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Kf ouesd ela k 5

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  • 1. Oakley Union Elementary School District (O.U.E.S.D.) Kid-Friendly California Standards & Benchmarks for English Language Arts
  • 2. OUESD Kid Friendly Standards & Benchmarks – English/Language Arts (Kindergarten) 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10 1.11 1.12 1.13 1.14 1.15 1.16 CA Standards & Benchmarks OUESD Kid Friendly Standards & Benchmarks Reading - 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Concepts About Print Identify the front cover, back cover, and title page of a book. I can point to the front cover, back cover, and title of a book. Follow words from left to right and from top to bottom on the I can track from left to right and top to bottom. printed page. Understand that printed materials provide information. I know that words tell me things. Recognize that sentences in print are made up of separate I know that sentences are made up of words. words. Distinguish letters from words. I know the difference between letters and words. Recognize and name all uppercase and lowercase letters of the I can find and name uppercase and lowercase letters out of alphabet. alphabetical order. Phonemic Awareness Track (move sequentially from sound to sound) and represent I can hear and say all the sounds in a word and can tell which the number, sameness/difference, and order of two and three sounds come first, second, and third. isolated phonemes [e.g., /f, s, th/, /j, d, j/ ]. Track (move sequentially from sound to sound) and represent changes in simple syllables and words with two and three I can change a sound in a word to make a different word. sounds as one sound is added, substituted, omitted, shifted, or repeated (e.g., vowel-consonant, consonant-vowel, or consonant-vowel-consonant). Blend vowel-consonant sounds orally to make words or I can put sounds together (blend) to make words. syllables. Identify and produce rhyming words in response to an oral I can hear and make rhyming words. prompt. Distinguish orally stated one-syllable words and separate into I know the beginning and ending sounds of words. beginning or ending sounds. Track auditorily each word in a sentence and each syllable in a When I listen to a sentence, I can tell the order of the words and word. can hear each syllable in each word. Count the number of sounds in syllables and syllables in words. I can count syllables in words and the sounds in the syllables. Decoding and Word Recognition Match all consonant and short-vowel sounds to appropriate I can match sounds to letters. letters. Read simple one-syllable and high-frequency words (i.e., sight I can read simple and high-frequency words. words). Understand that as letters of words change, so do the sounds I know that when letters change, sounds change too. (i.e., the alphabetic principle). Developed by Pat Anderson and Traci Tovani Oakley Union Elementary School District Revision Date: 3/11/2009
  • 3. OUESD Kid Friendly Standards & Benchmarks – English/Language Arts (Kindergarten) 1.17 1.18 2.1 2.2 2.3 2.4 2.5 3.1 3.2 3.3 Vocabulary and Concept Development Identify and sort common words in basic categories (e.g., colors, I can sort words into groups that are alike in some way. shapes, foods). Describe common objects and events in both general and I can talk about everyday things. specific language. Reading - 2.0 Reading Comprehension Structural Features of Informational Materials Locate the title, table of contents, name of author, and name of I can find and name the author, illustrator, and parts of a book. illustrator. Comprehension and Analysis of Grade-Level-Appropriate Text Use pictures and context to make predictions about story I can guess/predict what might happen next in a story. content. Connect to life experiences the information and events in texts. I use what I already know to make connections with a story. Retell familiar stories. I can retell a story I have heard or read. Ask and answer questions about essential elements of a text. I can ask and answer questions about a story I have heard or read. Reading - 3.0 Literary Response and Analysis Narrative Analysis of Grade-Level-Appropriate Text Distinguish fantasy from realistic text. I can tell the difference between make-believe and true stories. Identify types of everyday print materials (e.g., storybooks, I know there are different types of written materials to read. poems, newspapers, signs, labels). Identify characters, settings, and important events. I can tell who the characters are in a story, where the story takes place and what happens in the story. Developed by Pat Anderson and Traci Tovani Oakley Union Elementary School District Revision Date: 3/11/2009
  • 4. OUESD Kid Friendly Standards & Benchmarks – English/Language Arts (Kindergarten) OUESD Kid Friendly Standards & Benchmarks Writing - 1.0 Writing Strategies Organization and Focus Use letters and phonetically spelled words to write about I can use letters and sounds to make written words that tell experiences, stories, people, objects, or events. about things. Write consonant-vowel-consonant words (i.e., demonstrate the I can write simple words (consonant-vowel-consonant). alphabetic principle). Write by moving from left to right and from top to bottom. I can write by moving from left to right and from top to bottom. Penmanship Write uppercase and lowercase letters of the alphabet I write using uppercase and lowercase letters neatly and use independently, attending to the form and proper spacing of the spaces between words. letters. Written and Oral English Language Conventions - 1.0 Written and Oral English Language Conventions Sentence Structure Recognize and use complete, coherent sentences when speaking. I speak in complete sentences that make sense. Spelling Spell independently by using pre-phonetic knowledge, sounds of I can spell words by using letter sounds and can spell some sight the alphabet, and knowledge of letter names. words correctly. Listening and Speaking - 1.0 Listening and Speaking Strategies Comprehension Understand and follow one- and two-step oral directions. I can listen and follow simple directions. Share information and ideas, speaking audibly in complete, I can speak and share with others using complete sentences that coherent sentences. make sense. Listening and Speaking – 2.0 Speaking Applications (Genres and Their Characteristics) Describe people, places, things (e.g., size, color, shape), I can use describing words to tell about people, places and locations, and actions. things. Recite short poems, rhymes, and songs. I can recite poems, rhymes and songs. Relate an experience or creative story in a logical sequence. I can tell a story in an order that makes sense. CA Standards & Benchmarks 1.1 1.2 1.3 1.4 1.1 1.2 1.1 1.2 2.1 2.2 2.3 Developed by Pat Anderson and Traci Tovani Oakley Union Elementary School District Revision Date: 3/11/2009
  • 5. OUESD Kid Friendly Standards & Benchmarks – English/Language Arts (1st Grade) OUESD Kid Friendly Standards & Benchmarks CA Standards & Benchmarks Reading - 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Concepts About Print 1.1 Match oral words to printed words. I match the words I hear to the words I see. 1.2 Identify the title and author of a reading selection. I can find the title and author of a story. 1.3 Identify letters, words, and sentences. I know the difference between letters, words, and sentences. 1.4 1.5 1.6 1.7 1.8 1.9 1.10 1.11 1.12 1.13 Phonemic Awareness Distinguish initial, medial, and final sounds in a singleI can hear beginning, middle and the last sounds in a word. syllable words Distinguish long-and short-vowel sounds in orally stated I can hear the difference between the short and the long vowel single-syllable words [e.g.,bit/bite] sounds in a word. Create and state a series of rhyming words, including I can make up rhyming words. consonant blends. Add, delete, or change target sounds to change words I can change letters in words to make new words. [e.g., change cow to how; pan to an]. Blend two to four phonemes into recognizable words I can blend sounds to make words. [e.g., /c/a/t/=cat]. Segment single-syllable words into their components I can break down a word to hear all the sounds. [e.g., /s/p/l/a/t/= splat]. Decoding and Word Recognition Generate the sounds from all the letters and letter patterns, including consonant blends and long and shortI can blend sounds to read words. vowel patterns (i.e., phonograms) and blend those sounds into recognizable words. Read common, irregular sight words [e.g., the, have, I can read sight words. said]. Use knowledge of vowel digraphs and r-controlled letter- I can use the “sound chunks” to read words with special sound associations to read words. spellings. Read compound words and contractions. I can read compound words and contractions. Developed by Pat Anderson and Traci Tovani Oakley Union Elementary School District Revision Date: 3/11/2009
  • 6. OUESD Kid Friendly Standards & Benchmarks – English/Language Arts (1st Grade) 1.14 Read inflectional forms [e.g., -s, -ed, -ing]. 1.15 Read common word families [e.g., -ite, -ate]. I can read words with the same “sound chunk.” Read aloud with fluency in a manner that sounds like I can read books aloud without making mistakes and with natural speech. expression. Vocabulary and Concept Development Classify grade appropriate categories of words (e.g., I can sort words into groups that show how they’re alike. concrete collections of animals, foods, toys). Reading - 2.0 Reading Comprehension Structural Features of Informational Materials Identify text that uses sequence or other logical order. I understand and can figure out the order of a story. Comprehension and Analysis of Grade-Level-Appropriate Text I can answer who, what, where, when, and how questions Respond to who, what, when, where, and how questions. about a story I’ve heard or read. Follow one-step written instructions. I can follow simple written directions. Use context to resolve ambiguities about word and I use the other words in a sentence to help me understand a new sentence meanings. word. Confirm predictions about what will happen next in a I can predict what will happen next in a story. text by identifying key words (i.e., signpost words). Relate prior knowledge to textual information. I use what I already know to help me to connect to what I’m reading. Retell the central ideas of simple expository or narrative I can retell the main ideas of a story. passages. Reading - 3.0 Literary Response and Analysis Narrative Analysis of Grade-Level-Appropriate Text Identify and describe the elements of plot, setting, and I can talk about the plot, setting, and characters in a story and character(s) in a story, as well as the story’s beginning, put the events in order. middle, and ending. Describe the roles of authors and illustrators and their I know what authors and illustrators do. contributions to print materials. Recollect, talk, and write about books read during the I can remember, talk about, and write about books I’ve heard school year. or read. 1.16 1.17 2.1 2.2 2.3 2.4 2.5 2.6 2.7 3.1 3.2 3.3 Developed by Pat Anderson and Traci Tovani I can read words with special endings. Oakley Union Elementary School District Revision Date: 3/11/2009
  • 7. OUESD Kid Friendly Standards & Benchmarks – English/Language Arts (1st Grade) Writing – 1.0 Writing Strategies Organization and Focus 1.1 Select a focus when writing. I can choose a topic and stick to it when I write. 1.2 Use descriptive words when writing. I use describing words when I write. Penmanship 1.3 2.1 2.2 1.1 Print legibly and space letters, words, and sentences I print my letters neatly and leave spaces between words. appropriately. Writing - 2.0 Writing Applications (Genres and Their Characters) Write brief narratives (e.g., fictional, autobiographical) I can write different kinds of stories. describing an experience. Write a brief expository description of a real object, Using my senses, I can write about something real using person, place, or event, using sensory details. describing words. Written and Oral English Language Conventions - 1.0 Written and Oral English Language Conventions Sentence Structure Write and speak in complete, coherent sentences. I write and speak in complete sentences. Grammar 1.2 Identify and correctly use singular and plural nouns. 1.3 Identify and correctly use contractions (e.g., isn’t, aren’t, I can correctly use contractions and possessive pronouns in my can’t) and singular possessive pronouns (e.g., my/mine, writing. his/her) in writing and speaking. Punctuation Distinguish between declarative, exclamatory, and I understand the difference between the three different types of interrogative sentences. sentences. Use a period, exclamation point, or question mark at the I can correctly write sentences that end with a period, question end of sentences. mark, or an exclamation point. Use knowledge of the basic rules of punctuation and I use correct punctuation and capitals when I write. capitalization when writing. 1.4 1.5 1.6 Developed by Pat Anderson and Traci Tovani I know when to use an “s” at the end of a noun. Oakley Union Elementary School District Revision Date: 3/11/2009
  • 8. OUESD Kid Friendly Standards & Benchmarks – English/Language Arts (1st Grade) 1.7 1.8 Capitalization Capitalize the first word of a sentence, names of people, I use a capital at the beginning of a sentence, for the names of and the pronoun I. important people, places, and things, and the word “I.” Spelling Spell three-and-four letter short-vowel words and gradeI can spell words with short vowels and my first grade sight level-appropriate sight words correctly. words. Listening and Speaking - 1.0 Listening and Speaking Strategies Comprehension 1.1 Listen attentively. I listen carefully to others. 1.2 Ask questions for clarification and understanding. I ask questions when I don’t understand. 1.3 Give, restate, and follow simple two-step directions. I can repeat and follow two- step directions. Organization & Delivery of Oral Communication 1.4 Stay on the topic when speaking. 1.5 Use descriptive words when speaking about people, I use describing words when talking about a topic. places, things, and events. Listening and Speaking - 2.0 Speaking Applications (Genres and Their Characteristics) 2.1 Recite poems, rhymes, songs, and stories. Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why, and how questions. Relate an important life event or personal experience in a simple sequence. Provide descriptions with careful attention to sensory detail. 2.2 2.3 2.4 Developed by Pat Anderson and Traci Tovani I stay on one topic at a time while speaking. I can recite poems, rhymes, song,s and stories. I can retell stories in the right order of events and answer questions about the story. I can tell a story about an event that happened to me. When I talk to others I can describe things in detail using my senses. Oakley Union Elementary School District Revision Date: 3/11/2009
  • 9. OUESD Kid Friendly Standards & Benchmarks – English/Language Arts (2nd Grade) CA Standards & Benchmarks OUESD Kid Friendly Standards & Benchmarks Reading – 1.0 Word Analysis, Fluency, and Systemic Vocabulary Development Decoding and Word Recognition Recognize and use knowledge of spelling patterns (e.g., I use spelling patterns to read new words. diphthongs, special vowel spellings) when reading. Apply knowledge of basic syllabication rules when reading (e.g., vowel-consonant-vowel [= su/ per]; vowelI know how to “chunk” words into syllables. consonant/consonant-vowel [= sup/ per]. Decode two-syllable nonsense words and regular multi-syllable I use syllables to help read new words. words. Recognize common abbreviations [e.g., Jan., Sun., Mr., St.]. I know how to read abbreviations. Identify and correctly use regular plurals [e.g., -s, -es, -ies] and I know the plurals of words and how to form them. irregular plurals [e.g., fly/ flies, wife/ wives]. Read aloud fluently and accurately and with appropriate I read fluently without making mistakes and with intonation and expression. expression. Vocabulary and Concept Development 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10 Understand and explain common antonyms and synonyms. Use knowledge of individual words in unknown compound words to predict their meaning. Know the meaning of simple prefixes and suffixes [e.g., over-, un-, -ing, -ly]. Identify simple multiple-meaning words. Developed by Pat Anderson and Traci Tovani I know antonyms and synonyms. I can figure out the meaning of compound words. I know prefixes and suffixes and their meanings. I can figure out simple words with more than one meaning. Oakley Union Elementary School District Revision Date: 2/13/2009
  • 10. OUESD Kid Friendly Standards & Benchmarks – English/Language Arts (2nd Grade) Reading – 2.0 Reading Comprehension 2.5 Structural Features of Informational Materials Use titles, tables of contents, and chapter headings to locate I use titles, tables of contents, and headings to find information in expository text. information. Comprehension and Analysis of Grade-Level-Appropriate Text State the purpose in reading (i. e., tell what information is I understand the purpose for reading. sought). Use knowledge of the author's purpose(s) to comprehend I understand what the author is trying to say. informational text. Ask clarifying questions about essential textual elements of I can ask clarifying questions about what I read. exposition [e.g., why, what if, how]. Restate facts and details in the text to clarify and organize ideas I can retell the story using facts and details. 2.6 Recognize cause-and-effect relationships in a text. 2.7 Interpret information from diagrams, charts, and graphs. 2.8 Follow two-step written instructions. 2.1 2.2 2.3 2.4 I can find cause-and-effect relationships in what I read. I can gather information from diagrams, charts, and graphs. I can follow two-step written directions. Reading – 3.0 Literary Response and Analysis 3.1 3.2 3.3 3.4 Narrative Analysis of Grade-Level-Appropriate Text Compare and contrast plots, settings, and characters presented I can talk about how plots, settings, and characters in by different authors. stories by different authors are alike and different. Generate alternative endings to plots and identify the reason or I can make up different endings to a story. reasons for, and the impact of, the alternatives. Compare and contrast different versions of the same stories that I can compare and contrast similar stories from different reflect different cultures. cultures. Identify the use of rhythm, rhyme, and alliteration in poetry. I can identify rhythm, rhyme, and alliteration in poetry. Developed by Pat Anderson and Traci Tovani Oakley Union Elementary School District Revision Date: 2/13/2009
  • 11. OUESD Kid Friendly Standards & Benchmarks – English/Language Arts (2nd Grade) CA Standards & Benchmarks OUESD Kid Friendly Standards & Benchmarks Writing – 1.0 Writing Strategies 1.1 Organization and Focus I keep similar ideas together and write sentences with a Group related ideas and maintain a consistent focus. focus. Penmanship 1.2 Create readable documents with legible handwriting. 1.3 1.4 2.1 I write neatly. Research Understand the purposes of various reference materials (e.g., I know how to use a dictionary, thesaurus, and atlas to find dictionary, thesaurus, atlas). information. Evaluation and Revision Revise original drafts to improve sequence and provide more I can make my writing drafts better by revising and editing. descriptive detail. Writing – 2.0 Writing Applications (Genres and Their Characteristics) Write brief narratives based on their experiences: I can write about things I have done. 2.1.a Move through a logical sequence of events. I can write events in a logical order. I can write about something I have done using describing 2.1.b Describe the setting, characters, objects, and events in detail. words for setting, characters, objects and events. Write a friendly letter complete with the date, salutation, body, I can write a friendly letter using the date, salutation, body, 2.2 closing, and signature. closing, and signature. Written and Oral English Language Conventions – 1.0 Written and Oral English Language Convention 1.1 1.2 Sentence Structure I know the difference between complete and incomplete Distinguish between complete and incomplete sentences. sentences. Recognize and use the correct word order in written sentences. I can write sentences with words in correct order. Developed by Pat Anderson and Traci Tovani Oakley Union Elementary School District Revision Date: 2/13/2009
  • 12. OUESD Kid Friendly Standards & Benchmarks – English/Language Arts (2nd Grade) 1.3 1.4 1.5 1.6 1.7 1.8 Grammar Identify and correctly use various parts of speech, including nouns and verbs, in writing and speaking. Punctuation Use commas in the greeting and closure of a letter and with dates and items in a series. Use quotation marks correctly. I know what nouns, pronouns, and verbs are and use them correctly. I can use commas correctly in letter greetings and closings, dates, and words in a series. I can use quotation marks correctly. Capitalization Capitalize all proper nouns, words at the beginning of sentences I can correctly use capital letters for proper nouns, sentence and greetings, months and days of the week, and titles and beginnings, greetings, months, days of the week, titles, and initials of people. initials of people. Spelling Spell frequently used, irregular words correctly (e.g., was, were, I can spell high frequency words. says, said, who, what, why). Spell basic short-vowel, long-vowel, r- controlled, and I know basic spelling patterns and use them to spell words. consonant-blend patterns correctly. Developed by Pat Anderson and Traci Tovani Oakley Union Elementary School District Revision Date: 2/13/2009
  • 13. OUESD Kid Friendly Standards & Benchmarks – English/Language Arts (2nd Grade) CA Standards & Benchmarks OUESD Kid Friendly Standards & Benchmarks Listening and Speaking – 1.0 Listening and Speaking Strategies 1.2 Comprehension Determine the purpose or purposes of listening (e.g., to obtain I know why I am listening. information, to solve problems, for enjoyment). Ask for clarification and explanation of stories and ideas. I can ask clarifying questions when I do not understand. 1.3 Paraphrase information that has been shared orally by others. 1.1 1.4 1.5 I can retell what someone has said in my own words. I can give and follow three- and four-step spoken Give and follow three-and four-step oral directions. directions. Organization and Delivery of Oral Communication 1.7 Recount experiences in a logical sequence. 1.8 Retell stories, including characters, setting, and plot. I can organize my ideas when speaking. I can speak clearly and appropriately so others can understand me. I can retell events of an experience in an order that makes sense. I can retell stories using plot, setting, and characters. 1.9 Report on a topic with supportive facts and details. I can speak about a topic with facts and details. 1.6 Organize presentations to maintain a clear focus. Speak clearly and at an appropriate pace for the type of communication (e.g., informal discussion, report to class). Listening and Speaking – 2.0 Speaking Applications (Genres and Their Characteristics) I can tell about an experience I have had and retell stories I 2.1 Recount experiences or present stories have heard. I can tell of the events of an experience in an order that 2.1.a Move through a logical sequence of events. makes sense. 21.b Describe story elements (e.g., characters, plot, setting). I can tell a story describing the plot, setting, and characters. Report on a topic with facts and details, drawing from several I can learn about a topic from several information sources 2.2 sources of information. and report about it with facts and details. Developed by Pat Anderson and Traci Tovani Oakley Union Elementary School District Revision Date: 2/13/2009
  • 14. OUESD Kid Friendly Standards & Benchmarks – English/Language Arts (3rd Grade) CA Standards & Benchmarks OUESD Kid Friendly Standards & Benchmarks Reading - 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 2.1 2.2 2.3 Decoding and Word Recognition Know and use complex word families when reading [e.g., I know I can use word families to read words that are new. -ight] to decode unfamiliar words. Decode regular multisyllabic words. I can use the “sound chunks” to read words with many syllables. Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and I can read fluently with expression. expression. Vocabulary and Concept Development Use knowledge of antonyms, synonyms, homophones, I can use my understanding of antonyms, synonyms, and homographs to determine the meanings of words. homophones, and homographs to figure out new words. Demonstrate knowledge of levels of specificity among grade-appropriate words and explain the importance of I can explain how words are related. these relations [e.g., dog/mamma/animal/living things]. Use sentence and word context to find the meaning of I can use the words and sentences in a story to help me figure unknown words. out the meaning of an unknown word. Use a dictionary to learn the meaning and other features I can use a dictionary to learn about words. of unknown words. Use knowledge of prefixes [e.g., un-.re-.pre-. bi-. mis-. disI understand how a prefix or a suffix added to a word changes ]and suffixes [e.g., -er, -est, -ful] to determine the its meaning. meaning or words. Reading - 2.0 Reading Comprehension Structural Features of Information Materials Use titles, tables of contents, chapter headings, glossaries, I can use a title, table of contents, glossary, index or heading to and indexes to locate information in text. find information. Comprehension and Analysis of Grade-Level-Appropriate Text Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred I ask questions and use prior knowledge when I read. from, the text. Demonstrate comprehension by identifying answers in I can find the answer to a question within the text. Developed by Pat Anderson and Traci Tovani Oakley Union Elementary School District Revision Date: 2/13/2009
  • 15. OUESD Kid Friendly Standards & Benchmarks – English/Language Arts (3rd Grade) the text. 2.4 2.5 2.6 2.7 3.1 3.2 3.3 3.4 3.5 3.6 1.1 Recall major points in the text and make and modify I use reading strategies I’ve learned to help make sense of predictions about forthcoming information. stories. Distinguish the main idea and supporting details in I know the difference between the main idea of a story and the expository text. supporting details. Extract appropriate and significant information from the I can identify major ideas in a story including problems and text, including problems and solutions. solutions. Follow simple multiple-step written instructions (e.g., I can follow written directions with many steps. how to assemble a product or play a board game). Reading - 3.0 Literary Response and Analysis Structural Features of Literature Distinguish common forms of literature (e.g., poetry, I can identify forms of literature such as fiction, non-fiction, drama, fiction, nonfiction). poetry, or drama. Narrative Analysis of Grade-Level-Appropriate Text Comprehend basic plots of classic fairy tales, myths, I can understand the basic plots of many types of literature such folktales, legends, and fables from around the world. as fairytales, fables, legends, and myths from around the world. Determine what characters are like by what they say or I can tell about a character based on what they say or do in a do and by how the author or illustrator portrays them. story. Determine the underlying theme or author’s message in I understand that there are themes in literature and that authors fiction and nonfiction text. often share their point of view or message in their writing. Determine the similarities of sounds in words and rhythmic patterns (e.g., alliteration, onomatopoeia) in a I notice when authors use rhythmic patterns in their writing. selection. Identify the speaker or narrator in a selection. I can identify the story teller. Create a single paragraph; Writing – 1.0 Writing Strategies Organization and Focus I can write a single paragraph with a topic sentence, supporting details and a closing. I can develop a strong topic sentence. 1.1a Develop a topic sentence. 1.1b Include simple supporting facts and details. Developed by Pat Anderson and Traci Tovani I include supporting details when I write a paragraph. Oakley Union Elementary School District Revision Date: 2/13/2009
  • 16. OUESD Kid Friendly Standards & Benchmarks – English/Language Arts (3rd Grade) 2.1 Penmanship Write legibly in cursive or joined italic, allowing margins and correct spacing between letters in a word and words I can write neatly in cursive. in a sentence. Research Understand the structure and organization of various I know how to use a variety of resources including a dictionary, reference materials (e.g., dictionary, thesaurus, atlas, and thesaurus, atlas or encyclopedia. encyclopedia). Evaluation and Revision Revise drafts to improve the coherence and logical I understand how a rubric works and can use the revision progression of ideas by using an established rubric. process to improve my writing. Writing - 2.0 Writing Applications (Genres and Their Characteristics) Write narratives: I can write a story. 2.1a Provide a context within which an action takes place. 2.1b Include well-chosen details to develop the plot. I can include details in my writing to improve my story. Provide insight into why the selected incident is I can tell why I remember this event. memorable. Write descriptions that use concrete sensory details to I can write about people, places, things or my experiences using present and support unified impressions of people, places, details so that my reader can create a picture in their mind. things, or experiences. Write personal and formal letters, thank-you notes, and I can write friendly letters, business letters, thank-you notes, and invitations. invitations. Show an awareness of the knowledge and interest of the I know my audience and the purpose for my writing. audience and establish a purpose. Include the date, proper salutation, body, closing, and When I write personal or business letters I include the date, signature. proper salutation, body, closing and signature. Written and Oral English Language Conventions - 1.0 Written and Oral English Language Conventions Sentence Structure Understand and be able to use complete and correct I know what makes sentences different and how to use them declarative, interrogative, imperative, and exclamatory correctly in writing and when speaking. sentences in writing and speaking. 1.2 1.3 1.4 2.1c 2.2 2.3 2.3a 2.3b 1.1 Developed by Pat Anderson and Traci Tovani I can write a story with a plot, setting and supporting details. Oakley Union Elementary School District Revision Date: 2/13/2009
  • 17. OUESD Kid Friendly Standards & Benchmarks – English/Language Arts (3rd Grade) 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.1 1.2 1.3 1.4 Grammar Identify subjects and verbs that are in an agreement and I can correctly use different parts of speech in my writing and identify and use pronouns, adjectives, compound words, when I speak to others. and articles correctly in writing and speaking. Identify and use past, present, and future verb tenses I use the correct verb tenses (past, present, and future) when properly in writing and speaking. writing and speaking, Identify and use subjects and verbs correctly in speaking I can identify the subject and verbs in a sentence and I can use and writing simple sentences. these parts of speech correctly in my writing and when I speak. Punctuation Punctuate dates, city and state, and titles of books I use the correct punctuation in dates, city and state, and titles of correctly. books. Use commas in dates, locations, and addresses and for I correctly use commas in dates, addresses, titles of books, and items in a series. words in a series. Capitalization Capitalize geographical names, holidays, historical I use capital letters for proper names, holidays, historical periods, periods, and special events correctly. and special events. Spelling Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., I can correctly spell words that have basic spelling patterns, [qu], consonant doubling, changing the ending of a word compound words, contractions, irregular plurals, and common from [-y] to [-ies] when forming the plural), and common homophones. homophones [e.g., hair-hare]. Arrange words in alphabetical order. I can alphabetize words. Listening and Speaking - 1.0 Listening and Speaking Strategies Comprehension Retell, paraphrase, and explain what has been said by a I can use my own words to retell what a speaker has said. speaker. Connect and relate prior experiences, insights, and ideas I can identify when I’ve made a personal connection to an to those of a speaker. experience someone else has shared. Respond to questions with appropriate elaboration. I can respond to questions and explain my ideas. I can identify different types of literary elements such as; rhymes, Identify the musical elements of literary language (e.g., repeated sounds, and onomatopoeia (words that sound like rhymes, repeated sounds, instances of onomatopoeia). what they mean). Developed by Pat Anderson and Traci Tovani Oakley Union Elementary School District Revision Date: 2/13/2009
  • 18. OUESD Kid Friendly Standards & Benchmarks – English/Language Arts (3rd Grade) 1.5 1.6 1.7 1.8 1.9 1.10 1.11 2.1 2.1a 2.1b 2.1c 2.2 2.3 Organization and Delivery of Oral Communication Organize ideas chronologically or around major points of I can organize my thoughts in the order of when they took place information. or around the most important pieces of information. Provide a beginning, middle, and an end, including I use a beginning middle and an end with details to explain what concrete details that develop a central idea. I am talking about. Use clear and specific vocabulary to communicate ideas I can speak clearly to share my ideas. and establish the tone. Clarify and enhance oral presentations through the use of I know how to use props to add interest to oral presentations. appropriate props (e.g., objects, pictures, charts). Read prose and poetry aloud with fluency, rhythm, and I can read aloud fluently, using the right speed and tone of pace, using appropriate intonation and vocal patterns to voice, so that what I say can be understood. emphasize important passages of the text being read. Analysis and Evaluation of Oral and Media Communications Compare ideas and points of view expressed in broadcast I can compare ideas that I learn from different media sources and print media. (e.g., t.v., podcast, print). Distinguish between the speaker’s opinions and verifiable I know the difference between fact and opinion. facts. Listening and Speaking - 2.0 Speaking Applications (Genres and Their Characteristics) Make brief narrative presentations: I can present a narrative in front of others. Provide a context for an incident that is the subject of the I can tell about my experiences and provide the order of events. presentation. Provide insight into why the selected incident is I can share why the experience is memorable. memorable. Include well-chosen details to develop character, setting I can use details in my presentation to tell about the characters, and plot. setting and plot. Plan and present dramatic interpretations of experiences, I can prepare and present different stories, experiences, poems or stories, poems, or plays with clear dictation, pitch, tempo, plays so that others can understand what I am saying. and tone. Make descriptive presentations that use concrete sensory I can describe people, places, things, or experiences aloud so that details to set forth and support unified impressions of others can picture what I am saying. people, places, things, or experiences. Developed by Pat Anderson and Traci Tovani Oakley Union Elementary School District Revision Date: 2/13/2009
  • 19. OUESD Kid Friendly Standards & Benchmarks – English/Language Arts (4th Grade) CA Standards & Benchmarks OUESD Kid Friendly Standards & Benchmarks Reading – 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development 1.5 Word Recognition Read narrative and expository text aloud with gradeI can read narrative (stories) and expository (factual) text appropriate fluency and accuracy and with appropriate fluently and with good expression. pacing, intonation, and expression. Vocabulary and Concept Development Apply knowledge of word origins, derivations, synonyms, I can figure out word meanings using the parts of the word I antonyms, and idioms to determine the meaning of words already know including origins, synonyms, antonyms, and and phrases. expressions. Use knowledge of root words to determine the meaning of I can figure out word meanings using their roots in other unknown words within a passage languages. Know common roots and affixes derived from Greek and I can figure out the meaning of difficult words using my Latin and use this knowledge to analyze the meaning of understanding of Greek and Latin roots, suffixes and prefixes. complex words [e.g., international]. Use a thesaurus to determine related words and concepts. I can use a thesaurus to build my vocabulary. 1.6 Distinguish and interpret words with multiple meanings. 1.1 1.2 1.3 1.4 I can understand multiple meaning words. Reading – 2.0 Reading Comprehension 2.1 2.2 Structural Features of Informational Materials Identify structural patterns found in informational text (e.g., To understand what I am reading, I can use patterns of text compare and contrast, cause and effect, sequential or such as compare and contrast, cause and effect, order of chronological order, proposition and support) to strengthen events, proposition and support. comprehension. Comprehension and Analysis of Grade-Level-Appropriate Text Use appropriate strategies when reading for different I use the right kind of reading strategies depending on the purposes (e.g., full comprehension, location of information, purposes for my reading. personal enjoyment). Developed by Pat Anderson and Traci Tovani Oakley Union Elementary School District Revision Date: 2/13/2009
  • 20. OUESD Kid Friendly Standards & Benchmarks – English/Language Arts (4th Grade) 2.3 2.4 2.5 2.6 2.7 3.1 3.2 3.3 3.4 3.5 Make and confirm predictions about text by using prior By using what I already know and ideas I find in the text knowledge and ideas presented in the text itself, including including titles, topic sentences, important words and other illustrations, titles, topic sentences, important words, and clues, I can predict and see if my predictions are correct about foreshadowing clues. what I read. Evaluate new information and hypotheses by testing them I can think about what I am reading by comparing it to what against known information and ideas. I already know. Compare and contrast information on the same topic after I can compare and contrast information on the same topic reading several passages or articles. after reading several different pieces. Distinguish between cause and effect and between fact and I can tell the difference between cause and effect and fact and opinion in expository text. opinion in expository (factual) text. Follow multiple-step instructions in a basic technical manual I can read and follow multi-step instructions in explanatory (e.g., how to use computer commands or video games). text such as a technical manual. Reading – 3.0 Literary Response and Analysis Structural Features of Literature Describe the structural differences of various imaginative I can describe the differences between different types of forms of literature, including fantasies, fables, myths, legends, imaginative literature including fantasies, fables, myths, and fairy tales. legends and fairy tales. Narrative Analysis of Grade-Level-Appropriate Text Identify the main events of the plot, their causes, and the I can identify the main events of the plot and describe how influence of each event on future actions. the events affect what happens in a story. Use knowledge of the situation and setting and of a I can use my understanding of situation, setting, and character's traits and motivations to determine the causes for character traits and motivations to determine a character’s that character's actions. actions. Compare and contrast tales from different cultures by tracing the exploits of one character type and develop theories to I can compare and contrast tales from different cultures. account for similar tales in diverse cultures (e.g., trickster tales) Define figurative language (e.g., simile, metaphor, hyperbole, I know that simile, metaphor, hyperbole, and personification personification) and identify its use in literary works. are elements of figurative language and can show their use. Developed by Pat Anderson and Traci Tovani Oakley Union Elementary School District Revision Date: 2/13/2009
  • 21. OUESD Kid Friendly Standards & Benchmarks – English/Language Arts (4th Grade) CA Standards & Benchmarks OUESD Kid Friendly Standards & Benchmarks Writing – 1.0 Writing Strategies 1.1 1.2 1.2.a 1.2.b 1.2.c 1.2.d 1.2.e 1.3 1.4 1.5 1.6 1.7 Organization and Focus Select a focus, an organizational structure, and a point of I can choose a subject/topic and stay focused and organized view based upon purpose, audience, length, and format in my writing according to assignment requirements. requirements. Create multiple-paragraph compositions: I can write a multi-paragraph composition. I can write a multi-paragraph composition with an Provide an introductory paragraph. introductory paragraph. Establish and support a central idea with a topic sentence at I can write a multi-paragraph composition with a main idea or near the beginning of the first paragraph. supported by first or beginning paragraph topic sentence. Include supporting paragraphs with simple facts, details, and I can write a multi-paragraph composition with supporting explanations. paragraphs that have simple facts and details. I can write a multi-paragraph composition with an ending Conclude with a paragraph that summarizes the points. paragraph that summarizes the important ideas and details of my composition. I can write a multi-paragraph composition using correct Use correct indention. indention. Use traditional structures for conveying information (e.g., I include structures that convey information in my writing chronological order, cause and effect, similarity and such as chronological order, cause and effect, similarity and difference, posing and answering a question). differences and asking and answering a question. Penmanship Write fluidly and legibly in cursive or joined italic. I can write neatly in cursive. Research and Technology Quote or paraphrase information sources, citing them I can use my own words or quote from information sources appropriately. and credit the sources properly. Locate information in reference texts by using organizational I can locate information in reference books by using prefaces, features (e.g., prefaces, appendixes). appendixes, and other organization sections. Use various reference materials (e.g., dictionary, thesaurus, card I can use a dictionary, thesaurus, card catalog, encyclopedia, catalog, encyclopedia, online information) as an aid to writing. and online resources to help with my writing. Developed by Pat Anderson and Traci Tovani Oakley Union Elementary School District Revision Date: 2/13/2009
  • 22. OUESD Kid Friendly Standards & Benchmarks – English/Language Arts (4th Grade) 1.8 1.9 1.10 2.1 2.1.a 2.1.b 2.1.c 2.1.d 2.2 Understand the organization of almanacs, newspapers, and I know how almanacs, newspapers, and periodicals are periodicals and how to use those print materials. organized and how to use them. Demonstrate basic keyboarding skills and familiarity with I can effectively type on a computer and know basic computer terminology (e.g., cursor, software, memory, disk computer terms. drive, hard drive). Evaluation and Revision Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and I can edit and revise my text to improve it. rearranging text. Writing – 2.0 Writing Applications (Genres and Their Characteristics) Write narratives: Relate ideas, observations, or recollections of an event or experience. Provide a context to enable the reader to imagine the world of the event or experience. Use concrete sensory details. Provide insight into why the selected event or experience is memorable. Write responses to literature: 2.2.a Demonstrate an understanding of the literary work. 2.2.b 2.3 Support judgments through references to both the text and prior knowledge. Write information reports 2.3.a Frame a central question about an issue or situation. 2.3.b Include facts and details for focus. 2.3.c 2.4 Draw from more than one source of information (e.g., speakers, books, newspapers, other media sources). Write summaries that contain the main ideas of the reading selection and the most significant details. Developed by Pat Anderson and Traci Tovani I can write narratives. I can write a narrative of an event or experience that shares ideas, observations, or recollections. I can write a narrative of an event or experience with a setting that helps my reader picture where it is taking place. I can write a narrative containing sensory details. I can write a narrative of an event or experience that includes why I remember it. I can write a response to a piece of literature. I can write a response to a piece of literature that shows my understanding of it. I can write a response to a piece of literature that uses examples from the work to support my opinions. I can write an information report. I can write an information report that frames a question to direct my research and writing. I can write an information report that is developed on a topic with simple facts and details to help my reader focus. I can write an information report and gather information from more than one source. I can write summaries that contain the main ideas and most important details from the piece. Oakley Union Elementary School District Revision Date: 2/13/2009
  • 23. OUESD Kid Friendly Standards & Benchmarks – English/Language Arts (4th Grade) Written and Oral English Language Conventions – 1.0 Written and Oral English Language Conventions Sentence Structure 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.1 1.2 1.3 1.4 Use simple and compound sentences in writing and speaking. I can write and speak using simple and compound sentences. Combine short, related sentences with appositives, participial I can combine short sentences with appositive, participial phrases, adjectives, ad-verbs, and prepositional phrases. phrases, adjectives, and prepositional phrases. Grammar Identify and use regular and irregular verbs, adverbs, I can identify and use irregular verbs, adverbs, prepositions, prepositions, and coordinating conjunctions in writing and and coordinating conjunctions in my writing and speaking. speaking. Punctuation Use parentheses, commas in direct quotations, and apostrophes in the possessive case of nouns and in I can correctly use parentheses, commas, and apostrophes. contractions. Use underlining, quotation marks, or italics to identify titles I can use underlining, quotation marks, or italics to punctuate of documents. titles of documents. Capitalization Capitalize names of magazines, newspapers, works of art, I correctly use capital letters for names of magazines, musical compositions, organizations, and the first word in newspapers, works of art, musical compositions, quotations when appropriate. organizations and the first word in quotations. Spelling Spell correctly roots, inflections, suffixes and prefixes, and I can correctly spell roots, inflections, suffixes and prefixes, syllable constructions. and syllable constructions. Listening and Speaking – 1.0 Listening and Speaking Strategies Comprehension Ask thoughtful questions and respond to relevant questions I can ask thoughtful questions and respond to questions. with appropriate elaboration in oral settings. Summarize major ideas and supporting evidence presented in I can summarize the major ideas and supporting details spoken messages and formal presentations. presented in spoken messages. Identify how language usages (e.g., sayings, expressions) I can identify how sayings and expressions are related to reflect regions and cultures. different parts of the country and different cultures. Give precise directions and instructions. I can give accurate directions and instructions. Developed by Pat Anderson and Traci Tovani Oakley Union Elementary School District Revision Date: 2/13/2009
  • 24. OUESD Kid Friendly Standards & Benchmarks – English/Language Arts (4th Grade) 1.5 1.6 1.7 1.8 1.9 1.10 2.1 2.1.a 2.1.b 2.1.c 2.2 Organization and Delivery of Oral Communication Present effective introductions and conclusions that guide and I can use introductions and conclusions to guide the audience inform the listener's understanding of important ideas and towards understanding my important ideas. evidence. Use traditional structures for conveying information (e.g., I can use cause and effect, similarity and difference, questions cause and effect, similarity and difference, posing and and answers to communicate ideas. answering a question). Emphasize points in ways that help the listener or viewer to I can use emphasis of points to help the audience follow my follow important ideas and concepts. important ideas. Use details, examples, anecdotes, or experiences to explain or I can use details, examples, anecdotes, or experiences to clarify information. explain or make my ideas clear. Use volume, pitch, phrasing, pace, modulation, and gestures I can use my voice and body language to help my audience appropriately to enhance meaning. understand what I am saying. Analysis and Evaluation of Oral Media Communication Evaluate the role of the media in focusing attention on events I can assess how the media is delivering their message about and in forming opinions on issues. an event and trying to form audience opinions. Listening and Speaking – 2.0 Speaking Applications (Genres and Their Characteristics) Make narrative presentations: Relate ideas, observations, or recollections about an event or experience. Provide a context that enables the listener to imagine the circumstances of the event or experience. Provide insight into why the selected event or experience is memorable. Make informational presentations: 2.2.a Frame a key question. 2.2.b Include facts and details that help listeners to focus. 2.2.c Incorporate more than one source of information (e.g., speakers, books, newspapers, television or radio reports). Developed by Pat Anderson and Traci Tovani I can tell a story aloud. I can tell a story aloud about an event or experience that shares ideas, observations, or recollections. I can tell a story aloud about an event or experience with a setting that helps my audience image it. I can tell a story aloud about an event or experience that includes why I remember it. I can share information aloud. I can share information aloud and frame an important question to direct my audience’s listening. I can share information aloud based on a topic with simple facts and details to help my audience focus. I can share aloud information gathered from more than one source. Oakley Union Elementary School District Revision Date: 2/13/2009
  • 25. OUESD Kid Friendly Standards & Benchmarks – English/Language Arts (4th Grade) 2.3 2.4 Deliver oral summaries of articles and books that contain the main ideas of the event or article and the most significant details. Recite brief poems (i.e., two or three stanzas), soliloquies, or dramatic dialogues, using clear diction, tempo, volume, and phrasing. Developed by Pat Anderson and Traci Tovani I can summarize aloud about articles and books and talk about main ideas and important details. I can recite brief poems, speeches, or parts of plays using my voice clearly and so others can understand me. Oakley Union Elementary School District Revision Date: 2/13/2009
  • 26. OUESD Kid Friendly Standards & Benchmarks – English/Language Arts (5th Grade) CA Standards & Benchmarks 1.1 1.2 1.3 1.4 1.5 2.1 2.2 2.3 2.4 2.5 OUESD Kid Friendly Standards & Benchmarks Reading - 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Word Recognition Read aloud narrative and expository text fluently and I can read stories and information text fluently and with accurately and with appropriate pacing, intonation, and good expression. expression. Vocabulary and Concept Development Use word origins to determine the meaning of unknown I can use the origins of words to determine their meaning. words. Understand and explain frequently used synonyms, antonyms, I use synonyms, antonyms, and homographs correctly. and homographs. Know abstract, derived roots and affixes from Greek and Latin I know Latin and Greek roots and can figure out the and use this knowledge to analyze the meaning of complex meaning of words based on their root. words (e.g., controversial) Understand explain the figurative and metaphorical use of I can use figurative speech such as similes and metaphors. words in context. Reading - 2.0 Reading Comprehension Structural Features of Information Materials Understand how text features (e.g., format, graphics, sequence, I can use charts, maps, graphs, and tables to get diagrams, illustrations, charts, maps) make information information. accessible and usable. Analyze text that is organized in sequential or chronological I understand and can describe the sequential or order. chronological order of stories. Comprehension and Analysis of Grade-Level-Appropriate Text Discern main ideas and concepts presented in texts, identifying I can determine a main idea in a story and provide evidence and assessing evidence that supports those ideas. from the text to support my belief. Draw inferences, conclusions, or generalizations about text and I can infer while I’m reading and am able to make support them with textual evidence and prior knowledge. conclusions and predictions. Expository Critique I know the difference between facts, opinions and Distinguish facts, supported inferences, and opinions in text. inferences. Developed by Pat Anderson and Traci Tovani Oakley Union Elementary School District Revision Date: 4/23/2009
  • 27. OUESD Kid Friendly Standards & Benchmarks – English/Language Arts (5th Grade) Reading - 3.0 Literary Response and Analysis 3.1 3.2 3.3 3.4 3.5 3.6 3.7 1.1 1.1a Structural Features of Literature Identify and analyze the characteristics of poetry, drama I understand about and can explain the different forms of fiction, and nonfiction and explain the appropriateness of the literature and can talk about the author’s purpose. literary forms chosen by an author for specific purpose. Narrative Analysis of Grade-Level-Appropriate Text Identify the main problem or conflict of the plot and explain I can identify the main problem in a story and tell how it how it is resolved. was resolved. Contrast the actions, motives (e.g., loyalty, selfishness, conscientiousness), and appearances of characters in a work of I can describe the feelings, actions and motives of characters fiction and discuss the importance of the contrasts to the plot in fictional text and discuss how they impact the story. or theme. Understand that theme refers to the meaning or moral of a I understand that a theme refers to the meaning or moral of selection and recognize themes (whether implied or stated a written selection. I can identify the theme of a story directly)in sample works. whether it has been stated or implied. Describe the function and effect of common literary devices I know how to use imagery, metaphor and symbolism and (e.g., imagery, metaphor, symbolism). understand how it impacts a story. Literary Criticism Evaluate the meaning of archetypal patterns and symbols that I can evaluate the symbolism and patterns in literature from are found in myth and tradition by using literature from diverse cultures and time periods. different eras and cultures. Evaluate the author’s use of various techniques (e.g., appeal of characters in picture book, logic and credibility of plots and I understand and can discuss the impact an author’s style of settings, use of figurative language) to influence reader’s writing has on the audience. perspective. Writing – 1.0 Writing Strategies Organization and Focus I can stay on topic and write a narrative with multiple Create multiple-paragraph narrative compositions: paragraphs. I am able to develop a story situation or plot within my Establish and develop a situation or plot. writing. Developed by Pat Anderson and Traci Tovani Oakley Union Elementary School District Revision Date: 4/23/2009
  • 28. OUESD Kid Friendly Standards & Benchmarks – English/Language Arts (5th Grade) 1.1b Describe the setting. 1.1c Present an ending. 1.2 Create multiple-paragraph expository compositions: 1.2a 1.2b 1.2c 1.3 1.4 1.5 1.6 I can describe a setting using sensory words, adjectives, showing the reader not just telling. I am able to conclude my story with a strong ending. I can write an expository composition with many paragraphs. Establish a topic, important ideas, or events in sequence or I can write using a logical sequence. chronological order. Provide details and transitional expressions that link one I know about and can use transitional words that help paragraph to another in a clear line of thought. connect one paragraph to the next. Offer a concluding paragraph that summarizes important ideas In my conclusion I am able to summarize important and details. information using details. Research and Technology I can use different organizational features such as citations, Use organizational features of printed text (e.g., citations, end end notes, and bibliographies to locate and share important notes, bibliographic references) to locate relevant information. information. Create simple documents by using electronic media and I can use basic organizational features on the computer to employing organizational features (e.g., passwords, entry and help me create simple documents. pull-down menus, word searches, a thesaurus, spell checks). Use a thesaurus to identify alternative word choices and I know how and can demonstrate the use of a thesaurus to meanings. identify different word choices and meanings. Evaluation and Revision Edit and revise manuscripts to improve the meaning and focus I can edit and revise my writing to make sure that I am of writing by adding, deleting, consolidating, clarifying, and understood. rearranging words and sentences. Writing - 2.0 Writing Applications (Genres and Their Characteristics) 2.1 Write narratives: 2.1a Establish a plot, point of view, setting and conflict. 2.1b Show, rather than tell, the events of the story. 2.2 Write responses to literature: Developed by Pat Anderson and Traci Tovani I can write a story. In my writing I can establish a plot, point of view, setting and conflict. In my writing I show, rather than tell, the events of the story using details and examples. I can write a response to literature sharing my thoughts and opinions about the text. Oakley Union Elementary School District Revision Date: 4/23/2009
  • 29. OUESD Kid Friendly Standards & Benchmarks – English/Language Arts (5th Grade) 2.2a 2.2b 2.2c 2.3 2.3a Demonstrate an understanding of a literary work. Support judgments through references to the text and to prior knowledge. Develop interpretations that exhibit careful reading and understanding. Write research reports about important ideas, issues, or events by using the following guidelines: Frame questions that direct the investigation. I can demonstrate that I understand the piece of literature by citing the text that supports my ideas. I can support my ideas with references to the piece and to what I already know. In my response I am able to show that I understand the author’s message by sharing my interpretations of the piece. I can write a research report that includes the expected format and expectations. I can frame questions that give my research report direction. 2.3b Establish a controlling idea or topic. Develop the topic with simple facts, details, examples, and 2.3c explanations. 2.4 Write persuasive letters or compositions: I can establish an idea or topic for my research report. I can write a research report that includes facts, details, examples and explanations to help develop the topic. I can write persuasive letters or compositions. In my persuasive writing I clearly state my opinion about the 2.4a State a clear position in support of a proposal. topic. In my persuasive writing I support my position with good 2.4b Support a position with relevant evidence. reasons. In my persuasive writing I use a simple organized pattern to 2.4c Follow a simple organizational pattern. share my thinking. In my persuasive writing I address the concerns of my 2.4d Address reader concerns. readers. Written and Oral English Language Conventions - 1.0 Written and Oral English Language Conventions 1.1 1.2 Sentence Structure Identify and correctly use prepositional phrases, appositives, I can identify and correctly use prepositional phrases, and independent and dependent clauses; use transitions and appositives, and independent and dependent clauses; use conjunctions to connect ideas. transitions and conjunctions to connect ideas. Grammar Identify and correctly use verbs that are often misused (e.g., I can use verbs, modifiers, and pronouns. lie/lay, sit/set, rise/raise), modifiers, and pronouns. Developed by Pat Anderson and Traci Tovani Oakley Union Elementary School District Revision Date: 4/23/2009
  • 30. OUESD Kid Friendly Standards & Benchmarks – English/Language Arts (5th Grade) 1.3 Punctuation Use a colon to separate hours and minutes and to introduce a list; use quotation marks around the exact words of a speaker I can use colons and quotation marks correctly. and titles of poems, songs, short stories, and so forth. Capitalization 1.4 Use correct capitalization. I know the rules for capitalization and I apply them. Spelling 1.5 Spell roots, suffixes, prefixes, contractions, and syllable I know how to spell root words, suffixes, prefixes, and constructions correctly. contractions correctly. Listening and Speaking - 1.0 Listening and Speaking Strategies Comprehension 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 Ask questions that seek information not already discussed. Interpret a speaker’s verbal and nonverbal messages, purposes, and perspectives. Make inferences or draw conclusions based on an oral report. I ask questions to learn new information. I listen to and watch a speaker to understand their message, purpose and points of view. I can listen to information and draw conclusions. Organization and Delivery of Oral Communication Select a focus, organizational structure, and point of view for I can choose a focus, organize my thoughts and share my an oral presentation. point of view in an oral presentation. I can make my ideas and opinions clear to the audience by Clarify and support spoken ideas with evidence and examples. sharing evidence and examples. Engage the audience with appropriate verbal cues, facial I can keep my audience interested in my presentation with expressions, and gestures. my voice, face, and body language. Analysis and Evaluation of Oral and Media Communications Identify, analyze, and critique persuasive techniques (e.g., I understand and can identify how persuasion techniques are promises, dares, flattery, glittering generalities); identify logical used in oral presentations and media messages. fallacies used in oral presentations and media messages. Analyze media as sources for information, entertainment, I can listen to and discuss how media is used to inform, persuasion, interpretation of events, and transmission of entertain, persuade, interpret events and share culture. culture. Developed by Pat Anderson and Traci Tovani Oakley Union Elementary School District Revision Date: 4/23/2009
  • 31. OUESD Kid Friendly Standards & Benchmarks – English/Language Arts (5th Grade) Listening and Speaking - 2.0 Speaking Applications (Genres and Their Characteristics) 2.1 2.1a 2.1b 2.2 2.2a Deliver narrative presentations: Establish a situation, plot, point of view, and setting with descriptive words and phrases. Show, rather than tell, the listener what happens. Deliver informative presentations about an important idea, issue, or event by the following means: Frame questions to direct the investigation. 2.2b Establish a controlling idea or topic. Develop the topic with simple facts, details, examples, and 2.2c explanations. 2.3 Deliver oral responses to literature: 2.3a 2.3b 2.3c Summarize significant events and details. Articulate an understanding of several ideas or images communicated by the literary work. Use examples or textual evidence from the work to support conclusions. Developed by Pat Anderson and Traci Tovani I can tell stories aloud. I can tell stories aloud that establish a situation, plot, point of view, and setting. I can tell stories aloud using techniques that show, rather than tell, what happened. I can deliver informational presentations aloud. I can pose a question to give my presentation direction. I can present an idea or topic. I am able to develop the topic using facts, details, examples and explanations. I can deliver responses to literature aloud. I can summarize significant events and details from the piece. I can share my understanding of the ideas in the piece. I can use evidence or examples from the text to support my oral presentation. Oakley Union Elementary School District Revision Date: 4/23/2009