Grade 4 ELA OLS Standards

Language

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). b. Form and use the progressive verb tenses (e.g., I was walking; I am walking; I will be walking). c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. d. Order adjectives within sentences according to conventional patterns (e.g., “a small red bag” rather than “a red small bag”). e. Form and use prepositional phrases. f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. g. Correctly use frequently confused words (e.g., to, too, two; there, their).

Know and apply formal American English grammar, usage, and mechanics when writing or speaking.

Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

Produce a compound sentence when writing or speaking.

Order cumulative adjectives within sentences (e.g., a small red bag vs. a red small bag).

Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

Communicate in complete sentences containing correct pronouns when writing or speaking.

Form and use prepositional phrases.

Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

Communicate using a complete sentence containing a noun, a verb, and an adjective when writing or speaking.

Produce complete sentences by recognizing and correcting inappropriate fragments and run-ons.

Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

Form and use prepositional phrases.

Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

Correctly use frequently confused words (e.g., to, too, two; there, their).

Communicate using words, phrases or sentences during a writing or speaking activity.

Identify an adjective.

Identify a verb.

Identify a noun.

Actively engage during a writing or speaking activity.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization. b. Use commas and quotation marks to mark direct speech and quotations from a text. c. Use a comma before a coordinating conjunction in a compound sentence. d. Spell grade-appropriate words correctly, consulting references as needed.

Know and apply the conventions of formal American English capitalization, punctuation, and spelling when writing.

Use correct capitalization.

Generate sentences using correct conventions of capitalization, punctuation and quotation marks.

Use correct capitalization.

Use commas and quotation marks to mark direct speech and quotations from a text.

Generate a sentence with correct capitalization (beginning of sentence, proper names) and ending punctuation.

Use commas and quotation marks to indicate direct speech and quotations from a text.

Use a comma before a coordinating conjunction in a compound sentence.

Identify capitalization at the beginning of sentences and in proper nouns.

Use a comma before a coordinating conjunction in a compound sentence.

Spell grade-appropriate words correctly, consulting references as needed.

Spell words accurately using grade-level spelling patterns (phonics) and meaningful word parts (morphology), consulting print and/or digital resources as needed.

Identify ending punctuation.

Identify sentences.

Identify proper nouns.

Identify names of people and places..

Identify the beginning of a sentence.

Recognize the difference between capital and lowercase letters.

Name all 26 letters in the alphabet.

Recognize letters vs. numbers.

Actively engage during a writing activity.

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely. b. Choose punctuation for effect. c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small group discussion).

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Choose words and phrases to convey ideas precisely.

Communicate using correct conventions of capitalization, punctuation, and adherence to basic spelling rules when writing. Adjust tone of voice and manner of speaking in relation to audience.

Choose words and phrases to convey ideas precisely.

Choose punctuation for effect.

Communicate in simple sentences that include correct conventions of capitalization and punctuation when writing. Adjust tone of voice and manner of speaking in relation to audience.

Choose punctuation for effect.

Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

Communicate using words and phrases to convey an idea when speaking or writing.

Differentiate between contexts that call for formal language (e.g., presenting ideas) and situations where informal language is appropriate (e.g., small-group discussions).

Communicate through writing.

Communicate using speech or other mode.

Identify words and/or phrases associated with an idea or topic.

Identify an idea.

Engage with a communication partner.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

Use word analysis skills to break down and build grade-appropriate words to understand their meaning.

Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

Identify the meaning of a word or phrase based on how it is used.

Use context within and beyond a sentence to determine or clarify the meaning of unknown and multiple-meaning words and phrases.

Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

Connect the meaning of a word to a sentence- or paragraph-level context.

Use common Latin and Greek affixes and roots to determine the meaning of a word (e.g., telegraph, photograph, autograph).

Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

Connect a word to its correct meaning.

Use print and/or digital resources (e.g., dictionaries, glossaries, thesauruses) to support pronunciation and clarify the precise meaning of key words and phrases.

Identify a picture or object that matches the meaning of a word.

Match the meanings with Greek and Latin affixes and roots.

Identify Greek and Latin affixes and roots.

Identify preffixes, suffixes within unknown word.

Identify morphemes within unknown word.

Identify the root word within an unknown word.

Identify syllables within an unknown word.

Recognize onset and rime of an unknown word.

Use skills with ABC order and onset rime skills to access print and digital word specific reference materials.

Recognize alphabetical order.

Actively engage in word study.

Engage in the sharing of grade-level text containing unknown words.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Explain the meaning of simple similes and metaphors (e.g., “as pretty as a picture”) in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Demonstrate understanding of words by relating them to their antonyms (opposites) and synonyms (words with similar but not identical meanings).

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

Identify the meaning of simple figurative language (e.g., similes and metaphors).

Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

Recognize and explain the meaning of common idioms, adages, and proverbs.

Categorize antonyms and synonyms when given a list of words.

Recognize and explain the meaning of common idioms, adages, and proverbs.

Demonstrate understanding of words by relating them to their antonyms (opposites) and synonyms (words with similar but not identical meanings).

Identify the opposite meaning when given a word.

Demonstrate understanding of words by relating them to their synonyms (words with similar but not identical meanings) and antonyms (opposites).

Recognize that word meaning is not always concrete (e.g. the word “rock” as a noun vs. a verb)

Recognize that some words have opposites (e.g., hot/ cold)

Recognize that some words share the same meaning. (e.g., tired/exhausted)

Recognize words that have meaning.

Actively engage in word study.

Listen to the pronunciation of unknown words.

Engage with unknown words.

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Use grade-appropriate conversational, general academic, and domain-specific words and phrases acquired through conversations, reading, and read-alouds.

Communicate using grade-level/ age-appropriate words that signal actions, emotions, or states of being.

Use words that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered).

Communicate using grade-level/ageappropriate words that are basic to a particular topic.

Use words that are relevant to a topic (e.g., “wildlife,” “conservation,” and “endangered” when discussing animal preservation).

Communicate using grade-level/ age-appropriate words.

Communicate about learning across the curriculum.

Identify grade-level, domain specific, vocabulary.

Actively engage in grade-level learning across the curriculum, including vocabulary study.

Complexity b

Complexity b

Complexity c

Complexity c

Learning Progression

Complexity c

Complexity b

Complexity b

Complexity c

Complexity c

Learning Progression

Complexity c

Complexity b

Learning Progression

Complexity a

Fluency

Complexity c

Learning Progression

Complexity a

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity b

Range of Reading and Level of Text Complexity

Complexity c

Complexity a

Complexity b

Learning Progression

Complexity a

Complexity c

Complexity a

Key Ideas and Details

Complexity c

Complexity a

Learning Progression

Learning Progression

Text Types and Purposes

Learning Progression

Complexity a

Complexity b

Key Ideas and Details

Learning Progression

Learning Progression

Complexity b

Complexity b

Learning Progression

Complexity a

Learning Progression

Learning Progression

Complexity b

Learning Progression

Integration of Knowledge and Ideas

Phonics and Word Recognition

Complexity c

Complexity b

Integration of Knowledge and Ideas

Speaking and Listening

Integration of Knowledge and Ideas

Reading Standards for Informational Text

Complexity c

Complexity c

Complexity a

Vocabulary Acquisition and Use

Range of Reading and Level of Text Complexity

Complexity b

Complexity b

Learning Progression

Complexity c

Complexity b

Complexity a

Presentation of Knowledge and Ideas

Complexity a

Complexity a

Complexity a

Learning Progression

Learning Progression

Complexity b

Reading Standards for Literature

Range of Writing

Complexity c

Complexity b

Reading Standards for Informational Text

Complexity a

Complexity b

Complexity a

Learning Progression

Complexity a

Vocabulary Acquisition and Use

Complexity c

Learning Progression

Complexity a

Complexity b

Knowledge of Language

Complexity c

Learning Progression

Craft and Structure

Reading Standards for Literature

Production and Distribution of Writing

Complexity a

Research to Build and Present Knowledge

Complexity b

Complexity b

Learning Progression

Complexity a

Complexity b

Complexity c

Complexity a

Complexity a

Complexity b

Complexity b

Key Ideas and Details

Complexity c

Learning Progression

Learning Progression

Learning Progression

Complexity b

Complexity b

Key Ideas and Details

Complexity a

Complexity a

Complexity c

Learning Progression

Learning Progression

Complexity c

Complexity b

Complexity a

Conventions of Standard English

Complexity c

Complexity a

Complexity b

Comprehension and Collaboration

Complexity b

Craft and Structure

Reading Standards for Foundational Skills

Complexity b

Complexity c

Range of Reading and Level of Text Complexity

Complexity a

Research to Build and Present Knowledge

Complexity b

Learning Progression

Complexity c

Complexity c

Complexity b

Craft and Structure

Complexity a

Complexity b

Learning Progression

Complexity c

Comprehension and Collaboration

Fluency

Complexity a

Learning Progression

Learning Progression

Complexity c

Learning Progression

Complexity a

Knowledge of Language

Complexity a

Writing

Complexity c

Complexity c

Complexity a

Learning Progression

Complexity c

Learning Progression

Complexity a

Text Types and Purposes

Speaking and Listening Standards

Complexity c

Learning Progression

Complexity b

Learning Progression

Production and Distribution of Writing

Complexity a

Complexity c

Complexity b

Complexity c

Complexity b

Complexity a

Complexity b

Complexity c

Complexity a

Learning Progression

Learning Progression

Learning Progression

Complexity b

Conventions of Standard English

Learning Progression

Complexity c

Complexity a

Complexity a

Complexity a

Complexity b

Complexity a

Range of Reading and Level of Text Complexity

Complexity a

Language

Complexity a

Complexity c

Writing Standards

Complexity c

Complexity c

Learning Progression

Complexity b

Complexity c

Complexity b

Complexity c

Complexity c

Learning Progression

Language Standards

Reading Foundations

Know and apply grade-level phonics and word analysis skills in decoding words by using combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Decode multisyllabic words, aligned with scope and sequence of adopted HQIM, using:

Phoneme-grapheme correspondences

Syllabication patterns

Morphological structures (e.g., roots and affixes)

Read with sufficient accuracy and fluency to support comprehension.

Read texts with sufficient fluency to support comprehension.

Read grade-level text with purpose and understanding.

Orally read decodable, controlled texts containing previously taught patterns with accuracy, automaticity, and appropriate expression to gain meaning from the text.

Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Orally read a variety of grade-level texts with accuracy (targeting 95% or better), automaticity, and appropriate expression to gain meaning from the text, targeting 133 words correct per minute (wcpm) by the end of fourth grade.

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Self-monitor word recognition and understanding, rereading as necessary.

Reading Informational

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Use text evidence to demonstrate understanding of an informational text (e.g., historical, scientific, or technical texts).

Answer questions that may require inferences about events and information in a text.

Provide details explicitly stated in the text.

Identify details from a text when answering questions.

Use details explicitly stated in the text to make and support inferences.

Answer questions based on details from a text.

identify details from an informational text

participate in a discussion about the text

listen to or read informational text

Actively engage with informational text

By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Read and comprehend grade-level informational texts, with scaffolding and support as needed. Use prior knowledge and previous experiences to make text-to-self or text-to-text connections and comparisons.

Read grade level/ age-appropriate, accommodated history/social studies, science, and technical texts.

Read grade level/age-appropriate, accommodated history/social studies, science, and technical texts.

Read grade level/ age-appropriate, accommodated history/social studies, science, and technical texts.

Decoding

Decode words with consonant blends.

Build words with consonant blends.

Identify words with consonant blends.

Demonstrate knowledge of 26 letter sounds by combining 2 consonant sounds into consonant blends

With prompting and support decode and read CVC words within a grade level text.

Demonstrate knowledge of 26 letter sounds by building 3 letter sound combinations in 3 letter words (CVC words)

With prompting and support decode and read CCVC words within a grade-level decodable text.

Demonstrate knowledge of 26 letter sounds by building 3-4 letter sound combinations/4 letter words (CCVC words) (V also includes ee, ea, ai, ay, oa)

Decode words with threeconsonant blends.

Build words with three-consonant blends.

Identify words with threeconsonant blends.

Demonstrate knowledge of 26 letter sounds by combining 3 consonant sounds into consonant blends (squ, str, scr, thr, shr)

Decode words with two-consonant blends.

Build words with two-consonant blends.

Identify words with two-consonant blends.

Demonstrate knowledge of 26 letter sounds by combining 2 consonant sounds into consonant blends (qu, st, sm, sn, st, lp, sr, sl,cr, cl, tr, dr, etc.)

Decode words with digraphs.

Build words with digraphs.

Identify words with digraphs.

Combine 2 consonants that make one sound. (i.e., sh, ch, wh, th, ng)

With prompting and support decode and read CVC words within a grade level text.

Demonstrate knowledge of 26 letter sounds by building 3 letter sound combinations/3 letter words (CVC words)

Identify words with common phonemic VC word patterns (word families)

Demonstrate knowledge of 26 letter sounds by building 2 letter sound combinations in 2 letter words

Match 26 letters to most common sounds (Predictable consonants: m, s, t, l, p, f, c, /k/, rr, b, r, j, k, v, g, /g/, w, d, h, y, z, x)

Name the 5 vowels

Identify Schwa in graphemes such as -ough representing the schwa phoneme short /u/ and -eigh representing the schwa phoneme long /a/.

Name 21 consonants

Phonological Awareness (detailed further in learning progression in Reading Foundations)

Articulate the 5 short vowel sounds

Break orally given word into phonemes

Break an orally given word into onset/first sound and rime

Break an orally given word into syllables

Background Knowledge

Demonstrate background knowledge by identifying a concept, experience, information or text structure related to a text under study prior to reading the text.

Engage in the development of background knowledge (information, concept, experience or text structure) prior to reading a new text.

Actively participate in grade-level/ age-appropriate text activities using adapted materials as needed.

Actively engage in grade-level/ age-appropriate informational text that include science, social studies and technical text..

Actively engage in group reading activities involving informational text.

Foundational Skills

Phonics and Word Recognition

Demonstrate knowledge of the graphemes -rh, -gh, -mb, -mn, -kn, -gn, and -wr by building words that include these letter patterns.

Identify words containing phonemes represented by graphemes with silent letter patterns such as: -rh, -gh, -mb, -mn, -kn, -gn, and -wr.

Demonstrate knowledge of the trigraphs -shr and -thr by building words that include these letter patterns.

Identify the trigraphs -shr and -thr as blended phonemes used in words.

Demonstrate knowledge of the /j/ phoneme represented by the graphemes -ge and -dge by building words that include the -ge and -dge endings.

Identify the graphemes -ge and -dge as graphemes used at the end of words.

Identify the graphemes -k and -ck as graphemes used at the end of words.

Identify words containing the phonemes /j/ and /g/ represented by grapheme g.

Identify words containing the phonemes /c/ and /s/ represented by grapheme c.

Read & Comprehend - grade level text

Answer wh- questions related to informational text

Decode and read informational text.

Engage with text types including history/social studies, science, and technical texts .

Increase automatic recall of high frequency words - building the number of sight word recall from beginning to end of year.

Increase automatic recall of newly learned sound/symbol correspondences for the purposes of decoding and reading.

With prompting and support decode and read CVCC, CCVCC, CCCVC, CCCVCC words within a grade-level decodable text.

Demonstrate knowledge of 26 letter sounds by building 3-6 letter sound combinations in 4-6 letter words. (CVCC (floss rule), CCVCC, CCCVC, CCCVCC)

Demonstrate knowledge of 26 letter sounds by building CVCC (includes: floss rule, blends), CCVCC (includes: g /j/ & c /s/ onsets), CCCVC, CCCVCC (includes: beginning blends & trigraphs)

With prompting and support decode and read CCVC words within a grade-level decodable text.

Demonstrate knowledge of 26 letter sounds by building 3-4 letter sound combinations in 4 letter words (CCVC words)

Decode words with digraphs.

Build words with digraphs.

Identify words with digraphs.

Combine 2-3 consonants that make one sound. (i.e., th, sh, ch, wh, ph, gh, tch)

Analyze informational text development.

Analyze informational text development. a. Determine the main idea of a text and explain how it is supported by key details. b. Provide a summary of the text that includes the main idea and key details, as well as other important information.

Analyze development of ideas in an informational text.

Determine the main idea of a text and explain how it is supported by key details.

Identify the main idea of a text and summarize using key details.

Determine the main idea of a text using key details.

Provide a summary of the text that includes the main idea and key details, as well as other important information.

Given a main idea, state two details from a text.

Summarize an informational text including the main idea and key details.

Identify the key details in a text.

participate in a discussion about the text

listen to or read informational text

Actively engage with informational text

Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Know and apply grade-level phonics and word analysis skills in decoding words by using combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Analyze events, procedures, ideas or concepts in an informational text.

Apply letter-sound knowledge to read phonetically regular words that include prefixes and suffixes.

Explain one event, procedure, idea, or concept using details from the text.

Explain what happens in an informational text.

Apply letter-sound knowledge to read words. Decode phonetically regular closed syllable (CVC, CCVC, CVCC) and Vowel-Consonant-e, (VCe) words and read high-frequency words.

Sequence two events, ideas, or steps in text.

Describe why it happens, based on specific information in the text.

Identify affixes (prefixes/ suffixes) to an image to convey meaning (e.g., dis-, un-, pre-, re-, -ing, -ed, -er, -est, -s, -es, -y).

Identify whether a specific event or step in a process occurred near the beginning or end.

Recognize that affixes change the meaning of the word

Identify a set of steps or sequence of events in a text

Demonstrate that affixes are word parts attached to a root word

Listen to or read informational text

Recognize that affixes come at the beginning or end of words

Follow a sequence of given steps to complete a task

Break up a given word into syllables

Identify events in daily life that require a sequence of steps

Identify a syllable

Order a sequence of steps/events from beginning to end

Recognize that affixes are word parts

Identify one of the steps/events within a specific procedure (task analysis, scientific method, historical sequence)

Demonstrate letter-sound knowledge

Actively engage with informational text

Demonstrate foundational knowledge in phonological/ phonemic awareness (see PA development sequence)

Actively engage with letters, sounds, and word parts and whole words.

Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition

Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Determine the meaning of both general academic or domain-specific words and phrases in an informational text.

Fluently reads a complete story in a text using self-correction strategies at the student-specific instructional level for purpose and understanding.

Identify the meaning of a word based on how it is used in text relevant to a grade 4 topic or subject area.

Fluently reads a complete story in a decodable text at the student-specific instructional level.

Identify the meanings of words based on how they are used in the text.

Fluently reads a 5–7 word phonetically decodable simple sentence.

Identify the meanings of grade level words.

Read grade-level text with fluency to support understanding.

Match pictures or objects representing the meaning of academic or domain-specific words used in a text

Decode predictable short vowels with automaticity and fluency

Decode words by saying all sounds in the word represented by letter symbols with increasing automaticity until fluent (within 1 second)

Stretch spoken words by individual sounds then state or select the whole word.

Represent sound for each letter in alphabet with automaticity

Demonstrate letter-sound knowledge with increasing automaticity

Articulate all letter sounds accurately with increasing automaticity until fluent (each sound symbol correspondence within 1 second)

Demonstrate foundational knowledge in phonological/ phonemic awareness

Actively participate in supported grade-level/age-appropriate, adapted texts.

Engage during phonics lessons

Engage during letter/sound decoding activities

Engage with letters representing first sounds in words

Actively engage with letters, sounds, and words.

Note: see RL.4.10 and RI.4.10 for additional skills in this sequence.

Read grade-level text orally with increased accuracy and fluency on successive readings

Identify academic or domain-specific words used in a text

Decode and read CCVC, CVCC words

Actively engage with objects or images representing academic and domain specific words from an informational text

Decode diphthongs and vowels / aw/ and /oo/

decode digraphs ph,gh,ch

Decode vowel-r combinations

decode vowel teams for long vowel sounds

decode VCe long vowel pattern in single syllable words

Decode final consonant blends with nasals: nt, nd, mp, nk

decode hard and soft c and g

decode -ck after a short vowel

decode three consonant blends and blends with digraphs

decode two consonant blends

decode common consonant digraphs

decode long vowel sounds associated with a single letter in open syllables and in one syllable words

Decode specific common vowel teams represent long vowel sounds (e.g., ai, oa, ee).

Decode words with common endings (e.g., -s, -ed, -ing).

Identify irregularly spelled words that are not spelled as they sound (e.g., above, country, again).

Demonstrate the spelling-sound correspondences during decoding

Break words into syllables to support decoding multi-syllable words.

Identify syllables within a printed word

Orally break up a given word into syllables

A word has as many syllables as it has vowel sounds.

Use context to confirm or self-correct word recognition, rereading as necessary.

Use decoding skills to self-correct, rereading word as necessary.

Decode CVC words with automaticity and fluency

Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

Describe the overall structure (e.g., chronology, comparison, cause/ effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

Analyze the text structure (e.g., description, chronology/sequence, compare/contrast, cause/effect, problem/solution).

Identify the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text.

Identify the text structure of a section or full text.

Identify the overall structure (e.g., chronology, comparison, cause/ effect, problem/ solution) of events, ideas, concepts, or information in part of a text.

Describe the text structure using information from a section or full text.

Identify events, ideas, concepts, or information in a text or part of a text.

Identify ideas or information from an informational text

Identify events in an informational text

Communicate about a specific informational text

Communicate ideas

Actively engage with informational text

Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in perspective and the information provided.

Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in perspective and the information provided.

Compare and contrast the different perspectives in two texts on the same event or topic using the information provided.

Identify whether the text is a firsthand or secondhand account and support it with a detail from the text.

Identify whether an informational text is a firsthand or secondhand account.

Identify a similarity or difference between two accounts of the same event or topic.

identify the event that two texts discuss

identify similarities or differences in everyday life

Actively engage with informational text

Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Interpret information presented visually, orally, or quantitatively (e.g., charts, graphs, diagrams, time lines, animations, or interactive elements on web pages) and explain how the information contributes to an understanding of the text in which it appears.

Analyze text features.

Explain how information presented visually, orally, or quantitatively supports the understanding of the information in the text.

Interpret information from text features presented (e.g., in charts, graphs, diagrams, timelines, multimedia elements).

Identify the meaning of information presented visually, orally, or quantitatively in a text.

Explain how the information supports understanding of the text in which it appears.

Identify illustrations (e.g., maps, charts, photographs) that contribute to the meaning of the text.

identify illustrations within a text

recognize the difference between illustrations and print in a text

Actively engage with informational text

Explain how an author uses evidence to support particular points in a text.

Explain how an author uses evidence to support particular points in a text.

Explain how an author uses reasons and evidence to support particular points in an informational text.

Identify a key point in a text and describe the supporting evidence.

Select a key point from a text, describe evidence from the text that supports that key point.

Identify a picture with a key point in the text.

participate in a discussion about the information in a text

Actively engage with informational text

Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Describe information from two texts on the same topic in order to write or speak about the subject knowledgably.

Identify information from two texts on the same subject.

Identify two informational texts on the same.

select two texts on the same topic from a provided set

identify two informational texts

identify an informational text

recognize the difference between an informational text and narrative text

Actively engage with informational text

Reading Literature

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Use text evidence to demonstrate understanding of a literary text (story, drama, or poem).

Answer questions that require inferencing using details from the text.

Provide details explicitly stated in the text.

Identify details from a story when answering explicit questions about a text.

Use explicitly stated details from the text to make and support inferences.

Answer questions based on details in the text.

identify information from a text

identify a story element (i.e. character, setting, etc.)

participate in a discussion about a story

listen to or read a story

Actively engage with literary text

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.

Read and comprehend grade-level literary text, with scaffolding as needed. Use prior knowledge and previous experiences to make text-to-self or text-to-text connections and comparisons.

Actively engage with grade level/ age-appropriate, accommodated literature materials using prior knowledge and previous experience in order to make text-toself or text-to-text connections and comparisons.

Actively engage with grade level/age-appropriate, accommodated literature materials using prior knowledge and previous experience in order to make text-to-self comparisons.

Actively engage with grade level/ age-appropriate, accommodated literature materials using prior knowledge and previous experience.

Decoding

Decode words with consonant blends.

Build words with consonant blends.

Identify words with consonant blends.

Demonstrate knowledge of 26 letter sounds by combining 2 consonant sounds into consonant blends

With prompting and support decode and read CVC words within a grade level text.

Demonstrate knowledge of 26 letter sounds by building 3 letter sound combinations in 3 letter words (CVC words)

With prompting and support decode and read CCVC words within a grade-level decodable text.

Demonstrate knowledge of 26 letter sounds by building 3-4 letter sound combinations/4 letter words (CCVC words) (V also includes ee, ea, ai, ay, oa)

Decode words with three-consonant blends.

Build words with three-consonant blends.

Identify words with threeconsonant blends.

Demonstrate knowledge of 26 letter sounds by combining 3 consonant sounds into consonant blends (squ, str, scr, thr, shr)

Decode words with two-consonant blends.

Build words with two-consonant blends.

Identify words with two-consonant blends.

Demonstrate knowledge of 26 letter sounds by combining 2 consonant sounds into consonant blends (qu, st, sm, sn, st, lp, sr, sl,cr, cl, tr, dr, etc.)

Decode words with digraphs.

Build words with digraphs.

Identify words with digraphs.

Combine 2 consonants that make one sound. (i.e., sh, ch, wh, th, ng)

With prompting and support decode and read CVC words within a grade level text.

Demonstrate knowledge of 26 letter sounds by building 3 letter sound combinations/3 letter words (CVC words)

Identify words with common phonemic VC word patterns (word families)

Demonstrate knowledge of 26 letter sounds by building 2 letter sound combinations in 2 letter words

Match 26 letters to most common sounds (Predictable consonants: m, s, t, l, p, f, c, /k/, rr, b, r, j, k, v, g, /g/, w, d, h, y, z, x)

Name the 5 vowels

Identify Schwa in graphemes such as -ough representing the schwa phoneme short /u/ and -eigh representing the schwa phoneme long /a/.

Name 21 consonants

Phonological Awareness (detailed further in learning progression in Reading Foundations)

Articulate the 5 short vowel sounds

Break orally given word into phonemes

Break an orally given word into onset/first sound and rime

Break an orally given word into syllables

Text Connections

Select two texts with a similar topic, character or setting to demonstrate text-to-text comparison/connection.

With support, compare details from two texts using visual/tactile organizer to determine similarities and/or differences.

While participating in group reading activity identify and communicate details from the text (characters, setting, topic) to be recorded.

Actively engage in group reading activities that activate text-to-text comparisons, and connections.

Actively engage in group reading activities that activate text-to-self connections.

Select texts related to prior experiences.

Communicate about prior experiences related to the text.

Actively engage in group reading activities that activate prior knowledge related to previous life experiences.

Actively participate in grade-level/ age-appropriate literature activities using adapted materials as needed.

Actively engage in grade-level/ age-appropriate literature materials.

Actively engage in group reading activities.

Demonstrate knowledge of the graphemes -rh, -gh, -mb, -mn, -kn, -gn, and -wr by building words that include these letter patterns.

Identify words containing phonemes represented by graphemes with silent letter patterns such as: -rh, -gh, -mb, -mn, -kn, -gn, and -wr.

Demonstrate knowledge of the trigraphs -shr and -thr by building words that include these letter patterns.

Identify the trigraphs -shr and -thr as blended phonemes used in words.

Demonstrate knowledge of the /j/ phoneme represented by the graphemes -ge and -dge by building words that include the -ge and -dge endings.

Identify the graphemes -ge and -dge as graphemes used at the end of words.

Identify the graphemes -k and -ck as graphemes used at the end of words.

Identify words containing the phonemes /j/ and /g/ represented by grapheme g.

Identify words containing the phonemes /c/ and /s/ represented by grapheme c.

Read & Comprehend - grade level text

Answer wh- questions related to grade-level/age appropriate poems and stories.

Decode and read simple poems and stories.

Engage with text types including poetry and stories.

Increase automatic recall of high frequency words - building the number of sight word recall from beginning to end of year.

Increase automatic recall of newly learned sound/symbol correspondences for the purposes of decoding and reading.

With prompting and support decode and read CVCC, CCVCC, CCCVC, CCCVCC words within a grade-level decodable text.

Demonstrate knowledge of 26 letter sounds by building 3-6 letter sound combinations in 4-6 letter words. (CVCC (floss rule), CCVCC, CCCVC, CCCVCC)

Demonstrate knowledge of 26 letter sounds by building CVCC (includes: floss rule, blends), CCVCC (includes: g /j/ & c /s/ onsets), CCCVC, CCCVCC (includes: beginning blends & trigraphs)

With prompting and support decode and read CCVC words within a grade-level decodable text.

Demonstrate knowledge of 26 letter sounds by building 3-4 letter sound combinations in 4 letter words (CCVC words)

Decode words with digraphs.

Build words with digraphs.

Identify words with digraphs.

Combine 2-3 consonants that make one sound. (i.e., th, sh, ch, wh, ph, gh, tch)

Analyze literary text development.

Analyze literary text development. a. Determine a theme of a story, drama, or poem from details in the text. b. Summarize the text, incorporating a theme determined from details in the text.

Analyze literary text development.

Determine a theme of a story, drama, or poem from details in the text.

Retell a story including theme and key details.

Determine a theme of a literary text using supporting details.

Summarize the text, incorporating a theme determined from details in the text.

Order three or more main events in a story and identify the them.

Summarize a literary text, including a theme and supporting details.

Identify text details from main events in a story.

match pictures to sequence the events in a text

discuss beginning, middle and end

identify pictures or objects representing details from the story

listen to or read a story

Actively engage with literary text.

Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).

Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Describe the character(s), setting(s), or event(s) in a literary text, using explicit text evidence.

Describe a character, setting, or event in a text using at least one detail from the text.

Explain how the main character changes based on their thoughts, words, or actions.

Identify a character, setting, or event in a text and provide at least one detail to support the identification.

Make inferences about the character(s), setting(s), or specific event(s).

Identify a character, setting, or event in a text.

identify pictures or objects representing a character, setting or event from the story

listen to or read a story

Actively engage with literary text

Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

Determine the meaning of words and phrases as they are used in a literary text, including figurative language.

Describe the meaning of words and phrases as they are used in a text.

Identify the meaning of words and phrases based on how they are used in a text.

Identify the meaning of words and phrases (e.g., match pictures and phrases).

identify pictures or objects representing words or phrases from the story

listen to or read a story

Actively engage with literary text

Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

Explain how the structural elements of stories, dramas, and poems (such as chapters, scenes, and stanzas) contribute to the overall organization of a text.

Explain similarities or differences in the structure of stories and poems.

Explain common elements of a genre (e.g., casts of characters, settings, dialogue, etc.).

Identify common elements of a genre (e.g., stanzas or rhythm in a poem, plot elements in a story).

identify a text as a poem, drama, or prose

listen to or read poems, dramas, and prose read aloud

identify a poem

Engage with poetry

Actively engage with literary text

Explain the differences in the point(s) of view in a text and different perspectives of the characters.

Explain the differences in the point(s) of view in a text and different perspectives of the characters.

Distinguish between point of view and perspective.

Identify the perspectives of different characters within a text.

Identify the point of view in a literary text.

Identify the perspective of a character in the text.

Explain the different perspectives of characters in a literary text.

Identify the point of view in a story (e.g., first-person as a character in the story, using “I” or “we” and third-person as a narrator, using “he” or “she”).

Identify that within a story it is generally told from one point of view, but there may be many perspectives provided by different characters

Define point of view as the type of narrator used to tell the story

identify the storyteller (narrator or character)

recognize that the “reader” of the story is not the same as the storyteller within the story

Define perspective as how a scene as viewed through the thoughts and feelings of a chosen character

Match objects or pictures representing the feelings of each of the characters

Identify all of the characters in a story

listen to or read a story

Actively engage with images or objects representing characters from a text

Note: In order to fully understand the point of view in a piece of literature, we need to explore the different perspectives from which a story may be told.

Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

Compare a written story or drama with a visual element (e.g., picture, video), multimedia performance, and/or oral reading, identifying details from the text that are shown, spoken, or acted out.

Make connections between the characters, setting, or events of two presentations of a story.

Make connections between two presentations of a story.

Identify a character, setting, or event that appears in two different presentations of a story.

Identify story elements

Identify similarities between the original text and an oral presentation or dramatization of the text.

Match pictures or objects to specific descriptions from a drama or oral presentation of a text

Match pictures or objects to specific descriptions from a text

Actively engage with images representing specific descriptions within a literary text

Not applicable to literature

(Not applicable to literature)

(Not applicable to literature)

Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

Compare and contrast similar themes in stories and traditional literature (e.g., fables, myths, folktales, fairy tales) from different cultures.

Make comparisons (explicit or inferential) between the themes or topics from two folktales, fairytales, and/or myths.

Identify a shared theme or life lesson across texts.

Identify similarities or differences between topics or events in two folktales, fairytales, and/or myths.

Analyze a shared theme and explain its development across texts.

Identify similarities or differences between topics or events in two stories.

Identify the topic of a story

Identify similarities or differences between characters in a single story

Recognize similarities and differences in people, settings or events from everyday life

Identify difference as not alike or opposite

Identify similarities as matching likeness or same

Actively engage with literary text from different cultures

Speaking and Listening

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

Participate in discussions about fourth grade topics and texts in pairs, small groups, or whole-class settings, following agreed upon rules.

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

Engage in discussions with others by asking and answering questions by following agreedupon rules for discussions (i.e., personal space, eye contact, voice volume, body language, active listening, turntaking to share responses, etc.) on grade 4 topics and texts.

Come to discussions prepared (having read and/or studied materials).

Follow agreed-upon rules for discussions and carry out assigned roles.

Engage in discussions with others by responding to questions asked by following agreed-upon rules for discussions (i.e., personal space, eye contact, voice volume, body language, active listening, turn-taking to share responses, etc.) on grade 4 topics and texts.

Explicitly use the information known about the topic.

Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

Engage in discussions with others by following agreed-upon rules for discussions (i.e., personal space, eye contact, voice volume, body language, active listening, etc.) on grade 4 topics and texts.

Complete assigned roles.

Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

Make comments that further the discussion and link to the remarks of others.

Pose and respond to specific questions to clarify or follow up on information.

Communicate with diverse partners.

Demonstrate rules for discussion (i.e.: personal space, eye contact, voice volume, body language, active listening, stay on topic, etc.)

Identify rules for discussion. (i.e.: personal space, eye contact, voice volume, body language, active listening, stay on topic, etc.)

Participate during 1:1, small group and whole group discussions.

Engage during small group and whole group discussions. (active listening)

Engage with communication partner.

Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

After a presentation (i.e., read-aloud, multimedia, oral), use speaking or writing to paraphrase ideas, including information shown in text features, such as charts, diagrams, graphs, tables, or images.

Identify paraphrased main idea and details supporting the main idea from a text read aloud or presented in diverse formats.

Identify paraphrased details from a text read aloud or presented in diverse formats.

Identify an idea from a text read aloud or presented in diverse formats.

Sort ideas that were and were not from text or presentation.

Identify information from text presented orally and visually.

Communicate with others.

Engage as text is read aloud

Engage during media presentations

Identify the reasons and evidence a speaker provides to support particular points.

Identify the reasons and evidence a speaker provides to support particular points.

Identify the reasons and evidence a speaker provides to support particular points.

Identify evidence provided by a speaker to support a point.

Identify a speaker’s opinion or position on a topic.

Identify a detail the speaker used to support a provided position on a topic.

Identify a speaker’s position based on presented details.

Identify the topic the speaker addressed.

Identify information presented by a speaker.

Identify the speaker.

Demonstrate engagement while listening to a speaker.

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.

Tell a story or recount an experience in an organized manner, using relevant facts and details to support main ideas or themes, while speaking clearly at an understandable pace.

Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

Create multimedia presentations of informational text; add visual displays when appropriate to enhance the development of main ideas or themes.

Add visual or audio displays to enhance a presentation.

With guidance and support, choose visual or audio displays to enhance a presentation.

With guidance and support, choose materials to illustrate points in a presentation.

Recognize that audio recording or visual displays enhance presentations and extend meaning.

Identify points in a presentation.

Identify/locate/create an audio recording.

Identify/locate/create visual media/display.

Actively engage with audio and visual media.

Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small group discussion); use formal English when appropriate to task and situation.

Differentiate between contexts that call for formal language (e.g., presenting ideas) and situations where informal language is appropriate (e.g., small-group discussion); use formal language when appropriate to the task or situation.

Communicate appropriately with others in individual (e.g., student-toadult) or group settings (e.g., class discussions).

Identify the appropriate discourse for a variety of settings (e.g., informal conversations with a friend vs. speaking to the bus driver or school principal).

Communicate information specific to the purpose or audience.

Identify language appropriate for a task

Communicate information.

Communicate with others.

Engage with a communication partner or audience.

Writing

Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.

Write opinion pieces that include:

Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.

Compose a topic sentence based on a topic or text and provide a sentence of support for or against the opinion with guidance and support.

An introduction with a clear topic sentence;

Provide reasons that are supported by facts and details.

Compose a statement of opinion using a conjunction and provide at least one reason for it (conjunctions: and, or, nor, but, yet; prepositions: since, because, etc.).

A stated opinion;

Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

Compose a statement of opinion and one supporting detail.

Reasons supported by evidence or examples from the text(s);

Provide a concluding statement or section related to the opinion presented.

A concluding statement;

Organizational structure to support the writer’s purpose;

Linking words and phrases;

Relevant vocabulary;

Sentence variety; and

Grade-level phonics-based spelling.

Express an opinion on a topic

Express agreement or disagreement to a given opinion

Communicate meaning that can be translated into text.

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.

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.

Write routinely in a single session and/or over multiple sessions; engage in planning, drafting, editing, and revising for a range of discipline-specific tasks, purposes, and audiences.

With accommodations, 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.

With accommodations, 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.

With accommodations, 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 disciplinespecific tasks, purposes, and audiences.

Increase experience writing across a range of disciplines over time.

Demonstrate knowledge of 26 letter sounds by combining 3 consonant sounds into consonant blends (squ, str, scr, thr, shr)

Build words with two-consonant blends.

Demonstrate knowledge of 26

Demonstrate knowledge of 26 letter sounds by combining 2 consonant sounds into consonant blends (qu, st, sm, sn, st, lp, sr, sl,cr, cl, tr, dr, etc.)

Build/encode words with digraphs.

Combine 2 consonants that make one sound. (i.e., sh, ch, wh, th, ng)

Demonstrate knowledge of 26 letter sounds by building 3 letter sound combinations/3 letter words (CVC words)

Demonstrate knowledge of 26 letter sounds by building 2 letter sound combinations in 2 letter words

Match 26 letters to most common sounds (Predictable consonants: m, s, t, l, p, f, c, /k/, rr, b, r, j, k, v, g, /g/, w, d, h, y, z, x)

Phonological Awareness (detailed further in learning progression in Reading Foundations)

Actively participate in grade-level/ age-appropriate writing activities using adapted materials as needed.

Engage in communication for writing.

Improve encoding automaticity and accuracy over time from baseline.

Translate thoughts and communications into writing using technology and assistive technology as needed to develop independence.

Encode/spell words during writing using letter/sound knowledge below.

Identify and write Schwa in graphemes such as -ough representing the schwa phoneme short /u/ and -eigh representing the schwa phoneme long /a/.

Demonstrate knowledge of the graphemes -rh, -gh, -mb, -mn, -kn, -gn, and -wr by building words that include these letter patterns.

Identify words containing phonemes represented by graphemes with silent letter patterns such as: -rh, -gh, -mb, -mn, -kn, -gn, and -wr.

Demonstrate knowledge of the trigraphs -shr and -thr by building words that include these letter patterns.

Identify the trigraphs -shr and -thr as blended phonemes used in words.

Demonstrate knowledge of the /j/ phoneme represented by the graphemes -ge and -dge by building words that include the -ge and -dge endings.

Identify the graphemes -ge and -dge as graphemes used at the end of words.

Identify the graphemes -k and -ck as graphemes used at the end of words.

Identify words containing the phonemes /j/ and /g/ represented by grapheme g.

Identify words containing the phonemes /c/ and /s/ represented by grapheme c.

Answer wh- questions related to grade-level/age appropriate text for the purpose of writing

Encoding

Break a word into phonemes for the purpose of encoding.

Break a word into onset/first sound and rime for the purpose of encoding.

Break a word into syllables for the purpose of encoding.

Increase automatic recall of high frequency words - building the number of sight word recall from beginning to end of year.

Increase automatic recall of newly learned sound/symbol correspondences for the purposes of encoding and writing.

Demonstrate knowledge of 26 letter sounds by building 3-6 letter sound combinations in 4-6 letter words. (CVCC (floss rule), CCVCC, CCCVC, CCCVCC)

Demonstrate knowledge of 26 letter sounds by building CVCC (includes: floss rule, blends), CCVCC (includes: g /j/ & c /s/ onsets), CCCVC, CCCVCC (includes: beginning blends & trigraphs)

Encoding

Demonstrate knowledge of 26 letter sounds by building 3-4 letter sound combinations/4 letter words (CCVC words) (V also includes ee, ea, ai, ay, oa)

Build words with three-consonant blends.

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Write informative/ explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia to aid comprehension, if needed. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.

Write informative/explanatory pieces that include:

Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia to aid comprehension, if needed.

Compose a paragraph on a specific topic that includes a topic sentence, supporting details, and concluding statement and pair with an illustration.

An introduction with a clear topic sentence;

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Compose a three or more-sentence paragraph including a topic sentence and at least two supporting details.

Facts, definitions, details, quotations and/or examples from the text(s) to develop the topic;

Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

Compose a sentence that conveys information including one concrete fact and using domain-specific vocabulary.

A concluding statement;

Use precise language and domain-specific vocabulary to inform about or explain the topic.

Organizational structure to support the writer’s purpose;

Provide a concluding statement or section related to the information or explanation presented.

Linking words and phrases;

Relevant vocabulary;

Sentence variety; and

Grade-level phonics-based spelling.

Compose an informative or explanatory sentence.

Compose a sentence using a sentence frame or other scaffold as needed.

Capitalize the first letter of the first word of a sentence.

Use punctuation.

Identify the parts of a simple sentence.

Communicate to explain something using facts and details on a specific topic.

Communicate to share information on a specific topic.

Brainstorm and record vocabulary words, phrases and ideas around a chosen topic.

Identify a topic for writing.

Actively engage with a communication partner.

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/ or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

Write narratives that develop real or imagined sequenced events including:

Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

Compose a story that includes characters paired with dialogue.

An introduction;

Use dialogue and description to develop experiences and events or show the responses of characters to situations.

Compose a story including characters, setting, and events in a sequential order.

A situation with a narrator and/or characters;

Use a variety of transitional words and phrases to manage the sequence of events.

Compose a story based on a personal experience including a beginning, middle, and end.

Dialogue and description of experiences and events;

Use concrete words and phrases and sensory details to convey experiences and events precisely.

A conclusion;

Provide a conclusion that follows from the narrated experiences or events.

Organizational structure to support the writer’s purpose;

Transitional words and phrases;

Descriptive and/or sensory details;

Sentence variety; and

Grade-level phonics-based spelling.

Communicate imagined experiences that can be translated into text.

Identify an imagined event

Communicate personal experiences that can be translated into text.

Identify a personal experience or event.

Actively engage with a communication partner

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

Produce clear and coherent writing, collaboratively and independently, in which the development and organization are appropriate to task, purpose, and audience.

Select an appropriate template and compose a writing sample for a given task or purpose (e.g., shopping list, letter, e-mail, text message, invitation, etc.).

Given an appropriate template, compose a writing sample for a given task or purpose.

Match or label writing samples to the correlating purpose/task and audience.

Identify various audiences for writing.

Identify a variety of tasks/purposes for writing.

Communicate meaning that can be translated into text.

Communicate about a specific topic.

Actively engage with a communication partner.

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

With gradually fading adult support, plan, revise, and edit writing to improve clarity, organization, and conventions (e.g., capitalization, punctuation, spelling), using feedback from adults or peers.

With guidance and support, plan, draft, and edit writing to convey a clear message.

With guidance and support, edit simple sentences to improve their clarity (check spacing, conventions, capitalization, punctuation, spelling, and word choice).

Edit a writing sample for fragments or runons with guidance and support.

Identify run-on sentences within own writing

Identify fragments vs. complete sentences within own writing.

Identify elements of a complete sentence.

Develop sentences with both a noun and a verb, capitalization and punctuation.

Communicate meaning that can be translated into text.

Identify the first word of a sentence.

Identify the last word of a sentence.

Identify a sentence vs. a word, letter or paragraph.

Communicate about a specific topic

Select a topic for writing.

Engage with a communication partner(s) to develop writing.

With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others, while demonstrating sufficient command of keyboarding skills.

With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others, while demonstrating sufficient command of keyboarding skills.

With gradually fading adult support, use a variety of digital skills (e.g., keyboarding) and tools (e.g., multimedia platforms) to produce and publish writing.

With guidance and support from an adult or peer, use information from print or digital source to generate sentences using a keyboard.

With guidance and support from an adult or peer, use information from print or digital source to generate sentences.

With guidance and support from an adult or peer, use information from print or digital source to generate a sentence.

Use technology, including assistive technology, as needed, to interact and collaborate with others.

Independently generate a complete sentence using technology, including assistive technology as needed.

Use a digital resource to gain information to develop writing.

Use technology to develop writing that communicates meaning.

Use traditional or adapted keyboard to encode words (see full skill development progression) for writing.

Match letter name or sound with key on a keyboard.

Place fingers on keys for typing.

Use technology features (word prediction, word completion, spell check, etc.) and/or assistive technology tools (picture selection for words, phrases or sentences) to communicate thoughts for writing.

Engage with technology tools used for research, communication and/or writing.

Conduct short research projects that build knowledge through investigation of different aspects of a topic.

Conduct short research projects that build knowledge through investigation of different aspects of a topic.

Engage in brief research projects, collaboratively and independently, that investigate different aspects of a topic by:

Investigate sources to provide three or more details on a given topic.

Gathering information from a variety of sources on a topic;

Collect information from one or more sources to present details about a given topic.

Recording observations; and

Select a source to present knowledge about a topic.

Composing short reports using grade-level vocabulary and sentence variety.

Communicate about a specific topic.

Review presentation targets or questions.

Select a source that provides information on a given topic.

Identify sources of information for research.

Engage with sources of information used in research. (i.e. internet, person/interview, informational text/nonfiction, dictionaries, etc.)

Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information and provide a list of sources.

Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information and provide a list of sources.

Recall relevant information from personal experiences or gather relevant information from sources to:

Sort information selected from personal experiences or print/digital sources into provided categories.

Take notes;

Generate a list of sources to support a topic or personal experience.

Categorize information;

Recall information from personal experiences.

Answer a specific question in writing; and

Provide a list of sources.

Organize (time order or categorize) notes and/or pictures from personal experience.

Capture notes or pictures from personal experiences.

Communicate about a prior experience.

Identify a personal experience.

Actively participate in personal experiences.

Engage with people, tools, etc. during personal experiences or events.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 4 reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). b. Apply grade 4 reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

Use evidence from grade-level literary or informational texts to support analysis, reflection, and research.

Apply grade 4 Reading standards to literature (e.g., "Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions].").

Categorize information on a topic from grade-level/ age-appropriate informational materials to: describe settings, characters, or events in a story; or to show an author’s reasons or evidence to support points in a text.

Apply grade 4 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text").

Identify information from grade-level/age-appropriate literary or informational materials to support understanding.

Select information from grade-level/age-appropriate literary or informational materials to support understanding.

Use skills developed in standards for literary and informational texts to collect information and evidence for writing.

Select specific text to draw evidence about a specific topic.

Select either literary or informational text based on topic of writing.

Identify a topic for reflection, analysis or research.

Engage with grade-level literary or informational text.

Writing Foundations

Write legibly in manuscript and/or cursive.

Write letters legibly to focus attention on composing ideas rather than forming letters.

Write legibly at a pace that supports sustained composition and notetaking across sentences and paragraphs.

Encode words, aligned with scope and sequence of adopted HQIM, such as:

Multisyllabic words using knowledge of syllable types, including open, closed, vowel-consonant-e, vowel teams, vowel-r, consonant -le, and schwa

Unfamiliar multisyllabic words, using knowledge of roots, prefixes, and suffixes

High-frequency words, using predictable, decodable phoneme-grapheme correspondences

Homophones (e.g., to, two, too)

Write complete sentences that demonstrate knowledge of conventions.

Use relative pronouns who, whose, which and that, relative adverbs where, when, and how, and irregular possessive nouns.

Form and use the progressive verb tenses (e.g., she is talking, she was talking, she will be talking).

Use modal auxiliary verbs to convey various conditions (e.g., can, could, may, might, must, shall, should, will, and would).

An English learner with significant cognitive disabilities can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.

With prompting and support, use an increasing range of strategies to:

With prompting and support, use an emerging set of strategies to:

With prompting and support, use a very limited set of strategies to:

An English learner with significant cognitive disabilities can make accurate use of standard English to communicate in grade-appropriate speech and writing.

With prompting and support:

With prompting and support:

With prompting and support:

An English learner with significant cognitive disabilities can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

With prompting and support:

With prompting and support:

With prompting and support:

An English learner with significant cognitive disabilities can speak and write about grade-appropriate complex literary and informational texts and topics.

With prompting and support:

With prompting and support:

With prompting and support:

An English learner with significant cognitive disabilities can construct grade-appropriate oral and written claims and support them with reasoning and evidence.

With prompting and support:

With prompting and support:

With prompting and support:

An English learner with significant cognitive disabilities can conduct research, evaluate, and communicate findings to answer questions or solve problems.

With prompting and support:

With prompting and support:

With prompting and support:

An English learner with significant cognitive disabilities can analyze and critique the arguments of others orally and in writing.

With prompting and support:

With prompting and support:

With prompting and support:

An English learner with significant cognitive disabilities can adapt language choices to purpose, task, and audience when speaking and writing.

With prompting and support and showing increasing control:

With prompting and support and showing increasing control:

With prompting and support and showing increasing control:

An English learner with significant cognitive disabilities can determine the meaning of words and phrases in oral presentations and literary and informational text.

With prompting and support and using context, visual aids, reference materials, and knowledge of English:

With prompting and support and relying some on context, visual aids, reference materials and communicative experience:

With prompting and support and relying heavily on context, visual aids and communicative experience:

An English learner with significant cognitive disabilities can create clear and coherent grade-appropriate speech and text.

With prompting and support:

With prompting and support:

With prompting and support:

determine the meaning of frequently occurring words and phrases, general academic and content-specific words and an increasing number of expressions in texts about familiar topics, experiences or events.

determine the main idea or theme.

identify the main topic or characters.

express an opinion.

identify a point an author or speaker makes.

participate in short conversations

retell key ideas and information from provided sources.

recognize and use an increasing number of frequently occurring nouns, pronouns, verbs, prepositions, adjectives, adverbs and conjunctions.

communicate simple information about an event or familiar topic.

identify some details that support the main idea or theme.

produce simple and compound sentences and a few complex sentences on familiar topics.

agree or disagree with the author or speaker.

participate in short written exchanges.

recognize the meaning of a few frequently occurring words, phrases and expressions in simple oral discourse, read-alouds and simple written texts about familiar topics, experiences or events.

communicate simple information about an event or familiar topic.

retell a short sequence of events.

provide one or two reasons or facts to support the opinion

retell two events in sequence.

participate in short conversations.

deliver short presentations or information.

retell parts of a story from read-alouds, simple written texts and oral presentations.

identify the meaning of words by pointing to or giving teacher a picture related to the word.

use some learned words, sounds, expressions and gestures appropriate for social and academic contexts (e.g., playground, classroom) showing developing control.

compose written text

about familiar texts, topics, and experiences.

sequence information from readalouds, simple written texts and oral presentations.

use some frequently occurring linking words with emerging control.

recall information from experience record some information from provided sources.

from read-alouds, simple written texts and oral presentations.

participate in short written exchanges

recognize the meaning of some words learned through conversations, reading and being read to.

indicates the correct one of two pictures: one is of man walking, another has a man swimming. The student is asked, “Which man is walking?”

given a sentence with a preposition, choose the appropriate picture, for example: “The book is on the table,” or “The book is under the table.”

provide a few reasons or facts to support the opinion

recognize and use a small number of frequently occurring nouns, pronouns, verbs, prepositions, adjectives, adverbs and conjunctions produce simple sentences on a familiar topic.

identify a few key words and phrases

participate in short written exchanges about familiar topics.

communicate simple information.

tell how one or two reasons support the specific points an author or a speaker makes on a familiar topic.

communicate simple information about familiar texts, topics, events or objects in the environment.

participate in shared research projects.

use a narrow range of frequently occurring vocabulary and simple sentences with limited control.

about familiar texts, topics, and experiences.

respond to others’ comments or ideas about familiar topics and texts.

compose simple written text

identify the meaning of words by indicating a picture related to the word.

respond to simple questions about familiar topics and texts.

about a familiar topic.

participate in shared research projects label information from provided sources.

express an opinion.

recall information from experience.

communicate a few pieces of information about a familiar topic.

use an increasing number of learned words, sounds, expressions and gestures appropriate for social and academic contexts (e.g., playground, classroom) showing increasing control in speech and writing.

determine the meaning of some frequently occurring words, phrases and expressions in simple oral discourse, read-alouds and simple written texts about familiar topics, experiences or events.

identify a reason an author or speaker gives to support a main idea.

participate in shared research projects.

participate in short conversations.

about a familiar topic.

express an opinion about a familiar topic.

use an increasing range of temporal words and linking words and some transitional words and phrases with increasing control.

An English Language Learner can construct meaning from oral presentations and literary and informational text through grade appropriate listening, reading, and viewing.

use a very limited set of strategies to: • identify a few key words and phrases from read-alouds, simple written texts, and oral presentations.

use an emerging set of strategies to: • identify the main topic • retell a few key details from read-alouds, simple written texts, and oral presentations.

use a developing set of strategies to: • determine the main idea or theme, and • retell a few key details • retell familiar stories from read-alouds, simple written texts, and oral presentations.

use an increasing range of strategies to: • determine the main idea or theme, and • explain how some key details support the main idea or theme • summarize part of a text from read-alouds, written texts, and oral presentations.

use a wide range of strategies to: • determine two or more main ideas or themes • explain how key details support the main ideas or themes • summarize a text from read-alouds, written texts, and oral presentations.

An English Language Learner can make accurate use of standard English to communicate in grade-appropriate speech and writing.

with support (including context and visual aids), • recognize and use a small number of frequently occurring nouns, noun phrases, and verbs • understand and respond to simple questions

with support (including visual aids and modeled sentences), • recognize and use some frequently occurring nouns, pronouns, verbs, prepositions, adjectives, adverbs, and conjunctions • produce simple sentences in response to prompts

with support (including modeled sentences), • use some relative pronouns (e.g., who, whom, which, that), • use some relative adverbs (e.g., where, when, why), • use some prepositional phrases • produce and expand simple and compound sentences

use relative pronouns (e.g., who, whom, which, that), • use relative adverbs (e.g., where, when, why), • use prepositional phrases • use subordinating conjunctions • produce and expand simple, compound, and a few complex sentences

use relative pronouns (e.g., who, whom, which, that), • use relative adverbs (e.g., where, when, why) • use prepositional phrases • use subordinating conjunctions • use the progressive and perfect verb tenses • produce and expand simple, compound, and complex sentences

An English Language Learner can participate in grade appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

participate in short conversations • participate in short written exchanges • actively listen to others • respond to simple questions and some wh- questions about familiar topics.

participate in short conversations • participate in short written exchanges • actively listen to others • respond to simple questions and wh- questions about familiar topics and texts

participate in short conversations and discussions • participate in short written exchanges • respond to others’ comments • add some comments of his or her own • ask and answer questions about familiar topics and texts

participate in conversations and discussions • participate in written exchanges • build on the ideas of others • express his or her own ideas • ask and answer relevant questions • add relevant information and evidence about a variety of topics and texts

participate in extended conversations and discussions • participate in extended written exchanges • build on the ideas of others • express his or her own ideas clearly • pose and respond to relevant questions • add relevant and detailed information using evidence • summarize the key ideas expressed about a variety of topics and texts.

An English Language Learner can speak and write about grade-appropriate complex literary and informational texts and topics.

communicate simple information about familiar texts, topics, events, or objects in the environment.

deliver short oral presentations • compose written texts about familiar texts, topics, and experiences

including a few details, • deliver short oral presentations • compose written narratives or informational texts about familiar texts, topics, and experiences.

including some details, • deliver short oral presentations • compose written narratives or informational texts about a variety of texts, topics, and experiences.

including details and examples to develop a topic, • deliver oral presentations • compose written narrative or informational texts about a variety of texts, topics, and experiences

An English Language Learner can construct grade-appropriate oral and written claims and support them with reasoning and evidence.

express an opinion about a familiar topic

construct a simple claim about a familiar topic • give a reason to support the claim

construct a claim about familiar topics • introduce the topic • provide a few reasons or facts to support the claim.

construct a claim about a variety of topics • introduce the topic • provide several reasons or facts to support the claim • provide a concluding statement.

construct a claim about a variety of topics • introduce the topic • provide logically ordered reasons or facts to support the claim • provide a concluding statement.

An English Language Learner can conduct research and evaluate and communicate findings to answer questions or solve problems.

recall information from experience • gather information from a few provided sources • label some key information.

recall information from experience • gather information from provided sources. • record some information.

recall information from experience • gather information from print and digital sources to answer a question • identify key information in orderly notes.

recall information from experience • gather information from print and digital sources to answer a question • record information in organized notes, with charts, tables, or other graphics, as appropriate. • provide a list of sources

recall information from experience • gather information from print and digital sources • summarize key ideas and information in detailed and orderly notes, with graphics as appropriate. • provide a list of sources.

An English Language Learner can analyze and critique the arguments of others orally and in writing.

identify a point an author or speaker makes

identify a reason an author or speaker gives to support a main point • agree or disagree with the author or speaker.

tell how one or two reasons support the specific points an author or speaker makes or fails to make

describe how reasons support the specific points an author or speaker makes or fails to make

explain how an author or speaker uses reasons and evidence to support or fail to support particular points • (at grade 5) identify which reasons and evidence support which points

An English Language Learner can adapt language choices to purpose, task, and audience when speaking and writing.

recognize the meaning of some words learned through conversations, reading, and being read to

with emerging control, • adapt language choices to different social and academic contents • use some words learned through conversations, reading, and being read to

with developing control, • adapt language choices according to purpose, task, and audience • use an increasing number of general academic and content-specific words, phrases, and expressions in conversation, discussions, and short written text.

with increasing ease, • adapt language choices and style (includes register) according to purpose, task, and audience • use a wider range of general academic and content-specific words and phrases in speech and writing.

adapt language choices and style according to purpose, task, and audience • use a wide variety of general academic and content-specific words and phrases in speech and writing.

An English Language Learner can determine the meaning of words and phrases in oral presentations and literary and informational text

relying heavily on context, visual aids, and knowledge of morphology in his or her native language, • recognize the meaning of a few frequently occurring words, phrases, and formulaic expressions in simple oral discourse, read-alouds, and written texts about familiar topics, experiences, or events.

using context, some visual aids, reference materials, and knowledge of morphology in his or her native language, • determine the meaning of some frequently occurring words, phrases, and expressions in simple oral discourse, read-alouds, and written texts about familiar topics, experiences, or events

using context, visual aids, reference materials, and a developing knowledge of English morphology, • determine the meaning of frequently occurring words and phrases • determine the meanings of some idiomatic expressions in texts about familiar topics, experiences, or events

using context, reference materials, and an increasing knowledge of English morphology, • determine the meaning of general academic and content-specific words, phrases • determine the meaning of a growing number of idiomatic expressions in texts about a variety of topics, experiences, or events

using context, reference materials, and knowledge of English morphology, • determine the meaning of general academic and content-specific words and phrases • determine the meaning of figurative language (e.g., metaphors, similes, adages, and proverbs) in texts about a variety of topics, experiences, or events.

An English Language Learner can create clear and coherent grade-appropriate speech and text.

with support (including context and visual aids), and using non-verbal communication, • communicate simple information about an event or topic • use a narrow range of vocabulary and syntactically simple sentences with limited control

with support (including visual aids and modeled sentences), • communicate simple information about a topic • recount a simple sequence of events in order • use frequently occurring linking words (e.g., and, then) with emerging control

with support (including modeled sentences), • introduce an informational topic • present one or two facts about the topic • recount a short sequence of events in order • use an increasing range of temporal and other linking words (e.g., next, because, and, also) • provide a concluding statement with developing control

introduce an informational topic • develop the topic with facts and details • recount a more detailed sequence of events, with a beginning, middle, and end • use transitional words and phrases to connect events, ideas, and opinions (e.g., after a while, for example, in order to, as a result) • provide a conclusion with increasingly independent control

introduce an informational topic • develop the topic with facts and details • recount a more detailed sequence of events, with a beginning, middle, and end • use a variety of linking words and phrases to connect ideas, information, or events • provide a concluding statement or section