Elementary Language Arts Standards

Reading Reading Foundations
gRade
Content
skills
(CCSSELA ALignmEnt)
essential Question: How can we honor god when we

read, reflect, and respond to a variety of texts?
Big idea: We honor god when we choose to reflect and respond to what we read in
ways that help us grow in faith, learning, and service.
assessments: Conferencing, Discussion, graphic Organizers, Response Logs, Journals, Observations, Projects, Questions, Pair/Share, Retellings,
Response Cards, Readers theater, Reading Portfolios, Running Records, informal Reading inventory
Print Concepts
la.k.RF.3
Demonstrate understanding of spoken words, syllables, and phonemes (sounds): recognize and produce rhyming words; count, pronounce,
blend, and segment syllables; blend and segment onsets and rimes of one-syllable words; isolate and pronounce the initial, medial vowel, and final
sounds (CVC); add or substitute sounds in one-syllable words to make new words (RF.K.2)
Phonics and Word

Recognition
la.k.RF.4
Demonstrate one-to-one letter-sound correspondence; associate long and short vowel sounds with the common graphemes (spellings); read
grade-appropriate high-frequency sight words; distinguish between similarly spelled words (RF.K.3)
Fluency
la.k.RF.5
la.k.RF.6
Read emergent-reader texts with purpose and understanding (RF.K.4)

Begin to develop silent reading strategies
Print Concepts
la.1.RF.1
Recognize the beginning and ending of a sentence (RF.1.1)
Phonological
awareness
la.1.RF.2
Demonstrate understanding of spoken words, syllables, and phonemes (sounds): distinguish long and short vowel sounds; blend sounds to
produce one-syllable words; isolate and pronounce the initial, medial vowel, and final sounds; segment one-syllable words into sequence of
individual sounds (RF.1.2)
Phonics and Word

Recognition
la.1.RF.3
Know that every syllable must have a vowel sound; decode one- and two-syllable words; know CVCe and CVVC conventions for representing long
vowel sounds; know spelling-sound correspondences for consonant digraphs; read words with inflectional endings; recognize and read irregularly
spelled words; read grade-appropriate high-frequency sight words (RF.1.3)
la.1.RF.4
la.k.RF.5
la.k.RF.6
Read on-level text with purpose and understanding; read on-level text orally with accuracy, appropriate rate, and expression (RF.1.4a-b)
Use context to confirm or self-correct word recognition and understanding, rereading as necessary (RF.1.4c)
Continue to develop silent reading strategies
la.2.RF.1
Distinguish between long and short vowels when reading; know spelling-sound correspondences for common vowel teams; decode regularly
spelled, two-syllable, long vowel words; decode words with common affixes; identify words with inconsistent spelling-sound correspondences;
recognize and read grade-appropriate irregularly spelled words; read grade-appropriate high-frequency sight words (RF.2.3)
la.2.RF.2
Read on-level text with purpose and understanding; read on-level text orally with accuracy, appropriate rate, and expression (RF.2.4a-b)recognize
and read grade-appropriate irregularly spelled words; read grade-appropriate high-frequency sight words (RF.2.3)
Use silent reading strategies
Phonics and Word

Recognition
Fluency
Phonics and Word

Recognition
Fluency
Phonics and Word

Recognition
Fluency
Phonics and Word

Recognition
la.k.RF.2
Demonstrate understanding of the basic features of print: left to right, top to bottom, front to back; spoken words to written words; words
separated by spaces in print (RF.K.1a-c)
Recognize and name all upper- and lowercase letters (RF.K.1d)
Phonological
awareness
Fluency
la.k.RF.1
Fluency
la.2.RF.3
la.2.RF.4
la.3.RF.1
Know the meaning of common prefixes and derivational suffixes; decode words with common Latin suffixes; decode multisyllabic words; read
grade-appropriate irregularly spelled words (RF.3.3)
la.3.RF.2
Read on-level text with purpose and understanding; read on-level prose and poetry orally with accuracy, appropriate rate, and expression
(RF.3.4a-b)
la.3.RF.3
la.3.RF.4
la.4.RF.1
Use letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read unfamiliar multisyllabic words both in
and out of context (RF.4.3)
la.4.RF.2
Read on-level text with purpose and understanding; read on-level prose and poetry orally with accuracy, appropriate rate, and expression
(RF.4.4a-b)
la.4.RF.3
la.4.RF.4
la.5.RF.1
Use letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read unfamiliar multisyllabic words both in
and out of context (RF.5.3)
la.5.RF.2
la.5.RF.3
la.5.RF.4
Read on-level text with purpose and understanding; read on-level prose and poetry orally with accuracy, appropriate rate,and expression
(RF.5.4a-b)
Fluency
la.6.RF.1
la.6.RF.2
Read orally, demonstrating understanding of the material and awareness of the audience
Adapt pace and reading techniques for different purposes in oral and silent reading
Fluency
la.7.RF.1
la.7.RF.2
Fluency
la.8.RF.1
la.8.RF.2
ReADIng LITeRATuRe
gRADe
ConTenT
SKILLS
(CCSSELA ALignmEnt)

Big Idea: We honor god when we choose to reflect and respond to what we read in
Assessments: Conferencing, Discussion, graphic Organizers, Response Logs, Journals, Observations, Projects, Questions, Pair/Share, Retellings,
Key Ideas
and Details
LA.K.RL.1 With prompting, ask and answer questions about key details (RL.K.1)
LA.K.RL.2 With prompting, retell familiar stories, including key details (RL.K.2)
LA.K.RL.3 With prompting, identify characters, settings, and major events in a story; sequence story events using pictures (RL.K.3)
Craft and
Structure
LA.K.RL.4 With prompting, ask and answer questions about unknown words in a text (RL.K.4)
LA.K.RL.5 Recognize common types of texts (e.g., Scripture, storybooks, poems) (RL.K.5)
LA.K.RL.6 With prompting, name and define the role of the author and illustrator (RL.K.6)
Integration
of Knowledge
and Ideas
LA.K.RL.7 With prompting, describe the relationship between illustrations and the story (RL.K.7)
LA.K.RL.8 With prompting, compare and contrast characters (e.g., adventures and experiences) (RL.K.9)
LA.K.RL.9 Predict story outcomes using picture clues
LA.K.RL.10 Make connections between a text and personal life experiences
LA.K.RL.11 With prompting, recognize differences between fantasy and reality, right and wrong, fact and opinion
LA.K.RL.12 Choose literature that reflects the teachings in Gods Word
Range of Reading
and Level of Text
Complexity
LA.K.RL.13 Actively engage in group reading activities, including stories and poetry, with purpose and understanding (RL.K.10)
LA.K.RL.14 Use picture clues to read a story
LA.K.RL.15 With support, read literature for pleasure
Key Ideas
and Details
LA.1.RL.1 Ask and answer questions about key details (RL.1.1)

LA.1.RL.2 Retell stories, including key details, and demonstrate understanding of the main idea(s) or lesson(s) (RL.1.2)
LA.1.RL.3 Describe story elements (characters, settings, and major events) using key details; sequence story events orally (RL.1.3)
Craft and
Structure
LA.1.RL.4 Identify words and phrases in stories and poems that suggest feelings or appeal to the senses (RL.1.4)
LA.1.RL.5 Differentiate between informational and story books (RL.1.5)
LA.1.RL.6 Identify who is telling the story (RL.1.6)
Integration
of Knowledge
and Ideas
LA.1.RL.7
LA.1.RL.8
LA.1.RL.9
LA.1.RL.10
LA.1.RL.11
LA.1.RL.12
Range of Reading
and Level of Text
Complexity
LA.1.RL.13 Read stories and poetry of appropriate complexity (RL.1.10)

LA.1.RL.14 Read literature for pleasure
Key Ideas
and Details
LA.2.RL.1
LA.2.RL.2
LA.2.RL.3
LA.2.RL.4
Craft and
Structure
LA.2.RL.5 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song
(RL.2.4)
LA.2.RL.6 Describe the overall structure of a story, including how the beginning introduces the story and the ending concludes the action (RL.2.5)
LA.2.RL.7 Differentiate characters points of view, including voice adaptation when reading dialogue aloud (RL.2.6)
Integration
of Knowledge
and Ideas
LA.2.RL.8
LA.2.RL.9
LA.2.RL.10
LA.2.RL.11
LA.2.RL.12
LA.2.RL.13
Range of Reading
and Level of Text
Complexity
LA.2.RL.14 Read and comprehend stories and poetry of appropriate complexity, with scaffolding as needed (RL.2.10)
Key Ideas
and Details
LA.3.RL.1 Ask and answer questions, referring explicitly to the text, to demonstrate understanding (RL.3.1)
LA.3.RL.2 Retell stories from diverse cultures and explain how the main idea(s) or lesson(s) is(are) conveyed through key details (RL.3.2)
LA.3.RL.3 Describe characters (e.g., traits, feelings, motivations) and explain their roles in the sequence of events (RL.3.3)
Use illustrations and details to describe story elements (RL.1.7)

Compare and contrast characters (e.g., adventures and experiences) (RL.1.9)
Predict story events and outcomes using picture clues
Distinguish between fantasy and reality, right and wrong, fact and opinion
Make connections between a text and personal life experiences
Choose literature that reflects the teachings in Gods Word
Demonstrate understanding of key details by asking and answering questions (RL.2.1)

Retell stories from diverse cultures and determine the main idea(s) or lesson(s) (RL.2.2)
Describe how characters in a story respond to major events and challenges (RL.2.3)
Sequence story events
Use illustrations and words in print or digital text to demonstrate understanding of story elements (RL.2.7)
Compare and contrast two or more versions of the same story (e.g., Jesus birth) by different authors or from different cultures (RL.2.9)
Predict story events and outcomes using picture clues and text
Craft and
Structure
LA.2.RL.5 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song
(RL.2.4)
ReADIng
LITeRATuRe
LA.2.RL.8
2
gRADe
Integration
ConTenT
of
Knowledge
and Ideas
Use illustrations and words in print or digital text to demonstrate understanding of story elements (RL.2.7)
LA.2.RL.9 Compare and contrast two or more versions of the same story (e.g., Jesus birth) by different authors or from different cultures (RL.2.9)
LA.2.RL.10
story events
and outcomes using picture clues and text
SKILLS Predict
(CCSSELA
ALignmEnt)
LA.2.RL.11 Distinguish between fantasy and reality, right and wrong, fact and opinion
LA.2.RL.12 Make connections between a text and personal life experiences
we
honor god
when
we that Big
Idea:
We honor
god
when we choose to reflect and respond to what we read in
LA.2.RL.13
Choose
literature
reflects
the teachings
in Gods
Word
essential Question: How can

Range of Reading
Assessments:
andConferencing,
Level of Text Discussion, graphic Organizers, Response Logs, Journals, Observations, Projects, Questions, Pair/Share, Retellings,
Complexity
Response Cards,
Readers theater, Reading Portfolios, Running Records, informal Reading inventory
Key
Key Ideas
Ideas
and
and Details
Details
Craft and
Structure
Craft and
Structure
K
3
Integration
of
Knowledge
Integration
and
Ideas
of Knowledge
and Ideas
Range of Reading
Range
of Reading
and Level
of Text
and
Level of Text
Complexity
Complexity
Key Ideas
and Details
Key Ideas
and Details
Craft and
Structure
1
4
Craft and
Structure
Integration
of Knowledge
and Ideas
Integration
of Knowledge
and Ideas
Range
of Reading
and Level of Text
Complexity
Range of Reading
and Level of Text
Complexity
Key
Ideas
and Details
Key Ideas
Craft
and
and Details
Structure
2
5
Craft and
Integration
Structure
of Knowledge
and Ideas
Integration
of Knowledge
Range
of Reading
and Ideas
and Level of Text
Complexity
Range of Reading
and Level of Text
Key
Ideas
Complexity
and Details
Key Ideas
LA.K.RL.1
LA.3.RL.1
LA.K.RL.2
LA.3.RL.2
LA.K.RL.3
LA.3.RL.3
With
prompting,
ask and answer
questions
about
keytext,
details
(RL.K.1)
Ask and
answer questions,
referring
explicitly
to the
to demonstrate
understanding (RL.3.1)
With
retell
familiar
stories,
keythe
details
Retellprompting,
stories from
diverse
cultures
and including
explain how
main(RL.K.2)
idea(s) or lesson(s) is(are) conveyed through key details (RL.3.2)
With prompting,
identify
settings,
and major
events
in atheir
story;
sequence
story events
using pictures
Describe
characters
(e.g., characters,
traits, feelings,
motivations)
and
explain
roles
in the sequence
of events
(RL.3.3)(RL.K.3)
With prompting, ask and answer questions about unknown words in a text (RL.K.4)
Determine common
the meaning
phrases
in context,
distinguishing
literal from nonliteral language (RL.3.4)
Recognize
typesofofwords
textsand
(e.g.,
Scripture,
storybooks,
poems) (RL.K.5)
Refer
to parts of stories,
dramas,
chapter,
scene,
stanza)(RL.K.6)
when writing or speaking; describe how each part builds on earlier
With prompting,
name and
defineand
thepoems
role of(e.g.,
the author
and
illustrator
sections (RL.3.5)
LA.3.RL.6 Distinguish personal point of view from that of the narrator or characters (RL.3.6)
LA.K.RL.9
outcomes using
picture
LA.3.RL.7 Predict
Explain story
how illustrations
relate
to theclues
text of the story (RL.3.7)
LA.K.RL.10
Make connections
between
a text and
personal
life and
experiences
LA.3.RL.8 Compare
and contrast
the themes,
settings,
plots,
characters of stories written by the same author (RL.3.9)
LA.K.RL.11
betweenlife
fantasy
and reality,
right and
LA.3.RL.9 With
Make prompting,
connectionsrecognize
between adifferences
text and personal
experiences
and other
textswrong, fact and opinion
LA.K.RL.12 Make
Choose
literature that
reflects
theand
teachings
in life
Gods
Word
LA.3.RL.10
connections
between
a text
personal
experiences
LA.K.RL.4
LA.3.RL.4
LA.K.RL.5
LA.3.RL.5
LA.K.RL.6
LA.3.RL.11
and comprehend
stories,
LA.K.RL.14 Read
Use picture
clues to read
a storydrama, and poetry of appropriate complexity, independently and proficiently (RL.3.10)
LA.3.RL.12
strategies
make modifications as needed
LA.K.RL.15 Self-monitor
With support,reading
read literature
forand
pleasure
LA.3.RL.13 Read literature for pleasure, personal growth, and spiritual development
LA.1.RL.1
LA.1.RL.2
LA.4.RL.1
LA.1.RL.3
LA.4.RL.2
Ask and answer questions about key details (RL.1.1)

Retellto
stories,
key details,
and demonstrate
understanding
of the and
main
idea(s)
or lesson(s)
(RL.1.2)
Refer
detailsincluding
and examples
when explaining
what the
text says explicitly
when
drawing
inferences
(RL.4.1)
Describe
elements
(characters,
and majorthe
events)
using key details; sequence story events orally (RL.1.3)
Identify astory
theme
of a story,
drama, or settings,
poem; summarize
text (RL.4.2)
LA.4.RL.3
LA.1.RL.4
LA.1.RL.5
LA.1.RL.6
LA.4.RL.4
LA.4.RL.5
LA.1.RL.7
LA.1.RL.8
LA.4.RL.6
LA.1.RL.9
Describe in depth a character (e.g., thoughts, words, actions), setting, or event in a story or drama, drawing on specific details in the text
(RL.4.3)words and phrases in stories and poems that suggest feelings or appeal to the senses (RL.1.4)
Identify
Differentiate between informational and story books (RL.1.5)
Identify who is telling the story (RL.1.6)
Determine the meaning of words and phrases in context, including idioms (RL.4.4)
Explain major differences among poems, dramas, and stories by referring to the structural elements of poems (e.g., verse, rhythm, meter),
Use
illustrations
and
to describe
story
elements
(RL.1.7)
dramas
(e.g., casts
of details
characters,
settings,
dialogue,
stage
directions), and stories (e.g., plot, character, setting) when writing or speaking
(RL.4.5) and contrast characters (e.g., adventures and experiences) (RL.1.9)
Compare
Comparestory
and events
contrast
the
point of view
Predict
and
outcomes
usingbetween
picture firstclues and third-person narrations in different stories (RL.4.6)
LA.1.RL.10
LA.1.RL.11
LA.4.RL.7
LA.1.RL.12
LA.4.RL.8
LA.4.RL.9
LA.4.RL.10
LA.1.RL.13
Make connections between the text of a story or drama and a visual or oral presentation of the text (RL.4.7)
Compare and contrast literature with similar themes and topics from different cultures (RL. 4.9)
Make connections between a text and personal life experiences and other texts
Select
literature
reflects
the teachings
in Gods
Word
Read stories
and that
poetry
of appropriate
complexity
(RL.1.10)

LA.4.RL.11 Read and comprehend stories, drama, and poetry of appropriate complexity, independently and proficiently (RL.4.10)
LA.4.RL.12 Demonstrate
Self-monitor reading
strategies
anddetails
make modifications
needed questions (RL.2.1)
LA.2.RL.1
understanding
of key
by asking and as
answering
LA.4.RL.13 Read
for pleasure,
personal
growth,
and spiritual
LA.2.RL.2
Retellliterature
stories from
diverse cultures
and
determine
the maindevelopment
idea(s) or lesson(s) (RL.2.2)
LA.2.RL.3 Describe how characters in a story respond to major events and challenges (RL.2.3)
LA.2.RL.4 Sequence story events
LA.5.RL.1 Quote from the text when explaining what the text says explicitly and when drawing inferences (RL.5.1)
LA.5.RL.2 Determine a theme of a story, drama, or poem from details in the text, including how characters respond to challenges or how the speaker
LA.2.RL.5 Describe
how awords
phrases (e.g.,
regular
beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song
reflects upon
topic;and
summarize
the text
(RL.5.2)
(RL.2.4)
LA.5.RL.3 Compare and contrast two or more characters, settings, or events in a story or drama (RL.5.3)
LA.5.RL.4 Skim for an overview; scan to find specific information
LA.2.RL.8
LA.5.RL.5
LA.2.RL.9
LA.5.RL.6
LA.2.RL.10
LA.5.RL.7
LA.2.RL.11
LA.2.RL.12
LA.5.RL.8
LA.2.RL.13
LA.5.RL.9
LA.5.RL.10
LA.2.RL.14
LA.5.RL.11
LA.2.RL.15
Use
illustrations
and words
in print
digital text
to demonstrate
of story
elements
(RL.2.7)and similes (RL.5.4)
Determine
the meaning
of words
andorphrases
in context,
includingunderstanding
figurative language
such
as metaphors
Comparehow
andacontrast
or more
versions
of the same
story (e.g.,
Jesus birth)
by different
authors
or from different
cultures
(RL.2.9)
Explain
series oftwo
chapters,
scenes,
or stanzas
fits together
to provide
the overall
structure
of a particular
story, drama,
or poem
(RL.5.5)
Predict story
and outcomes
using
picture
and texthow events are described (RL.5.6)
Explain
how aevents
narrators
or speakers
point
of viewclues
influences
Analyze
how visualthat
andreflects
multimedia
elementsincontribute
to the meaning, tone, or beauty of a text (RL.5.7)
Choose literature
the teachings
Gods Word
Compare and contrast stories in the same genre with respect to their treatment of similar themes and topics (RL.5.9)
Make connections between a text and personal life experiences and other texts
Read
comprehend
storiesthe
andteachings
poetry ofin
appropriate
complexity, with scaffolding as needed (RL.2.10)
Selectand
literature
that reflects
Gods Word
Read literature for pleasure
LA.5.RL.13
Self-monitor
reading
strategies
and make
modifications
LA.3.RL.1 Ask
and answer
questions,
referring
explicitly
to the text,astoneeded
demonstrate understanding (RL.3.1)
LA.5.RL.14
for pleasure,
personal
growth,
spiritual
development
LA.3.RL.2 Read
Retellliterature
stories from
diverse cultures
and
explainand
how
the main
LA.3.RL.3 Describe characters (e.g., traits, feelings, motivations) and explain their roles in the sequence of events (RL.3.3)
LA.6.RL.1 Cite textual evidence to support analysis of what the text says both explicitly and implicitly (RL.6.1)
LA.6.RL.2 Determine the theme and how it is conveyed through details in the text; provide a summary of the text distinct from personal opinions
Craft and
Structure
LA.5.RL.5 Determine the meaning of words and phrases in context, including figurative language such as metaphors and similes (RL.5.4)
LA.5.RL.6 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem (RL.5.5)
LA.5.RL.7 Explain how a narrators or speakers point of view influences how events are described (RL.5.6)
ReADIng
LITeRATuRe
5
gRADe
Integration
ConTenT
of
Knowledge
and Ideas
LA.5.RL.8 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (RL.5.7)
LA.5.RL.9
and contrast
stories in the same genre with respect to their treatment of similar themes and topics (RL.5.9)
SKILLS Compare
(CCSSELA
ALignmEnt)
LA.5.RL.10 Make connections between a text and personal life experiences and other texts
LA.5.RL.11 Select literature that reflects the teachings in Gods Word

Range of Reading
Big Idea: We honor god when we choose to reflect and respond to what we read in
LA.5.RL.13graphic
Self-monitor
reading strategies
and makeLogs,
modifications
as needed
andConferencing,
Level of Text Discussion,
Assessments:
Organizers,
Response
Journals,
Observations, Projects, Questions, Pair/Share, Retellings,
LA.5.RL.14 Read literature for pleasure, personal growth, and spiritual development
Complexity
Key Ideas
Key Ideas
and Details
and Details
K
6
Craft and
Structure
Craft and
Structure
Integration
of Knowledge
Integration
and
Ideas
of Knowledge
and Ideas
Range of Reading
and
Level
of Text
Range
of Reading
Complexity
and Level of Text
Complexity
Key Ideas
and Details
Key Ideas
and Details
1
7
Craft and
Structure
Craft and
Structure
Integration
of Knowledge
and Ideas
Integration
of Knowledge
and Ideas
Range of Reading
and Level of Text
Complexity
Range of Reading
and Level of Text
Complexity
Key Ideas
and Details
Key Ideas
and Details
Craft and
Structure
Craft and
Structure
Integration
of Knowledge
and Ideas
Integration
of Knowledge
and Ideas
Range
of Reading
and Level of Text
Complexity
Range of Reading
and Level of Text
Key Ideas
Complexity
and Details
LA.K.RL.1
LA.6.RL.1
LA.K.RL.2
LA.6.RL.2
LA.K.RL.3
LA.6.RL.3
With
prompting,
ask and
answeranalysis
questions
aboutthe
keytext
details
Cite textual
evidence
to support
of what
says(RL.K.1)
both explicitly and implicitly (RL.6.1)
With
prompting,
retelland
familiar
including
key details
Determine
the theme
how itstories,
is conveyed
through
details (RL.K.2)
in the text; provide a summary of the text distinct from personal opinions
(RL.6.2)
With prompting, identify characters, settings, and major events in a story; sequence story events using pictures (RL.K.3)
Describe how a plot unfolds and how the characters respond as the plot progresses (RL.6.3)
With prompting, ask and answer questions about unknown words in a text (RL.K.4)
Recognize
typesofofwords
textsand
(e.g.,
Scripture,
storybooks,
poems)
(RL.K.5)
Determine common
the meaning
phrases
in context,
including
figurative
and connotative meanings; analyze the impact of word choice on
meaning
and tonename
(RL.6.4)
With prompting,
and define the role of the author and illustrator (RL.K.6)
Analyze how a sentence, chapter, scene, or stanza fits into the structure of a text and contributes to the development of the theme, setting, or
plot (RL.6.5)
LA.6.RL.6 Explain how an author develops the point of view of the narrator (RL.6.6)
LA.K.RL.9 Predict story outcomes using picture clues
LA.6.RL.7 Make
Compare
and contrast
the experience
of readinglife
print
versions with listening to or viewing multimedia versions of the same text (RL.6.7)
LA.K.RL.10
connections
between
a text and personal
experiences
LA.6.RL.8 With
Compare
and contrast
texts differences
in differentbetween
genres infantasy
termsand
of their
approaches
similarfact
themes
and topics (RL.6.9)
LA.K.RL.11
prompting,
recognize
reality,
right andtowrong,
and opinion
LA.6.RL.9 Choose
Make connections
between
a text
personal
experiences,
other texts, and the world
LA.K.RL.12
literature that
reflects
theand
teachings
in life
Gods
Word
LA.6.RL.10 Select literature that reflects the principles of Gods Word
LA.K.RL.4
LA.K.RL.5
LA.6.RL.4
LA.K.RL.6
LA.6.RL.5
LA.K.RL.14 Use
clues to read
a story of appropriate complexity, independently and proficiently (RL.6.10)
LA.6.RL.11
Readpicture
and comprehend
literature
LA.K.RL.15 Self-monitor
With support,reading
read literature
forand
pleasure
LA.6.RL.12
strategies
make modifications as needed
LA.6.RL.13
LA.1.RL.1
LA.1.RL.2
LA.7.RL.1
LA.1.RL.3
LA.7.RL.2
LA.7.RL.3
LA.1.RL.4
LA.1.RL.5
LA.7.RL.4
LA.1.RL.6
LA.7.RL.5
LA.1.RL.7
LA.7.RL.6
LA.1.RL.8
LA.1.RL.9
LA.7.RL.7
LA.1.RL.10
LA.1.RL.11
LA.7.RL.8
LA.1.RL.12
LA.7.RL.9
LA.7.RL.10
LA.1.RL.13
LA.1.RL.14
LA.7.RL.11
LA.7.RL.12
LA.2.RL.1
LA.7.RL.13
LA.2.RL.2
LA.2.RL.3
LA.8.RL.1
LA.2.RL.4
LA.8.RL.2
LA.2.RL.5
LA.8.RL.3
Read literature for pleasure, personal growth, and spiritual development

Ask and answer questions about key details (RL.1.1)
Retell stories, including key details, and demonstrate understanding of the main idea(s) or lesson(s) (RL.1.2)
Cite multiple pieces of textual evidence to support analysis of what the text says both explicitly and implicitly (RL.7.1)
Describe story elements (characters, settings, and major events) using key details; sequence story events orally (RL.1.3)
Determine a theme and analyze its development throughout the text; provide an objective summary of the text (RL.7.2)
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot) (RL.7.3)
Identify words and phrases in stories and poems that suggest feelings or appeal to the senses (RL.1.4)
Differentiate between informational and story books (RL.1.5)
Determine
words(RL.1.6)
and phrases in context, including figurative and connotative meanings; analyze the impact of rhymes and
Identify whothe
is meaning
telling theofstory
other repetitions of sounds (e.g., alliteration) (RL.7.4)
Analyze how a texts structure (e.g., soliloquy, sonnet) contributes to its meaning (RL.7.5)
Use illustrations and details to describe story elements (RL.1.7)
Analyze how an author develops and contrasts the points of view of different characters or narrators in a text (RL.7.6)
Compare and contrast characters (e.g., adventures and experiences) (RL.1.9)
Predict story events and outcomes using picture clues
Compare andbetween
contrastfantasy
a written
to aright
mediaand
version
(e.g.,
film, stage, multimedia), analyzing the effects of techniques unique to
Distinguish
andtext
reality,
wrong,
factaudio,
and opinion
each medium (e.g., lighting, sound, color, camera focus and angles in a film) (RL.7.7)
Compare and contrast fictional and historical accounts of the same period to understand how and why authors of fiction use or alter history
Choose
(RL.7.9)literature that reflects the teachings in Gods Word
Make connections between a text and personal life experiences, other texts, and the world
Select literature that reflects the teachings in Gods Word
Read stories and poetry of appropriate complexity (RL.1.10)
Read literature for pleasure
Read and comprehend literature of appropriate complexity, independently and proficiently (RL.7.10)
Self-monitor reading strategies and make modifications as needed
Demonstrate understanding of key details by asking and answering questions (RL.2.1)
Read literature for pleasure, personal growth, and spiritual development
Retell stories from diverse cultures and determine the main idea(s) or lesson(s) (RL.2.2)
Describe how characters in a story respond to major events and challenges (RL.2.3)
Cite
the textual
Sequence
storyevidence
events that most strongly supports an analysis of what the text says both explicitly and implicitly (RL.8.1)
Analyze the development of a theme throughout the text, including its relationship to the characters, setting, and plot (RL.8.2); connect the
text to ones personal worldview
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song
Analyze
(RL.2.4)how dialogue or incidents in a story or drama propel the action, reveal character, and/or provoke a decision (RL.8.3)
LA.2.RL.7
characters
points
of and
view,phrases
including
voice adaptation
reading
aloudmeanings;
(RL.2.6) analyze the impact of specific word
LA.8.RL.4 Differentiate
Determine the
meaning of
words
in context,
includingwhen
figurative
anddialogue
connotative
choices, analogies, or allusions to other texts on meaning and tone (RL.8.4)
LA.8.RL.5 Use
Compare
and contrast
two orin
more
texts
and analyze
how
the structure
of each contributes
toelements
its meaning
and style (RL.8.5)
LA.2.RL.8
illustrations
and words
print
or digital
text to
demonstrate
understanding
of story
(RL.2.7)
LA.8.RL.6
in or
themore
points
of viewofofthe
thesame
characters
and the
reader
(e.g.,
use ofdifferent
dramaticcultures
irony) create
such
LA.2.RL.9 Analyze
Comparehow
anddifferences
contrast two
versions
story (e.g.,
Jesus
birth)
by created
differentthrough
authorsthe
or from
(RL.2.9)
effects as suspense or humor (RL.8.6)
LA.2.RL.10 Predict story events and outcomes using picture clues and text
LA.2.RL.11 Distinguish between fantasy and reality, right and wrong, fact and opinion
LA.8.RL.7 Make
Analyze
the extent between
to whichaprint,
multimedia,
or live
production of a story or drama accurately portrays the original, evaluating the choices
LA.2.RL.12
connections
text and
personal life
experiences
made by the authors, directors, or actors (RL.8.7)=
LA.2.RL.13 Choose literature that reflects the teachings in Gods Word
LA.8.RL.8 Analyze how some works of fiction draw on elements (e.g., themes, patterns of events, character types) of traditional literature and describe
how the material is rendered new (RL.8.9)
LA.8.RL.9 Make connections between a text and personal life experiences, other texts, and the world
LA.8.RL.10 Select literature that reflects the principles of Gods Word
LA.8.RL.11
LA.3.RL.1
LA.8.RL.12
LA.8.RL.13
LA.3.RL.2
LA.3.RL.3
Read and comprehend literature of appropriate complexity, independently and proficiently (RL.8.10)
Ask
and answer
questions,
referring
explicitly
to the text,astoneeded
demonstrate understanding (RL.3.1)
Self-monitor
reading
strategies
and make
modifications
Read literature
for pleasure,
personal
growth,
spiritual
development
Retell
stories from
diverse cultures
and
explainand
how
the main
Describe characters (e.g., traits, feelings, motivations) and explain their roles in the sequence of events (RL.3.3)
READING INFORMATIONAL TEXT

GRADE
CONTENT
SKILLS
(CCSSELA ALIGNMENT)
Essential Question: How can we honor God when we

Big Idea: We honor God when we choose to reflect and respond to what we read in
Assessments: Conferencing, Discussion, Graphic Organizers, Response Logs, Journals, Observations, Projects, Questions, Pair/Share, Retellings,
Response Cards, Readers Theater, Reading Portfolios, Running Records, Informal Reading Inventory
Key Ideas
and Details
LA.K.RI.1 With prompting, ask and answer questions about key details (RI.K.1)
LA.K.RI.2 With prompting, identify the main topic and retell key details (RI.K.2)
LA.K.RI.3 With prompting, describe the connection between two individuals, events, ideas, or pieces of information; sequence information using pictures (RI.K.3)
Craft and
Structure
LA.K.RI.4 With prompting, ask and answer questions about unknown words in a text (RI.K.4)
LA.K.RI.5 Identify the front cover, back cover, and title page of a book (RI.K.5)
LA.K.RI.6 With prompting, name and define the role of the author and illustrator (RI.K.6)
Integration
of Knowledge
and Ideas
LA.K.RI.7
LA.K.RI.8
LA.K.RI.9
LA.K.RI.10
LA.K.RI.11
LA.K.RI.12
Range of Reading
and Level of Text
Complexity
LA.K.RI.13 Actively engage in group reading activities with purpose and understanding (RI.K.10)
LA.K.RI.14 Use picture clues to read information
LA.K.RI.15 With support, read informational texts on topics of interest
Key Ideas
and Details
LA.1.RI.1
LA.1.RI.2
LA.1.RI.3
Ask and answer questions about key details (RI.1.1)

Identify the main topic and retell key details (RI.1.2)
Describe the connection between two individuals, events, ideas, or pieces of information; sequence information orally (RI.1.3)
Craft and
Structure
LA.1.RI.4
LA.1.RI.5
LA.1.RI.6
Ask and answer questions to help determine or clarify the meaning of words and phrases in a text (RI.1.4)
Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information (RI.1.5)
Distinguish between information provided by pictures or other illustrations and information provided by words (RI.1.6)
Integration
of Knowledge
and Ideas
LA.1.RI.7
LA.1.RI.8
LA.1.RI.9
LA.1.RI.10
LA.1.RI.11
LA.1.RI.12
Use illustrations and details to describe key ideas (RI.1.7)

Identify the reasons an author gives to support ideas (RI.1.8)
Identify similarities and differences between two texts on the same topic (RI.1.9)
Predict content using pictures and illustrations
Distinguish between right and wrong, fact and opinion
Choose informational text that affirms the teachings in Gods Word
Range of Reading
and Level of Text
Complexity
LA.1.RI.13 With prompting, read informational text of appropriate complexity (RI.1.10)

LA.1.RI.14 Read informational texts on topics of interest
Key Ideas
and Details
LA.2.RI.1
LA.2.RI.2
LA.2.RI.3
Demonstrate understanding of key details by asking and answering questions (RI.2.1)

Identify the main topic of a multiparagraph text and of specific paragraphs within the text (RI.2.2.)
Describe the connections within a series of historical events, scientific ideas or concepts, or steps in technical procedures (RI.2.3)
LA.2.RI.4
LA.2.RI.5
LA.2.RI.6
Determine the meaning of words and phrases in a text (RI.2.4)

Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or
information (RI.2.5)
Identify the main purpose of a text (RI.2.6)
Integration
of Knowledge
and Ideas
LA.2.RI.7
LA.2.RI.8
LA.2.RI.9
LA.2.RI.10
LA.2.RI.11
LA.2.RI.12
Explain how specific illustrations contribute to and clarify text (RI.2.7)

Explain how an author uses reasons to support ideas (RI.2.8)
Compare and contrast the most important ideas in two texts on the same topic (RI.2.9)
Predict content and outcomes using pictures, illustrations, and text
Range of Reading
and Level of Text
Complexity
LA.2.RI.13 Read and comprehend informational texts (e.g., history/social studies, science, technical texts) of appropriate complexity with scaffolding as
needed (RI.2.10)
Key Ideas
and Details
LA.3.RI.1
LA.3.RI.2
LA.3.RI.3
Ask and answer questions, referring explicitly to the text, to demonstrate understanding (RI.3.1)
Determine the main idea and key details; explain how key details support the main idea (RI.3.2)
Describe the relationship within a series of historical events, scientific ideas or concepts, or steps in technical procedures, using language that
pertains to time, sequence, and cause/effect (RI.3.3)
LA.3.RI.4
LA.3.RI.5
Determine the meaning of content-specific words and phrases in context (RI.3.4)

Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information (RI.3.5)
Craft and
Structure
Craft and
With prompting, describe the relationship between illustrations and the text (RI.K.7)
With prompting, identify the reasons an author gives to support ideas (RI.K.8)
With prompting, identify similarities and differences between two texts on the same topic (RI.K.9)
Predict outcomes using pictures and illustrations
With prompting, recognize differences between right and wrong, fact and opinion
Craft and
Structure
LA.2.RI.4
LA.2.RI.5
LA.2.RI.6

information (RI.2.5)
READING INFORMATIONAL
TEXT
LA.2.RI.7 Explain how specific illustrations contribute to and clarify text (RI.2.7)
GRADE
Integration
CONTENT
of
Knowledge
and Ideas
LA.2.RI.8 Explain how an author uses reasons to support ideas (RI.2.8)

LA.2.RI.9
and contrast
the most important ideas in two texts on the same topic (RI.2.9)
SKILLS Compare
(CCSSELA
ALIGNMENT)
LA.2.RI.10 Predict content and outcomes using pictures, illustrations, and text
LA.2.RI.11 Distinguish between right and wrong, fact and opinion
we
honor God when we
Big Idea: We honor God when we choose to reflect
LA.2.RI.12 Choose informational text that affirms the teachings in Gods Word
Essential Question: How can

and respond to what we read in

Range of Reading
LA.2.RI.13 Read and comprehend informational texts (e.g., history/social studies, science, technical texts) of appropriate complexity with scaffolding as
Key Ideas
Key Ideas
and Details
and Details
LA.K.RI.1
Withand
prompting,
ask and answer
questions
about
keytext,
details
(RI.K.1)
LA.3.RI.1 Ask
answer questions,
referring
explicitly
to the
to demonstrate
understanding (RI.3.1)
LA.K.RI.2
prompting,
identify
the main
topic and
retellhow
keykey
details
(RI.K.2)
LA.3.RI.2 With
Determine
the main
idea and
key details;
explain
details
support the main idea (RI.3.2)
LA.K.RI.3
prompting,
describe the
connection
two individuals,
events, ideas,
of information;
information
using
pictures
(RI.K.3)
LA.3.RI.3 With
Describe
the relationship
within
a seriesbetween
of historical
events, scientific
ideasororpieces
concepts,
or steps insequence
technical
procedures,
using
language
that
pertains to time, sequence, and cause/effect (RI.3.3)
needed (RI.2.10)
Assessments:
Organizers, Response Logs, Journals, Observations, Projects, Questions, Pair/Share, Retellings,
andConferencing,
Level of Text Discussion, Graphic
LA.2.RI.14
Read
informational
texts on topics
of interest
Response Cards,
Readers Theater,
Reading
Portfolios,
Running
Records,
Informal Reading Inventory
Complexity
LA.K.RI.4
LA.K.RI.5
LA.3.RI.4
LA.K.RI.6
LA.3.RI.5
With prompting, ask and answer questions about unknown words in a text (RI.K.4)
Identify thethe
front
cover, back
cover, and titlewords
page of
a book
(RI.K.5)
Determine
meaning
of content-specific
and
phrases
in context (RI.3.4)
With
prompting,
name
and define
the role
the author
andhyperlinks)
illustrator (RI.K.6)
Use text
features and
search
tools (e.g.,
keyofwords,
sidebars,
to locate information (RI.3.5)
LA.3.RI.6
LA.K.RI.7
LA.K.RI.8
LA.3.RI.7
LA.K.RI.9
LA.3.RI.8
LA.K.RI.10
LA.3.RI.9
LA.K.RI.11
LA.3.RI.10
LA.K.RI.12
Distinguish personal point of view from that of the author (RI.3.6)

Use information from illustrations and the words in a text to demonstrate understanding (RI.3.7)
With prompting, identify similarities and differences between two texts on the same topic (RI.K.9)
Describe the connection between sentences and paragraphs in a text (e.g., comparison, cause/effect, sequence) (RI.3.8)
Compare and contrast the key ideas and details presented in two texts on the same topic (RI.3.9)
With
recognize
differences
between
rightinand
wrong,
Selectprompting,
informational
text that
affirms the
teachings
Gods
Wordfact and opinion
Range of Reading
and Level of Text
Complexity
LA.3.RI.11
LA.K.RI.13
LA.K.RI.14
LA.3.RI.12
LA.K.RI.15
LA.3.RI.13
Read and comprehend informational texts (e.g., history/social studies, science, technical texts) of appropriate complexity independently and
Actively
engage
in group reading activities with purpose and understanding (RI.K.10)
proficiently
(RI.3.10)
Use
picture clues
to read
information
Self-monitor
reading
strategies
and make modifications as needed
With
read informational
textsgrowth
on topics
interestdevelopment
Read support,
informational
texts for personal
andofspiritual
Key Ideas
Key Ideas
and Details
and Details
LA.1.RI.1
LA.4.RI.1
LA.1.RI.2
LA.4.RI.2
LA.1.RI.3
LA.4.RI.3

Refer to details and examples when explaining what the text says explicitly and when drawing inferences (RI.4.1)
Determine the main idea of a text and explain how it is supported by key details; summarize the text (RI.4.2)
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why (RI.4.3)
Craft and
Structure
Craft and
Structure
K
3
Integration
Integration
of
of Knowledge
Knowledge
and
and Ideas
Ideas
Craft and
Structure
Craft and
Structure
1
4
Integration
of Knowledge
Integration
and
Ideas
of Knowledge
and Ideas
Range of Reading
and Level of Text
Range
of Reading
Complexity
and Level of Text
Complexity
Key Ideas
and Details
LA.1.RI.13 With prompting, read informational text of appropriate complexity (RI.1.10)

LA.4.RI.11
comprehend
informational
(e.g., history/social studies, science, technical texts) of appropriate complexity independently and
LA.1.RI.14 Read and
informational
texts
on topics of texts
interest
proficiently (RI.4.10)
LA.4.RI.12 Self-monitor reading strategies and make modifications as needed
LA.2.RI.1
understanding
of key details
by and
asking
and answering
questions (RI.2.1)
LA.4.RI.13 Demonstrate
Read literary nonfiction
for personal
growth
spiritual
development
LA.2.RI.2 Identify the main topic of a multiparagraph text and of specific paragraphs within the text (RI.2.2.)
LA.2.RI.3
LA.5.RI.1 Quote from the text when explaining what the text says explicitly and when drawing inferences (RI.5.1)
LA.5.RI.4
LA.2.RI.6
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text (RI.5.2)
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text
(RI.5.3)
information
(RI.2.5) scan to find specific information
Skim for an overview;
LA.5.RI.5
LA.2.RI.7
LA.5.RI.6
LA.2.RI.8
LA.2.RI.9
LA.5.RI.7
LA.2.RI.10
LA.2.RI.11
LA.5.RI.8
LA.2.RI.12
Determine the meaning of content-specific words and phrases (RI.5.4)

Explain how specific illustrations contribute to and clarify text (RI.2.7)
Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or
Explain
how in
antwo
author
uses texts
reasons
to support ideas (RI.2.8)
information
or more
(RI.5.5)
Compare
and contrast
the most
ideas
in twonoting
texts on
theof
same
(RI.2.9)and differences (RI.5.6)
Analyze multiple
accounts
of theimportant
same event
or topic,
point
viewtopic
similarities
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question or to solve a problem
(RI.5.7)
Complexity
LA.5.RI.9
LA.2.RI.13
LA.5.RI.10
LA.2.RI.14
LA.5.RI.11
Explain how an author uses reasons and evidence to support particular ideas, identifying which reasons and evidence support specific ideas
(RI.5.8)
Read and comprehend informational texts (e.g., history/social studies, science, technical texts) of appropriate complexity with scaffolding as
needed
(RI.2.10)
Integrate
information from several texts on the same topic in order to write or speak about the subject (RI.5.9)
Read informational
of interest
Select
informationaltexts
text on
thattopics
affirms
the teachings in Gods Word
Range of Reading
Key Ideas
and Level of Text
and Details
Complexity
LA.5.RI.12
LA.3.RI.1
LA.3.RI.2
LA.5.RI.13
LA.3.RI.3
LA.5.RI.14
Readand
andanswer
comprehend
literary
nonfiction
(e.g.,tohistory/social
studies, science,
technical texts)
of appropriate complexity independently and
Ask
questions,
referring
explicitly
the text, to demonstrate
understanding
(RI.3.1)
proficientlythe
(RI.5.10)
Determine
main idea and key details; explain how key details support the main idea (RI.3.2)
Self-monitor
reading strategies
makeofmodifications
as needed
Describe the relationship
withinand
a series
historical events,
scientific ideas or concepts, or steps in technical procedures, using language that
Read literary
non-fiction
forand
personal
growth(RI.3.3)
and spiritual development
pertains
to time,
sequence,
cause/effect
Craft
and
Key Ideas
LA.6.RI.1
LA.3.RI.4
LA.6.RI.2
LA.3.RI.5
Cite textualthe
evidence
to support
analysis of what
says both
explicitly
and implicitly (RI.6.1)
Determine
meaning
of content-specific
wordsthe
andtext
phrases
in context
(RI.3.4)
Determine
the main
andtools
how(e.g.,
it is conveyed
through
details
in the text;
provide
a summary(RI.3.5)
of the text distinct from personal opinions
Use
text features
andidea
search
key words,
sidebars,
hyperlinks)
to locate
information
Key Ideas
and
CraftDetails
and
Structure
Ask and answer questions to help determine or clarify the meaning of words and phrases in a text (RI.1.4)
Determine
thevarious
meaning
content-specific
wordstables
and phrases
in context
(RI.4.4)
Know
and use
textoffeatures
(e.g., headings,
of contents,
glossaries,
electronic menus, icons) to locate key facts or information (RI.1.5)
Describe thebetween
overall structure
(e.g.,
chronology,
comparison,
cause/effect,
of events,by
ideas,
concepts,
Distinguish
information
provided
by pictures
or other
illustrationsproblem/solution)
and information provided
words
(RI.1.6)or information in a text
or part of a text (RI.4.5)
LA.4.RI.6 Compare and contrast a firsthand and secondhand account of the same event or topic, describing the differences in focus and the information
LA.1.RI.7 Use
illustrations
provided
(RI.4.6)and details to describe key ideas (RI.1.7)
LA.1.RI.8 Identify the reasons an author gives to support ideas (RI.1.8)
LA.1.RI.9 Identify similarities and differences between two texts on the same topic (RI.1.9)
LA.4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, interactive
LA.1.RI.10 technologies)
Predict content
using
pictures
illustrationscontributes to an understanding of the text (RI.4.7)
and
explain
how and
the information
LA.1.RI.11
right
wrong,
fact
and opinion
LA.4.RI.8 Distinguish
Explain howbetween
an author
usesand
reasons
and
evidence
to support particular ideas (RI.4.8)
LA.1.RI.12
Choose informational
in Gods
Word
LA.4.RI.9 Integrate
information text
fromthat
twoaffirms
texts onthe
theteachings
same topic
in order
to write or speak about the subject (RI.4.9)
LA.4.RI.10 Select informational text that affirms the teachings in Gods Word
LA.1.RI.4
LA.4.RI.4
LA.1.RI.5
LA.4.RI.5
LA.1.RI.6
Craft and
Structure
Integration
of Knowledge
and Ideas
Integration
of
Knowledge
Range
of Reading
and
and Ideas
Level of Text
LA.5.RI.2
LA.2.RI.4
LA.5.RI.3
LA.2.RI.5
Craft and
Structure
LA.5.RI.6
LA.5.RI.7
Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or
information in two or more texts (RI.5.5)
Analyze multiple accounts of the same event or topic, noting point of view similarities and differences (RI.5.6)
LA.5.RI.8 TEXT
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question or to solve a problem
READING INFORMATIONAL
(RI.5.7)
GRADE
Integration
of Knowledge
CONTENT
and
Ideas
LA.5.RI.9
Explain how an author uses reasons and evidence to support particular ideas, identifying which reasons and evidence support specific ideas
SKILLS (RI.5.8)
(CCSSELA ALIGNMENT)
LA.5.RI.10 Integrate information from several texts on the same topic in order to write or speak about the subject (RI.5.9)
LA.5.RI.11 Select informational text that affirms the teachings in Gods Word
Essential Question: How can we honor God when we

Big Idea: We honor God when we choose to reflect and respond to what we read in
read, reflect, and respond to a variety
of
texts?
help(e.g.,
us grow
in faith,
learning,
and service.
LA.5.RI.12 Read and comprehend ways
literarythat
nonfiction
history/social
studies,
science, technical
texts) of appropriate complexity independently and
Range of Reading
proficiently (RI.5.10)
and Level of Text

LA.5.RI.13 Graphic
Self-monitor
reading strategies
and makeLogs,
modifications
as needed
Assessments:
Conferencing, Discussion,
Organizers,
Response
Journals,
Observations, Projects, Questions, Pair/Share, Retellings,
Complexity
LA.5.RI.14
Read
literary non-fiction
for personal
growth
and spiritual
development
Response Cards, Readers Theater,
Reading
Portfolios,
Running
Records,
Informal
Reading
Inventory
Key Ideas
Key Ideas
and Details
and Details
LA.K.RI.1
LA.6.RI.1
LA.K.RI.2
LA.6.RI.2
LA.K.RI.3
LA.6.RI.3
With
prompting,
ask and
answeranalysis
questions
aboutthe
keytext
details
Cite textual
evidence
to support
of what
says(RI.K.1)
both explicitly and implicitly (RI.6.1)
With
prompting,
identify
the main
and retell
key details
(RI.K.2)
Determine
the main
idea and
how ittopic
is conveyed
through
details
in the text; provide a summary of the text distinct from personal opinions
(RI.6.2)
With prompting, describe the connection between two individuals, events, ideas, or pieces of information; sequence information using pictures (RI.K.3)
Analyze how a key individual, event, or idea is introduced, illustrated, and developed (e.g., through examples or anecdotes) (RI.6.3)
Craft and
Structure
Craft and
LA.K.RI.4
LA.K.RI.5
LA.6.RI.4
LA.K.RI.6
LA.6.RI.5
With prompting, ask and answer questions about unknown words in a text (RI.K.4)
Identify
thethe
front
cover, back
cover,
and
title page
of a book
(RI.K.5)figurative, connotative, and technical meanings (RI.6.4)
Determine
meaning
of words
and
phrases
in context,
including
With
prompting,
name and
define the
role of or
thesection
authorfits
andinto
illustrator
(RI.K.6)
Analyze
how a sentence,
paragraph,
chapter,
the structure
of a text and contributes to the development of the ideas (RI.6.5)
LA.6.RI.6
LA.K.RI.7
LA.K.RI.8
LA.6.RI.7
LA.K.RI.9
LA.6.RI.8
LA.K.RI.10
LA.6.RI.9
LA.K.RI.11
LA.6.RI.10
LA.K.RI.12
Determine an authors point of view or purpose and explain how it is conveyed (RI.6.6)
Synthesize
information
in different
media or
formats
to texts
develop
a coherent
understanding
With prompting,
identifypresented
similarities
and differences
between
two
on the
same topic
(RI.K.9) of a topic (RI.6.7)
Evaluate
the
argument
and
specific
claims
in
a
text,
identifying
those
that
are
supported
by
reasons and evidence (RI.6.8)
Compare
and contrast
one authors
presentation
of events
with that
another
(RI.6.9)
With prompting,
recognize
differences
between right
and wrong,
factofand
opinion
Select informational text that affirms the principles in Gods Word
Structure
K
6
Integration
Integration
of Knowledge
of
andKnowledge
Ideas
and Ideas
Range of Reading
and Level of Text
Complexity
Key Ideas
and
Key Details
Ideas
and Details
Craft and
Structure
1
7
Craft and
Structure
Integration
of Knowledge
and Ideas
Integration
of Knowledge
and Ideas
Range of Reading
and Level of Text
Complexity
Range of Reading
and Level of Text
Complexity
Key
Ideas
and Details
Key Ideas
Craft
and
and Details
Structure
2
8
Craft
and
Integration
Structure
of
Knowledge
and Ideas
Integration
Range of Reading
of Knowledge
and Level of Text
and Ideas
Complexity
LA.K.RI.13
in group
reading
activitiesofwith
purpose complexity,
and understanding
(RI.K.10)
LA.6.RI.11 Actively
Read andengage
comprehend
literary
nonfiction
appropriate
independently
and proficiently (RI.6.10)
LA.K.RI.14
to read information
LA.6.RI.12 Use picture
a varietyclues
of reference
and research materials, both print and digital
LA.K.RI.15
read informational
textspersonal
on topics
of interest
LA.6.RI.13 With
Read support,
literary nonfiction
for pleasure,
growth,
and spiritual development
LA.1.RI.1
LA.7.RI.1
LA.1.RI.2
LA.7.RI.2
LA.1.RI.3

Cite multiple pieces of textual evidence to support analysis of what the text says both explicitly and implicitly (RI.7.1)
Determine two or more main ideas in a text and analyze their development throughout the text; provide an objective summary of the text
(RI.7.2)
LA.7.RI.3
LA.1.RI.4
LA.1.RI.5
LA.1.RI.6
LA.7.RI.4
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals
influence
ideas or
events) (RI.7.3)
Ask
and answer
questions
to help determine or clarify the meaning of words and phrases in a text (RI.1.4)
LA.7.RI.5
LA.1.RI.7
LA.7.RI.6
LA.1.RI.8
LA.1.RI.9
LA.1.RI.10
LA.7.RI.7
LA.1.RI.11
LA.7.RI.8
LA.1.RI.12
LA.7.RI.9
LA.7.RI.10
LA.1.RI.13
LA.1.RI.14
LA.7.RI.11
LA.7.RI.12
LA.2.RI.1
LA.7.RI.13
LA.2.RI.2
LA.2.RI.3
LA.8.RI.1
LA.8.RI.2
LA.2.RI.4
LA.2.RI.5
LA.8.RI.3
LA.2.RI.6
Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information (RI.1.5)
Distinguish
between
information
provided
by pictures
or including
other illustrations
and
informationand
provided
by words
(RI.1.6)
Determine the
meaning
of words and
phrases
in context,
figurative,
connotative,
technical
meanings;
analyze the impact of a
specific word choice on meaning and tone (RI.7.4)
Analyze
the structure
of a text,
howideas
the major
sections contribute to the whole and to the development of ideas (RI.7.5)
Use
illustrations
and details
toincluding
describe key
(RI.1.7)
Determine
authors
view to
or support
purposeideas
and analyze
Identify
thean
reasons
an point
authorofgives
(RI.1.8)how the author distinguishes his or her position from that of others (RI.7.6)
Identify similarities and differences between two texts on the same topic (RI.1.9)
Predict
using pictures
illustrations
Comparecontent
and contrast
print andand
multimedia
versions of the text, analyzing each mediums portrayal of the subject (RI.7.7)
Distinguish
fact the
andreasoning
opinion and evidence that support the claims (RI.7.8)
Analyze the between
argumentright
in a and
text wrong,
to validate
Choose
informational
text
that
affirms
the
teachings
in Gods
Word
Analyze how two or more authors writing about the same
topic
shape their presentations of key information by emphasizing different evidence
or advancing different interpretations of facts (RI.7.9)
Select informational text that affirms the principles in Gods Word
With prompting, read informational text of appropriate complexity (RI.1.10)
Read informational texts on topics of interest
Read and comprehend literary nonfiction of appropriate complexity, independently and proficiently (RI.7.10)
Use a variety of reference and research materials, both print and digital
Demonstrate understanding of key details by asking and answering questions (RI.2.1)
Read literary nonfiction for pleasure, personal growth, and spiritual development
Identify the main topic of a multiparagraph text and of specific paragraphs within the text (RI.2.2.)
Cite the textual evidence that most strongly supports an analysis of what the text says both explicitly and implicitly (RL.8.1)
Analyze
thethe
development
a main
idea
throughout
the(RI.2.4)
text, including its relationship to supporting ideas; connect the text to ones personal
Determine
meaning ofofwords
and
phrases
in a text
worldview (RL.8.2)
Evaluate
how(RI.2.5)
a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or
information
categories) (RI.8.3)
Determine
meaning
of words and
phrasestoinand
context,
figurative, connotative, and technical meanings; analyze the impact of
Explain
howthe
specific
illustrations
contribute
clarifyincluding
text (RI.2.7)
specific word choices, analogies, or allusions to other texts on meaning and tone (RI.8.4)
Explain how an author uses reasons to support ideas (RI.2.8)
Analyze paragraph structure, including the role of particular sentences in developing and refining a key concept (RI.8.5)
Compare and contrast the most important ideas in two texts on the same topic (RI.2.9)
Determine an authors point of view or purpose and analyze how the author acknowledges and responds to conflicting evidence or viewpoints
(RI.8.6)
Evaluate the advantages and disadvantages of using different mediums to present a particular topic or idea (RI.8.7)
Evaluate the validity of an argument, recognizing when irrelevant evidence is introduced (RI.8.8)
Read and comprehend informational texts (e.g., history/social studies, science, technical texts) of appropriate complexity with scaffolding as
Analyze
two or more texts that provide conflicting information on the same topic and identify where the texts disagree on matters of fact or
needed (RI.2.10)
interpretation (RI.8.9)
LA.8.RI.10 Select informational text that affirms the principles in Gods Word
LA.8.RI.4
LA.2.RI.7
LA.2.RI.8
LA.8.RI.5
LA.2.RI.9
LA.8.RI.6
LA.2.RI.10
LA.2.RI.11
LA.2.RI.12
LA.8.RI.7
LA.8.RI.8
LA.2.RI.13
LA.8.RI.9
Range
of Reading
Key Ideas
and
Level
and Detailsof Text
Complexity
LA.3.RI.1
LA.8.RI.11
LA.3.RI.2
LA.8.RI.12
LA.3.RI.3
LA.8.RI.13
Ask and answer questions, referring explicitly to the text, to demonstrate understanding (RI.3.1)
Read and comprehend literary nonfiction of appropriate complexity, independently and proficiently (RI.8.10)
Determine the main idea and key details; explain how key details support the main idea (RI.3.2)
Use a variety of reference and research materials, both print and digital
Describe the relationship within a series of historical events, scientific ideas or concepts, or steps in technical procedures, using language that
Read
literary
nonfiction
for and
pleasure,
personal
growth, and spiritual development
pertains
to time,
sequence,
cause/effect
(RI.3.3)
Craft and
LA.3.RI.4
LA.3.RI.5
Determine the meaning of content-specific words and phrases in context (RI.3.4)

Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information (RI.3.5)
WRiTing
gRADe
ConTenT
SKiLLS
(CCSSELA ALignmEnt)
essential Question: How can we honor god when we write for a

variety of purposes and audiences?
Big idea: We honor god when we choose to write in ways that affirm
the teachings in His Word.
Assessments: Conferencing, Four Corners, Summary Writing, Observations, Checklists, Rubrics, Writers notebook, Portfolio, Write-Pair-Share,
Journals, RAFt (Role, Audience, Form, topic)
LA.K.W.4
Use a combination of drawing, dictating, and writing to compose opinion pieces about a topic or book and state a preference about the topic or
book (e.g., My favorite book is . . .) (W.K.1)
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts that name a topic and include some
information (W.K.2)
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell events in sequence, and
provide a reaction (W.K.3)
Produce writing that honors God and affirms the teachings in His Word
Production and
Distribution
of Writing
LA.K.W.5
LA.K.W.6
LA.K.W.7
With support, respond to questions and suggestions from peers and add details to strengthen writing (W.K.5)
With support and in collaboration with peers, explore a variety of tools (e.g., digital, print) to produce and publish writing (W.K.6)
Apply common conventions of manuscript writing (e.g., left-to-right, uppercase and lowercase letters, spacing between letters)
Research to Build
and Present
Knowledge
LA.K.W.8
LA.K.W.9
Participate in shared research and writing projects (e.g., explore books by a favorite author and express opinions about them) (W.K.7)
With support, recall experiences or gather information from provided sources to answer a question (W.K.8)
Range of Writing
LA.K.W.10 With support, write routinely for a range of tasks, purposes, and audiences
LA.K.W.1
Text Types and

Purposes
LA.K.W.3
LA.1.W.4
Write opinion pieces that introduce a topic or book, state an opinion with a reason for the opinion, and provide some sense of closure (W.1.1)
Write informative/explanatory texts that name a topic, include facts about the topic, and provide some sense of closure (W.1.2)
Write narratives that recount two or more appropriately sequenced events, include details using temporal words to signal sequence, and
provide some sense of closure (W.1.3)
Production and
Distribution
of Writing
LA.1.W.5
LA.1.W.6
LA.1.W.7
With support, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing (W.1.5)
With support and in collaboration with peers, use a variety of tools (e.g., digital, print) to produce and publish writing (W.1.6)
Apply common conventions of manuscript writing (e.g., uppercase and lowercase letters, spacing between words and sentences)
Research to Build
and Present
Knowledge
LA.1.W.8
Participate in shared research and writing projects (e.g., explore how-to books on a given topic and use them to write a sequence of
instructions) (W.1.7)
With support, recall experiences or gather information from provided sources to answer a question (W.1.8)
Range of Writing
LA.1.W.10 Write routinely for a range of tasks, purposes, and audiences
Text Types and

Purposes
LA.K.W.2
LA.1.W.1
LA.1.W.2
LA.1.W.3
LA.1.W.9
LA.2.W.4
Write opinion pieces that introduce a topic or book, state an opinion, include reasons that support the opinion, use linking words (e.g.
because, and, also), and provide a concluding statement (W.2.1)
Write informative/explanatory texts that introduce a topic, use facts to develop the topic, and provide a concluding statement (W.2.2)
Write narratives that recount a well-elaborated event or short sequence of events, include details (e.g., actions, thoughts, feelings), use
temporal words to signal sequence, and provide a sense of closure (W.2.3)
Production and
Distribution
of Writing
LA.2.W.5
LA.2.W.6
LA.2.W.7
With adult and peer support, focus on a topic and strengthen writing as needed by revising and editing (W.2.5)
Apply common conventions of handwriting (e.g., proper space between words, sentences, and paragraphs; margins)
Research to Build
and Present
Knowledge
LA.2.W.8
LA.2.W.9
Participate in shared research and writing projects (e.g., read books on a single topic to produce a report, record science observations) (W.2.7)
Recall experiences or gather information from provided sources to answer a question (W.2.8)
Range of Writing
LA.2.W.1
Text Types and

Purposes
LA.2.W.2
LA.2.W.3
LA.3.W.1
Text Types and

Purposes
LA.3.W.2
LA.3.W.3
Write opinion pieces on topics or texts that include: an introduction, a point of view with reasons, linking words and phrases (e.g., because,
therefore, since, for example), and a conclusion (W.3.1)
Write informative/explanatory texts to examine a topic and convey ideas and information that include: an introduction, supporting details
(e.g., facts, definitions), linking words and phrases (e.g., also, another, and, more, but), illustrations when useful, and a conclusion (W.3.2)
Write narratives to develop real or imagined experiences or events that include: effective techniques (e.g., dialogue, description), sensory
details, temporal words and phrases, clear event sequences, a situation, a narrator and/or characters, and a conclusion (W.3.3)
LA.2.W.4
temporal words to signal sequence, and provide a sense of closure (W.2.3)

of Writing
LA.2.W.5
LA.2.W.6
LA.2.W.7
With adult and peer support, focus on a topic and strengthen writing as needed by revising and editing (W.2.5)
ConTenT
SKiLLS
and
WRiTingProduction
Distribution
gRADe
(CCSSELA ALignmEnt)
Research to Build
LA.2.W.8 Participate in shared research and writing projects (e.g., read books on a single topic to produce a report, record science observations) (W.2.7)
essential Question:
How can we
honor god when we write for a
Big idea: We honor god when we choose to write in ways that affirm
and Present
LA.2.W.9 Recall experiences or gather information from provided sources to answer a question (W.2.8)
variety of purposes
and audiences?
Knowledge
Assessments: Conferencing, Four Corners, Summary Writing, Observations, Checklists, Rubrics, Writers notebook, Portfolio, Write-Pair-Share,
Write routinely for a range of tasks, purposes, and audiences
Range
of Writing
Journals, RAFt
(Role,
Audience,LA.2.W.10
Form, topic)
LA.3.W.4
LA.K.W.4
Write opinion pieces on topics or texts that include: an introduction, a point of view with reasons, linking words and phrases (e.g., because,
Use
a combination
drawing, and
dictating,
and writing
to compose opinion pieces about a topic or book and state a preference about the topic or
therefore,
since, forofexample),
a conclusion
(W.3.1)
Write informative/explanatory texts to examine a topic and convey ideas and information that include: an introduction, supporting details
Use
combination
of drawing,
writing
to compose
informative/explanatory
texts that name
topic and
some (W.3.2)
(e.g.,a facts,
definitions),
linkingdictating,
words andand
phrases
(e.g.,
also, another,
and, more, but), illustrations
when auseful,
and include
a conclusion
information (W.K.2)
Write narratives to develop real or imagined experiences or events that include: effective techniques (e.g., dialogue, description), sensory
Use
a combination
of drawing,
dictating,
writing
to narrate
a single aevent
or several
linkedand
events,
tell events
in sequence, and
details,
temporal words
and phrases,
clearand
event
sequences,
a situation,
narrator
and/orloosely
characters,
a conclusion
(W.3.3)
provide a reaction (W.K.3)
Produce writing that honors God and affirms the principles in His Word
Production and
Production and
Distribution
Distribution
of Writing
of Writing
LA.3.W.5
LA.3.W.6
LA.K.W.5
LA.3.W.7
LA.K.W.6
LA.K.W.7
LA.3.W.8
With support, produce writing in which the development and organization are appropriate to task and purpose (W.3.4)
With adult and peer support, develop and strengthen writing by planning, revising, and editing (W.3.5)
With support, respond to questions and suggestions from peers and add details to strengthen writing (W.K.5)
With support, use technology to produce and publish writing (using grade-appropriate keyboarding skills) as well as to interact and
With
support
and in collaboration with peers, explore a variety of tools (e.g., digital, print) to produce and publish writing (W.K.6)
collaborate
(W.3.6)
Apply
(e.g., left-to-right,
uppercase
and lowercase
letters,
spacingand
between
letters)
Apply common
common conventions
conventions of
of manuscript
handwritingwriting
(e.g., margins,
headings, legible
manuscript
and cursive
writing)
decipher
cursive writing
Research to Build
Research
to Build
and Present
and
Present
Knowledge
Knowledge
LA.3.W.9
LA.3.W.10
LA.K.W.8
LA.K.W.9
Conduct short research projects that build knowledge about a topic (W.3.7)
Recall information
from
experiences
or gather
information
from books
print and
sources;
notes
on sources
sort(W.K.7)
evidence into
Participate
in shared
research
and writing
projects
(e.g., explore
by adigital
favorite
authortake
and brief
express
opinions
aboutand
them)
provided
categories
With
support,
recall (W.3.8)
experiences or gather information from provided sources to answer a question (W.K.8)
Range of Writing
LA.3.W.11 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks, purposes, and audiences (W.3.10)
LA.K.W.10 With support, write routinely for a range of tasks, purposes, and audiences
LA.4.W.1 Write opinion pieces on topics or texts that include: an introduction, a point of view with reasons and organized information, linking words
and phrases (e.g., for instance, in order to, in addition), and a conclusion (W.4.1)
LA.4.W.2 Write opinion
texts to
examine
a topic
andanconvey
ideas
information
include:
introduction,
supporting
details
LA.1.W.1
pieces that introduce
a topic
or book,
state
opinion
withand
a reason
for thethat
opinion,
andan
provide
some sense
of closure
(W.1.1)
(e.g., facts, definitions, quotations, examples) grouped in paragraphs and sections, precise language and content-specific vocabulary, ideas
LA.1.W.2 Write
a topic,
about thealso,
topic,because),
and provide
some sense
closure (W.1.2)
linkedinformative/explanatory
within categories using texts
wordsthat
andname
phrases
(e.g.,include
another,facts
for example,
formatting
(e.g.,ofheadings),
illustrations and
multimedia
whenthat
useful,
and two
a conclusion
(W.4.2)
LA.1.W.3 Write
narratives
recount
or more appropriately
sequenced events, include details using temporal words to signal sequence, and
some sense
of closure
LA.4.W.3 provide
Write narratives
to develop
real(W.1.3)
or imagined experiences or events that include: effective techniques (e.g., dialogue, description), sensory
details, transitions,
event
sequences,
a situation,
a narrator
LA.1.W.4 Produce
writing thatclear
honors
God
and affirms
the teachings
in Hisand/or
Word characters, and a conclusion (W.4.3)
LA.4.W.4 Produce writing that honors God and affirms the principles in His Word
LA.3.W.1
LA.K.W.1
Text Types and

Text Types and
Purposes
Purposes
3
K
Range of Writing
Text Types
Types and
and
Text
Purposes
Purposes
1
4
Production and
Distribution
Production and
of
Writing
Distribution
of Writing
Research to Build
and Present
Research to Build
Knowledge
and Present
Knowledge
Range of Writing
Range of Writing
Text Types and

Purposes
Text Types and
Purposes
2
5
Production and
Distribution
of Writing
Production and
Distribution
Research to Build
of Writing
and Present
Knowledge
Research to Build
Range
of Writing
and Present
Knowledge
Range of Writing
Text Types and
Purposes
LA.3.W.2
LA.K.W.2
LA.3.W.3
LA.K.W.3
With
support,
on a topic,
respond
to questions
and suggestions
from peers,(e.g.,
and add
details to strengthen
(W.1.5) and
Produce
clear focus
and coherent
writing
in which
the development
and organization
chronological,
cause and writing
effect, similarities
differences)
appropriate
to task,with
purpose,
With
supportare
and
in collaboration
peers,and
use audience
a variety (W.4.4)
of tools (e.g., digital, print) to produce and publish writing (W.1.6)
With adult
and peer
support,ofdevelop
and strengthen
writing
by planning,
revising,letters,
and editing
(W.4.5)
Apply
common
conventions
manuscript
writing (e.g.,
uppercase
and lowercase
spacing
between words and sentences)
With support, use technology, including the Internet, to produce and publish writing (using grade-appropriate keyboarding skills), as well as
to interact and collaborate (W.4.6)
LA.4.W.8 Apply common conventions of handwriting (e.g., margins, headings, legible manuscript and cursive writing)
LA.1.W.8 Participate in shared research and writing projects (e.g., explore how-to books on a given topic and use them to write a sequence of
instructions) (W.1.7)
LA.4.W.9 Conduct short research projects that build knowledge through investigation of different aspects of a topic (W.4.7)
LA.1.W.9 With support, recall experiences or gather information from provided sources to answer a question (W.1.8)
LA.4.W.10 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, categorize information,
and list sources (W.4.8)
LA.4.W.11 Draw evidence from literary or informational texts to support analysis, reflection, and research (W.4.9)
LA.1.W.5
LA.4.W.5
LA.1.W.6
LA.4.W.6
LA.1.W.7
LA.4.W.7
LA.2.W.1 Write opinion pieces that introduce a topic or book, state an opinion, include reasons that support the opinion, use linking words (e.g.
and, also),
concluding
statement
(W.2.1)
LA.5.W.1 because,
Write opinion
piecesand
on provide
topics ora texts
that include:
an introduction;
a point of view with reasons and well-organized information; linking
LA.2.W.2 Write
texts
that introduce
a topic, useand
facts
to develop (W.5.1)
the topic, and provide a concluding statement (W.2.2)
words,informative/explanatory
phrases, and clauses (e.g.,
consequently,
specifically);
a conclusion
LA.2.W.3
that recount atexts
well-elaborated
short
sequence
events,
includethat
details
(e.g., an
actions,
thoughts,
feelings),
use
LA.5.W.2 Write narratives
to examine event
a topicorand
convey
ideas of
and
information
include:
introduction
with
a general
observation
and to
focus;
well-organized
detailsof(e.g.,
facts,
definitions, quotations, examples); precise language and contenttemporal
words
signal
sequence, andsupporting
provide a sense
closure
(W.2.3)
specific
vocabulary;
ideas
linked
within/across
categories
using
words
and
phrases
(e.g.,
in
contrast,
especially);
formatting
(e.g.,
headings);
LA.2.W.4 Produce writing that honors God and affirms the teachings in His Word
illustrations and multimedia when useful; and a conclusion (W.5.2)
LA.5.W.3 Write narratives to develop real or imagined experiences or events that include: effective techniques (e.g., dialogue, description, pacing),
sensory details, transitions, clear event sequences, a specific situation, a narrator and/or characters, and a conclusion (W.5.3)
LA.2.W.5
adult
and peer
focusand
on affirms
a topic and
strengtheninwriting
as needed by revising and editing (W.2.5)
LA.5.W.4 With
Produce
writing
thatsupport,
honors God
the principles
His Word
LA.2.W.6 With support and in collaboration with peers, use a variety of tools (e.g., digital, print) to produce and publish writing (W.2.6)
LA.2.W.7
common
conventions
of handwriting
proper space and
between
words, sentences,
and paragraphs;
LA.5.W.5 Apply
Produce
clear and
coherent writing
in which(e.g.,
the development
organization(e.g.,
chronological,
cause margins)
and effect, comparison and contrast,
problem and solution) are appropriate to task, purpose, and audience (W.5.4)
LA.5.W.6 With adult and peer support, develop and strengthen writing by planning, revising, editing, rewriting or trying a different approach (W.5.5)
LA.5.W.7 With support, use technology, including the Internet, to produce and publish writing (using grade-appropriate keyboarding skills), as well as
LA.2.W.8 Participate
in shared
research
and writing projects (e.g., read books on a single topic to produce a report, record science observations) (W.2.7)
to interact and
collaborate
(W.5.6)
LA.2.W.9
experiences
or gather of
information
from provided sources to answer a question (W.2.8)
LA.5.W.8 Recall
Apply common
conventions
handwriting
LA.5.W.9 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic (W.5.7)
LA.5.W.10 Write
Recallroutinely
relevant information
experiences
relevant information from print and digital sources; summarize or paraphrase
LA.2.W.10
for a range offrom
tasks,
purposes, or
andgather
audiences
information, in notes and finished work, and list sources (W.5.8)
LA.3.W.1 Write opinion pieces on topics or texts that include: an introduction, a point of view with reasons, linking words and phrases (e.g., because,
since,over
for example),
and aframes
conclusion
LA.5.W.12 therefore,
Write routinely
extended time
(time(W.3.1)
for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for
a range of discipline-specific
purposes,
(W.5.10)
LA.3.W.2 Write
texts totasks,
examine
a topicand
andaudiences
convey ideas
and information that include: an introduction, supporting details
LA.6.W.1
Write
include:experiences
an introduction;
clear reasons
validated
by well-organized
from credible
sources; transitional
LA.3.W.3
Write arguments
narratives to
tosupport
developclaims
real orthat
imagined
or events
that include:
effective
techniquesevidence
(e.g., dialogue,
description),
sensory
words,
andwords
clauses;
appropriate
thesequences,
audience; and
a conclusion
(W.6.1) and/or characters, and a conclusion (W.3.3)
details,phrases,
temporal
andstyle
phrases,
clear for
event
a situation,
a narrator
Produce writing that honors God and affirms the principles in His Word
LA.5.W.5
ConTenT
LA.5.W.8
Produce clear and coherent writing in which the development and organization(e.g., chronological, cause and effect, comparison and contrast,
problem and solution) are appropriate to task, purpose, and audience (W.5.4)
With adult and peer support, develop and strengthen writing by planning, revising, editing, rewriting or trying a different approach (W.5.5)
With support, use technology, including the Internet, to produce and publish writing (using grade-appropriate keyboarding skills), as well as
to interact and collaborate (W.5.6)
Apply common conventions of handwriting
Research to Build
LA.5.W.9
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic (W.5.7)
Production and
WRiTingDistribution
of Writing
gRADe
LA.5.W.4
LA.5.W.6
LA.5.W.7
SKiLLS
(CCSSELA ALignmEnt)
LA.5.W.10
Recall
relevant
from
or gather
information
printwe
andchoose
digital sources;
summarize
or paraphrase
essential Question:
How can we
honor god
when
weinformation
write for
a experiencesBig
idea:relevant
We honor
godfrom
when
to write
in ways
that affirm
and Present
information, in notes and finished work, and list sources (W.5.8)
variety of purposes
and audiences?
Knowledge
Assessments: Conferencing, Four

Corners, Summary Writing, Observations, Checklists, Rubrics, Writers notebook, Portfolio, Write-Pair-Share,
Range
of Writing
Journals, RAFt
(Role,
Audience, Form, topic)
LA.6.W.1
LA.K.W.1
Text
Text Types
Types and
and
Purposes
Purposes
LA.6.W.2
LA.K.W.2
LA.K.W.3
LA.6.W.3
LA.K.W.4
LA.6.W.4
6
K
Production
Production and
and
Distribution
Distribution
of
of Writing
Writing
LA.6.W.5
LA.K.W.5
LA.6.W.6
LA.K.W.6
LA.6.W.7
LA.K.W.7
Produce
clear and
coherent
writing in which
the development,
organization,
styletoarestrengthen
appropriatewriting
to task,(W.K.5)
purpose, and audience (W.6.4)
With
support,
respond
to questions
and suggestions
from peers
and addand
details
With adult
andand
peerinsupport,
develop with
and strengthen
writing
by planning,
revising,
editing, print)
rewriting,
or tryingand
a different
With
support
collaboration
peers, explore
a variety
of tools
(e.g., digital,
to produce
publishapproach
writing(W.6.5)
(W.K.6)
Use technology,
the Internet,
to produce
and(e.g.,
publish
writing (using
grade-appropriate
keyboarding
as well
as to interact
Apply
commonincluding
conventions
of manuscript
writing
left-to-right,
uppercase
and lowercase
letters,skills)
spacing
between
letters) and collaborate
(W.6.6)
Research to
to Build
Build
Research
and Present
Present
and
Knowledge
Knowledge
LA.6.W.8
LA.6.W.9
LA.K.W.8
LA.K.W.9
LA.6.W.10
Conduct short research projects to answer questions, drawing on several sources and refocusing the inquiry when appropriate (W.6.7)
Gather relevant
information
fromand
multiple
print
and digital
each source;
quote or
paraphrase
thethem)
data and
conclusions of
Participate
in shared
research
writing
projects
(e.g.,sources;
exploreassess
booksthe
bycredibility
a favoriteofauthor
and express
opinions
about
(W.K.7)
others while avoiding plagiarism; provide basic bibliographic information for sources (W.6.8)
With support, recall experiences or gather information from provided sources to answer a question (W.K.8)
Draw evidence from literary or informational texts to support analysis, reflection, and research (W.6.9)
Range of Writing
Range of Writing
LA.6.W.11 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range
of discipline-specific
purposes,
audiences
(W.6.10)
LA.K.W.10 With
support, writetasks,
routinely
for aand
range
of tasks,
purposes, and audiences
LA.7.W.1
Text Types and

Text Types and
Purposes
Purposes
7
1
Production and
Distribution
Production and
of Writing
Distribution
of Writing
LA.1.W.1
LA.7.W.2
LA.1.W.2
LA.1.W.3
LA.7.W.3
LA.1.W.4
LA.7.W.4
LA.1.W.5
LA.1.W.6
LA.7.W.5
LA.1.W.7
LA.7.W.6
LA.7.W.7
Write arguments to support claims that include: an introduction; clear reasons validated by well-organized evidence from credible sources;
acknowledgement of alternate claims; transitional words, phrases, and clauses; style appropriate for the audience; and a supported conclusion (W.7.1)
Write opinion pieces that introduce a topic or book, state an opinion with a reason for the opinion, and provide some sense of closure (W.1.1)
Write informative/explanatory texts that include: an introduction that previews what is to follow; analysis of relevant content (e.g., facts, definitions,
Write
that name a topic,
include organizational
facts about the
topic, and
provide
some
sense of closure
(W.1.2)
quotations,
examples); transitionstexts
and content-specific
vocabulary;
structure
(e.g.,
definition,
classification,
comparison/contrast,
cause/
effect);narratives
formattingthat
(e.g.,recount
headings);
and graphics (e.g.,
charts events,
and tables)
whendetails
useful;using
style appropriate
for thetoaudience;
and a supported
Write
twomultimedia
or more appropriately
sequenced
include
temporal words
signal sequence,
and
conclusion
(W.7.2)
provide some sense of closure (W.1.3)
Write narratives
develop
real God
or imagined
experiences
or eventsinthat
Produce
writingtothat
honors
and affirms
the teachings
Hisinclude:
Word effective techniques (e.g., dialogue, description, pacing); relevant
descriptive details; sensory language; precise words and phrases; transitions to convey shifts in time or setting; well-structured event sequences; a specific
context and point of view; a narrator and/or characters; and a conclusion (W.7.3)
Write for meaning from a Biblical worldview
With support, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing (W.1.5)
With
support
andcoherent
in collaboration
peers,
use a varietyorganization,
of tools (e.g.,and
digital,
print)
to produce
andpurpose,
publish and
writing
(W.1.6)
Produce
clear and
writing inwith
which
the development,
style are
appropriate
to task,
audience
(W.7.4)
Apply
common
conventions
of manuscript
writingwriting
(e.g., by
uppercase
lowercase
letters,
spacing
between
words approach,
and sentences)
With adult
and peer
support, develop
and strengthen
planning,and
revising,
editing,
rewriting,
or trying
a different
focusing on how well
purpose and audience have been addressed (W.7.5)
WUse technology, including the Internet, to produce and publish writing (individually and collaboratively), linking to and citing sources (W.7.6)
Research to Build
and
Present
Research
to Build
Knowledge
and Present
Knowledge
LA.1.W.8
LA.7.W.8
LA.7.W.9
LA.1.W.9
Range of Writing
Range of Writing
LA.1.W.10
routinelyover
for extended
a range oftime
tasks,
purposes,
and
audiences
LA.7.W.11 Write
Write routinely
frames
(time for
research,
reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range
of discipline-specific tasks, purposes, and audiences (W.7.10)
LA.7.W.10
LA.8.W.1
LA.2.W.1
Text Types and

Purposes
Text Types and
Purposes
LA.2.W.2
LA.8.W.2
LA.2.W.3
LA.2.W.4
LA.8.W.3
2
8
Write arguments to support claims that include: an introduction; clear reasons validated by well-organized evidence from credible sources; transitional
Use
a combination
of drawing,
writing
to compose
opinion pieces
words,
phrases, and clauses;
style dictating,
appropriateand
for the
audience;
and a conclusion
(W.6.1)about a topic or book and state a preference about the topic or
Write informative/explanatory texts that include: an introduction; analysis of relevant content (e.g., facts, definitions, quotations, examples); transitions and
Use
a combination
of drawing,
dictating,
and writing
to compose
textscause/effect);
that name aformatting
topic and(e.g.,
include
some multimedia
content-specific
vocabulary;
organizational
structure
(e.g., definition,
classification,
comparison/contrast,
headings);
information
(W.K.2)
and graphics (e.g.,
charts, tables) when useful; style appropriate for the audience; and a conclusion (W.6.2)
Use
combination
of drawing,
and writingortoevents
narrate
or several
loosely
events,
tell events
in sequence,
and
Writea narratives
to develop
real ordictating,
imagined experiences
thata single
include:event
effective
techniques
(e.g.,linked
dialogue,
description,
pacing);
sensory details;
provide
a reaction
(W.K.3)transitions to convey shifts in time or setting; well-structured event sequences; a specific context; a narrator and/or characters;
precise words
and phrases;
and a conclusion
Produce
writing(W.6.3)
that honors God and affirms the teachings in His Word
Write for meaning from a Biblical worldview
Production and
Distribution
of Writing
Production and
Distribution
Research
of Writingto Build
and Present
Knowledge
Research to Build
and Present
Range
of Writing
Knowledge
Range of Writing
Text Types and
Purposes
LA.2.W.5
LA.8.W.4
LA.2.W.6
LA.2.W.7
LA.8.W.5
LA.8.W.6
LA.8.W.7
LA.2.W.8
LA.2.W.9
Participate in shared research and writing projects (e.g., explore how-to books on a given topic and use them to write a sequence of
Conduct short research
instructions)
(W.1.7) projects to answer questions, drawing on several sources, and generating additional questions for further research (W.7.7)
Gathersupport,
relevantrecall
information
from multiple
print
and digital from
sources,
using search
terms
effectively;
assess the
credibility and accuracy of each source;
With
experiences
or gather
information
provided
sources
to answer
a question
(W.1.8)
quote or paraphrase the data and conclusions of others while avoiding plagiarism; follow a standard format for citation (W.7.8)
Draw evidence from literary or informational texts to support analysis, reflection, and research (W.7.9)
Write arguments
to support
claims thatainclude:
introduction;
clear and include
logical reasoning
validated
by well-organized
evidence
from
credible
Write
opinion pieces
that introduce
topic oranbook,
state an opinion,
reasons that
support
the opinion, use
linking
words
(e.g.sources;
acknowledgement
of alternate
or opposing
claims;statement
transitional
words, phrases, and clauses; a style appropriate for the audience; and a supported
because,
and, also),
and provide
a concluding
(W.2.1)
conclusion
(W.8.1)
Write
texts that introduce a topic, use facts to develop the topic, and provide a concluding statement (W.2.2)
Write informative/explanatory
that include: anevent
introduction
previewsofwhat
is toinclude
follow; analysis
of relevant
content
(e.g., facts,
definitions,
Write
narratives that recounttexts
a well-elaborated
or shortthat
sequence
events,
details (e.g.,
actions,
thoughts,
feelings),
use
quotations,words
examples);
transitions
and and
content-specific
vocabulary;
organizational
temporal
to signal
sequence,
provide a sense
of closure
(W.2.3) structure (e.g., definition, classification, comparison/contrast, cause/
effect); formatting (e.g., headings); multimedia and graphics (e.g., charts, tables) when useful; style appropriate for the audience; and a supported
Produce
conclusionwriting
(W.8.2)that honors God and affirms the teachings in His Word
Write narratives to develop real or imagined experiences or events that include: effective techniques (e.g., dialogue, description, pacing, reflection);
relevant descriptive details; sensory details; precise words and phrases; transitions to signal shifts in time or setting and show relationships among
experiences
and events;
well-structured
sequences;
a specific writing
context and
point ofbyview;
a narrator
and/or characters;
With
adult and
peer support,
focus onevent
a topic
and strengthen
as needed
revising
and editing
(W.2.5) and a conclusion (W.8.3)
Write
for
meaning
from
a
Biblical
worldview
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience (W.8.4)
With adult and peer support, develop and strengthen writing by planning, revising, editing, rewriting, or trying a different approach, focusing on how well
purpose and audience have been addressed (W.8.5)
Use technology,
including
the Internet,
to produce
and publish
writing,
the relationships
betweena information
andscience
ideas, and
to interact and
Participate
in shared
research
and writing
projects
(e.g., read
bookspresent
on a single
topic to produce
report, record
observations)
(W.2.7)
collaborate (W.8.6)
Recall experiences or gather information from provided sources to answer a question (W.2.8)
Conduct short research projects to answer questions (including self-generated questions), drawing on several sources and generating additional questions
for multiple avenues of exploration (W.8.7)
LA.8.W.9
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source;
LA.2.W.10 Write
routinely
for the
a range
of tasks,
purposes,
and audiences
quote or
paraphrase
data and
conclusions
of others
while avoiding plagiarism; follow a standard format for citation (W.8.8)
LA.3.W.1 Write opinion pieces on topics or texts that include: an introduction, a point of view with reasons, linking words and phrases (e.g., because,
LA.8.W.11 Write
routinely
over
time
frames
(time for (W.3.1)
research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range
therefore,
since,
forextended
example),
and
a conclusion
discipline-specific
tasks, purposes,
LA.3.W.2 of
Write
textsand
to audiences
examine a(W.8.10)
topic and convey ideas and information that include: an introduction, supporting details
LA.3.W.3 Write narratives to develop real or imagined experiences or events that include: effective techniques (e.g., dialogue, description), sensory
details, temporal words and phrases, clear event sequences, a situation, a narrator and/or characters, and a conclusion (W.3.3)
LA.8.W.8
Speaking and LiStening

grade
Content
SkiLLS
(CCSSELA ALignmEnt)
essential Question: How does the ability to listen and speak

effectively help us to better understand god, others, and ourselves?
Big idea: the ability to listen and speak effectively in a variety of situations allows us to communicate
information, ideas, and feelings to better understand god, others, and ourselves.
assessments: Discussion, Observations, Checklists, Rubrics, Questions, Recordings, think-Pair-Share, Podcast, multimedia Presentations, Socratic Circles, Debate,
Literature Circles, Speeches/Sermons, Readers theater, Drama and Skits, Poetry Readings, Show and tell
Comprehension
and Collaboration
La.k.SL.1 Participate in collaborative conversations in diverse groups: follow agreed-upon rules (e.g., listening, taking turns speaking, making eye contact);
continue a conversation through multiple exchanges (SL.K.1)
La.k.SL.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media (SL.K.2)
La.k.SL.3 Ask and answer questions to seek help, get information, or clarify meaning (SL.K.3)
presentation
of knowledge
and ideas
La.k.SL.4
La.k.SL.5
La.k.SL.6
La.k.SL.7
La.k.SL.8
Describe familiar people, places, things, and events and, with prompting, provide additional detail (SL.K.4)
Add visual displays to descriptions as desired (SL.K.5)
Speak audibly and express thoughts, feelings, and ideas clearly (SL.K.6)
Give brief oral presentations (e.g., poems, memory verses, songs)
Demonstrate reverence when listening to Gods Word and participating in prayer
La.1.SL.1
La.1.SL.2
La.1.SL.3
Participate in collaborative conversations in diverse groups: follow agreed-upon rules (e.g., listening with care, speaking one at a time; making eye
contact; using appropriate volume and tone); respond appropriately to the comments of others; ask questions to clarify (SL.1.1)
Ask and answer questions about key details in a text read aloud or information presented orally or through other media (SL.1.2)
Ask and answer questions about what a speaker says to gather additional information or to clarify meaning (SL.1.3)
La.1.SL.4
La.1.SL.5
La.1.SL.6
La.1.SL.7
La.1.SL.8
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly (SL.1.4)
Add visual displays to descriptions when appropriate (SL.1.5)
Speak in complete sentences when appropriate to task and situation (SL.1.6)
Give brief oral presentations (e.g., stories, personal experiences, readers theater)
La.2.SL.1
Participate in collaborative conversations in diverse groups: follow agreed-upon rules (e.g., gaining the floor in respectful ways, listening with care,
speaking one at a time; making eye contact); link comments to others remarks; ask for clarification and further explanation (SL.2.1)
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media (SL.2.2)
Ask and answer questions about what a speaker says to clarify, gather additional information, or deepen understanding (SL.2.3)
Comprehension
and Collaboration
presentation
of knowledge
and ideas
Comprehension
and Collaboration
presentation
of knowledge
and ideas
La.2.SL.2
La.2.SL.3
La.2.SL.4
La.2.SL.5
La.2.SL.6
La.2.SL.7
La.3.SL.1
Comprehension
and Collaboration
La.3.SL.2
La.3.SL.3
3
presentation
of knowledge
and ideas
La.3.SL.4
La.3.SL.5
La.3.SL.6
La.3.SL.7
La.4.SL.1
Comprehension
and Collaboration
La.4.SL.2
La.4.SL.3
La.4.SL.4
presentation
of knowledge
and ideas
La.4.SL.5
La.4.SL.6
La.4.SL.7
La.5.SL.1
Comprehension
and Collaboration
La.5.SL.2
La.5.SL.3
Tell a story or recount an experience with appropriate facts and relevant, descriptive details; speak audibly in coherent sentences; use appropriate
voice level, phrasing, and intonation (SL.2.4)
Create digital recordings (e.g., stories, poems, songs), with visuals when appropriate to clarify meaning (SL.2.5)
Engage in collaborative discussions in diverse groups, extending others ideas and expressing ones own with clarity: prepare and use required reading
material; follow agreed-upon rules (e.g., gaining the floor in respectful ways, listening with care, speaking one at a time; making eye contact); ask
questions to check understanding of information while staying on topic (SL.3.1)
Determine main ideas and supporting details of a text read aloud or information presented in diverse media and formats (e.g., visually, quantitatively,
orally) (SL.3.2)
Ask and answer questions about information from a speaker (SL.3.3)
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an
understandable pace (SL.3.4)
Create digital recordings (e.g., stories, poems) that demonstrate fluency, with visuals when appropriate to clarify meaning (SL.3.5)
Demonstrate reverence to God when speaking and listening
material; follow agreed-upon rules and carry out assigned roles; pose and respond to questions to clarify or follow up on information; review key ideas
(SL.4.1)
Paraphrase portions of a text read aloud or information presented in diverse media and formats (e.g., visually, quantitatively, orally) (SL.4.2.)
Identify reasons and evidence a speaker provides to support particular points (SL.4.3)
Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to
support main ideas or themes; speak clearly at an understandable pace (SL.4.4)
Use digital media for presentations when appropriate (SL.4.5)
Differentiate between contexts that call for formal English and situations where informal discourse is appropriate; use formal English when
appropriate to task and situation (SL.4.6)
material; follow agreed-upon rules and carry out assigned roles; pose and respond to specific questions; review key ideas and draw conclusions
(SL.5.1)
Summarize a written text read aloud or information presented in diverse media and formats (e.g., visually, quantitatively, orally) (SL.5.2)
Summarize a speakers points and explain how each claim is supported by reasons and evidence (SL.5.3)
presentation
of knowledge
and ideas
La.1.SL.5
La.1.SL.6
La.1.SL.7
La.1.SL.8
Speaking and LiStening

grade
Comprehension
Content
and
Collaboration

La.2.SL.2
or describe
key ideas or details from a text read aloud or information presented orally or through other media (SL.2.2)
SkiLLS Recount
(CCSSELA
ALignmEnt)
La.2.SL.3 Ask and answer questions about what a speaker says to clarify, gather additional information, or deepen understanding (SL.2.3)
La.2.SL.1
essential Question: How does the ability to listen and speak

Big idea: the ability to listen and speak effectively in a variety of situations allows us to communicate
La.2.SL.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details; speak audibly in coherent sentences; use appropriate
effectively helppresentation
us to better understand god, others, voice
and ourselves?
information,
and feelings to better understand god, others, and ourselves.
level, phrasing, and
intonationideas,
(SL.2.4)
of knowledge
La.2.SL.5
Create digital recordings (e.g., stories, poems, songs), with visuals when appropriate to clarify meaning (SL.2.5)
assessments:
Observations,
Checklists,
Rubrics,
Recordings,
Podcast, multimedia Presentations, Socratic Circles, Debate,
La.2.SL.6
Speak in
completeQuestions,
sentences when
appropriatethink-Pair-Share,
to task and situation (SL.2.6)
andDiscussion,
ideas
La.2.SL.7
Demonstrate
reverence
listening
Gods Word and
participating
Literature Circles, Speeches/Sermons,
Readers theater,
Drama
andwhen
Skits,
Poetryto Readings,
Show
and tellin prayer
Comprehension
Comprehension
and Collaboration
and Collaboration
k
3
presentation
of knowledge
presentation
and
ideas
of knowledge
and ideas
1
4
Comprehension
and Collaboration
Comprehension
and Collaboration
presentation
of knowledge
and
ideas
presentation
of knowledge
and ideas
Comprehension
and Collaboration
2
5
Comprehension
and
Collaboration
presentation
of knowledge
and ideas
presentation
of knowledge
Comprehension
ideas
and Collaboration
3
presentation
of knowledge
Comprehension
and ideas
and Collaboration
6
4
Comprehension
and Collaboration
presentation
of knowledge
and ideas
presentation
of knowledge
and ideas
La.k.SL.1
Participate
in collaborative
conversations
in diverse
groups:
follow
agreed-upon
rules
(e.g., listening,
taking
speaking,
contact);
La.3.SL.1 Engage
in collaborative
discussions
in diverse
groups,
extending
others
ideas and
expressing
ones own
withturns
clarity:
prepare making
and use eye
required
reading
continue
conversation
through
exchanges
(SL.K.1)
material; afollow
agreed-upon
rulesmultiple
(e.g., gaining
the floor
in respectful ways, listening with care, speaking one at a time; making eye contact); ask
questions
to
check
understanding
of
information
while
staying
on
topic
(SL.3.1)
La.k.SL.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media (SL.K.2)
La.3.SL.2
mainquestions
ideas andto
supporting
of a text read
information
presented in diverse media and formats (e.g., visually, quantitatively,
La.k.SL.3 Determine
Ask and answer
seek help,details
get information,
or aloud
clarifyor
meaning
(SL.K.3)
orally) (SL.3.2)
La.3.SL.3 Ask and answer questions about information from a speaker (SL.3.3)
La.k.SL.4 Describe familiar people, places, things, and events and, with prompting, provide additional detail (SL.K.4)
La.k.SL.5 Add visual displays to descriptions as desired (SL.K.5)
La.3.SL.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an
La.k.SL.6 understandable
Speak audibly and
express
thoughts, feelings, and ideas clearly (SL.K.6)
pace
(SL.3.4)
La.k.SL.7 Create
Give brief
oralrecordings
presentations
(e.g.,
poems,
memory
songs)fluency, with visuals when appropriate to clarify meaning (SL.3.5)
La.3.SL.5
digital
(e.g.,
stories,
poems)
that verses,
demonstrate
La.k.SL.8 Demonstrate
reverence
whenwhen
listening
to Godsto
Word
in prayer
La.3.SL.6
Speak in complete
sentences
appropriate
taskand
andparticipating
situation (SL.3.6)
La.3.SL.7
La.1.SL.1
La.4.SL.1
La.1.SL.2
La.1.SL.3
La.4.SL.2
La.4.SL.3
La.1.SL.4
La.1.SL.5
La.4.SL.4
La.1.SL.6
La.1.SL.7
La.4.SL.5
La.1.SL.8
La.4.SL.6
La.2.SL.1
La.4.SL.7
La.2.SL.2
La.2.SL.3
La.5.SL.1
La.2.SL.4
La.5.SL.2
La.2.SL.5
La.5.SL.3
La.2.SL.6
La.2.SL.7
7
5

Report
a topic orsentences
text, tell when
a story,appropriate
or recounttoantask
experience
in an organized
Speak inoncomplete
and situation
(SL.1.6) manner, using appropriate facts and relevant, descriptive details to
Participate
inreverence
collaborative
conversations
in diverse
groups: follow agreed-upon rules (e.g., gaining the floor in respectful ways, listening with care,
Demonstrate
to God
when speaking
and listening
Ask and in
answer
questions
about what
speakergroups,
says toextending
clarify, gather
additional
information,
or deepen
understanding
(SL.2.3)
Engage
collaborative
discussions
inadiverse
others
ideas and
expressing ones
own with
clarity: prepare
and use required reading
(SL.5.1)
Tell a story or recount an experience with appropriate facts and relevant, descriptive details; speak audibly in coherent sentences; use appropriate
Summarize
a written and
textintonation
read aloud (SL.2.4)
or information presented in diverse media and formats (e.g., visually, quantitatively, orally) (SL.5.2)
voice
level, phrasing,
Create
digitala recordings
(e.g.,and
stories,
poems,
withisvisuals
whenbyappropriate
toevidence
clarify meaning
Summarize
speakers points
explain
howsongs),
each claim
supported
reasons and
(SL.5.3)(SL.2.5)
La.5.SL.5
La.5.SL.6
La.3.SL.2
La.5.SL.7
La.3.SL.3
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main
Engage
collaborative
discussions
in diverse groups,
extending
ideas or in
themes;
speak clearly
at an understandable
pace
(SL.5.4)others ideas and expressing ones own with clarity: prepare and use required reading
material; follow agreed-upon rules (e.g., gaining the floor in respectful ways, listening with care, speaking one at a time; making eye contact); ask
Use digitaltomedia
presentationsofwhen
appropriate
(SL.5.5)
questions
checkfor
understanding
information
while
staying on topic (SL.3.1)
Adapt speech
to aideas
variety
contexts and
tasks,ofusing
English
when appropriate
to task
and situation
(SL.5.6)
Determine
main
andofsupporting
details
a textformal
read aloud
or information
presented
in diverse
media and
formats (e.g., visually, quantitatively,
orally)
(SL.3.2)
Demonstrate
reverence to God when speaking and listening
La.3.SL.4
La.6.SL.1
La.3.SL.5
La.3.SL.6
La.6.SL.2
La.3.SL.7
understandable
pace (SL.3.4)
Engage in collaborative
discussions in diverse groups, extending others ideas and expressing ones own with clarity: prepare and use required
readingdigital
material
and refer(e.g.,
to readings
follow rules
for with
collegial
discussions,
set goals to
andclarify
deadlines,
define
roles; ask and respond to
Create
recordings
stories, during
poems)discussion;
that demonstrate
fluency,
visuals
when appropriate
meaning
(SL.3.5)
specific questions; review key ideas and demonstrate understanding of multiple perspectives through reflection and paraphrasing (SL.6.1)
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to understanding a
Demonstrate
reverence to God when speaking and listening
topic or text (SL.6.2)
La.6.SL.3
La.4.SL.1
Delineate a speakers argument and specific claims, distinguishing claims that are supported by reasons and evidence from those that are not (SL.6.3)
(SL.4.1)
Present claims and findings on an issue or topic, sequencing ideas logically and using pertinent descriptions, facts, and details; use appropriate eye
Identify
evidence
speaker
provides to support
contact, reasons
adequateand
volume,
andaclear
pronunciation
(SL.6.4)particular points (SL.4.3)
La.5.SL.4
La.3.SL.1
La.4.SL.2
La.6.SL.4
La.4.SL.3
La.6.SL.5
La.4.SL.4
La.6.SL.6
La.6.SL.7
La.4.SL.5
La.4.SL.6
La.4.SL.7
La.7.SL.1
Comprehension
and Collaboration
Comprehension
and Collaboration

contact; using appropriate volume and tone); respond appropriately to the comments of others; ask questions to clarify (SL.1.1)
Ask and answer
about
keyand
details
a text
read aloud
information
presented
orallyto
orclarify
through
other media
material;
follow questions
agreed-upon
rules
carryinout
assigned
roles;or
pose
and respond
to questions
or follow
up on (SL.1.2)
information; review key ideas
(SL.4.1)
Identify reasons
evidence
provides
to support
particular
pointsideas
(SL.4.3)
Describe
people,and
places,
things,a speaker
and events
with relevant
details,
expressing
and feelings clearly (SL.1.4)
La.5.SL.1
La.7.SL.2
La.7.SL.3
La.5.SL.2
La.5.SL.3
La.7.SL.4
Use a variety of media, including digital, for presentations (SL.6.5)

Report
on a topic
text, of
tellcontexts
a story, and
or recount
an experience
in aninterview),
organized manner,
using appropriate
andEnglish
relevant,when
descriptive
details(SL.6.6)
to
Adapt speech
to a or
variety
tasks (e.g.,
debate, drama,
demonstrating
command offacts
formal
appropriate
Engage in collaborative discussions in diverse groups, extending others ideas and expressing ones own with clarity: prepare by researching material
and using evidence from that material to probe and reflect on ideas; follow rules for collegial discussions, track progress toward goals and deadlines,
define roles; pose questions that elicit elaboration; acknowledge new information expressed by others (SL.7.1)
Engage
collaborative
discussions details
in diverse
groups,inextending
others
ideas
and expressing
ones
own with clarity:
prepare
and use
required
reading
Analyze in
main
ideas and supporting
presented
diverse media
and
formats
(e.g., visually,
quantitatively,
orally)
and explain
how
the ideas
material;
follow(SL.7.2)
agreed-upon rules and carry out assigned roles; pose and respond to specific questions; review key ideas and draw conclusions
provide clarity
(SL.5.1)
Delineate a speakers argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence
Summarize
(SL.7.3) a written text read aloud or information presented in diverse media and formats (e.g., visually, quantitatively, orally) (SL.5.2)
Present claims and findings on an issue or topic in a focused, coherent manner, emphasizing salient points and using pertinent evidence and
examples; use appropriate eye contact, adequate volume, and clear pronunciation (SL.7.4)
La.5.SL.1
Comprehension
(SL.5.1)
and and
Collaboration
La.5.SL.2 Summarize a written text read aloud or information presented in diverse media and formats (e.g., visually, quantitatively, orally) (SL.5.2)
Speaking
LiStening
La.5.SL.3
grade
Content
SkiLLS
(CCSSELA ALignmEnt)
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main
essential Question: How does theLa.5.SL.4
ability to listen
speak speakBig
idea:
the ability topace
listen
and speak effectively in a variety of situations allows us to communicate
ideasand
or themes;
clearly
at an understandable
(SL.5.4)
presentation
effectively help us to better understand god,
others,
and
ourselves?
information,
ideas,
and
feelings
to
La.5.SL.5 Use digital media for presentations when appropriate (SL.5.5)better understand god, others, and ourselves.
of knowledge
and ideas
La.5.SL.6
Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation (SL.5.6)
Comprehension
and Collaboration
Comprehension
and Collaboration
La.k.SL.1
La.6.SL.1
La.k.SL.2
La.k.SL.3
La.6.SL.2
La.6.SL.5
La.1.SL.1
La.6.SL.6
La.6.SL.7
La.1.SL.2
Participate in collaborative conversations in diverse groups: follow agreed-upon rules (e.g., listening, taking turns speaking, making eye contact);
continue
conversationdiscussions
through multiple
exchanges
Engage inacollaborative
in diverse
groups,(SL.K.1)
extending others ideas and expressing ones own with clarity: prepare and use required
reading
and refer about
to readings
during
followor
rules
for collegial
discussions,
andother
deadlines,
roles; ask and respond to
Ask
and material
answer questions
key details
indiscussion;
a text read aloud
information
presented
orallyset
or goals
through
mediadefine
(SL.K.2)
specific questions; review key ideas and demonstrate understanding of multiple perspectives through reflection and paraphrasing (SL.6.1)
Ask and answer questions to seek help, get information, or clarify meaning (SL.K.3)
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to understanding a
topic or text (SL.6.2)
Describe
people,
places,and
things,
and claims,
events and,
with prompting,
(SL.K.4)
Delineatefamiliar
a speakers
argument
specific
distinguishing
claimsprovide
that areadditional
supporteddetail
by reasons
and evidence from those that are not (SL.6.3)
Add visual displays to descriptions as desired (SL.K.5)
Speak audibly and express thoughts, feelings, and ideas clearly (SL.K.6)
Give brief oral presentations (e.g., poems, memory verses, songs)
Present claimsreverence
and findings
an issuetoorGods
topic,Word
sequencing
ideas logically
and using pertinent descriptions, facts, and details; use appropriate eye
Demonstrate
whenonlistening
and participating
in prayer
contact, adequate volume, and clear pronunciation (SL.6.4)
Use a variety of media, including digital, for presentations (SL.6.5)
Adapt speech
a variety ofvolume
contexts
and
tasksrespond
(e.g., debate,
drama, interview),
demonstrating
of formal
English
when appropriate (SL.6.6)
contact;
usingtoappropriate
and
tone);
appropriately
to the comments
of others;command
ask questions
to clarify
(SL.1.1)
Demonstrate
reverence
to about
God when
speaking
Ask
and answer
questions
key details
in aand
textlistening
read aloud or information presented orally or through other media (SL.1.2)
La.1.SL.3
La.1.SL.4
La.7.SL.1
La.1.SL.5
La.1.SL.6
La.7.SL.2
La.1.SL.7
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly (SL.1.4)
Engage in collaborative discussions in diverse groups, extending others ideas and expressing ones own with clarity: prepare by researching material
Add
visualevidence
displays to
descriptions
when
(SL.1.5)
and using
from
that material
toappropriate
probe and reflect
on ideas; follow rules for collegial discussions, track progress toward goals and deadlines,
define in
roles;
pose questions
elicit
elaboration;
acknowledge
new (SL.1.6)
information expressed by others (SL.7.1)
Speak
complete
sentencesthat
when
appropriate
to task
and situation
Analyze
and supporting
detailspersonal
presentedexperiences,
in diverse media
and
formats (e.g., visually, quantitatively, orally) and explain how the ideas
Give
briefmain
oralideas
presentations
(e.g., stories,
readers
theater)
provide clarity (SL.7.2)
Delineate a speakers argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence
(SL.7.3)
Ask
and claims
answerand
questions
about
what
a speaker
clarify,coherent
gather additional
information, or
deepen
understanding
(SL.2.3) evidence and
Present
findings
on an
issue
or topicsays
in a to
focused,
manner, emphasizing
salient
points
and using pertinent
examples; use appropriate eye contact, adequate volume, and clear pronunciation (SL.7.4)
Use a variety
media, an
including
digital,
presentations
Tell
story orofrecount
experience
withfor
appropriate
facts(SL.7.5)
and relevant, descriptive details; speak audibly in coherent sentences; use appropriate
voice
phrasing,
and of
intonation
(SL.2.4)
Adaptlevel,
speech
to a variety
contexts and
tasks, demonstrating command of formal English when appropriate (SL.7.6)
Create
digital reverence
recordingsto(e.g.,
poems, songs),
with visuals when appropriate to clarify meaning (SL.2.5)
Demonstrate
God stories,
when speaking
and listening
assessments: Discussion, Observations,

Checklists,
Rubrics,
Questions,
Podcast, multimedia Presentations, Socratic Circles, Debate,
La.5.SL.7
Demonstrate
reverence
to God Recordings,
when speakingthink-Pair-Share,
and listening
Literature Circles, Speeches/Sermons, Readers theater, Drama and Skits, Poetry Readings, Show and tell
k
6
presentation
of knowledge
and ideas
presentation
of knowledge
and ideas
Comprehension
and Collaboration
7
2
presentation
of
knowledge
Comprehension
and
and ideas
Collaboration
Comprehension
and Collaboration
presentation
of knowledge
presentation
and ideas
of knowledge
and ideas
La.k.SL.4
La.6.SL.3
La.k.SL.5
La.k.SL.6
La.k.SL.7
La.6.SL.4
La.k.SL.8
La.1.SL.8
La.7.SL.3
La.2.SL.1
La.2.SL.2
La.2.SL.3
La.7.SL.4
La.7.SL.5
La.2.SL.4
La.7.SL.6
La.2.SL.5
La.7.SL.7
La.2.SL.6
La.2.SL.7
La.8.SL.2
La.3.SL.2
La.8.SL.3
La.3.SL.3
Engage in
or researching
Engage
in collaborative
collaborative discussions
discussions in
in diverse
diverse groups,
groups, extending
extending others
others ideas
ideas and
and expressing
expressing ones
ones own
own with
with clarity:
clarity: prepare
prepare by
andreading
use required
reading
material, follow
reflect agreed-upon
on ideas under
discussion,
and refer
to theinmaterial
during
follow
rules
for collegial
poseeye
questions
that
material;
rules
(e.g., gaining
the floor
respectful
ways,discussion;
listening with
care,
speaking
one atdiscussions;
a time; making
contact);
ask
connect the
several speakers;
acknowledgewhile
new staying
information
expressed
by others (SL.8.1)
questions
to ideas
checkofunderstanding
of information
on topic
(SL.3.1)
Analyze themain
purpose
information
presented
media
and evaluate
the
(e.g., social,
commercial,
political)quantitatively,
(SL.8.2)
Determine
ideasofand
supporting
details ofinadiverse
text read
aloudand
or formats
information
presented
inmotives
diverse media
and formats
(e.g., visually,
orally)
(SL.3.2)
Evaluate
the speakers logic, identifying relevant and irrelevant evidence (SL.8.3)
La.3.SL.4
La.8.SL.4
La.3.SL.5
La.8.SL.5
La.3.SL.6
La.8.SL.6
La.3.SL.7
La.8.SL.7
understandable
pacefindings
(SL.3.4)on an issue or topic in a focused, coherent manner, using relevant evidence, valid reasoning, and well-chosen details; use
Present claims and
appropriate
eye
contact, adequate
volume,
and that
cleardemonstrate
pronunciation
(SL.8.4)
Create
digital
recordings
(e.g., stories,
poems)
fluency,
with visuals when appropriate to clarify meaning (SL.3.5)
Generate
a variety of
media, including
digital, for
(SL.8.5)
Speak
in complete
sentences
when appropriate
topresentations
task and situation
(SL.3.6)
Adapt speech reverence
to a varietytoofGod
contexts
tasks,and
demonstrating
Demonstrate
whenand
speaking
listening command of formal English when appropriate (SL.8.6)
La.4.SL.1
(SL.4.1)
Identify reasons and evidence a speaker provides to support particular points (SL.4.3)
La.8.SL.1
La.3.SL.1
Comprehension
Comprehension
and Collaboration
and Collaboration
3
8
presentation
presentation
of
knowledge
of knowledge
and
ideas
and ideas
Comprehension
and Collaboration
La.4.SL.2
La.4.SL.3
La.4.SL.4
presentation
of knowledge
and ideas
La.4.SL.5
La.4.SL.6
La.4.SL.7
La.5.SL.1
Comprehension
and Collaboration
La.5.SL.2
La.5.SL.3
Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to
(SL.5.1)
Summarize a written text read aloud or information presented in diverse media and formats (e.g., visually, quantitatively, orally) (SL.5.2)
language
grade
Content
SkillS
(CCSSELA ALignmEnt)
note: the inclusion of Language standards in their own domain should not be taken as an indication that skills related to conventions, effective language use,
and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.
Conventions of
Standard english
k
Vocabulary
acquisition
and use
la.k.l.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: use frequently occurring nouns
and verbs; form regular plural nouns orally by adding /s/ or /es/; use question words; use prepositions (e.g., to, from, in, out, on off, for, of, by,
with); produce and expand complete sentences in shared language activities (L.K.1)
la.k.l.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling: capitalize the first word in a sentence,
own name, and the pronoun I; recognize and name end punctuation; write a letter or letters for most consonants and short vowel sounds; spell
simple words phonetically (L.K.2)
la.k.l.3
Determine the meaning of unknown and multiple-meaning words and phrases: identify and apply new meanings for familiar words (e.g., duck
as a noun or verb); use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful,-less) as a clue to the meaning of
an unknown word (L.K.4)
la.k.l.4
With support, explore word relationships and nuances in word meanings: sort common objects into categories; demonstrate understanding
of verbs and adjectives by relating them to their antonym; identify real-life connections between words and their use (e.g., words that are
colorful); distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out their
meanings (L.K.5)
la.k.l.5
Use words and phrases acquired through conversations, reading and being read to, and responding to texts (L.K.6)
la.1.l.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: use common, proper, and
possessive nouns; use singular and plural nouns with matching verbs; use personal, possessive, and indefinite pronouns; use past, present,
and future verb tenses; use frequently occurring adjectives, conjunctions (e.g., and, but, or, so, because) determiners (e.g., articles,
demonstratives), and prepositions (e.g., during, beyond, toward); with prompting, produce and expand simple and compound declarative,
interrogative, imperative, and exclamatory sentences (L.1.1)
la.1.l.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling: capitalize dates and names of people;
use end punctuation; use commas in dates and to separate words in a series; use conventional spelling for words with common spelling
patterns and frequently occurring irregular words; spell unknown words phonetically (L.1.2)
la.1.l.3
Determine the meaning of unknown and multiple-meaning words and phrases, choosing from a range of strategies: use sentence-level context
and affixes; identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking) (L.1.4)
la.1.l.4
With support, demonstrate understanding of word relationships and nuances in word meanings: sort words into categories; define words
by category and by one or more attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes); identify real-life connections
between words and their use (e.g., note places at home that are cozy); distinguish shades of meaning among verbs differing in manner (e.g.,
look, peek, glance) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them, or by acting out the meanings
(L.1.5)
la.1.l.5
Use words and phrases, including frequently occurring conjunctions (e.g., and, or, because), acquired through conversations, reading and
being read to, and responding to texts (L.1.6)
la.2.l.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: use collective nouns, irregular
plural nouns (e.g., feet, children, teeth, mice, fish), reflexive pronouns (e.g., myself, ourselves), the past tense of irregular verbs (e.g., sat,
hid, told, drew); choose appropriate adjectives and adverbs depending on what is to be modified; produce, and expand complete simple and
compound sentences (L.2.1)
la.2.l.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling: capitalize proper nouns and initials;
use commas in greetings and closings of letters; use apostrophes to form contractions and possessives; generalize learned spelling patterns
(e.g., cage > badge, boy > boil); consult reference materials (e.g., beginning dictionary) as needed to check spellings (L.2.2)
la.2.l.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening: compare formal and informal uses of English;
use correct word and sentence order(L.2.3)
la.2.l.4
Determine the meaning of unknown and multiple-meaning words and phrases, choosing from a range of strategies: use sentence-level context;
determine the meaning of a word when a known prefix is added to a known word; use a known root word as a clue to the meaning of an
unknown word; use knowledge of the meaning of individual words to predict the meaning of compound words; use print and digital glossaries
or dictionaries to determine the meaning of words and phrases (L.2.4)
la.2.l.5
Demonstrate understanding of word relationships and nuances in word meanings: identify real-life connections between words and their use
(e.g., describe foods that are spicy); distinguish shades of meaning among related verbs (e.g., toss, throw, hurl) and related adjectives (e.g.,
thin, slender, skinny) (L.2.5)
la.2.l.6
Use words and phrases, including adjectives and adverbs, acquired through conversations, reading and being read to, and responding to texts
(L.2.6)
la.3.l.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: explain function of nouns,
pronouns, verbs, adjectives, and adverbs in general as well as in particular sentences; form and use regular and irregular plural nouns; use
abstract nouns (e.g., childhood); form and use irregular verbs; form and use the simple verb tenses(e.g., I walked, I walk, I will walk); ensure
subject-verb and pronoun-antecedent agreement; form and use comparative and superlative adjectives and adverbs; use coordinating and
subordinating conjunctions; produce simple, compound, and complex sentences (L.3.1)
la.3.l.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: capitalize appropriate
words in titles; use commas in addresses; use commas and quotation marks in dialogue; form and use possessives; use conventional spelling
for high-frequency and other studied words and for adding suffixes to base words; use spelling patterns and generalizations (e.g., word families,
position-based spellings, syllable patterns, ending rules, meaningful word parts); consult reference materials (e.g., beginning dictionaries) as
needed to check spellings (L.3.2)
Conventions of
Standard english
1
Vocabulary
acquisition
and use
Conventions of
Standard english
knowledge of
language
Vocabulary
acquisition
and use
Conventions of
Standard english
language
la.2.l.4
la.2.l.5
language
grade
Vocabulary
acquisition
Content
and use
SkillS (e.g.,
(CCSSELA
ALignmEnt)
describe foods
that are spicy); distinguish shades of meaning among related verbs (e.g., toss, throw, hurl) and related adjectives (e.g.,
la.2.l.6 inUse
words
anddomain
phrases, including
adjectives
and adverbs,
acquired through
conversations,
and being read
to, and responding
texts
note: the inclusion of Language standards
their
own
should not
be taken
as an indication
that skills
relatedreading
to conventions,
effective
languagetouse,
(L.2.6)
and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.
la.3.l.1
la.k.l.1
Conventions of
Standard
english
Conventions
of
Standard english
k
3
la.k.l.2
la.3.l.2
la.k.l.3
knowledge of
Vocabulary
language
acquisition
and use
la.3.l.3
la.k.l.4
Vocabulary
acquisition
and use
la.k.l.5
la.3.l.4
la.3.l.5
la.1.l.1
la.3.l.6
Conventions of
Standard english
1
4
la.4.l.1
la.1.l.2
Conventions of
Standard english
Vocabulary
knowledge of
acquisition
language
and use
Conventions of
Standard english
2
5
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: use commas and
quotation marks
to denote
direct speech
quotations fromwords
a text;
usephrases,
a comma
before afrom
coordinating
in asentence-level
compound sentence;
Determine
the meaning
of unknown
and and
multiple-meaning
and
choosing
a range ofconjunction
strategies: use
context
spell
grade-appropriate
words, occurring
consultingroot
references
as needed
and affixes;
identify frequently
words (e.g.,
look)(L.4.2)
and their inflectional forms (e.g., looks, looked, looking) (L.1.4)
la.1.l.4
la.4.l.3
With support, demonstrate understanding of word relationships and nuances in word meanings: sort words into categories; define words
Usecategory
knowledge
and its
conventions
reading,
choose
precise words
andreal-life
phrasesconnections
to convey
by
andofbylanguage
one or more
attributes
(e.g., when
a duckwriting,
is a birdspeaking,
that swims;
a tigerorislistening:
a large cat
with stripes);
identify
ideas; punctuate
fortheir
effect;use
differentiate
that
for formal
English
and of
informal
discourse
(L.4.3)differing in manner (e.g.,
between
words and
(e.g., note between
places at contexts
home that
arecall
cozy);
distinguish
shades
meaning
among verbs
look, peek, glance) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them, or by acting out the meanings
(L.1.5)
Determine the meaning of unknown and multiple-meaning words and phrases, choosing from a range of strategies: use context (e.g.,
Use
words and
phrases,restatements)
including frequently
occurring conjunctions
or, because),
throughphotograph,
conversations,
reading as
andclues
definitions,
examples,
and grade-appropriate
Greek and(e.g.,
Latinand,
affixes
and roots acquired
(e.g., telegraph,
autograph)
being
to, and
to texts
(L.1.6)print and digital references, including thesauruses, for pronunciation and meaning (L.4.4)
to the read
meaning
of aresponding
word or phrase;
consult
la.4.l.5
la.2.l.1
la.4.l.6
Demonstrate understanding of figurative language, word relationships and nuances in word meanings: explain the meaning of simple similes
and metaphors in context; explain the meaning of common idioms, adages, and proverbs; demonstrate understanding of words by relating
Demonstrate
thesynonyms
conventions
of standard English grammar and usage when writing or speaking: use collective nouns, irregular
them to their command
antonyms of
and
(L.4.5)
hid,
told,and
drew);
appropriate
adjectives
and adverbs
depending
on what
to be modified;
produce, and
expandofcomplete
and to a
Acquire
use choose
content-specific
words
and phrases,
including
those that
signalisprecise
actions, emotions,
or states
being thatsimple
are basic
compound
sentences
(L.2.1)
particular topic
(L.4.6)
la.2.l.2
la.5.l.1
Conventions of
Standard english
knowledge of
language
use
commas in
greetingsofand
of letters;
use apostrophes
to form and
contractions
andwriting
possessives;
generalize
learned
Demonstrate
command
theclosings
conventions
of standard
English grammar
usage when
or speaking:
explain
the spelling
functionpatterns
of
(e.g.,
cage > badge,
boy > boil);
reference
materials
beginning
dictionary)
needed
tocorrectly,
check spellings
(L.2.2)
conjunctions,
prepositions,
and consult
interjections
in general
and (e.g.,
in particular
sentences;
use as
verb
tenses
including
the perfect verb
tenses; use correlative conjunctions (e.g., either/or; neither/nor) (L.5.1)
la.5.l.2
la.2.l.3
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: use punctuation to
Use
knowledge
of alanguage
anda comma
its conventions
when
writing, speaking,
reading,
or listening:
formal
and
uses of and
English;
separate
items in
series; use
to separate
introductory
elements,
to set off
the wordscompare
yes and no,
to set
offinformal
a tag question,
to
use
correct
word
and sentence
order(L.2.3)
indicate
direct
address;
use underlining,
quotation marks, or italics to indicate titles of works; spell grade-appropriate words, consulting
references as needed (L.5.2)
knowledge of
language
la.5.l.3
la.2.l.4
Use knowledge
of language
and its conventions
when writing,
speaking,
reading,choosing
or listening:
and use
reduce
sentences for
Determine
the meaning
of unknown
and multiple-meaning
words
and phrases,
fromexpand,
a rangecombine,
of strategies:
sentence-level
context;
meaning, reader/listener
and style;
compare
contrast
varieties
of use
English
used root
in stories,
dramas,
poems
(L.5.3)of an
determine
the meaning ofinterest,
a word when
a known
prefixand
is added
to the
a known
word;
a known
word as
a clue or
to the
meaning
Determine the meaning of unknown and multiple-meaning words and phrases, choosing from a range of strategies: use context (e.g., cause/
Demonstrate
understanding
of word relationships
and nuances
in word
meanings:
real-life
connections photosynthesis)
between words and
their to
usethe
effect relationships
and comparison)
and grade-appropriate
Greek
and Latin
affixesidentify
and roots
(e.g., photograph,
as clues
(e.g.,
describe
foodsorthat
are spicy);
distinguish
shades references
of meaningfor
among
related verbs
toss,(L.5.4)
throw, hurl) and related adjectives (e.g.,
meaning
of a word
phrase;
consult
print and digital
pronunciation
and (e.g.,
meaning
Demonstrate understanding of word relationships and nuances in word meanings: interpret figurative language, including similes and
Use
words and
phrases,explain
including
adverbs,idioms,
acquired
through
reading
and being
read to,
and responding
to texts
metaphors
in context;
the adjectives
meaning ofand
common
adages,
and conversations,
proverbs; use the
relationship
between
particular
words (e.g.,
(L.2.6)
synonyms, antonyms, homonyms) to better understand each of the words (L.5.5)
Vocabulary
acquisition
and use
Vocabulary
acquisition
and use
la.5.l.4
la.2.l.5
la.5.l.5
la.2.l.6
la.5.l.6
la.3.l.1
la.6.l.1
Conventions
Conventions of
of
Standard
Standard english
english
Demonstrate understanding of word relationships and nuances in word meanings: distinguish literal and nonliteral meanings of words and
phrases in context; identify real-life connections between words and their use; distinguish shades of meaning among related words that
describe
statescommand
of mind or
of certainty
(e.g., knew,
believed,
suspected,
heard,when
wondered)
Demonstrate
of degrees
the conventions
of standard
English
grammar
and usage
writing(L.3.5)
or speaking: use common, proper, and
possessive nouns; use singular and plural nouns with matching verbs; use personal, possessive, and indefinite pronouns; use past, present,
Acquire
andverb
usetenses;
conversational
and content-specific
words and
phrases, including
signal
spatial
and temporal
relationships
and
future
use frequently
occurring adjectives,
conjunctions
(e.g., and,those
but, that
or, so,
because)
determiners
(e.g.,
articles, (L.3.6)
interrogative, imperative, and exclamatory sentences (L.1.1)
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: use relative pronouns (e.g.,
who,
which, that,
whoever),
relative
adverbsof(e.g.,
where,
when,capitalization,
why), and modal
auxiliariesand
(e.g.,
can, may,
must); dates
form and names
use progressive
Demonstrate
command
of the
conventions
standard
English
punctuation,
spelling:
capitalize
of people;
verbend
tenses
(e.g., I wasuse
walking,
I am
will
be walking)
phrases; correctly
use
adjectives
within
use
punctuation;
commas
in walking,
dates andI to
separate
wordsand
in aprepositional
series; use conventional
spelling
forhomonyms;
words withorder
common
spelling
sentencesand
(e.g.,
a small red
bag rather
than awords;
red small
produce
complete
sentences,
correcting inappropriate fragments and run-ons
patterns
frequently
occurring
irregular
spellbag);
unknown
words
phonetically
(L.1.2)
(L.4.1)
la.4.l.2
la.1.l.3
la.4.l.4
la.1.l.5
Vocabulary
acquisition
and use
Demonstrate
explain
function
of nouns,
Demonstrate command
command of
of the
the conventions
conventions of
of standard
standard English
English grammar
grammar and
and usage
usage when
when writing
writing or
or speaking:
speaking: use
frequently
occurring
nouns
pronouns,
verbs,regular
adjectives,
andnouns
adverbs
in general
as well
in particular
sentences;
form
and use regular
irregular
plural
and verbs; form
plural
orally
by adding
/s/ oras/es/;
use question
words; use
prepositions
(e.g., and
to, from,
in, out,
on nouns;
off, for,use
of, by,
abstract
nouns
(e.g.,
childhood);
form
and
use
irregular
verbs;
form
and
use
the
simple
verb
tenses(e.g.,
I
walked,
I
walk,
I
will
walk);
ensure
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling: capitalize the first word in a sentence,
own
name, and
the pronoun
recognize and
endEnglish
punctuation;
write a letter
or lettersand
for spelling
most consonants
and short
vowelappropriate
sounds; spell
Demonstrate
command
of theI; conventions
of name
standard
capitalization,
punctuation,
when writing:
capitalize
simple
words
words in
titles;phonetically
use commas(L.K.2)
in addresses; use commas and quotation marks in dialogue; form and use possessives; use conventional spelling
Determine the meaning of unknown and multiple-meaning words and phrases: identify and apply new meanings for familiar words (e.g., duck
as a noun or verb); use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful,-less) as a clue to the meaning of
an unknown word (L.K.4)
Use knowledge of language and its conventions when writing, speaking, reading, or listening: choose words and phrases for effect; recognize
differences
between
conventions
of spokenand
andnuances
writtenin
standard
English (L.3.3)
With
support,
explore
word relationships
word meanings:
sort common objects into categories; demonstrate understanding
of verbs and adjectives by relating them to their antonym; identify real-life connections between words and their use (e.g., words that are
meanings
Determine(L.K.5)
the meaning of unknown and multiple-meaning words and phrases, choosing from a range of strategies: use sentence-level
context; determine the meaning of a new word when a known affix is added to a known word; use a known root word as a clue to the meaning
of anwords
unknown
word; use
print and
digitalconversations,
glossaries or beginning
dictionaries
the meaning
words and phrases (L.3.4)
Use
and phrases
acquired
through
reading and
being readtoto,determine
and responding
to textsof(L.K.6)
knowledge of
language
la.6.l.2
la.3.l.2
la.6.l.3
Acquire and use content-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g.,
however, although, nevertheless, similarly, moreover, in addition) (L.4.6)
abstract
nounscommand
(e.g., childhood);
form and use
irregularEnglish
verbs; form
and use
simple
verb
tenses(e.g.,
I walked,
walk, I willinwalk);
ensure
Demonstrate
of the conventions
of standard
grammar
andthe
usage
when
writing
or speaking:
useI pronouns
the proper
subject-verb
and objective,
pronoun-antecedent
form
and use
and superlative
adjectives
andensure
adverbs;
use coordinating and
case (subjective,
possessive),agreement;
number, and
person;
usecomparative
intensive pronouns
(e.g., I did
it myself);
pronoun-antecedent
subordinating
conjunctions;
produce
anduse
complex
sentences
(L.3.1)
agreement; recognize
variations
from simple,
standardcompound,
English and
strategies
to improve
expression if required by context (L.6.1)
use punctuation
(e.g.,
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: capitalize
appropriate
commas,
parentheses,
brackets,
dashes, hyphens)
to setand
off quotation
nonrestrictive/parenthetical
correctly (L.6.2)
words
in titles;
use commas
in addresses;
use commas
marks in dialogue;elements;
form and spell
use possessives;
use conventional spelling
Use knowledge
language(L.3.2)
and its conventions when writing, speaking, reading, or listening: vary sentence patterns; maintain consistency in
needed
to checkofspellings
style and tone (L.6.3)
knowledge of
language
language
grade
Vocabulary
Content
acquisition
and use
la.5.l.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening: expand, combine, and reduce sentences for
meaning, reader/listener interest, and style; compare and contrast the varieties of English used in stories, dramas, or poems (L.5.3)
la.5.l.4
Determine the meaning of unknown and multiple-meaning words and phrases, choosing from a range of strategies: use context (e.g., cause/
effect relationships and comparison) and grade-appropriate Greek and Latin affixes and roots (e.g., photograph, photosynthesis) as clues to the
meaning of a word or phrase; consult print and digital references for pronunciation and meaning (L.5.4)
la.5.l.5
understanding
of word relationships and nuances in word meanings: interpret figurative language, including similes and
SkillS Demonstrate
(CCSSELA
ALignmEnt)
metaphors in context; explain the meaning of common idioms, adages, and proverbs; use the relationship between particular words (e.g.,
synonyms, antonyms, homonyms) to better understand each of the words (L.5.5)
note: the inclusion of Language standards

their own
domain
should not
beand
taken
as an
indication
thatsignal
skillscontrast,
relatedaddition,
to conventions,
effective
language
la.5.l.6 inAcquire
and use
content-specific
words
phrases,
including
those that
and other logical
relationships
(e.g.,use,
however,speaking,
although, nevertheless,
similarly,
moreover,
addition)
(L.4.6) from such contexts.
and vocabulary are unimportant to reading, writing,
and listening;
indeed,
they in
are
inseparable
Conventions of
Standard english
Conventions
of
Standard english
6
k
knowledge of
language
Vocabulary
Vocabulary
acquisition
acquisition
and use
and use
la.6.l.1
la.k.l.1
la.6.l.2
la.k.l.2
la.6.l.3
la.6.l.4
la.k.l.3
phrases, identify
choosingand
from
a range
of strategies:
context
and(e.g.,
gradeDetermine the meaning of unknown and multiple-meaning words and phrases:
apply
new meanings
for use
familiar
words
duck
appropriate
Latin
and roots occurring
as clues toinflections
the meaning
a word;
consult
print
referencesasfora pronunciation,
meaning,
as
a noun orGreek
verb);or
use
the affixes
most frequently
andofaffixes
(e.g.,
-ed, -s,
re-,and
un-,digital
pre-, -ful,-less)
clue to the meaning
of
andunknown
part of speech
(L.6.4)
an
word (L.K.4)
la.6.l.5
la.k.l.4
Demonstrate
of figurative language,
word
relationships,
and
nuances
in word
meanings:
interpret
figures of speech
(e.g.,
With
support,understanding
explore word relationships
and nuances
in word
meanings:
sort
common
objects
into categories;
demonstrate
understanding
personification)
in context;
use thethem
relationship
between particular
words to
understandbetween
their meaning;
distinguish
the connotations
of verbs and adjectives
by relating
to their antonym;
identify real-life
connections
words and
their useamong
(e.g., words
that are
of
words
with
similar
definitions
(L.6.5)
meanings
(L.K.5)
Acquire and
use content-specific words and phrases (L.6.6)
la.6.l.6
Conventions of
Standard english
7
1
Conventions
knowledge ofof
Standard
languageenglish
Use words and phrases acquired through conversations, reading and being read to, and responding to texts (L.K.6)
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: explain the function of phrases
and clauses in general as well as in particular sentences; choose among simple, compound, complex, and compound-complex sentences to
signal differing relationships among ideas; correct misplaced and dangling modifiers (L.7.1)
la.1.l.1
la.7.l.2
Demonstrate command of the conventions of standard English grammar

and usage
when writing
or speaking:
use common,
proper, to
and
capitalization,
punctuation,
and spelling
when writing:
use commas
separate
possessive
use singular
and plural
nouns
with matching
verbs;
use personal,
possessive,
and indefinite
use (L.7.2)
past, present,
coordinatenouns;
adjectives;
use punctuation
(e.g.,
commas,
semicolons,
colons)
to separate
phrases and/or
clauses; pronouns;
spell correctly
and future verb tenses; use frequently occurring adjectives, conjunctions (e.g., and, but, or, so, because) determiners (e.g., articles,
interrogative,
sentences
Use knowledgeimperative,
of languageand
andexclamatory
its conventions
when (L.1.1)
writing, speaking, reading, or listening: express ideas precisely and concisely (L.7.3)
la.7.l.3
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling: capitalize dates and names of people;
use
end punctuation;
useofcommas
in and
datesmultiple-meaning
and to separate words
a series;
usechoosing
conventional
words withuse
common
Determine
the meaning
unknown
wordsinand
phrases,
fromspelling
a range for
of strategies:
contextspelling
and gradepatterns
andGreek
frequently
occurring
irregular
unknown
words
phonetically
appropriate
or Latin
affixes and
roots words;
as cluesspell
to the
meaning
of a word;
consult(L.1.2)
general/specialized print and digital references to
determine the pronunciation, meaning, or part of speech of a word (L.7.4)
la.7.l.5
la.1.l.3
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings: interpret figures of speech (e.g.,
allusions) inthe
context;
useofthe
relationship
between particularwords
wordsand
to understand
their meaning;
distinguish
amonguse
thesentence-level
connotations of
Determine
meaning
unknown
phrases, choosing
from a range
of strategies:
context
words
with similar
and
affixes;
identifydefinitions
frequently (L.7.5)
occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking) (L.1.4)
la.7.l.6
la.1.l.4
la.8.l.1
Acquire
and use
content-specific
words andofphrases
(L.7.6)
With support,
demonstrate
understanding
word relationships
and nuances in word meanings: sort words into categories; define words
by category and by one or more attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes); identify real-life connections
between
wordscommand
and theirofuse
note places
at home English
that are grammar
cozy); distinguish
meaning
among verbs
differing
in manner
(e.g.,
Demonstrate
the(e.g.,
conventions
of standard
and usageshades
when of
writing
or speaking:
explain
the function
of verbals
look,
peek, glance)
and adjectives
differing
in intensity
gigantic)
by defining
or choosing
by acting
out thevoice;
meanings
(e.g, gerunds,
participles,
infinitives)
in general
as well (e.g.,
as in large,
particular
sentences;
form and
use verbsthem,
in theoractive
and passive
form and
(L.1.5)
use the indicative, imperative, interrogative, conditional, and subjunctive mood; correct inappropriate shifts in verb voice and mood (L.8.1) )
la.8.l.2
la.1.l.5
Demonstrate
of the conventions
standard English
capitalization,
spelling
when writing:
use punctuation
(e.g.,
Use words andcommand
phrases, including
frequentlyofoccurring
conjunctions
(e.g., and,punctuation,
or, because),and
acquired
through
conversations,
reading and
comma,
ellipsis,
to indicate
a break;
use an ellipsis to indicate an omission; spell correctly (L.8.2)
being
read
to, anddash)
responding
to texts
(L.1.6)
knowledge of
language
la.8.l.3
Conventions of
Standard
english
Vocabulary
la.8.l.4
Use knowledge of language and its conventions when writing, speaking, reading, or listening: use verbs in the active/passive voice and in the
conditional/subjunctive mood to achieve particular effect (e.g., emphasizing the actor or the action, expressing uncertainty or describing a
state
contrarycommand
to fact) (L.8.3)
Demonstrate
of the conventions of standard English grammar and usage when writing or speaking: use collective nouns, irregular
hid,
told,
drew);
choose
appropriate
and adverbs depending
what ischoosing
to be modified;
produce,
and expand
and
Determine the meaning of unknownadjectives
words andon
phrases
from a range
of strategies:
usecomplete
context simple
and gradecompound
(L.2.1)affixes and roots as clues to the meaning of a word; consult general/specialized print and digital references to
appropriatesentences
Greek or Latin
determine the pronunciation, meaning, or part of speech of a word (L.8.4)
Demonstrate
understanding
figurative
language,
relationships,
nuances inand
word
meanings:generalize
interpret figures
speech patterns
(e.g., irony)
use
commas in
greetings andofclosings
of letters;
useword
apostrophes
to formand
contractions
possessives;
learnedofspelling
in context;
the relationship
particularmaterials
words to (e.g.,
understand
theirdictionary)
meaning; distinguish
connotations
(e.g.,
cage >use
badge,
boy > boil); between
consult reference
beginning
as needed toamong
check the
spellings
(L.2.2) of words with
similar definitions (L.8.5)
Vocabulary
acquisition
and use
acquisition
and use
la.k.l.5
la.7.l.1
la.1.l.2
la.7.l.4
Vocabulary
acquisition
and
use
Conventions
of
Standard english
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: use pronouns in the proper
Demonstrate
command
of the
conventions
of standard
English
usage when
or speaking:
usepronoun-antecedent
frequently occurring nouns
case (subjective,
objective,
possessive),
number,
and person;
usegrammar
intensiveand
pronouns
(e.g., writing
I did it myself);
ensure
and
verbs; form
regular
plural nouns
by adding
or /es/;
use question
words; use
prepositions
(e.g., to,
in,(L.6.1)
out, on off, for, of, by,
agreement;
recognize
variations
fromorally
standard
English/s/and
use strategies
to improve
expression
if required
by from,
context
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: use punctuation (e.g.,
commas, parentheses,
dashes, hyphens)
to setEnglish
off nonrestrictive/parenthetical
elements;
spell correctly
(L.6.2)
Demonstrate
commandbrackets,
of the conventions
of standard
capitalization, punctuation,
and spelling:
capitalize
the first word in a sentence,
own name, and the pronoun I; recognize and name end punctuation; write a letter or letters for most consonants and short vowel sounds; spell
simple
words phonetically
Use knowledge
of language(L.K.2)
and its conventions when writing, speaking, reading, or listening: vary sentence patterns; maintain consistency in
style and tone (L.6.3)
knowledge of
language
Vocabulary
acquisition
and use
Conventions of
Standard english
la.2.l.1
la.2.l.2
la.8.l.5
la.8.l.6
Acquire and use content-specific words and phrases (L.8.6)
la.2.l.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening: compare formal and informal uses of English;
use correct word and sentence order(L.2.3)
la.2.l.4
la.2.l.5
(e.g., describe foods that are spicy); distinguish shades of meaning among related verbs (e.g., toss, throw, hurl) and related adjectives (e.g.,
la.2.l.6
Use words and phrases, including adjectives and adverbs, acquired through conversations, reading and being read to, and responding to texts
(L.2.6)
la.3.l.1
abstract nouns (e.g., childhood); form and use irregular verbs; form and use the simple verb tenses(e.g., I walked, I walk, I will walk); ensure
la.3.l.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: capitalize appropriate
words in titles; use commas in addresses; use commas and quotation marks in dialogue; form and use possessives; use conventional spelling

Elementary Language Arts Standards

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Elementary Language Arts Standards

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Reading Reading Foundations

essential Question: How can we honor god when we

Phonics and Word

Read emergent-reader texts with purpose and understanding (RF.K.4)

Recognize the beginning and ending of a sentence (RF.1.1)

Phonics and Word

Phonics and Word

Phonics and Word

Phonics and Word

Phonics and Word

essential Question: How can we honor god when we

LA.1.RL.1 Ask and answer questions about key details (RL.1.1)

LA.1.RL.13 Read stories and poetry of appropriate complexity (RL.1.10)

Use illustrations and details to describe story elements (RL.1.7)

Demonstrate understanding of key details by asking and answering questions (RL.2.1)

essential Question: How can

ways that help us grow in faith, learning, and service.

Ask and answer questions about key details (RL.1.1)

LA.1.RL.14 Read literature for pleasure

essential Question: How can we honor god when we

Read literature for pleasure, personal growth, and spiritual development

READING INFORMATIONAL TEXT

Essential Question: How can we honor God when we

Ask and answer questions about key details (RI.1.1)

Use illustrations and details to describe key ideas (RI.1.7)

LA.1.RI.13 With prompting, read informational text of appropriate complexity (RI.1.10)

Demonstrate understanding of key details by asking and answering questions (RI.2.1)

Determine the meaning of words and phrases in a text (RI.2.4)

Explain how specific illustrations contribute to and clarify text (RI.2.7)

Determine the meaning of content-specific words and phrases in context (RI.3.4)

Determine the meaning of words and phrases in a text (RI.2.4)

LA.2.RI.8 Explain how an author uses reasons to support ideas (RI.2.8)

Essential Question: How can

and respond to what we read in

Distinguish personal point of view from that of the author (RI.3.6)

Ask and answer questions about key details (RI.1.1)

LA.1.RI.13 With prompting, read informational text of appropriate complexity (RI.1.10)

Determine the meaning of content-specific words and phrases (RI.5.4)

Essential Question: How can we honor God when we

and Level of Text

Ask and answer questions about key details (RI.1.1)

Determine the meaning of content-specific words and phrases in context (RI.3.4)

essential Question: How can we honor god when we write for a

Text Types and

LA.1.W.10 Write routinely for a range of tasks, purposes, and audiences

Text Types and

LA.2.W.10 Write routinely for a range of tasks, purposes, and audiences

Text Types and

Text Types and

temporal words to signal sequence, and provide a sense of closure (W.2.3)

Text Types and

Text Types and

Assessments: Conferencing, Four

Text Types and

Text Types and

Speaking and LiStening

essential Question: How does the ability to listen and speak

Speaking and LiStening

Add visual displays to descriptions when appropriate (SL.1.5)

essential Question: How does the ability to listen and speak

Add visual displays to descriptions when appropriate (SL.1.5)

Demonstrate reverence to God when speaking and listening

Use a variety of media, including digital, for presentations (SL.6.5)