5 Follow multiple-step instructions for preparing applications (e.g. for public library card, bank account, sports club, league membership).
Expository Critique
2.6 Determine the adequacy and appropriateness of the evidence for an author's conclusions.
2.7 Make reasonable assertions about a text through accurate, supporting citations.
2.8 Note instances of unsupported inferences, fallacious reasoning, persuasion, and propaganda in text.
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Literary Response and Analysis
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Fourth Grade
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Fifth Grade
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Sixth Grade
| 3.0 Literary Response and Analysis
Students read and respond to a wide variety of significant works of children's literature. They distinguish between the structural features of text and the literary terms or elements (i.e. theme, plot, setting, and characters).
The quality and complexity of the materials to be read by students are illustrated in the California Reading List. | 3.0 Literary Response and Analysis
Students read and respond to historically or culturally significant works of literature, particularly American and British literature. They clarify the ideas and connect hem to other literary works.
The quality and complexity of the materials to be read by students are illustrated in the California Reading List.
| 3.0 Literary Response and Analysis
Students read and respond to historically or culturally significant
works of literature, particularly American and British literature. They
clarify the ideas and connect hem to other literary works.
The quality and complexity of the materials to be read by students are illustrated in the California Reading List.
| Structural Features of Literature
3.1 Describe the structural differences of various imaginative forms of literature, including fantasy, fables, myths. legends, and fairy tales.
| Structural Features of Literature
3.1 Identify and analyze the characteristics of poetry, drama, fiction, and non-fiction as literary forms chosen by an author for a specific purpose.
| Structural Features of Literature
3.1 Distinguish among forms of fiction and describe the major characteristics of each form.
| Narrative Analysis of Grade-Level Appropriate Text:
3.2 Identify the main events of the plot, their causes, and how each influences future action(s).
3.3 Use knowledge of the situation and setting and of a character's traits and motivations to determine the causes for that character's actions.
3.4 Compare and contrast tales from different cultures by tracing exploits of one character type and develop theories to account for similar tales in diverse cultures (e.g. trickster tales).
3.5 Identify and define presence of figurative language in literary works, including simile, metaphor, hyperbole and personification.
| Narrative Analysis of Grade-Level Appropriate Text:
3.2 Identify the main problem or conflict of the plot and how it is resolved.
3.3 Contrast the actions, motives, and appearances of characters in a work of fiction and discuss the importance of the contrasts to the plot or theme (e.g. loyalty, selfishness, conscientiousness).
3.4 Understand the theme refers to the meaning or moral of a selection, and recognize themes whether implied or stated directly in sample works.
3.5 Describe the function and effect of key literary devices (e.g. imagery, metaphor, symbolism).
| Narrative Analysis of Grade-Level Appropriate Text:
3.2 Analyze how the qualities of the character (e.g. courage or cowardice, ambition or laziness) affect the plot and resolution of the conflict.
3.3 Analyze the influence of setting on the problem and its resolution.
3.4 Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme.
3.5 Identify the speaker and recognize the difference between first and third person narrative (e.g. autobiography vs. biography).
3.6 Identify and analyze features of themes conveyed through characters, actions and images.
3.7 Explain the effects of key literary devices in a variety of fictional and non-fictional texts (e.g. symbolism, imagery, metaphor).
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| Literary Criticism
3.6 Evaluate the meaning of archetypal patterns and symbols that are found in myth and tradition by using literature from different eras and cultures (Reader response).
3.7 Evaluate the author's use of various techniques to influence reader's perspectives (e.g. appeal of characters in a picture book, logic an d credibility of plots and settings, use of figurative language)
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Fourth Grade
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Fifth Grade
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Sixth Grade
| 1.0 Writing Strategies
Students write clear, coherent, and focused essays. The writing exhibits the students' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.
| 1.0 Writing Strategies
Students write clear, coherent, and focused essays. The writing exhibits the students' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.
| 1.0 Writing Strategies
Students write clear, coherent, and focused essays. The writing exhibits students' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.
| Organization and Focus
1.1 Create multiple-paragraph narrative compositions:
a. Establish and develop a
situation or plot.
b. Describe the setting.
c. Present an ending.
1.2 Create multiple-paragraph
expository compositions:
a. Establish a topic,
important ideas, or
events in sequence or
chronological order.
b. Provide details and
transitional expressions
that link one paragraph
to another in a clear line
of thought.
c. Offer a concluding
paragraph that
summarizes important
ideas and details.
| Organization and Focus
1.1 Create multiple-paragraph narrative compositions:
a. Establish and develop a
situation or plot.
b. Describe the setting.
c. Present an ending.
1.2 Create multiple-paragraph expository compositions:
a. Establish a topic,
important ideas, or
events in sequence or
chronological order.
b. Provide details and
transitional expressions
that link one paragraph
to another in a clear line
of thought.
c. Offer a concluding
paragraph that
summarizes important
ideas and details.
| Organization and Focus
1.1 Choose the form of writing (e.g., personal letter, letter to the editor, review, poem, report, narrative) that best suits the intended purpose.
1.2 Create multiple-paragraph expository compositions:
a. Engage the interest of
the reader and state a
clear purpose.
b. Develop the topic with
supporting details and
precise verbs, nouns,
and adjectives to paint a
visual image in the mind
of the reader.
c. Conclude with a detailed
summary linked to the
purpose of the
composition.
1.3 Use a variety of effective and coherent organizational patterns, including comparison and contrast; organization by categories; and arrangement by spatial order, order of importance, or climacticorder.
| Research and Technology
1.3 Use organizational features of printed text (e.g., citations, end notes, bibliographic references) to locate relevant information.
1.4 Create simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, a thesaurus, spell checks).
1.5 Use a thesaurus to identify alternative word choices and meanings.
| Research and Technology
1.3 Use organizational features of printed text (e.g., citations, end notes, bibliographic references) to locate relevant information.
1.4 Create simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, a thesaurus, spell checks).
1.5 Use a thesaurus to identify alternative word choices and meanings.
| Research and Technology
1.4 Use organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate information.
1.5 Compose documents with appropriate formatting by using word-processing skills and principles of design (e.g., margins, tabs, spacing, columns, page orientation).
| Evaluation and Revision
1.6 Edit and revise manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences.
| Evaluation and Revision
1.6 Edit and revise manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences.
| Evaluation and Revision
1.6 Revise writing to improve the organization and consistency of ideas within and between paragraphs.
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Fourth Grade
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Fifth Grade
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Sixth Grade
| 2.0 Writing Applications (Genres and Their Characteristics)
Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.
| 2.0 Writing Applications (Genres and Their Characteristics)
Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
| 2.0 Writing Applications (Genres and Their Characteristics)
Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
| Using the writing strategies of grade four outlined in Writing Standard 1.0, students:
2.1 Write narratives:
a. Relate ideas,
observations, or
recollections of an event
or experience.
b. Provide a context to
enable the reader to
imagine the world of the
event or experience.
c. Use concrete sensory
details.
d. Provide insight into why
the selected event or
experience is memorable.
2.2 Write responses to literature:
a. Demonstrate an
understanding of the
literary work.
b. Support judgments
through references to
both the text and prior
knowledge.
2.3 Write information reports:
a. Frame a central
question about an issue
or situation.
b. Include facts and details
for focus.
c. Draw from more than
one source of
information (e.g.,
speakers, books,
newspapers, other
media sources).
2.4 Write summaries that contain the main ideas of the reading selection and the most significant details.
| Using the writing strategies of grade five outlined in Writing Standard 1.0, students:
2.1 Write narratives:
a. Establish a plot, point of
view, setting, and
conflict.
b. Show, rather than tell,
the events of the story.
2.2 Write responses to literature:
a. Demonstrate an
understanding of a
literary work.
b. Support judgments
through references to the
text and to prior
knowledge.
c. Develop interpretations
that exhibit careful
reading and
understanding.
2.3 Write research reports about important ideas, issues, or events by using the following guidelines:
a. Frame questions that
direct the investigation.
b. Establish a controlling
idea or topic.
c. Develop the topic with
simple facts, details,
examples, and
explanations.
2.4 Write persuasive letters or compositions:
a. State a clear position in
support of a proposal.
b. Support a position with
relevant evidence.
c. Follow a simple
organizational pattern.
d. Address reader
concerns.
| Using the writing strategies of grade six outlined in Writing Standard 1.0, students:
2.1 Write narratives:
a. Establish and develop a
plot and setting and
present a point of view
that is appropriate to the
stories.
b. Include sensory details
and concrete language to
develop plot and
character.
c. Use a range of narrative
devices (e.g., dialogue,
suspense).
2.2 Write expository compositions (e.g., description, explanation, comparison and contrast, problem and solution):
a. State the thesis or
purpose.
b. Explain the situation.
c. Follow an organizational
pattern appropriate to the
type of composition.
d. Offer persuasive
evidence to validate
arguments and
conclusions as needed.
2.3 Write research reports:
a. Pose relevant questions
with a scope narrow
enough to be thoroughly
covered.
b. Support the main idea or
ideas with facts, details,
examples, and
explanations from
multiple authoritative
sources (e.g., speakers,
periodicals, online
information searches).
c. Include a bibliography.
2.4 Write responses to literature:
a. Develop an interpretation
exhibiting careful
reading, understanding,
and insight.
b. Organize the
interpretation around
several clear ideas,
premises, or images.
c. Develop and justify the
interpretation through
sustained use of
examples and textual
evidence.
2.5 Write persuasive compositions:
a. State a clear position on
a proposition or proposal.
b. Support the position with
organized and relevant
evidence.
c. Anticipate and address
reader concerns and
counterarguments.
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Written and Oral Conventions
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Fourth Grade
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Fifth Grade
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Sixth Grade
| The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.
| The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.
| The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.
| 1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to this grade level.
| 1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to this grade level.
| 1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to this grade level.
| Sentence Structure
1.1 Use simple and compound sentences in writing and speaking.
1.2 Combine short, related sentences with appositives, participial phrases, adjectives, ad-verbs, and prepositional phrases. | Sentence Structure
1.1
Identify and correctly use prepositional phrases, appositives, and
independent and dependent clauses; use transitions and conjunctions to
connect ideas. | Sentence Structure
1.1
Use simple, compound, and compound-complex sentences; use effective
coordination and subordination of ideas to express complete
thoughts. | Grammar
1.3 Identify and use regular and irregular verbs, adverbs,
prepositions, and coordinating conjunctions in writing and
speaking. | Grammar
1.2
Identify and correctly use verbs that are often misused (e.g., lie/
lay, sit/ set, rise/ raise), modifiers, and pronouns. | Grammar
1.2
Identify and properly use indefinite pronouns and present perfect, past
perfect, and future perfect verb tenses; ensure that verbs agree
with compound subjects. |
Punctuation
1.4 Use parentheses, commas in direct quotations, and apostrophes in the possessive case of nouns and in contractions.
1.5 Use underlining, quotation marks, or italics to identify titles of documents. | Punctuation
1.3 Use a colon to separate hours and
minutes and to introduce a list; use quotation marks around the exact words of a speaker and titles of poems, songs, short stories,
and so forth. | Punctuation
1.3 Use
colons after the salutation in business letters, semicolons to connect
independent clauses, and commas when linking two clauses with a
conjunction in compound sentences. |
Capitalization
1.6 Capitalize names of magazines, newspapers, works of art,
musical compositions, organizations, and the first word in
quotations when appropriate. | Capitalization
1.4 Use correct capitalization. | Capitalization
1.4 Use correct capitalization. | Spelling
1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions. | Spelling
1.5 Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly. | Spelling
1.5 Spell frequently misspelled words correctly (e.g., their, they're, there).
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Listening and Speaking
1.0 Listening and Speaking Strategies
Students
listen critically and respond appropriately to oral communication. They
speak in a manner that guides the listener to understand important
ideas by using proper phrasing, pitch, and modulation.
| 1.0 Listening and Speaking Strategies
Students
deliver focused, coherent presentations that convey ideas clearly and
relate to the background and interests of the audience. They evaluate
the content of oral communication.
| 1.0 Listening and Speaking Strategies
Students
deliver focused, coherent presentations that convey ideas clearly and
relate to the background and interests of the audience. They evaluate
the content of oral communication.
| Comprehension
1.1 Ask thoughtful questions and respond to relevant questions with appropriate elaboration in oral settings.
1.2 Summarize major ideas and supporting evidence presented in spoken messages and formal presentations.
1.3 Identify how language usages (e.g., sayings, expressions
reflect regions and cultures.
1.4 Give precise directions and instructions.
| Comprehension
1.1 Ask questions that seek information not already discussed.
1.2 Interpret a speaker's verbal and nonverbal messages, purposes, and perspectives.
1.3 Make inferences or draw conclusions based on an oral report.
| Comprehension
1.1 Relate the speaker's verbal communication (e.g., word choice, pitch, feeling, tone) to the nonverbal message (e.g., posture, gesture).
1.2 Identify the tone, mood, and emotion conveyed in the oral communication.
1.3 Restate and execute multiple-step oral instructions and directions.
| Organization and Delivery of Oral Communication
1.5
Present effective introductions and conclusions that guide and
inform the listener's understanding of important ideas and evidence.
1.6
Use traditional structures for conveying information (e.g., cause
and effect, similarity and difference, posing and answering a
question).
1.7 Emphasize points in ways that help the listener or viewer to follow important ideas and concepts.
1.8 Use details, examples, anecdotes, or experiences to explain or clarify information.
1.9 Use volume, pitch, phrasing, pace, modulation, and gestures appropriately to enhance meaning.
| Organization and Delivery of Oral Communication
1.4 Select a focus, organizational structure, and point of view for an oral presentation.
1.5 Clarify and support spoken ideas with evidence and examples.
1.6 Engage the audience with appropriate verbal cues, facial expressions, and gestures.
| Organization and Delivery of Oral Communication
1.4 Select a focus, an organizational structure, and a point of view, matching the purpose, message, occasion, and vocal modulation to the audience.
1.5 Emphasize salient points to assist the listener in following the main ideas and concepts.
1.6 Support opinions with detailed evidence and with visual or media displays that use appropriate technology.
1.7 Use effective rate, volume, pitch, and tone and align nonverbal elements to sustain audience interest and attention.
| Analysis and Evaluation of Oral Media Communication
1.10 Evaluate the role of the media in focusing attention on events and in forming opinions on issues.
| Analysis and Evaluation of Oral and Media Communications
1.7 Identify, analyze, and critique persuasive techniques (e.g., promises, dares, flattery, glittering generalities); identify logical fallacies used in oral presentations and media messages.
1.8 Analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture.
| Analysis and Evaluation of Oral and Media Communications
1.8 Analyze the use of rhetorical devices (e.g., cadence, repetitive patterns, use of onomatopoeia) for intent and effect.
1.9 Identify persuasive and propaganda techniques used in television and identify false and misleading information.
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