Grade 3 ELA Michigan Standards

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

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

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

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

Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Read and comprehend complex literary and informational texts independently and proficiently.

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Assess how point of view or purpose shapes the content and style of a text.

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

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 tasks, purposes, and audiences.

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

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

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

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

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

Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

Form and use regular and irregular plural nouns.

Use abstract nouns (e.g., childhood).

Form and use regular and irregular verbs.

Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

Ensure subject-verb and pronoun-antecedent agreement.

Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

Use coordinating and subordinating conjunctions.

Produce simple, compound, and complex sentences.

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

Capitalize appropriate words in titles.

Use commas in addresses.

Use commas and quotation marks in dialogue.

Form and use possessives.

Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

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

Choose words and phrases for effect.

Recognize and observe differences between the conventions of spoken and written standard English.

Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

Use sentence-level context as a clue to the meaning of a word or phrase.

Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

Demonstrate understanding of word relationships and nuances in word meanings.

Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

Know and apply grade-level phonics and word analysis skills in decoding words.

Identify and know the meaning of the most common prefixes and derivational suffixes.

Decode words with common Latin suffixes.

Decode multisyllable words.

Read grade-appropriate irregularly spelled words.

Read with sufficient accuracy and fluency to support comprehension.

Read on-level text with purpose and understanding.

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

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

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2—3 text complexity band independently and proficiently.

Determine the main idea of a text; recount the key details and explain how they support the main idea.

Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

Distinguish their own point of view from that of the author of a text.

Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

Compare and contrast the most important points and key details presented in two texts on the same topic.

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2—3 text complexity band independently and proficiently.

Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

Distinguish their own point of view from that of the narrator or those of the characters.

Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

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

Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

Explain their own ideas and understanding in light of the discussion.

Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

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

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.

Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

Provide reasons that support the opinion.

Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

Provide a concluding statement or section.

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

Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

Develop the topic with facts, definitions, and details.

Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

Provide a concluding statement or section.

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

Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

Use temporal words and phrases to signal event order.

Provide a sense of closure.

With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

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

With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

Conduct short research projects that build knowledge about a topic.

Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Demonstrate Standard English grammar and usage when communicating

Demonstrate understanding of conventions of Standard English

Use language to achieve desired outcomes when communicating

Demonstrate knowledge of word meanings: with guidance and support, use sentence-level context to determine what word is missing from a sentence read aloud.

Demonstrate emerging knowledge of word meanings: with guidance and support, identify the temporal meaning of words, when common affixes ( -ing, -ed) are added to common verbs.

Demonstrate understanding of word relationships and use.

Demonstrate understanding of words that signal spatial and temporal relationships. (e.g., behind, under, after, soon, next, later.)

The student can identify the correct use of grammatical structures (e.g., singular/plural nouns, appropriate pronouns, present/past tense verbs) when communicating.

The student can identify that the first word in a sentence should be capitalized and/or choose the correct ending punctuation (period, question mark, or exclamation point).

The student can identify the correct use of language to communicate effectively with a variety of audiences and for different purposes (e.g., asking and answering questions, sharing information, and advocating for oneself).

The student can determine which word or words best complete a sentence. (The sentence may or may not be read aloud depending on student need.)

The student can identify the meaning of words in narrative and informational texts, including (but not limited to) words that describe emotions.

The student can identify the correct grammatical use of nouns when presented in context.

The student can differentiate between a word and a simple sentence.

The student can identify the correct use of language to communicate effectively with familiar people (e.g., sharing information, responding to greetings, being polite, and making simple requests, etc.).

The student can use simple visual and/or auditory cues to recognize familiar words.

The student can identify the meaning of basic words paired with pictures in narrative or informational texts, including (but not limited to) “feeling words” (happy, sad, tired, mad, etc.).

The student can identify/demonstrate the correct grammatical use of nouns and/or pronouns when presented in context.

The student can identify correct capitalization and/or end punctuation (period and question mark).

The student can use language to communicate effectively with a variety of audiences and for different purposes (e.g., asking questions, sharing information, responding to greetings, using polite expressions, using appropriate body language).

The student can use semantic and/or syntactic cues to recognize familiar words paired with pictures and/or objects in context.

The student can identify the meaning of words in one-paragraph narrative and/or informational texts, including (but not limited to) “feeling words.”

Use letter-sound knowledge to read words.

Read words in text.

Answer who and what questions to demonstrate understanding of details in a text.

Demonstrate understanding of text while actively engaged in shared reading of history/social studies, science, and technical texts.

Identify details in a text.

Order two events from a text as "first" and "next".

Determine words and phrases that complete literal sentences in a text.

With guidance and support, use text features including headings and key words to locate information in a text.

Identify personal point of view about a text.

Use information gained from visual elements and words in the text to answer explicit who and what questions.

Identify two related points the author makes in an informational text.

Identify similarities between two texts on the same topic.

The student can answer questions about details (e.g., individuals, events, locations, ideas, and/or sequence of events) in an informational text.

The student can use more complex visuals (e.g., pictures, illustrations, posters, schedules, photographs, etc.) to demonstrate understanding of text/information.

The student can identify one detail (fact, event, idea) in a short informational text.

The student can use visual representations of information (e.g., charts, posters, schedules, pictures, etc.) to identify a single detail or idea.

The student can answer questions about basic details (e.g., individuals, locations, and events) in an informational text.

The student can use visual representations of information (e.g., charts, posters, schedules, pictures, etc.) to answer who and/or what questions.

Answer who and what questions to demonstrate understanding of details in a text.

Demonstrate understanding while actively engaged in shared reading of stories, dramas and poetry.

Associate details with events in stories from diverse cultures.

Identify the feelings of characters in a story.

Determine words and phrases that complete literal sentences in a text.

Determine the beginning, middle and end of a familiar story with a logical order.

Identify personal point of view about a text.

Identify parts of illustrations or tactual information that depict a particular setting, or event.

Identify common elements in two stories in a series.

The student can use details to answer questions about the plot, setting, and characters in a narrative text.

The student can identify events that occur at the beginning, middle, and/or end of a multiple-paragraph narrative text.

The student can answer simple who, what or where questions about a narrative text.

The student can demonstrate understanding of sequence in a familiar routine or simple narrative text.

The student can answer questions about basic elements in a narrative text (e.g., characters’ names, settings, and specific events).

The student can identify when a simple story element occurred (e.g., at the beginning/end of a narrative, what happened first/last, etc.) in a one-paragraph narrative text.

Engage in collaborative discussions

Identify details in a text read aloud or information presented orally through other media.

Ask or answer questions about details provided by the speaker.

Recount a personal experience, story, or topic including details.

Create a multimedia presentation of a story or poem.

Combine words for effective communication to clarify thoughts, feelings, and ideas in various contexts.

The student can respond to questions about details presented orally or through other media.

The student can select a detail from a text presented orally or through other media.

The student can respond to basic questions about details presented orally or through other media.

Write opinions about topics or text

Write opinions about topics or text

Write routinely for a variety of tasks, purposes, and audiences.

Write to share information supported by details

Write about events or personal experiences

With guidance and support, produce writing that expresses more than one idea.

With guidance and support from adults and peers, revise own writing.

With guidance and support from adults, use technology to produce writing while interacting and collaborating with others.

Identify information about a topic for a research project.

Sort information on a topic or personal experience into two provided categories and write about each one.

The student can write/dictate/draw a brief piece describing his/her opinion on a given topic or text.

The student can identify reasons to support an opinion about a given topic or text (the opinion may belong to the student, character, or author of a given text).

The student can write/dictate/draw a brief piece about a given topic using facts and details.

The student can write/dictate/draw a personal narrative about an event or personal experience.

The student can sort information into categories in preparation for a writing project.

The student can select a word or labeled picture that expresses an opinion about a given topic or text.

The student can identify an opinion of a character in a short narrative text.

The student can select one fact or detail that is related to a given topic or list of details.

The student can select a word or picture to share information about an event or personal experience.

The student can contribute to class brainstorming sessions to generate ideas for group writing projects.

The student can select words/phrases that express an opinion about a given topic or text.

The student can identify words/phrases that express an opinion of a character in a given text.

The student can identify facts or details about a given topic or category.

The student can identify details from an event or personal experience.

The student can choose pieces of information that are related to a given topic in preparation for a class writing project.

Writing: Text Types and Purposes

Range of Reading and Level of Text Complexity

Presentation of Knowledge and Ideas

Reading Standards for Informational Text

Integration of Knowledge and Ideas

Range of Writing

Research to Build and Present Knowledge

Presentation of Knowledge and Ideas

Craft and Structure

Conventions of Standard English

Text Types and Purposes

College and Career Readiness Anchor Standards for Writing

(Not applicable to literature)

Reading Standards: Foundational Skills

Research and Inquiry

Key Ideas and Details

Conventions of Standard English

College and Career Readiness Anchor Standards for Speaking and Listening

Students can investigate topics and present information.

Knowledge of Language

Vocabulary Acquisition and Usage

College and Career Readiness Anchor Standards for Language

Students can communicate for a range of purposes and audiences.

Integration of Knowledge and Ideas

Fluency

Craft and Structure

Using Language

Key Ideas and Details

Range of Reading and Level of Text Complexity

(Begins in grade 4)

Vocabulary Acquisition and Use

Production and Distribution of Writing

Integration of Knowledge and Ideas

Students can produce writing for a range of purposes and audiences.

Phonics and Word Recognition

College and Career Readiness Anchor Standards for Reading

Accessing Informational Text

Range of Reading and Level of Text Complexity

Range of Writing

Craft and Structure

Key Ideas and Details

Reading Standards for Literature

Reading (Foundational Skills)

Knowledge of Language

Comprehension and Collaboration

Research to Build and Present Knowledge

Speaking and Listening Standards

Production and Distribution of Writing

Accessing Narrative Text

Comprehension and Collaboration

Writing Standards

Speaking and Listening

Conventions of Standard English

Language Standards

Text Types and Purposes

Vocabulary Acquisition and Use

Students can comprehend text in increasingly complex ways.

Demonstrate understanding through non-verbal gestures or with single words or learned phrases

Follow simple two-step oral directions to complete a task in English

Interpret gestures and visual cues used in instruction

Perform basic classroom tasks when prompted

Follow simple three or four-step oral directions to complete a classroom task

Restate and execute multi-step oral directions

Respond appropriately and courteously to directions and questions

Perform most uncomplicated classroom tasks when prompted

Clarify classroom assignments with teacher and/or peers

Understand highly contextualized simple speech with frequent repetition and rephrasing

Understand basic language such as, greetings, leave-taking, questions, and directions

Understand simple speech produced by peers and adults on familiar topics with repetition and rephrasing

Understand age-appropriate social discourse with occasional repetition and rephrasing

Understand ageappropriate social discourse

Respond to messages by asking questions, challenging statements or offering examples that affirm the message

Use active listening comprehension in a variety of situations such as following directions, responding to requests, and listening for specific purposes

Listen attentively to stories and information read aloud

Demonstrate comprehension of oral presentations and instructions through nonverbal responses

Listen and respond to stories and other texts read aloud, including classic and contemporary works

Orally identify main points of simple conversations and stories read aloud

Understand the major ideas and supporting evidence in spoken messages

Identify some supporting details from a variety of media messages

Listen attentively to stories/information and identify key details and concepts using both verbal and non-verbal responses

Identify the main idea and some supporting details of oral presentations, familiar literature, and key concepts of subject matter content

Identify main ideas and fact versus fiction in broadcast media

Listen attentively to stories or content information and identify key details and concepts using both verbal and written responses

Listen attentively to more complex stories/information on new topics across content areas in order to identify the main points and supporting details

Understand limited key content area vocabulary supported by visual representations and realia (real-life objects)

Understand key content area vocabulary supported by visuals and written text provided during classroom instruction

Understand vocabulary and discourse features of content areas

Demonstrate understanding of speaker's feelings and attitudes toward a topic

Use age-appropriate social conventions that characterize the new culture while listening, such as eye contact, physical proximity, and turn-taking

Interpret speaker's messages, purposes, and perspectives

Listen critically to interpret and evaluate

Identify the main ideas, points of view, and fact/fiction in broadcast and print media

Respond to the implications of tones of voice

Infer speaker's implied meaning

Infer speaker's messages, purposes, and perspectives

Demonstrate proficiency in each aspect of the listening process such as focusing attention, interpreting, and perspectives

Differentiate fact and opinion on topics or issues presented by broadcast media

Speaking

Follow simple and complex directions

Engage in conversations for personal expression and enjoyment

Use the writing process to produce writing

Use tone and voice to engage specific audiences

Read and demonstrate comprehension of main idea and supporting details

Identify main ideas and supporting details from spoken English

Writing

Use English to interact in the classroom

Demonstrate phonological awareness and the relationship of listening/speaking to decoding

Listening

Demonstrate comprehensible pronunciation and intonation for clarity in oral communication

Apply reading skills in social and academic contexts

Make inferences, predictions, and conclusions from reading

Use grammatical conventions of English

Identify author's voice, attitude and point of view

Construct sentences and develop paragraphs to organize writing supporting a central idea

Use spoken language for daily activities within and beyond the school setting

Reading and Comprehending

Identify meaning of vocabulary in the content areas

Use spoken English and nonverbal communication in socially and culturally appropriate ways

Analyze style and form of various genre

Present information, concepts, and ideas to an audience of listeners on a variety of topics

Understand and use grammatical structures of English to improve reading comprehension

Build vocabulary to develop concepts

Use various types of writing for specific purposes

Write using appropriate vocabulary choice and variation

Make inferences and predictions

Use strategies to extend communicative competence

Understand spoken English to participate in social contexts

Use conventions and formats of written English

Read for research purposes

Provide and obtain information; express and exchange opinions

Recognize concepts of print literacy

Use multiple sources to extend writing

Identify speaker attitude and point of view

Demonstrate initial print awareness that print carries message

Know the order of the alphabet; name and identify each letter of the alphabet

Know the difference between capital and lower case letters

Distinguish letters from words

Demonstrate directionality by tracking print from left to right, and using return sweep

Recognize that sentences in print are made up of separate words

Recognize that words have correct spelling

Identify the front cover, back cover, and title page of a book

Understand that printed materials provide information

Use knowledge of simple spelling patterns when reading

Recognize capitalization and punctuation to convey meaning

Understand that authors write for different purposes such as persuading, informing, entertaining and instructing

Describe how the author's perspective or point of view affects the text

Demonstrate that print represents spoken language

Understand that as letters change, so do sounds

Use knowledge of consonants and vowels sounds to match sounds to letters

Use knowledge of consonants, consonant blends, and vowel sounds in decoding words

Read common word families and rhyming words

Use decoding skills to read known and unfamiliar words

Match oral words to printed words

Recognize high frequency words

Develop basic sight words

Use context clues as a strategy to figure out meaning of unfamiliar words and phrases

Use meaning clues and language structure to expand vocabulary (pictures, background knowledge, context clues)

Apply knowledge of letter-sound correspondences, language structure, and context to recognize words

Identify simple words with multiple meanings

Identify simple literary terms (title, author, illustrator)

Recognize common cognates

Demonstrate knowledge of prefixes and suffixes, root, antonyms, homonyms, synonyms and abbreviations to determine meaning

Recognize words that have multiple meanings in literature and texts in content areas

Recognize simple idioms and figures of speech

Identify simple literary terms across a variety of genre (title, author, illustrator)

Use knowledge of cognates and false cognates when reading

Identify nouns and verbs (subjects and predicates)

Recognize basic English syntax (sentence structure) and grammar to derive meaning

Name characters and identify setting of story

Recognize the beginning, middle and end of narratives

Answer factual, simple questions about content of text

Participate in discussions describing characters, setting, events and plot

Identify the topic or main idea of text

Restate facts and details of text

Distinguish between fact and opinion in informational text

Summarize informational or narrative selections

Compare and contrast characters; describe setting and events in text

Demonstrate knowledge of story structure and sequence

Describe the development of plot and identify how conflicts are addressed and resolved

Recognize the theme (general observation about life and human nature) within a text

Identify main ideas and supporting details from grade appropriate texts

Identify common signs and logos

Use prior background knowledge to approach text

Use print from the environment to derive and reinforce meaning

Read and follow simple written directions

Use simple reference materials (such as picture dictionaries) to acquire concepts

Locate pictures, maps, keys, charts, tables, graphs, diagrams, chapter headings, and table of contents

Read and follow sequential or multiple step written directions to complete tasks and assignments

Use simple reference materials to acquire concepts (dictionary, thesaurus, technologies, vocabulary categories, and alphabetical order)

Use text features such as illustrations, diagrams, charts, glossaries, and indexes to draw information from text

Use strategies to read text (preview, predict, question while reading, reread, and self-correct)

Apply information using table of contents, index, and chapter headings, diagrams, keys, charts, tables, pictures, maps, graphs and glossary

Make connections between prior knowledge, personal experiences and what is read

Develop questions about a topic

Collect and organize information using a resource other than the textbook for presentations and/or projects

Use pictures/graphics to make predictions about text, and discuss conclusions

Use pictures to make predictions about stories and informational text

Make and confirm predictions about the subject/story from text clues

Draw conclusions from information provided in the text

Draw inferences about stories read aloud and use simple phrases to communicate the inferences

Read text and use detailed sentences to identify orally the main ideas and use them to make predictions supported by details

Read text and use detailed sentences to identify orally the main ideas and use them to make predictions with supporting details about informational text, literary text, and text in content areas

Identify elements of a story, including character, setting, and sequence of events

Recognize format differences between poetry and prose

Recognize differences between expository and narrative text

Use graphic displays (photos, art, pictures, icons, symbols) and textual aides (sub-heading, graphs, charts) to understand stories and informational text

Demonstrate knowledge of story structure and sequence

Differentiate between fiction and non-fiction

Understand literary forms by recognizing and distinguishing among stories, poems, and information books

Distinguish between reality and fantasy in literature

Understand literary forms by recognizing and distinguishing among stories, poems, myths, fables, tall tales, plays, biographies, autobiographies, and historical fiction

Use text structure or sequence of ideas such as cause/effect or chronology to recall information

Distinguish between explicit examples of fact, opinion, and cause/effect in text

Determine whether the evidence in a text supports a conclusion

Identify information from graphic displays and textual aides

Use learned phrases to respond to questions and directions

Make requests and obtain information from the community

Participate in conversations on social topics by asking and requesting information

Acquire goods, services, or information by spoken request

Draw conclusions from interactions with individuals from other cultures

Communicate basic wants and needs in English

Use common social greetings and simple repetitive phrases

Participate in social conversations with peers and adults on familiar topics by asking and answering questions and requesting information

Participate in social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and requesting information

Demonstrate understanding of idiomatic expressions by responding to and using them appropriately

Negotiate and initiate social conversations by questioning, restating, requesting information and paraphrasing the communication of others

Talk about experiences using expanded vocabulary, descriptive words and paraphrasing

Maintain eye contact when communicating in person

Recognize some gestures, facial expressions and body language

Understand and interpret the significance of gestures, facial expressions, and body language

Produce appropriate gestures, facial expressions and body language

Use idiomatic expressions appropriately

Vary speech according to purpose, audience and subject matter

Recite rhymes, songs and simple stories

Respond orally to factual questions

Ask and respond to questions using phrases or simple sentences

Participate in classroom discussions

Restate in basic terms the main idea of oral presentations using subject area content

Ask and answer instructional questions using simple sentences

Give directions or instructions to classmates

Participate in guided discussions

Give simple oral reports

Participate actively in cooperative group activities and projects

Participate actively in content area discussions with peers and teachers

Exchange, support, and discuss opinions and individual perspectives with peers on a variety of topics dealing with content area information or issues

Answer instructional questions by using simple sentences

Answer instructional questions with supporting details

Respond to messages by asking questions, challenging statements, or offering examples that affirm the message

Talk about experiences using expanded vocabulary, descriptive words and paraphrasing

Negotiate and initiate conversations by questioning, restating, requesting information, and paraphrasing the communication of others

Use clearly spoken single words and learned phrases to be understood by a native speaker

Speak understandably with awareness of English intonation and phonological patterns

Speak clearly and comprehensibly by using standard English grammatical forms, pronunciation, phrasing and intonation

Demonstrate control of the English phonological system and patterns of intonation when conversing with a native speaker in spontaneous situations

Describe a concrete object or concept with prepared text

Prepare and deliver short oral presentations

Retell stories and participate in short conversations

Prepare and deliver short presentations on ideas, images and topics obtained from various common sources

Prepare and ask basic interview questions and respond to them

Prepare and deliver presentations and reports in various content areas, including a purpose, point of view, introduction, coherent transitions, and appropriate conclusions

Use gestures for clarification and to support communication

Ask for clarification and repetition

Identify orally the main points of simple conversations and stories that are read aloud

Make requests relevant to the teaching learning process (homework instructions)

Formulate and pose questions during classroom discussions

Respond to messages by asking questions or by challenging statements

Summarize orally with accurate representation of the content of the conversation

Write the English alphabet legibly in manuscript (printing) using upper and lower case

Write messages from left to right and top to bottom of the page

Use word and letter spacing to make messages readable

Write personal information (name, address, phone number)

Write labels, notes and captions for illustrations, charts, and objects

Write words and short sentences from dictation with developmental spelling

Copy from a model text with attention to using lines, margins, and spacing

Write several sentences on a topic related to a visual prompt

Write the English alphabet legibly in cursive using upper and lower case

Write sentences from dictation with more conventional spelling of familiar words

Write simple sentences using key words available in the classroom environment

Organize and record expository information on pictures, lists, charts and tables from information presented in the classroom

Write several sentences on a topic in paragraph format using indentation

Write with consistent use of spelling patterns and rules

Organize, record and summarize expository information for posters and presentations for literature and content areas subjects

Write three paragraphs including a beginning, middle and end on a prompt/theme

Use resources to edit text for consistently correct spelling

Write an essay or narrative demonstrating control of paragraph formation

Use capitalization and punctuation to begin and end sentences

Use nouns (singulars and plurals), verbs (singular and plural), pronouns, adjectives, adverbs in writing

Use basic grammatical constructions in simple sentences

Capitalize and punctuate correctly to clarify and enhance meaning (such as capitalizing titles, using possessives, commas in a series, apostrophes and contractions, and abbreviations)

Identify and correctly use subject verb agreement and past, present, and future tenses in writing simple sentences

Demonstrate knowledge of negatives and contractions

Demonstrate knowledge of verbs, tenses and modals (auxiliaries), WH-words and pronouns and antecedents

Demonstrate knowledge of parts of speech

Use punctuation and capitalization to enhance meaning and express complex thoughts (such as direct quotes and compound sentences)

Use a variety of parts of speech to clarify writing

Use prepositional phrases to elaborate written ideas

Demonstrate knowledge of nominative, objective, and possessive case

Use verb tenses appropriately in present, past, future, perfect and progressive

Use punctuation and capitalization to enhance meaning and express complex thoughts to produce complex sentences without sentence fragments or run-on sentences

Demonstrate control over grammatical elements, subject-verb agreement, pronoun-antecedent agreement, verbs forms, transitions and parallel construction

Use clauses, phrases and mechanics with consistent variation in grammatical forms

Use descriptive vocabulary to clarify details

Use thematic and content-specific vocabulary introduced in the classroom for writing across the curriculum

Select words from an expanded personal vocabulary to accurately communicate ideas clearly and concisely across the curriculum

Use vocabulary to convey intended meaning while recognizing the meanings and cultural uses of the other registers in English which are often expressed through colloquialisms, idioms, and other language forms

Compose simple declarative, interrogative, imperative, and exclamatory sentences appropriate for language arts and other content areas based on a classroom model

Compose multiple sentences around a topic

Support a central idea with relevant details and examples

Write a brief expository composition that includes a thesis and some supporting details

Use resources to extend vocabulary choices in writing (bilingual dictionary, thesaurus, English dictionary)

Independently create cohesive paragraphs that develop a central idea with consistent use of standard English grammatical forms, including a variety of sentence types

Use varied sentence structure to express meaning and achieve desired effect

Produce cohesive and coherent written text by organizing ideas, using effective transitions, and choosing precise wording

Organize ideas in writing to ensure coherence, logical progression, and support for ideas

Use effective sequences and transitions to achieve coherence and meaning

Produce a multiple paragraph essay that elaborates a thesis

Structure ideas and arguments within a defined context including supporting and relevant examples

Prewriting: Generate ideas for writing by using prewriting techniques such as drawing and teacher assisted listing of key thoughts

Drafting: Develop drafts by categorizing ideas and organizing them into sentences with teacher assistance

Editing: Edit writing for punctuation, capitalization and spelling with teacher assistance; create legible final copy

Prewriting: Use graphic organizers as a prewriting activity to demonstrate prior knowledge, add information and prepare to write

Drafting: Use simple sentences to follow an outline or graphic organizer to create a draft of a paragraph

Revising: Revise draft by elaborating text with expanded use of adjectives, adverbs and a variety of sentence structures

Revising: Revise writing for expanded word choice and organization with variation in grammatical forms

Editing: Edit draft for basic grammatical constructions; expand use of adjectives and adverbs; check for singular and plural agreement

Prewriting: Plan ideas through independent organizing activities such as listing, webbing, clustering, sequencing, and classifying in English

Drafting: Develop a draft by organizing ideas into sentences and paragraphs following an organizational plan

Revising: Revise writing by adding, elaborating, combining, deleting, and rearranging text

Editing: Edit writing to ensure use of grammar conventions

Prewriting: Use planning strategies to organize information, generate ideas, and develop voice

Drafting: Develop a draft independently by organizing and reorganizing content and by refining style to suit occasion, audience and purpose

Revising: Revise writing for appropriate word choice, consistent point of view, introductions, transitions, and conclusions

Editing: Edit writing for developmentally appropriate syntax, spelling, grammar, usage, and punctuation

Write basic information on classroom assignments, such as, name, date, class subject, teacher

Write to communicate basic personal information such as filling out forms, autobiographical sketches, home-culture descriptions

List, label, or summarize content area information

Write a few words or phrases about an event or character from a story read by the teacher

Write a short narrative story that includes elements of setting and character

Write in different forms for different purposes including lists to inform, letters to invite or thank, and stories to entertain

Write brief responses to selected literature with factual understanding of the text using simple sentences

Write a brief narrative include elements of setting, character, and events

Narrate a sequence of events with some detail

Write friendly letters, formal letters, thank you letters, and invitations that address audience concerns, stated purpose and context using conventional letter formats

Write across the curriculum with teacher assistance stories and other compositions such as personal narratives, journal entries, friendly poems in English

Write simple compositions such as descriptions, compare/contrast that have a main idea and some supporting details

Write technical materials such as instructions for performing tasks or playing a game that include specific details

Write responses to selected literature that exhibit understanding of the text, using detailed sentences and transitions

Use the writing process to write brief narratives using standard grammatical forms

Write simple compositions that address a single topic that include supporting sentences with concrete sensory details of people, places, things or experiences

Write in various forms with particular emphasis on business forms such as a report, memo, narrative or procedure, summary/abstract, and resume

Write a brief expository composition that includes a thesis and some points of support; provide information from primary sources; organize and record information on charts and graphs

Write short expository text that proposes a solution to a problem or speculates on causes and effects

Write responses to selected literature that develop interpretations, exhibit careful reading, and cite specific parts of the text

Write stories or other compositions such as personal narrative, stories, and poetry, that employ a logical sequence of events, provide insight into why the incident is notable, and include details to develop the plot in English

Write expository compositions and reports that convey information from primary and secondary sources and use some technical terms

Record or dictate knowledge of a topic in a variety of ways, such as by drawing pictures, making lists, or using graphic organizers to show connections among ideas

Identify questions for investigating a given topic

Use print or technology resources to write a simple informative paper

Use accepted format (including quotation and reference notes) to credit sources of information

Develop questions to guide research

Identify an audience for writing in English

Produce writing for given audiences and purposes in English