|
Grade 2 Grade Level Content Expectation (GLCE) |
Grade 2 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
WORD STUDY |
||
|
R.WS.02.01 Demonstrate phonemic awareness by
the wide range of sound manipulation competencies including sound blending
and deletion. |
R.WS.02.EG01 Begin to demonstrate phonemic
awareness by the wide range of sound manipulation competencies including
sound blending and deletion. |
Classroom/LEA/ISD |
|
R.WS.02.02 Recognize that
words are composed of sounds blended together and carry meaning. |
R.WS.02.EG02 Begin to
recognize that words are composed of sounds blended together and carry
meaning. |
Classroom/LEA/ISD |
|
R.WS.02.03 Understand the alphabetic
principle—that sounds in words are expressed by the letters of the alphabet. |
R.WS.02.EG03 Begin to understand the
alphabetic principle—that sounds in words are expressed by the letters of the
alphabet. |
Classroom/LEA/ISD |
|
R.WS.02.04
Use
structural cues to recognize and decode words with long and short vowels,
consonant diagraphs, and irregular vowels in isolation and in context —letter/sound —onset and
rimes —whole word chunks —word families —long and short vowels —diagraphs wh, ph —irregular
vowels ei, ie, ea, ue. |
R.WS.02.EG04
Begin to narrow possibilities in
predicting words using —initial letters/sounds (phonics) —picture clues (semantic) —patterns of language (syntactic). |
Classroom/LEA/ISD and State |
|
R.WS.02.05 Recognize
grade 2 frequently encountered words in print automatically whether encountered
in connected text or in isolation. |
R.WS.02.EG05
Begin to recognize automatically a small number of frequently
encountered, personally meaningful words in print. |
Classroom/LEA/ISD and State |
R.WS.02.06 Make progress in recognizing the 220
Dolch basic sight words and 95 common nouns for mastery in grade 3. |
R.WS.02.EG06 Begin to recognize words in the
environment, such as —exit signs —names on buses —the school and begin to
recognize automatically a few of the 220 Dolch basic sight vocabulary. |
Classroom/LEA/ISD and State |
|
R.WS.02.07 Make progress in acquiring the Dolch
First 1000 words for mastery in grade 5. |
R.WS.02.EG07 Begin to recognize a few of the
1000 Dolch first words. |
Classroom/LEA/ISD and State |
Grade 2 Grade Level Content Expectation (GLCE) |
Grade 2 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
R.WS.02.08
Use
strategies to identify unknown words and construct meaning —reread a sentence or paragraph when
meaning is unclear —use context as a basis for
predicting meaning of unfamiliar words —increase bank of known sight words —use
subvocalization to sound out unknown words. |
R.WS.02.EG08
Using context clues (including pictures), strategies, and
resources, begin to understand the meaning of a few words and familiar and
repeated phrases, such as —objects —actions —concepts |
Classroom/LEA/ISD and State |
|
R.WS.02.09 Begin to internalize previously
learned skills and strategies. |
R.WS.02.EG09 Begin to internalize previously
learned word study skills and strategies. |
Classroom/LEA/ISD |
|
R.WS.02.10
Use
syntactic and semantic cues —reading context, picture clues —prefixes re-, un- —suffixes -s, -ed, -ing to
determine the meaning of words in grade level appropriate texts. |
R.WS.02. EG10 Begin to use
grapho-phonemic (letter-sound) cues to recognize a few one-syllable words
when presented completely out of context. |
Classroom/LEA/ISD |
|
R.WS.02.11 Know the meaning of words encountered
frequently in grade 2 reading and oral language contexts (grade level
vocabulary lists to be developed). |
R.WS.02. EG11 Know the meanings of a few words encountered frequently in
grades K-1 reading and oral language contexts. |
Classroom/LEA/ISD and State |
|
R.WS.02.12 Determine the meaning of words and
phrases (objects, actions, concepts, content, and English language arts
vocabulary) in context using strategies and resources. |
R.WS.02. EG12 Begin to use strategies to identify unknown words and construct meaning —letter-sound cues —semantic context cues (including pictures) —syntactic cues. |
Classroom/LEA/ISD and State |
|
R.WS.02.13 Use context clues, mental pictures,
questioning. |
R.WS.02. EG13 Use picture
clues, prediction, and help from other people to recognize words. |
Classroom/LEA/ISD and State |
Grade 2 Grade Level Content Expectation (GLCE) |
Grade 2 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
FLUENCY |
||
|
R.FL.02.01 Read aloud using intonation, pauses, and
emphasis. |
R.FL.02.EG01 Begin to
understand that reading aloud includes using intonation, pauses, and
emphasis. |
Classroom/LEA/ISD |
|
R.FL.02.02 Use punctuation cues (periods and questions
marks). |
R.FL.02.EG02 Begin to
become familiar with punctuation cues (periods and question marks). |
Classroom/LEA/ISD |
|
R.FL.02.03 Independently read aloud unfamiliar text
with 95% accuracy in appropriately leveled books. |
R.FL.02.EG03 Begin to apply
the following aspects of fluency: —automatic naming of letters —automatic association of letters and
their sounds —automatic recognition of a few words
both when encountered in context and isolation and —automatic understanding of concepts
of print. |
Classroom/LEA/ISD |
|
R.FL.02.04 Recognize identified grade 2 high frequency
words and sight words. |
R.FL.02.EG04 Begin to
recognize identified grades K-1 high frequency words and sight words. |
Classroom/LEA/ISD and State |
|
Grade 2 Grade Level Content Expectation (GLCE) |
Grade 2 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
NARRATIVE TEXT |
||
|
R.NT.02.01
Discuss
and describe the similarities of plot and character in
literature and other texts from around the world that have been recognized
for quality and literary merit. |
R.NT.02.EG01
Begin
to become familiar with classic and contemporary literature —recognized for quality and literary
merit —reflecting
our common heritage as well as cultures from around the world. |
Classroom/LEA/ISD and State |
|
R.NT.02.02
Identify
and describe a variety of genre including —poetry —fantasy —legends —drama. |
R.NT.02.EG02 Begin to become familiar with a
variety of narrative genre including —stories —nursery rhymes —poetry —songs. |
Classroom/LEA/ISD and State |
|
R.NT.02.03
Identify
and describe —characters’ actions and motivations —setting (time and place) —problem/solution —sequence of
events. |
R.NT.02.EG03 Begin to identify
simple story elements in narrative text, such as - problem
— setting
(time and place) - events —characters —sense of
story events (beginning, middle, and end). |
Classroom/LEA/ISD and State |
|
R.NT.02.04 Identify and explain how
authors/illustrators use literary devices —illustrations to depict major story
events —title —comparisons
(metaphor/simile) to reveal characters’ thoughts and actions. |
R.NT.02.EG04
Begin to identify why authors write and how authors/illustrators use pictures
and illustrations to support the understanding of settings and characters |
Classroom/LEA/ISD and State |
|
R.NT.02.05
Respond
to multiple texts read by discussing, illustrating, and/or writing to
reflect, make connections, take a position, and share understanding. |
R.NT.02.EG05 Begin to
respond to multiple texts by discussing, drawing, and/or writing to reflect,
make meaning, and make connections |
Classroom/LEA/ISD and State |
|
Grade 2 Grade Level Content Expectation (GLCE) |
Grade 2 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
INFORMATIONAL TEXT |
||
|
R.IT.02.01
Identify
and describe a variety of informational genre including —simple how-to books —personal correspondence —science and
social studies magazines. |
R.IT.02.EG01 Begin to identify a variety of
informational genre —environmental
text —concept
books —picture
books. |
Classroom/LEA/ISD and State |
|
R.IT.02.02
Discuss
informational text patterns —sequential —enumerative. |
R.IT.02.EG02
Begin to identify informational text patterns —descriptive —sequential (directions, steps). |
Classroom/LEA/ISD and State |
|
R.IT.02.03
Explain
how authors/illustrators use text features to enhance the understanding of
key and supporting ideas —boldface type —graphs —maps —diagrams —charts. |
R.IT.02.EG03
Begin to understand why authors write and how authors/illustrators use text
features such as pictures and drawings to enhance the understanding of key
ideas presented in —descriptive
and —sequential organizational patterns. |
Classroom/LEA/ISD and State |
|
R.IT.02.04 Respond to multiple texts read
by discussing, illustrating, and/or writing to reflect, make connections,
take a position, and share understanding. |
R.IT.02.EG04 Begin to
respond to multiple texts by discussing, drawing, and/or writing to reflect,
make meaning, and make connections. |
Classroom/LEA/ISD and State |
Grade 2 Grade Level Content Expectation (GLCE) |
Grade 2 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
COMPREHENSION |
||
|
R.CM.02.01 Activate prior knowledge. |
R.CM.02.EG01 Activate prior knowledge. |
Classroom/LEA/ISD |
|
R.CM.02.02 Connect personal knowledge,
experience, and understanding of others to ideas in texts through oral and
written response. |
R.CM.02.EG02 Begin to connect personal knowledge,
experience, and understanding of others to ideas in text in order to make
predictions and draw conclusions. |
Classroom/LEA/ISD and State |
|
R.CM.02.03 Retell the main idea(s) and
relevant details of grade level appropriate narrative and informational text. |
R.CM.02.EG03 Begin to identify and/or retell
events, main ideas, and important details from text. |
Classroom/LEA/ISD and State |
|
R.CM.02.04 Make text-to-self and
text-to-text connections and comparisons. |
R.CM.02.EG04 Begin to make text-to-self and
text-to-text connections and comparisons, such as —personal
experience to problem or characters in narrative text; —comparison of two narrative texts
(e.g., “Cinderella” stories); and —comparison of narrative to
informational text. |
Classroom/LEA/ISD and State |
|
R.CM.02.05 Compare and contrast
relationships among characters, events, and key ideas within and across texts
to create a deeper understanding. |
R.CM.02.EG05 Begin to
identify relationships among characters, events, and key ideas within text to
create a deeper understanding. |
Classroom/LEA/ISD and State |
|
R.CM.02.06 Map story elements across
texts. |
R.CM.02.EG06 Begin to map
story elements within a text. |
Classroom/LEA/ISD and State |
|
R.CM.02.07 Graphically represent key ideas
and details across texts. |
R.CM.02.EG07 Begin to
graphically represent key ideas and details within a text. |
Classroom/LEA/ISD |
|
R.CM.02.08 Ask questions as they read. |
R.CM.02.EG08 Begin to ask
questions as they read. |
Classroom/LEA/ISD |
|
R.CM.02.09 Acquire and apply significant
knowledge from what has been read in grade level appropriate science, social
studies and mathematics texts. |
R.CM.02.EG09 Begin to apply
what has been read to them from grade level appropriate science, social
studies, and mathematics texts. |
Classroom/LEA/ISD and State |
|
Grade 2 Grade Level Content Expectation (GLCE) |
Grade 2 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
METACOGNITION |
||
|
R.MT.02.01 Self-monitor comprehension when
reading grade level. appropriate text. |
R.MT.02.EG01 Begin to self-monitor comprehension when reading familiar grade level
appropriate text. |
Classroom/LEA/ISD |
|
R.MT.02.02 Recognize when meaning is
breaking down. |
R.MT.02.EG02 Begin to
recognize when meaning is breaking down. |
Classroom/LEA/ISD |
|
R.MT.02.03 Use strategies to increase
comprehension. |
R.MT.02.EG03 Begin to use simple strategies to construct meaning while reading
familiar grade level text. |
Classroom/LEA/ISD |
|
R.MT.02.04
Make
credible predictions. |
R.MT.02.EG04 Begin to make credible predictions. |
Classroom/LEA/ISD |
|
R.MT.02.05
Construct
mental images representing ideas in text. |
R.MT.02.EG05 Begin to construct mental images representing ideas in text. |
Classroom/LEA/ISD |
|
R.MT.02.06
Ask
questions before, during, after reading. |
R.MT.02.EG06 Begin to ask questions before, during, after reading. |
Classroom/LEA/ISD |
|
R.MT.02.07
Re-read
or listen again if uncertain about meaning. |
R.MT.02.EG07 Begin to re-read or listen again if uncertain about meaning. |
Classroom/LEA/ISD |
|
R.MT.02.08
Make
inferences. |
R.MT.02.EG08 Begin to make inferences. |
Classroom/LEA/ISD |
|
R.MT.02.09
Summarize. |
R.MT.02.EG09 Begin to summarize. |
Classroom/LEA/ISD |
|
R.MT.02.10
Plan,
monitor, regulate, and evaluate skills, strategies, and processes to
construct and convey meaning. |
R.MT.02.EG10 Begin to plan, monitor, regulate, and evaluate skills, strategies, and processes to construct and convey meaning. |
Classroom/LEA/ISD |
|
R.MT.02.11
Use
context as a basis for predicting meaning of unfamiliar words. |
R.MT.02.EG11 Begin to use context as a basis for predicting meaning of unfamiliar words. |
Classroom/LEA/ISD |
|
R.MT.02.12
Use
Venn diagrams to compare and contrast. |
R.MT.02.EG12 Begin to use Venn diagrams to compare and contrast. |
Classroom/LEA/ISD |
|
R.MT.02.13
Use
paragraphs to indicate a sequence of ideas. |
R.MT.02.EG13 Use lists to indicate a sequence of ideas. |
Classroom/LEA/ISD |
|
R.MT.02.14
Discuss
which comprehension strategies worked and did not work with moderate teacher
guidance. |
R.MT.02.EG14 With assistance as needed, begin to discuss which comprehension strategies worked and did not work. |
Classroom/LEA/ISD |
|
R.MT.02.15
Determine
which resources contain appropriate information using teacher- and
student-generated criteria. |
R.MT.02.EG15 Begin to become familiar with resources used in researching topics. |
Classroom/LEA/ISD |
Grade 2 Grade Level Content Expectation (GLCE) |
Grade 2 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
CRITICAL STANDARDS |
||
|
R.CS.02.01 Develop and discuss shared
standards. |
R.CS.02.EG01 With assistance as needed,
begin to develop and discuss shared standards for evaluating quality of
work. |
Classroom/LEA/ISD |
|
R.CS.02.02 Begin to self-assess the qualities
of personal or other written text with teacher guidance. |
R.CS.02.EG02 With assistance as needed,
begin to recognize how to evaluate personal work
and the work of others |
Classroom/LEA/ISD |
|
READING ATTITUDE |
||
|
R.AT.02.01 Be enthusiastic about reading and learning how to read. |
R.AT.02.EG01 Become enthusiastic about reading and learning how to read. |
Classroom/LEA/ISD |
|
R.AT.02.02 Do substantial reading and writing on their own during free
time in school and at home. |
R.AT.02.EG02 With assistance as needed,
choose books, book activities, word play, and writing during free time in
school and at home. |
Classroom/LEA/ISD |
|
Grade 2 Grade Level Content Expectation (GLCE) |
Grade 2 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State State |
|
WRITING GENRES |
||
|
W.GN.02.01
Write
realistic fiction, fantasy, and/or a personal narrative that —depicts major story events —uses illustrations to match mood —contains
setting, problem/solution, and sequenced events. |
W.GN.02.EG01
Begin to write brief personal narratives using —pictures —words, word-like clusters, and/or sentences as support. |
Classroom/LEA/ISD and State |
|
W.GN.02.02 Approximate poetry based on
reading a wide variety of grade level appropriate published poetry. |
W.GN.02.EG02
With
assistance as needed, attempt to write simple poems patterned after grade
level appropriate published poetry. |
Classroom/LEA/ISD |
|
W.GN.02.03
Produce
a magazine feature article using an organizational pattern such as —description —enumeration —sequence —compare/contrast
that may include graphs, diagrams, or charts to enhance the understanding of
central and key ideas. |
W.GN.02.EG03
Begin to write brief informational pieces (a page for a class
book) using —pictures —words, word-like clusters, and/or sentences. |
Classroom/LEA/ISD and State |
|
W.GN.02.04
Develop
two research questions related to a teacher-selected topic. |
W.GN.02.EG04
Begin
to develop questions related to a teacher-selected topic. |
Classroom/LEA/ISD |
|
W.GN.02.04 With teacher assistance, —gather resources (electronic and/or
print) —organize information using key ideas —use the
writing process to produce and present the final project. |
W.GN.02.EG05
With as assistance as needed, contribute
to a class project by adding relevant information to a class book including —gathering information from teacher-supplied texts —beginning to use the writing process to
develop the project. |
Classroom/LEA/ISD |
Grade 2 Grade Level Content Expectation (GLCE) |
Grade 2 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
WRITING PROCESS |
||
|
W.PR.02.01 Consider audience and purpose
for writing. |
W.PR.02.EG01 With
assistance as needed, consider audience and purpose for writing. |
Classroom/LEA/ISD and State |
|
W.PR.02.02
Begin
to use styles and patterns derived from studying authors. |
W.PR.02.EG02 Begin to
become familiar with styles and patterns of writing used by favorite authors. |
Classroom/LEA/ISD |
|
W.PR.02.03
Develop
a plan for their writing that may include graphic organizers that represent a
specific organizational pattern —problem/solution —sequence —description —compare and
contrast. |
W.PR.02.EG03
Begin
to understand that writing requires a plan that may include graphic
organizers that represent a specific organizational pattern —sequence —description. |
Classroom/LEA/ISD and State |
|
W.PR.02.04 Write two paragraph clusters,
each containing a main idea and some supporting details. |
W.PR.02.EG04 Begin to write complete
sentences that express a main idea and some details. |
Classroom/LEA/ISD and State |
|
W.PR.02.05 Write in first and third person
based on genre type and purpose. |
W.PR.02.EG05 Begin to write in first person. |
Classroom/LEA/ISD and State |
|
W.PR.02.06
Narrow
down a broader story idea to focus on only one aspect of the total idea. |
W.PR.02.EG06 Begin to focus on one story idea. |
Classroom/LEA/ISD and State |
Grade 2 Grade Level Content Expectation (GLCE) |
Grade 2 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
WRITING PROCESS |
||
|
W.PR.02.07 Use a sequenced organizational pattern with —grade level appropriate grammar —usage —mechanics —temporary spellings that reflect a
close approximation of the sequence of sounds in the word. |
W.PR.02.EG07 Begin to use
a sequenced organizational pattern with —some grade level appropriate grammar —temporary
spellings that reflect a close approximation of the sequence of sounds in the
word. |
Classroom/LEA/ISD and State |
|
W.PR.02.08 Constructively and specifically respond orally to
the writing of others. |
W.PR.02.EG08
Begin
to respond orally to the writing of others. |
Classroom/LEA/ISD |
|
W.PR.02.09 Identify sections of their own text that need to
be revised using —reorganization —additions —deletions —appropriate use of transitions. |
W.PR.02.EG09
Begin
to identify sections of their own text that need to be revised using —additions —deletions |
Classroom/LEA/ISD and State |
|
W.PR.02.10 Use revision strategies to make stylistic changes
in content and form to suit intended purpose and audience. |
W.PR.02.EG10 Begin to
become familiar with revision strategies to make changes in content and form
to suit intended purpose and audience. |
Classroom/LEA/ISD and State State |
|
W.PR.02.11 Both individually and in groups, attempt to
proofread and edit their writing using appropriate resources including
dictionaries and a class-developed checklist. |
W.PR.02.EG11 Utilize
grade appropriate resources including —a word wall —a
class-developed checklist. |
Classroom/LEA/ISD |
|
PERSONAL STYLE |
||
|
W.PS.02.01
Develop
personal style in oral, written, and visual messages —narrative - descriptive language,
use of imagination, varying sentence beginnings —informational
– facts, effective conclusions. |
W.PS.02.EG01
Begin
to show originality in oral, written, and visual messages including —narrative (natural language,
expressed sentiment, original ideas) —informational
(listing, naming, describing) |
Classroom/LEA/ISD |
|
GRAMMAR AND USAGE |
||
|
W.GR.02.01 Correctly use complete and compound
sentences, nouns and verbs, commas, contractions, colons to denote time,
capitalization. |
W.GR.02.EG01 Begin to form complete simple sentences beginning with a capital
letter and ending with a period. |
Classroom/LEA/ISD and State |
|
Grade 2 Grade Level Content Expectation (GLCE) |
Grade 2 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
SPELLING |
||
|
W.SP.02.01
Spell
frequently encountered words (two-syllable words including common prefixes
and suffixes, i.e., sitting) correctly.
For less frequently encountered words, students will use —structural cues (letter/sound,
rimes) —environmental
sources (word walls, word lists). |
W.SP.02.EG01 Begin to spell a small number
(about 18) of frequently encountered and personally meaningful words
correctly |
Classroom/LEA/ISD and State |
|
HANDWRITING
|
||
|
W.HW.02.01 Fluently and legibly write
upper and lower case manuscript letters and begin to write the cursive
alphabet. |
W.HW.02.EG01 Begin to form upper and lower
case letters, leave space between words and word-like clusters of letters,
and write from left to right and top to bottom. |
Classroom/LEA/ISD |
|
WRITING ATTITUDE |
||
|
W.AT.02.01 Be enthusiastic about writing and learning to write. |
W.AT.02.EG01 Be enthusiastic about writing and learning to write. |
Classroom/LEA/ISD |
|
Grade 2 Grade Level Content Expectation (GLCE) |
Grade 2 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
SPEAKING CONVENTIONS |
||
|
S.CN.02.01 Use more complex conjunctions
(although, instead of, so that). |
S.CN.02.EG01 Begin to use
singular and plural nouns and simple conjunctions (and, but, or, etc.) |
Classroom/LEA/ISD |
|
S.CN.02.02
Use
nominative and objective case pronouns. |
S.CN.02.EG02 Begin to use nominative and
objective case pronouns. |
Classroom/LEA/ISD |
|
S.CN.02.03 Use common grammatical
structures—subject/verb agreement, pronoun/noun agreement. |
S.CN.02.EG03 Begin to use common grammatical
structures, such as —subject/verb
agreement —pronoun/noun
agreement |
Classroom/LEA/ISD |
|
S.CN.02.04
Explore
and use language to communicate effectively with a variety of audiences and
for different purposes such as —questions and answers —discussions —social
interactions. |
S.CN.02.EG04
Begin
to explore language to communicate with a variety of audiences and for
different purposes —questions and answers —courtesies |
Classroom/LEA/ISD |
|
S.CN.02.05 Adopt appropriate tone of voice
and intonation patterns in spoken informational and narrative presentations. |
S.CN.02.EG05
When speaking, begin to —speak clearly and audibly —use sound effects. |
Classroom/LEA/ISD |
|
S.CN.02.06 Make presentations or reports
in standard American English if it is their first language (Students whose
first language is not English will present their work in their developing
version of standard American English.) |
S.CN.02.EG06
Begin
to make presentations (e.g., Show and Tell) in standard American
English if it is their first language (students whose first language is not
English will present their work in their developing version of standard
American English). |
Classroom/LEA/ISD |
|
S.CN.02.07 Be aware that language differs
from school and home as a function of linguistic and cultural group
membership (They can provide examples of language differences in the
community.) |
S.CN.02.EG07 Begin to become aware that language differs from playground to classroom as
a function of linguistic and cultural group membership (They can provide
examples of language differences on the playground and in the classroom.). |
Classroom/LEA/ISD |
|
Grade 2 Grade Level Content Expectation (GLCE) |
Grade 2 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
SPOKEN DISCOURSE
|
||
|
S.DS.02.01
Engage
in substantive conversation —remaining focused on subject matter —with interchanges building on prior
responses —in the
context of book discussions, peer conferencing, or other interactions. |
S.DS.02.EG01
Begin
to engage in conversation while remaining focused on subject matter. |
Classroom/LEA/ISD |
|
S.DS.02.02 Tell/retell stories (poetry, folk
literature, drama) using —story grammar —elaborated information about
characters —characters’ actions and motivations —setting (time and place) —plot —setting as related to plot while
maintaining appropriate intonation and tone of voice. |
S.DS.02.EG02 Begin to briefly tell/retell about —familiar experiences (including at
least characters, setting, and events) —interests
(including at least topic and key details) |
Classroom/LEA/ISD and State |
|
S.DS.02.03 Respond to multiple text types
by reflecting, making connections, taking a position, and sharing
understanding. |
S.DS.02.EG03 Begin to
respond to multiple text types by reflecting, expressing meaning, and making
connections. |
Classroom/LEA/ISD and |
|
S.DS.02.04 Plan and deliver presentations or reports —using an informational,
organizational pattern (description, cause and effect, compare and contrast) —using appropriate text features
(illustrations, pictures) —providing supportive facts and
details to make their point reflecting the source of information —using appropriate props —maintaining
appropriate intonation and tone of voice. |
S.DS.02.EG04
With assistance as needed, begin to plan
and deliver presentations —providing some details to make a point —using props. |
Classroom/LEA/ISD |
Grade 2 Grade Level Content Expectation (GLCE) |
Grade 2 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
LISTENING AND VIEWING CONVENTIONS |
||
|
L.CN.02.01 Give, restate, and follow
three- and four-step directions. |
L.CN.02.EG01 Begin to
understand and follow one- and two-step directions. |
Classroom/LEA/ISD and State |
|
L.CN.02.02 Ask appropriate questions
during a presentation or report. |
L.CN.02.EG02 Begin to ask appropriate questions
during a presentation or report. |
Classroom/LEA/ISD |
|
L.CN.02.03
Understand
how the source of the message affects the receiver’s response
(student/student, student/teacher, student/parent). |
L.CN.02.EG03 Begin to
differentiate between sender and receiver, such as recognizing
that the viewer/listener receives messages, but can also send them. |
Classroom/LEA/ISD |
|
L.CN.02.04 Listen to the comments of a
peer and respond on topic and add a connected idea. |
L.CN.02.EG04 Begin to use
effective listening and viewing behaviors. |
Classroom/LEA/ISD |
|
L.CN.02.05 Use effective listening and viewing
behaviors in large and small group settings —eye contact —attentive —supportive. |
L.CN.02.EG05 Listen
to each other and begin to interact and respond appropriately —through eye contact —and being attentive and supportive. |
Classroom/LEA/ISD |
|
L.CN.02.06
Begin
to evaluate the messages they experience in broadcast and print media. |
L.CN.02.EG06 Become
familiar with different kinds of messages experienced in broadcast and print
media, e.g., newscasts, ads, headlines, etc. |
Classroom/LEA/ISD |
|
L.CN.02.07
Distinguish
between factual and opinion (advertising hype, propaganda). |
L.CN.02.EG07 Begin to
understand fact and opinion. |
Classroom/LEA/ISD |
|
Grade 2 Grade Level Content Expectation (GLCE) |
Grade 2 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
RESPONSE |
||
|
L.RP.02.01 Listen to or view and discuss a
variety of genres. |
L.RP.02.EG01 Listen to or view a variety of
genres. |
Classroom/LEA/ISD and State |
|
L.RP.02.02 Select, listen to, view, and
respond thoughtfully to both classic and contemporary texts recognized for
quality and literary merit. |
L.RP.02.EG02 Listen to, view, and respond to
both classic and contemporary texts recognized for quality and literary
merit. |
Classroom/LEA/ISD and State |
|
L.RP.02.03 Respond to multiple text types
listened to or viewed by discussing, illustrating, and/or writing in order to
reflect, make connections, take a position, and share understanding. |
L.RP.02.EG03 Begin to respond to multiple
texts listened to or viewed by discussing, drawing, and/or writing in order
to reflect, make meaning, and make connections. |
Classroom/LEA/ISD and State |
|
Grade 3 Grade Level Content Expectation (GLCE) |
Grade 3 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
WORD STUDY |
||
|
R.WS.03.01 Utilize letter and word level clues, semantic, and syntactic cues to
recognize words and will be able to recognize frequently encountered words in
text even when those words are encountered out of context. |
R.WS.03.EG01 Use a variety of clues to recognize words, including —pictures —phonics —syntax —context —prediction —other people to recognize frequently encountered words in the environment
and in text. |
Classroom/LEA/ISD and State |
|
R.WS.03.02 Use structural, semantic, and syntactic cues to automatically
read frequently encountered words, decode unknown words, and decide meaning
including multiple meaning words (e.g., letter/sound, rimes, base words,
affixes). |
R.WS.03.EG02
Narrow possibilities in predicting words
using —initial letters/sounds (phonics) —picture clues (semantic) —patterns of language (syntactic). |
Classroom/LEA/ISD |
|
R.WS.03.03 Know the meanings of words encountered frequently in grade level
reading and oral language contexts. |
R.WS.03.EG03
Know the meanings of words encountered
frequently in grades K-1 reading and oral language contexts. |
Classroom/LEA/ISD and State |
|
R.WS.03.04 Recognize the 220 Dolch basic sight words and 95 common nouns. |
R.WS.03.EG04 Recognize
words in the environment, such as —exit signs —names on buses —the school and
begin to recognize a few of the 220 Dolch basic sight vocabulary
automatically. |
Classroom/LEA/ISD and State |
|
R.WS.03.05 Progress to automatically read by sight the 1000 Dolch first words
and other vocabulary commonly encountered in primary grade reading for
mastery in grade 5. |
R.WS.03.EG05 Recognize automatically a few of the
1000 Dolch first words, as well as frequently encountered, personally
meaningful words. |
Classroom/LEA/ISD and State |
|
Grade 3 Grade Level Content Expectation (GLCE) |
Grade 3 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
WORD STUDY |
||
R.WS.03.06
Acquire and apply strategies to
construct meaning, self-monitor, and identify unknown words or word parts
(e.g., predict and self-correct) —knowledge of language —sound/symbol/structural
relationships —context. |
R.WS.03.EG06 Use
strategies to identify unknown words and construct meaning —letter-sound cues —semantic context cues (including pictures) —syntactic cues. |
Classroom/LEA/ISD and State |
|
R.WS.03.07
Apply the following aspects of fluency-
pauses and emphasis, punctuation cues, intonation, and recognition of
identified grade level specific words and sight words while reading aloud a
familiar grade level text. |
R.WS.03.EG07
Apply the following aspects of fluency: —automatic naming of letters —automatic association of letters and their sounds —automatic recognition of a few words both when encountered
in context and isolation - automatic understanding of concepts of print. |
Classroom/LEA/ISD |
|
R.WS.03.08 Determine the meaning of words and phrases in context, (e.g.,
synonyms, homonyms, multiple meaning words) using strategies and resources
(e.g., context clues, concept mapping, dictionary). |
R.WS.03.EG08 Using context clues (including
pictures), strategies, and resources,
understand the meaning of a few words and familiar and repeated phrases, such
as —objects —actions —concepts. |
Classroom/LEA/ISD and State |
|
Grade 3 Grade Level Content Expectation (GLCE) |
Grade 3 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
NARRATIVE TEXT |
||
|
R.NT.03.01 Explain how characters in literature and other texts express
attitudes about one another in familiar classic and contemporary literature
recognized for quality and literary merit. |
R.NT.03.EG01 Become familiar with and respond thoughtfully to quality and
culturally diverse literature. |
Classroom/LEA/ISD and State |
|
R.NT.03.02 Identify and describe a variety of narrative genre (e.g., folktales,
fables, realistic fiction). |
R.NT.03.EG02
Identify simple story elements, such as - problem — setting
(time and place) - events — characters —sense of story events (beginning, middle, and end) - theme/lesson |
Classroom/LEA/ISD and State |
|
R.NT.03.03 Identify and describe characters’ thoughts and motivations, story
level themes (e.g., good vs. evil), main idea, and lesson/moral (e.g., fable)
in narrative text. |
R.NT.03.EG03 Respond to multiple texts read by discussing, drawing, and/or
writing to reflect, make meaning, and make connections. |
Classroom/LEA/ISD and State |
|
R.NT.03.04
Explain how authors use literary devices
(e.g., prediction, personification,
point of view) to develop a story level theme, depict the setting, and reveal
how thoughts and actions convey important character traits across a variety
of text. |
R.NT.03.EG04
Understand the roles and purposes of authors and illustrators, and
begin to identify how authors/ illustrators use pictures and illustration to
support the understanding of settings, characters, and story events. |
Classroom/LEA/ISD and State |
|
Grade 3 Grade Level Content Expectation (GLCE) |
Grade 3 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
INFORMATIONAL TEXT |
||
|
R.IT.03.01 Identify and describe a variety of informational genre (e.g.,
textbooks, encyclopedia, magazines). |
R.IT.03.EG01
Identify a variety of informational/functional genre, such as —environmental
text —concept
books —picture books. |
Classroom/LEA/ISD and State |
|
R.IT.03.02 Identify informational text patterns (e.g., problem/solution,
sequence, compare/contrast, descriptive). |
R.IT.03.EG02
Identify informational text patterns —sequential —descriptive. |
Classroom/LEA/ISD and State |
|
R.IT.03.03 Explain how authors use titles, headings and subheadings, time
lines, prefaces, indices, and table of contents to enhance understanding of
supporting and key ideas. |
R.IT.03.EG03
Understand authors’ purposes, and begin to identify how
authors/illustrators use text features, such as pictures and drawings, to
enhance the understanding of key ideas presented in —descriptive
(definitions, enumeration) and —sequential (directions, steps, procedures) organizational
patterns. |
Classroom/LEA/ISD and State |
|
COMPREHENSION |
||
|
R.CM.03.01 Connect personal knowledge, experience, and understanding of the
world to themes and perspectives in text through oral and written responses. |
R.CM.03.EG01 Connect personal knowledge and
experience to ideas in texts in order to make predictions and draw
conclusions. |
Classroom/LEA/ISD and State |
|
R.CM.03.02 Retell the story elements of grade level appropriate narrative text
and major idea(s) of grade level appropriate informational text with relevant
details. |
R.CM.03.EG02 Identify and/or retell events, main
ideas, and important details from text.
|
Classroom/LEA/ISD and State |
|
R.CM.03.03 Compare and contrast (oral and written) relationships among
characters, events, and key ideas within and across texts to create a deeper
understanding (e.g., a narrative to an informational text, a literature
selection to a subject area text, an historical event to a current event). |
R.CM.03.EG03 Make text-to-self and
text-to-text connections and comparisons, such as —personal
experience to problem or characters in narrative text; —comparison of two narrative texts
(e.g., “Cinderella” stories); and —comparison of narrative to
informational text. |
Classroom/LEA/ISD and State |
|
R.CM.03.04 Apply significant knowledge from what is read in grade level
appropriate science and social studies texts. |
R.CM.03.EG04 Apply what has
been read to them in grade level appropriate science, social studies, and
mathematics texts. |
Classroom/LEA/ISD and State |
|
Grade 3 Grade Level Content Expectation (GLCE) |
Grade 3 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
METACOGNITION |
||
|
R.MT.03.01
Self-monitor comprehension when reading
or listening to texts by automatically using strategies used by mature
readers to increase comprehension, (e.g., predicting, constructing mental
images, representing ideas in text, questioning, rereading or listening
again, inferring, summarizing). |
R.MT.03.EG01 Self-monitor
comprehension when reading familiar grade level appropriate text. |
Classroom/LEA/ISD |
|
R.MT.03.02 Plan, monitor, regulate, and evaluate skills, strategies, and
processes to construct and convey meaning, (e.g., decode unknown words, use
graphic organizers to deepen understanding of problem and solution and
organizational pattern. |
R.MT.03.EG02 Use
simple strategies to construct meaning while reading familiar grade level
text, such as making credible predictions based on illustrations. |
Classroom/LEA/ISD |
|
CRITICAL STANDARDS |
||
|
R.CS.03.01 Develop, discuss, and apply individual and shared standards, (e.g.,
student and class created rubrics), and begin to self-assess with teacher
guidance the qualities of personal or other written text and the accuracy and
quality of text. |
R.CS.03.EG01 With assistance as needed,
begin to recognize how to assess personal work and
the work of others |
Classroom/LEA/ISD |
|
READING ATTITUDE |
||
|
R.AT.03.01 Be enthusiastic about reading and learning how to read. |
R.AT.03.EG01 Become enthusiastic about reading and learning how to read. |
Classroom/LEA/ISD |
|
R.AT.03.02 Do substantial reading and writing on their own. |
R.AT.03.EG02 With assistance as needed, choose books, book activities, word play, and writing on their
own during free time in school and at home. |
Classroom/LEA/ISD |
|
Grade 3 Grade Level Content Expectation (GLCE) |
Grade 3 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
WRITING GENRES |
||
|
W.GN.03.01 Write a narrative piece (e.g., fable, folktale, or realistic
fiction), using personification, setting, and actions and thoughts that
reveal important character traits. |
W.GN.03.EG01
Write a brief personal narrative using —pictures —words, word-like clusters, and/or sentences as support. |
Classroom/LEA/ISD and State |
|
W.GN.03.02 Write poetry based on reading a wide variety of grade level
appropriate published poetry. |
W.GN.03.EG02 With assistance as needed, attempt to
write poetry based on reading a wide variety
of grade level appropriate published poetry |
Classroom/LEA/ISD |
|
W.GN.03.03 Write a report demonstrating the understanding of central ideas
and supporting details using an effective organizational pattern (e.g.,
problem/solution) with a title, heading, subheading, and a table of contents. |
W.GN.03.EG03
Write a brief informational piece using —drawings —words, word-like clusters, and/or sentences. |
Classroom/LEA/ISD and State |
|
W.GN.03.04
Use the writing process to produce and
present a research project —beginning with a teacher-selected topic —initiating research questions from content area text —using a variety of resources to gather and organize
information. |
W.GN.03.EG04
With assistance as needed, contribute to
a class research project by adding relevant information to a class book
including —gathering information from teacher-supplied texts
(electronic and/or print) —using the writing process to develop the project. |
Classroom/LEA/ISD |
|
Grade 3 Grade Level Content Expectation (GLCE) |
Grade 3 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
WRITING PROCESS |
||
|
W.PR.03.01 Set a purpose, consider audience, and replicate authors’ styles
and patterns when writing narrative or informational text. |
W.PR.03.EG01 With assistance as needed, consider the audience reaction as they
plan their writing. |
Classroom/LEA/ISD and State |
|
W.PR.03.02
Apply a variety of pre-writing
strategies for both narrative and informational text (e.g., graphic
organizers such as story maps, webs, Venn diagrams) in order to generate,
sequence, and structure ideas (e.g., sequence for beginning, middle, end;
problem/solution; compare/contrast). |
W.PR.03.EG02 Begin to brainstorm to generate and structure ideas for narrative,
informational, and functional text, such as —using a story map for narrative text and —using a web or simple outline for informational and
functional text. |
Classroom/LEA/ISD |
|
W.PR.03.03 Write sentences varying in patterns and length to slow down or
speed up reading and create a mood when drafting a story. |
W.PR.03.EG03 Use
semi-phonetic spelling to represent narrative, informational, and functional
text when writing, and incorporate pictures and drawings. |
Classroom/LEA/ISD and State |
|
W.PR.03.04 Use the compare and contrast, cause and effect, or
problem/solution organizational pattern in informational writing. |
W.PR.03.EG04 Use lists and chronological organizational patterns in
informational writing. |
Classroom/LEA/ISD and State |
|
W.PR.03.05 Constructively and specifically respond orally to the writing of others by
identifying sections of the text to improve sequence (e.g., arranging
paragraphs, connecting main and supporting ideas, transitions). |
W.PR.03.E04
Revise
their own writing by reading it to peers, requesting suggestions and clarifications
that support meaning. |
Classroom/LEA/ISD |
|
W.PR.03.06
Edit and proofread their writing using appropriate resources
(e.g., dictionary, spell check, writing references) and grade level
appropriate checklist both individually and in groups. |
W.PR.03.EG06 Attempt
to edit their writing/picture by using grade appropriate resources including —a word wall. —a class-developed checklist. |
Classroom/LEA/ISD |
|
PERSONAL STYLE |
||
|
W.PS.03.01 Exhibit individual style and voice to enhance the written message
(e.g., in narrative text: varied word choice and sentence structure,
character description; in informational text: examples, transitions, grammar
usage). |
W.PS.03.EG01
Show originality in oral, written, and visual messages
including —narrative (natural language, expressed sentiment, original
ideas) —informational/functional (listing,
naming, describing). |
Classroom/LEA/ISD and State |
|
Grade 3 Grade Level Content Expectation (GLCE) |
Grade 3 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
GRAMMAR AND USAGE |
||
|
W.GR.03.01 Identify and use subjects and verbs that are in agreement; past, verb
tenses; nouns and possessives; commas in a series; and begin use of
quotations marks and capitalization in dialogue. |
W.GR.03.EG01 Begin to use complete simple sentences beginning with a capital
letter and ending with a period, question mark, or exclamation point. |
Classroom/LEA/ISD and State |
|
SPELLING |
||
|
W.SP.03.01 Spell frequently encountered words (e.g., multi-syllabic,
r-controlled, most consonant blends, contractions, compound, common
homophones) correctly. For less
frequently encountered words, students will use structural cues (e.g.,
letter/sound, rimes, morphemic) and environmental sources (e.g., word walls,
word lists, dictionaries, spell checkers). |
W.SP.03.EG01 Spell a small number of
frequently encountered and personally meaningful words correctly; for other words, rely on —structural
cues (beginning and simpler ending sounds) —environmental
sources (word wall, word lists). |
Classroom/LEA/ISD and State |
|
HANDWRITING
|
||
|
W.HW.03.01 Write the cursive alphabet. |
W.HW.03.EG01 Write
upper and lower case manuscript letters legibly. |
Classroom/LEA/ISD |
|
WRITING ATTITUDE |
||
|
W.AT.03.01 Be enthusiastic about writing and learning to write. |
W.AT.03.EG01 Be enthusiastic about writing and learning how to write. |
Classroom/LEA/ISD |
|
Grade 3 Grade Level Content Expectation (GLCE) |
Grade 3 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
SPEAKING CONVENTIONS |
||
|
S.CN.03.01 Express time relationships using correct verb tenses. |
S.CN.03.EG01 Begin to use
grammatical structures, including —singular and plural nouns —contractions —singular possessive pronouns
(my/mine, his/hers, etc.), —conjunctions —inflected endings (-s, -es, -ing,
etc.). |
Classroom/LEA/ISD |
|
S.CN.03.02 Adjust their use of language to communicate effectively with a
variety of audiences and for different purposes (e.g., information, requests,
discussion, presentations, playground, classroom interactions). |
S.CN.03.EG02
Explore language to communicate with a
variety of audiences and for different purposes, such as to —questions and answers —courtesies. |
Classroom/LEA/ISD |
|
S.CN.03.03 Emphasize key words and vary pace for effect when presenting spoken
informational and narrative text. |
S.CN.03.EG03
In spoken informational and narrative
presentations begin to —speak clearly and audibly —use sound effects. |
Classroom/LEA/ISD |
|
S.CN.03.04 Make presentations or reports in standard American English if it
is their first language (students whose first language is not English will
present their work in their developing version of standard American English). |
S.CN.03.EG04 Make presentations (e.g., Show
and Tell) in standard American English if it is their first language
(students whose first language is not English will present their work in
their developing version of standard American English). |
Classroom/LEA/ISD |
|
S.CN.03.05 Become aware of and appreciate that language differs from
neighborhood to neighborhood of the local community and as a function of
linguistic and cultural group membership (they can provide examples of
language differences in the region). |
S.CN.03.EG05
Become aware that language differs from playground and classroom as
a function of linguistic and cultural group membership (they can provide
examples of language differences on the playground and in the classroom). |
Classroom/LEA/ISD |
|
Grade 3 Grade Level Content Expectation (GLCE) |
Grade 3 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
SPOKEN DISCOURSE
|
||
|
S.DS.03.01 Engage in interactive extended discourse to socially construct
meaning (e.g., book clubs, or literature circles, partnerships, or other
conversation protocols). |
S.DS.03.EG01 Engage
in conversation while remaining focused on subject matter. |
Classroom/LEA/ISD |
|
S.DS.03.02 Discuss narratives (e.g., folktales, fables, realistic fiction),
conveying the story grammar (e.g., character’s thoughts and motivation,
setting, plot, story level theme), and explain why the story is worthwhile
and how it is relevant to the storyteller or the audience. |
S.DS.03.EG02
Briefly tell/retell about —familiar experiences (including at least characters,
setting, and events) —interests (including at least topic and key details). |
Classroom/LEA/ISD and State |
|
S.DS.03.03 Respond to multiple text types by reflecting, making connections,
taking a position, and sharing understandings. |
S.DS.03.EG03 Respond to multiple text types by reflecting, making meaning, and
making connections. |
Classroom/LEA/ISD and |
|
S.DS.03.04
Plan and deliver presentations using an
effective informational organizational pattern (e.g., descriptive,
problem/solution, cause and effect), supportive facts, and details reflecting
a variety of resources, and varying the pace for effect. |
S.DS.03.EG04
With
assistance as needed, plan and deliver presentations —providing several facts and details to make a point —using props |
Classroom/LEA/ISD |
|
Grade 3 Grade Level Content Expectation (GLCE) |
Grade 3 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
LISTENING AND VIEWING CONVENTIONS |
||
|
L.CN.03.01 Respond to questions asked of them, providing an appropriate level
of detail. |
L.CN.03.EG01 Understand and follow one- and
two-step directions, and begin to
ask appropriate questions during a
presentation or report. |
Classroom/LEA/ISD and State |
|
L.CN.03.02 Listen and interact appropriately and view knowledgably. |
L.CN.03.EG02
Listen to each other and interact and
respond appropriately —through eye contact —and being attentive and supportive. |
Classroom/LEA/ISD |
|
L.CN.03.03 Distinguish between and explain how verbal and non-verbal strategies
enhance understanding of spoken messages and promote effective listening
behaviors. |
L.CN.03.EG03 Use
effective listening and viewing behaviors in large and small group settings. |
Classroom/LEA/ISD |
|
L.CN.03.04 Be aware that the media has a role in focusing attention on events
and in shaping opinions, and recognize the variables (e.g., mistakes,
misspeaks) in the media. |
L.CN.03.EG04 Begin to
differentiate between sender and receiver, such as recognizing
that the viewer/listener receives messages, but can also send them. |
Classroom/LEA/ISD |
|
Grade 3 Grade Level Content Expectation (GLCE) |
Grade 3 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
RESPONSE |
||
|
L.RP.03.01 Listen to or view and discuss a variety of genres and compare their
responses to those of their peers. |
L.RP.03.EG01 Listen to or view and discuss a variety of genres. |
Classroom/LEA/ISD and State |
|
L.RP.03.02 Select, listen to, view, and respond thoughtfully to both classic
and contemporary texts recognized for quality and literary merit. |
L.RP.03.EG02 Listen to, view, and respond to both classic and contemporary texts
recognized for quality and literary merit. |
Classroom/LEA/ISD and State |
|
L.RP.03.03 Respond to multiple text types listened to or viewed by speaking,
illustrating, and/or writing in order to reflect, make connections, take a
position, and share understandings. |
L.RP.03.EG03 Respond to multiple texts listened to or viewed by discussing,
drawing, and/or writing in order to reflect, make meaning, and make
connections. |
Classroom/LEA/ISD and State |
|
L.RP.03.04 Combine skills to reveal strengthening literacy (e.g., viewing then
analyzing orally, listening then summarizing orally). |
L.RP.03.EG04 Begin to combine skills to reveal strengthening literacy. |
Classroom/LEA/ISD and State |
|
L.RP.03.05 Retell what a speaker said, paraphrasing and explaining the gist or
main idea, then extend by connecting and relating personal experiences. |
L.RP.03.EG05 Begin to retell what a speaker
said by repeating the main idea and connecting with personal experiences. |
Classroom/LEA/ISD and State |
|
Grade 4 Grade Level Content Expectation (GLCE) |
Grade 4 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
WORD STUDY |
||
|
R.WS.04.01 Explain
how to use word structure, sentence structure, and prediction to aid in
decoding words and understanding the meanings of words encountered in text. |
R.WS.04.EG01
Use
structural cues to recognize one-syllable words, blends, and consonant
diagraphs —letter/sound —onset and rimes —whole word chunks —word families —diagraphs
th, ch, sh. |
Classroom/LEA/ISD and State |
|
R.WS.04.02 Use
structural, semantic, and syntactic cues to automatically read frequently
encountered words, decode unknown words, and decide meaning, including
multiple meaning words (e.g., letter/sound, rimes, base words, affixes,
syllabication). |
R.WS.04.EG02
Use
syntactic and semantic cues to determine the meaning of words in grade level
appropriate texts. |
Classroom/LEA/ISD and State |
|
R.WS.04.03
Automatically recognize frequently
encountered words in print, with the number of words that can be read
fluently increasing steadily across the school year. |
R.WS.04.EG03 Recognize automatically grades K-2
high frequency words whether encountered in or out of context. |
Classroom/LEA/ISD and State |
|
R.WS.04.04 Know
the meanings of words encountered frequently in grade level reading and oral
language contexts. |
R.WS.04.EG04 Know
the meaning of words encountered frequently in grade K-2 reading and oral
language contexts. |
Classroom/LEA/ISD and State |
|
R.WS.04.05
Acquire and apply strategies to
construct meaning, self-monitor, and identify unknown words or word parts
(e.g., engage actively in reading a variety of genre, self-monitor and
correct in narrative and informational texts, use thesaurus). |
R.WS.04.EG05 Use
strategies to identify unknown words and construct meaning —letter- and word-level cues (i.e.,
prefixes, suffixes, rimes) to recognize word —semantic context cues (including
pictures) and syntactic cues to check word recognition and select best
meaning. |
Classroom/LEA/ISD and State |
|
Grade 4 Grade Level Content Expectation (GLCE) |
Grade 4 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
WORD STUDY |
||
|
R.WS.04.06 Fluently
read beginning grade level text and increasingly demanding text as the year
proceeds. |
R.WS.04.EG06
Apply the following aspects of fluency —automatically recognize identified
grade 2 high frequency words whether encountered in or out of context —read aloud using intonation, pauses
and emphasis —use punctuation cues (periods and
questions marks) —independently
read aloud unfamiliar text |
Classroom/LEA/ISD |
|
R.WS.04.07
Determine the meaning of words and phrases
in context (e.g., similes, metaphors, content vocabulary), using strategies
and resources (e.g., context clues, semantic feature analysis, thesaurus). |
R.WS.04.EG07 In context
using strategies and resources, understand the meaning of words and phrases
(objects, actions, concepts, content, and English language arts
vocabulary). |
Classroom/LEA/ISD and State |
|
Grade 4 Grade Level Content Expectation (GLCE) |
Grade 4 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
NARRATIVE TEXT |
||
|
R.NT.04.01 Describe
and discuss the shared human experience depicted in classic and contemporary
literature from around the world recognized for quality and literary
merit. |
R.NT.04.EG01 Become familiar with and respond thoughtfully to quality and
culturally diverse literature. |
Classroom/LEA/ISD and State |
|
R.NT.04.02
Identify and describe a variety of
narrative genre (e.g., poetry, myths/legends, fantasy, adventure). |
R.NT.04.EG02
Begin
to identify and describe a variety of genre
including —realistic fiction —fantasy —folktales. |
Classroom/LEA/ISD and State |
|
R.NT.04.03
Analyze characters’ thoughts and
motivation through dialogue; various character roles and functions (e.g.,
hero, villain, narrator); know first person point of view and
conflict/resolution. |
R.NT.04.EG03
Identify simple story elements, such as - problem — setting
(time and place) - events — characters —sense of story events (beginning, middle, and end) - theme/lesson |
Classroom/LEA/ISD and State |
|
R.NT.04.04
Explain how authors use literary devices
(i.e., flash forward, flashback, simile) to depict time, setting, conflicts,
and resolutions that enhance the plot and create suspense across a variety of
texts. |
R.NT.04.EG04
Identify authors’ purposes, and explain how authors/
illustrators use —illustrations
to support story elements —transitional words (e.g., before, after, now, finally) to
indicate a sequence of events and a sense of story. |
Classroom/LEA/ISD and State |
|
Grade 4 Grade Level Content Expectation (GLCE) |
Grade 4 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
INFORMATIONAL TEXT |
||
|
R.IT.04.01
Identify and explain the defining
characteristics of informational genre (e.g., autobiography/biography,
personal essay, almanac, newspaper). |
R.IT.04.EG01
Begin to identify and describe a variety of informational/functional
genre including —simple
how-to books —personal
correspondence —science and social studies magazines. |
Classroom/LEA/ISD and State |
|
R.IT.04.02
Identify and describe informational text
patterns (e.g., compare/contrast, position/support, problem/solution). |
R.IT.04.EG02
Identify informational text patterns —sequential - descriptive —enumerative. |
Classroom/LEA/ISD and State |
|
R.IT.04.03
Explain how authors use appendices,
headings, subheadings, marginal notes, keys and legends, figures, and
bibliographies to enhance understanding of supporting and key ideas. |
R.IT.04.EG03
Identify authors’ purposes, and explain how authors/illustrators use text
features to enhance the understanding of key and supporting ideas —headings —titles —labeled
photographs —illustrations —boldface
type —charts. |
Classroom/LEA/ISD and State |
|
Grade 4 Grade Level Content Expectation (GLCE) |
Grade 4 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
COMPREHENSION |
||
|
R.CM.04.01 Connect
personal knowledge, experience, and understanding of the world to themes and
perspectives in text through oral and written responses. |
R.CM.04.EG01 Connect
personal knowledge, experience, and understanding of others to ideas in texts
in order to make predictions and draw conclusions.. |
Classroom/LEA/ISD and State |
|
R.CM.04.02 Retell
and summarize grade level appropriate narrative and informational text. |
R.CM.04.EG02 Identify and retell the main idea(s) and
relevant details of grade level appropriate narrative, informational, and
functional texts. |
Classroom/LEA/ISD and State |
|
R.CM.04.03 Explain
oral and written relationships among themes, ideas, and characters within and
across texts to create a deeper understanding (e.g., categorize and classify,
compare and contrast, draw parallels across time and culture). |
R.CM.04.EG03 Begin to compare and contrast relationships among characters, events,
and key ideas within and across texts to create a deeper understanding. |
Classroom/LEA/ISD and State |
|
R.CM.04.04
Apply significant knowledge from what is
read in grade level science and social studies texts. |
R.CM.04.EG04 Apply what
has been read to them in grade level appropriate science, social studies, and
mathematics texts. |
Classroom/LEA/ISD and State |
|
METACOGNITION |
||
|
R.MT.04.01 Independently self-monitor comprehension when reading or
listening to text by automatically using and discussing the strategies used
by mature readers to increase comprehension and engage in interpretive
discussions (e.g., predicting, constructing mental images, representing ideas
in text, questioning, rereading or listening again inferring, summarizing). |
R.MT.04.EG01 With
assistance as needed, begin to self-monitor comprehension when reading grade
level appropriate text, such as —predicting, —questioning, and —visualizing. |
Classroom/LEA/ISD |
|
R.MT.04.02 Plan,
monitor, regulate, and evaluate skills, strategies and processes to construct
and convey meaning (e.g., use morphemic, syntactical, and semantic knowledge
to decode unknown words, use graphic organizers to deepen their understanding
of compare and contrast and sequence organizational patterns). |
R.MT.04.EG02
Begin
to plan, monitor, regulate, and evaluate skills, strategies, and processes to
construct and convey meaning, such as —setting purpose for reading; —using a story map or web; and —using a simple editing checklist. |
Classroom/LEA/ISD |
|
Grade 4 Grade Level Content Expectation (GLCE) |
Grade 4 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
CRITICAL STANDARDS |
||
|
R.CS.04.01 Develop,
discuss, and apply individual and shared standards (e.g., student and class
created rubrics), and begin to self-assess the quality, accuracy, and
relevance of personal or other written
text. |
R.CS.04.EG01 With assistance as
needed, recognize how to assess personal work and the work of others with
teacher supervision. |
Classroom/LEA/ISD |
|
READING ATTITUDE |
||
|
R.AT.04.01
Be enthusiastic about reading and
Learning how to read. |
R.AT.04.EG01 Be enthusiastic about reading and learning how to read. |
Classroom/LEA/ISD |
|
R.AT.04.02
Do substantial reading and writing on
their own. |
R.AT.04.EG02 With
assistance as needed, do some reading and writing during free
time in school and at home. |
Classroom/LEA/ISD |
|
WRITING GENRES |
||
|
W.GN.04.01
Write a narrative piece (e.g.,
myth/legend, fantasy, adventure) creating relationships among setting,
characters, theme, and plot. |
W.GN.04.EG01
Write a personal narrative using illustrations and transitional words
(before, after, now, finally) to indicate —sequence of events —sense of story (beginning, middle, end) —physical features of characters. |
Classroom/LEA/ISD and State |
|
W.GN.04.02 Write
poetry based on reading a wide variety of grade level appropriate published
poetry. |
W.GN.04.EGO2 With
assistance as needed, begin to write simple poems patterned after grade level
appropriate published poetry. |
Classroom/LEA/ISD |
|
Grade 4 Grade Level Content Expectation (GLCE) |
Grade 4 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
WRITING GENRES |
||
|
W.GN.04.03
Write a comparative piece to demonstrate
understanding of central Ideas and supporting ideas using an effective
organizational pattern (e.g., compare and contrast) and a boldface and/or
italicized print. |
W.
GN.04.EG03 Write an informational
piece that addresses a focus question (e.g., What is a family?) using —descriptive —enumerative —sequence
patterns that may
include headings, titles, labels, photographs, or illustrations to enhance
the understanding of central ideas. |
Classroom/LEA/ISD and State |
|
W.GN.04.04
Use the writing process to produce and
present a research project using a teacher-approved topic —finding and narrowing research questions —using a variety of resources —taking notes —organizing relevant information to draw
conclusions. |
W.GN.04.EG04 Contribute
to a class research project by adding relevant information to a class book
including —gathering information from teacher-supplied materials,
including electronic text and Internet —using the writing process to develop the project. |
Classroom/LEA/ISD |
|
WRITING PROCESS |
||
|
W.PR.04.01 Set
a purpose, consider audience, and replicate authors’ styles and patterns when
writing narrative or informational text. |
W.PR.04.EG01 With
assistance as needed, consider their audience and purpose for their writing
as they begin to use specific strategies including graphic organizers when
planning narrative and informational text |
Classroom/LEA/ISD and State |
|
W.PR.04.02 Apply
a variety of drafting strategies for both narrative and informational text
(e.g., graphic organizers such as story maps, webs, Venn diagrams) in order
to generate, sequence, and structure ideas (e.g., plot, connecting time,
setting, conflicts, resolutions, definition/description, chronological
sequence). |
W.PR.04.EG02 Begin to brainstorm to generate and structure ideas for narrative,
informational, and functional texts. |
Classroom/LEA/ISD |
|
Grade 4 Grade Level Content Expectation (GLCE) |
Grade 4 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
|
WRITING PROCESS |
|||
|
W.PR.04.03
Use a variety of drafting techniques
when writing an essay with connected, coherent, and mechanically sound
paragraphs. |
W.PR.04.EG03 Write three or four connected sentences with grade level
appropriate grammar, usage, mechanics, and temporary spellings that reflect a
close approximation of the sequence of sounds in the word. |
Classroom/LEA/ISD and State |
|
|
W.PR.04.04 Constructively and specifically respond orally to the writing
of others by identifying sections of the text to improve organization (e.g.,
rearranging paragraphs and/or sequence, relating main and supporting ideas,
using comparative transitions). |
W.PR.04.EG04 Read drafts of
their work to clarify meaning and attempt some revision. |
Classroom/LEA/ISD |
|
|
W.PR.04.05 Edit
and proofread their writing using appropriate resources (e.g., dictionary,
spell check, grammar check, grammar references, writing references) and grade
level appropriate checklists both individually and in groups. |
W.PR.04.EG05 Edit their
writing/picture by using grade appropriate resources including —a word wall —a class-developed checklist. |
Classroom/LEA/ISD |
|
|
PERSONAL STYLE |
|||
|
W.PS.04.01
Exhibit individual style and voice to
enhance the written message (e.g., in narrative text: strong verbs,
figurative language, sensory images; in informational text: precision, established
importance, transitions). |
W.PS.04.EG01
Begin
to show originality in oral, written, and
visual messages including —narrative (natural language, specific action, emotion) —informational/functional (sequence,
specific vocabulary, visual representation).
|
Classroom/LEA/ISD and State |
|
|
GRAMMAR AND USAGE |
|||
|
W.GR.04.01 Use
simple and compound sentences, direct and indirect objects, prepositional
phrases, adjectives, common and proper nouns as subjects and objects,
pronouns as antecedents, regular and irregular verbs; use hyphens between
syllables, apostrophes in contractions, and commas in salutations to set off
words, phrases, and dialogue; and use quotation marks or italics to identify
titles or names. |
W.GR.04.EG01 Use
complete simple sentences beginning with a capital letter and ending with a
period, question mark, or exclamation point. |
Classroom/LEA/ISD and State |
|
|
Grade 4 Grade Level Content Expectation (GLCE) |
Grade 4 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
|
SPELLING |
|||
|
W.SP.04.01 Spell
frequently encountered words (e.g., roots, inflections, prefixes, suffixes,
multi-syllabic) correctly. For less
frequently encountered words, students will use structural cues (e.g.,
letter/sound, rimes, morphemic) and environmental sources (e.g., word walls,
word lists, dictionaries, spell checkers). |
W.SP.04.EG01
In
the context of writing, spell frequently encountered one-syllable words from
common word families correctly; for other words, use —structural
cues (letter/sound, rimes) —environmental sources (word walls,
word lists). |
Classroom/LEA/ISD and State |
|
|
HANDWRITING |
|||
|
W.HW.04.01
Write neatly and legibly. |
W.HW.04.EG01 Write upper and lower case manuscript letters legibly. |
Classroom/LEA/ISD |
|
|
WRITING ATTITUDE |
|||
|
W.AT.04.01 Be
enthusiastic about writing and learning to write. |
W.AT.04.EG01 Be enthusiastic about writing and learning to write. |
Classroom/LEA/ISD |
|
|
SPEAKING CONVENTIONS |
|||
|
S.CN.04.01
Express ideas using more complex ideas. |
S.CN.04.EG01 Use common grammatical structures—subject/verb agreement,
pronoun/noun agreement. |
Classroom/LEA/ISD |
|
|
S.CN.04.02
Adjust their use of language to
communicate effectively with a variety of audiences and for different
purposes (e.g., community-building, appreciation/ invitations,
cross-curricular discussions). |
S.CN.04.EG02
Explore and use language to communicate
with a variety of audiences and for different purposes —requests —problem-solve —look for solutions —construct relationships —courtesies. |
Classroom/LEA/ISD |
|
|
S.CN.04.03 Make
presentations or reports in standard American English if it is their first
language (students whose first language is not English will present their
work in their developing version of standard American English). |
S.CN.04.EG03 Make presentations in standard American English if it is
their first language (students whose first language is not English will
present their work in their developing version of standard American English). |
Classroom/LEA/ISD |
|
|
S.CN.04.04 Be
aware that language differs from region to region of the country and as a
function of linguistic and cultural group membership (they can provide
examples of language differences in the |
S.CN.04.EG04 Be aware that language differs from storybooks and classroom
as a function of linguistic and cultural group membership (they can provide
examples of language differences in storybooks and the classroom). |
Classroom/LEA/ISD |
|
|
Grade 4 Grade Level Content Expectation (GLCE) |
Grade 4 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
|
SPOKEN DISCOURSE
|
|||
|
S.DS.04.01
Engage in interactive, extended
discourse to socially construct meaning (e.g., book clubs, literature
circles, partnerships, or other conversation protocols). |
S.DS.04.EG01 Engage in
conversation, remaining focused on subject matter, with interchanges building
on prior responses in the context of literature discussions or paired
conversations or other interactions. |
Classroom/LEA/ISD |
|
|
S.DS.04.02
Discuss narratives (e.g., mystery, myths
and legends, tall tales, poetry), conveying the story grammar (i.e., various
character roles, plot, story level theme) and emphasizing facial expressions,
hand gestures, and body language. |
S.DS.04.EG02 Tell/retell familiar stories (realistic
fiction, fantasy, folktale) using —a problem solution pattern —appropriate story grammar —proper sequence —a prop while
maintaining appropriate posture and eye contact. |
Classroom/LEA/ISD and State |
|
|
S.DS.04.03
Respond to multiple text types by
reflecting, making connections, taking a position and sharing understandings. |
S.DS.04.EG03 Respond
to multiple text types by reflecting, making meaning, and making connections. |
Classroom/LEA/ISD and State |
|
|
S.DS.04.04 Plan
and deliver presentations or reports focusing on a key question using an
informational organizational pattern (e.g., descriptive, problem/solution,
cause and effect), supportive facts, and details reflecting and emphasizing
facial expressions, hand gestures, and body language. |
S.DS.04.EG04
With assistance as needed, plan and
deliver presentations or reports using —an informational organizational pattern (descriptive,
enumerative, or sequential); —appropriate text features (pictures or illustrations); —an appropriate prop; and —providing
several facts and details to make their point while
maintaining appropriate posture and eye contact. |
Classroom/LEA/ISD |
|
|
Grade 4 Grade Level Content Expectation (GLCE) |
Grade 4 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
LISTENING AND VIEWING CONVENTIONS |
||
|
L.CN.04.01 Respond
to questions asked of them, providing appropriate elaboration and
details. |
L.CN.04.EG01 Give, restate,
and follow two-step directions. |
Classroom/LEA/ISD and State |
|
L.CN.04.02 Listen
and interact appropriately and view knowledgably in small and large group
settings |
L.CN.04.EG02 Listen to the comments of a peer and
respond on topic and add a connected idea —eye contact —attentive —supportive |
Classroom/LEA/ISD |
|
L.CN.04.03 Distinguish
between and explain how verbal and non-verbal strategies enhance
understanding of spoken messages and promote effective listening behaviors. |
L.CN.04.EG03 Understand how
the source of the message affects the receiver’s response (student/student,
student/teacher, student/parent). |
Classroom/LEA/ISD |
|
L.CN.04.04 Recognize
and analyze the various roles of the communication process (e.g., to
persuade, critically analyze, flatter, explain, dare) in focusing attention
on events and in shaping opinions. |
L.CN.04.EG04 Experience
messages from a variety of media and differentiate between sender, receiver,
and message. |
Classroom/LEA/ISD |
|
Grade 4 Grade Level Content Expectation (GLCE) |
Grade 4 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
RESPONSE |
||
|
L.RP.04.01 Listen
to or view in a variety of genres and compare their responses to those of
their peers. |
L.RP.04.EG01 Listen to or view and discuss a variety of genres. |
Classroom/LEA/ISD and State |
|
L.RP.04.02 Select,
listen to, view, and respond thoughtfully to both classic and contemporary
texts recognized for quality and literary merit. |
L.RP.04.EG02 Listen to, view, and respond thoughtfully to both classic and
contemporary texts recognized for quality and literary merit. |
Classroom/LEA/ISD and State |
|
L.RP.04.03 Respond
to multiple text types listened to or viewed by speaking, illustrating,
and/or writing in order to clarify meaning, make connections, take a
position, and/or show deep understanding.
|
L.RP.04.EG03 Respond
to multiple text types listened to or viewed by discussing, illustrating,
and/or writing in order to reflect, make meaning, and make connections. |
Classroom/LEA/ISD and State |
|
L.RP.04.04 Combine
skills to reveal strengthening literacy (e.g., viewing then analyzing in
writing, listening then giving an opinion orally). |
L.RP.04.EG04 Combine skills
to reveal strengthening literacy. |
Classroom/LEA/ISD and State |
|
L.RP.04.05
Summarize the major ideas and evidence
presented in spoken messages and formal presentations. |
L.RP.04.EG05 Retell what a
speaker said by repeating the main idea and connecting with personal
experiences. |
Classroom/LEA/ISD and State |
|
Grade 5 Grade Level Content Expectation (GLCE) |
Grade 5 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
WORD STUDY |
||
|
R.WS.05.01 Explain when to use and apply word
structure, sentence structure, and prediction (semantics) to aid in decoding
words and understanding meaning of words encountered in context. |
R.WS.05.EG01 In context, determine the meaning of
a few words and familiar and repeated phrases (objects, actions, concepts,
content, and English language arts vocabulary) using strategies and
resources. |
Classroom/LEA/ISD and State |
|
R.WS.05.02 Use structural, semantic, and
syntactic cues to automatically read frequently encountered words, decode
unknown words, and decide meaning including multiple meaning words (e.g.,
letter/sound, rimes, base words, affixes, syllabication). |
R.WS.05.EG02 Use syntactic and semantic cues —reading context, picture clues —prefixes re-, un- —suffixes -s, -ed, -ing to determine
the meaning of words in grade level appropriate texts |
Classroom/LEA/ISD |
|
R.WS.05.03 Automatically recognize frequently
encountered words in print, with the number of words that can be read
fluently increasing steadily across the school year. |
R.WS.05.EG03 Recognize automatically grades K-2
frequently encountered words in connected text and in isolation. |
Classroom/LEA/ISD and State |
|
R.WS.05.04 Know the meanings of words
encountered frequently in grade level reading and oral language contexts. |
R.WS.05.EG04
Know
the meaning of words encountered frequently in grades K-2 reading and oral
language contexts. |
Classroom/LEA/ISD and State |
|
R.WS.05.05 Acquire and apply strategies to
construct meaning and identify unknown words or word parts (e.g., analyze
derivatives, define meanings of affixes, word origins). |
R.WS.05.EG05
Use strategies to identify unknown words and
construct meaning —reread a sentence or paragraph when
meaning is unclear —use context as a basis for
predicting meaning of unfamiliar words —increase bank of known sight words —use
subvocalization to sound out unknown words. |
Classroom/LEA/ISD and State |
|
R.WS.05.06 Fluently read beginning grade level
text and increasingly demanding text as the year proceeds. |
R.WS.05.EG06 Independently
read aloud unfamiliar text in frade level appropriate text. |
Classroom/LEA/ISD |
|
R.WS.05.07 Determine the meaning of words and
phrases in context (e.g., symbols, idioms, recently-coined words) using
strategies and resources (e.g., analogies, content glossaries, electronic
resources). |
R.WS.05.EG07
Determine the meaning of words and phrases (objects, actions,
concepts, and English language arts vocabulary) in context using strategies
and resources. |
Classroom/LEA/ISD and State |
|
Grade 5 Grade Level Content Expectation (GLCE) |
Grade 5 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
NARRATIVE TEXT
|
||
|
R.NT.05.01 Analyze how characters and
communities reflect life (in positive and negative ways) in classic and
contemporary literature recognized for quality and literary merit. |
R.NT.05.EG01
Become familiar with and respond thoughtfully
to quality and culturally diverse literature. |
Classroom/LEA/ISD and State |
|
R.NT.05.02 Analyze elements and style of
narrative genres (e.g., historical fiction, tall tales, science fiction,
fantasy, mystery). |
R.NT.05.EG02
Begin
to identify and describe a variety of genre
including —poetry —fantasy —legends —drama. |
Classroom/LEA/ISD and State |
|
R.NT.05.03 Analyze character traits and setting
and how it defines characters/plot, the role of dialogue, how problems are
resolved, and the climax of a plot. |
R.NT.05.EG03
Identify story elements, such as —characters’
actions and motivations —setting
(time and place) —problem/solution —sequence of
events - theme/lesson. |
Classroom/LEA/ISD and State |
|
R.NT.05.04 Explain how authors use literary
devices (e.g., exaggeration, metaphor) to develop characters, themes, plot,
and functions of heroes, villains, and narrator across a variety of texts. |
R.NT.05.EG04
Identify authors’ purposes, and explain how
authors/illustrators use literary devices —illustrations
to depict major story events —title —comparisons
(metaphor/simile) to reveal characters’ thoughts and actions. |
Classroom/LEA/ISD and State |
|
Grade 5 Grade Level Content Expectation (GLCE) |
Grade 5 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
INFORMATIONAL TEXT |
||
|
R.IT.05.01 Analyze elements and style of
informational genres (e.g., advertising, experiments, editorials, atlases). |
R.IT.05.EG01
Identify and describe a variety of informational/functional
genre including —simple
how-to books —personal
correspondence —science and social studies magazines. |
Classroom/LEA/ISD and State |
|
R.IT.05.02
Identify
and describe informational text patterns (e.g., theory and evidence,
compare/contrast, position/support, problem/solution). |
R.IT.05.EG02
Identify informational text patterns —sequential - descriptive —enumerative. |
Classroom/LEA/ISD and State |
|
R.IT.05.03
Explain
how authors use time lines, graphs, charts, diagrams, tables of contents,
indices, introductions, summaries, and conclusions to enhance understanding
of supporting and key ideas. |
R.IT.05.EG03
Identify authors’ purposes and how authors/illustrators use text
features to enhance the understanding of key and supporting ideas —boldface
type —graphs —maps —diagrams —charts. |
Classroom/LEA/ISD and State |
|
Grade 5 Grade Level Content Expectation (GLCE) |
Grade 5 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
COMPREHENSION
|
||
|
R.CM.05.01 Connect personal knowledge,
experience and understanding of the world to themes and perspectives in text
through oral and written responses. |
R.CM.05.EG01
Connect personal knowledge, experience, and understanding of
others to ideas in texts in order to make predictions and draw conclusions. |
Classroom/LEA/ISD and State |
|
R.CM.05.02 Retell and summarize grade level
appropriate narrative and informational text. |
R.CM.05.EG02
Identify and retell the main idea(s) and relevant details of
grade level appropriate narrative, informational, and functional text. |
Classroom/LEA/ISD and State |
|
R.CM.05.03 Analyze oral and written global
themes, universal truths, themes and principles within and across text to
create a deeper understanding, (e.g., draw conclusions, make inferences,
synthesize). |
R.CM.05.EG03
Begin
to compare and contrast relationships among
characters, events, and key ideas within and across texts to create a deeper
understanding. |
Classroom/LEA/ISD and State |
|
R.CM.05.04
Apply
significant knowledge from what is read in grade level science and social
studies text. |
R.CM.05.EG04 Apply what has been read in grade
level appropriate science, social studies, and mathematics texts. |
Classroom/LEA/ISD and State |
|
Grade 5 Grade Level Content Expectation (GLCE) |
Grade 5 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
METCOGNITION
|
||
|
R.MT.05.01 Independently self-monitor
comprehension when reading or listening to text and automatically use and
discuss the strategies used by mature readers to increase comprehension and
engage in interpretive discussion (e.g., predicting, constructing mental
images, representing ideas in text, questioning, rereading or listening
again, inferring, summarizing). |
R.MT.05.EG01 Understand that reading is a
process that involves the interaction between writer and reader and the
context of the situation; self-monitor comprehension when reading grade level
appropriate text, e.g., —predicting, —questioning, and —visualizing. |
Classroom/LEA/ISD |
|
R.MT.05.02
Plan,
monitor, regulate and evaluate skills, strategies, and processes to construct
and convey meaning (e.g., use a variety of morphemic, structure, and context
cues to decode unfamiliar words, select an appropriate text type from known
genre for particular writing purposes, and use theory and evidence, cause and
effect, and persuasive organizational patterns appropriately). |
R.MT.05.EG02
Begin
to plan, monitor, regulate, and evaluate skills, strategies, and processes to
construct and convey meaning, e.g., —setting purpose for reading; —using a story map or web; and —using a simple editing checklist. |
Classroom/LEA/ISD |
|
Grade 5 Grade Level Content Expectation (GLCE) |
Grade 5 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
CRITICAL STANDARDS |
||
|
R.CS.05.01 Develop, discuss, and apply
individual and shared standards (e.g., student- and class-created rubrics) to
assess or self-assess the qualities of personal or other written text to identify
attainment of intended purpose, to interpret authors’ viewpoints, and to
determine effect on classroom or school-wide-audiences. |
R.CS.05.EG01
Recognize how to assess personal work
and the work of others with teacher supervision, such as —using
a class-created editing rubric and —identifying
author’s purpose. |
Classroom/LEA/ISD |
|
READING ATTITUDE |
||
|
R.AT.05.01 Be enthusiastic about reading and
learning how to read. |
R.AT.05.EG01
Be enthusiastic about reading and
learning how to read. |
Classroom/LEA/ISD |
|
R.AT.05.02
Do
substantial reading and writing on their own. |
R.AT.05.EG02
With
assistance as needed, do some reading and writing during free
time in school and at home. |
Classroom/LEA/ISD |
|
Grade 5 Grade Level Content Expectation (GLCE) |
Grade 5 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
WRITING GENRES |
||
|
W.GN.05.01
Write
a narrative piece (e.g., mystery, tall tale, historical fiction), using time
period and setting to enhance the plot; demonstrating roles and functions of
heroes, villains, and narrator; and depicting conflicts and resolutions. |
W.GN.05.EG01
Write a personal narrative using illustrations and transitional words
(before, after, now, finally) to indicate —sequence of events —sense of story (beginning, middle, end) —physical
features of characters. |
Classroom/LEA/ISD and State |
|
W.GN.05.02
Write
poetry based on reading a wide variety of grade level appropriate published
poetry. |
W.GN.05.EG02 With assistance as needed, attempt to
write simple poems patterned after grade level appropriate published poetry. |
Classroom/LEA/ISD |
|
W.GN.05.03
Write
a position piece to demonstrate understanding of central ideas and supporting
details (e.g., position/evidence organizational pattern) using multiple
headings and subheadings. |
W.GN.05.EG03 Write an informational piece that addresses
a focus question (e.g., What are three things you do every morning?) using —descriptive —enumerative —sequential
patterns that may include headings, titles, labels, photographs, or
illustrations to enhance the understanding of central ideas. |
Classroom/LEA/ISD and State |
|
W.GN.05.04 Use the writing process to produce
and present a research project —including a teacher-approved topic,
narrowed focus question, and hypothesis —using a
variety of resources to gather and organize information, and organizing the
relevant information according to central ideas and supporting details. |
W.GN.05.EG04 With assistance as needed, —gather resources (electronic and/or
print) —organize information using key ideas —use
the writing process to produce and present the final project |
Classroom/LEA/ISD |
|
Grade 5 Grade Level Content Expectation (GLCE) |
Grade 5 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
WRITING PROCESS |
||
|
W.PR.05.01
Set
a purpose, consider audience, and replicate authors’ styles and patterns when
writing narrative or informational text.
|
W.PR.05.EG01
Begin
to consider audience and purpose for
writing. |
Classroom/LEA/ISD and State |
|
W.PR.05.02
Use
a variety of drafting strategies for both narrative and informational text
(e.g., graphic organizers such as story maps, webs, and Venn diagrams) in
order to generate, sequence, and structure ideas (e.g. Role and relationships
of characters, settings, ideas; relationship of theory and evidence,
compare/contrast). |
W.PR.05.EG02 Develop a plan for their writing that
may include graphic organizers that represent a specific organizational
pattern —problem/solution —sequence —description —compare
and contrast. |
Classroom/LEA/ISD |
|
W.PR.05.03 Use linguistic structures and
textual features needed to clearly communicate ideas and information in
written text with connected, coherent, mechanically sound paragraphs. |
W.PR.05.EG03 Write four or five connected sentences with grade
level appropriate grammar, usage, mechanics, and temporary spellings that
reflect a close approximation of the sequence of sounds in the word. |
Classroom/LEA/ISD and State |
|
W.PR.05.04 Constructively and specifically
respond orally to the writing of others by identifying sections of the text
to improve organization (e.g., position/evidence, flow of ideas, and craft
such as titles, leads, endings, and powerful verbs). |
W.PR.05.EG04 Use revision strategies to make stylistic
changes in content and form to suit intended purpose and audience, e.g., —rearranging
sentences; —substituting
synonyms; and —inserting
transitional words. |
Classroom/LEA/ISD |
|
W.PR.05.05 Independently and
collaboratively edit and proofread writing using grade level checklists. |
W.PR.05.EG05 Attempt to proofread and edit
their writing/picture using appropriate resources, including dictionaries and
a class-developed checklist. |
Classroom/LEA/ISD |
|
PERSONAL STYLE |
||
|
W.PS.05.01
Exhibit
individual style and voice to enhance the written message (e.g., in narrative
text: personification, humor, element of surprise; in informational text:
emotional appeal, strong opinion,
credible support). |
W.PS.05.EG01
Develop
personal style in oral, written, and
visual messages including —narrative - descriptive language, use of
imagination, varying sentence beginnings —informational/functional
- facts, effective conclusions. |
Classroom/LEA/ISD and State |
|
Grade 5 Grade Level Content Expectation (GLCE) |
Grade 5 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
GRAMMAR AND USAGE |
||
|
W.GR.05.01
Identify
and use compound subjects and predicates, proper nouns and pronouns,
articles, conjunctions, hyphens in compound and number words, commas between
two independent clauses to set off direct address/long phrases/clauses,
colons to separate hours, and minutes and to introduce a list. |
W.GR.05.EG01
In the context of writing,
begin to use complete sentences, nouns and verbs, commas, contractions,
colons to denote time, capitalization. |
Classroom/LEA/ISD and State |
|
SPELLING |
||
|
W.SP.05.01 Spell frequently encountered
words (e.g., roots, inflections, prefixes, suffixes, multi-syllabic)
correctly. For less frequently encountered words, students will use
structural cues (e.g., letter/sound, rimes, morphemic) and environmental
sources (e.g., word walls, word lists, dictionaries, spell checkers). |
W.SP.05.EG01
In
the context of writing, spell frequently encountered words (two-syllable words,
including common prefixes and suffixes, i.e., sitting) correctly. For less frequently encountered words,
students will use —structural cues (letter/sound, rimes) —environmental sources
(word walls, word lists). |
Classroom/LEA/ISD and State |
|
HANDWRITING |
||
|
W.HW.05.01 Write neatly and legibly. |
W.HW.05.EG01 Fluently and legibly write upper and lower case manuscript letters
and begin to write the cursive alphabet.
|
Classroom/LEA/ISD |
|
WRITING ATTITUDE |
||
|
W.AT.05.01 Be enthusiastic about writing
and learning to write. |
W.AT.05.EG01 Be enthusiastic about writing and learning to write. |
Classroom/LEA/ISD |
|
Grade 5 Grade Level Content Expectation (GLCE) |
Grade 5 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
SPEAKING CONVENTIONS |
||
|
S.CN.05.01 Use irregular verbs correctly (e.g.,
lie/lay, sit/sat, rise/raise). |
S.CN.05.EG01 Begin to use common grammatical structures—subject/verb agreement,
pronoun/noun agreement. |
Classroom/LEA/ISD |
|
S.CN.05.02 Adjust their use of language to
communicate effectively with a variety of audiences and for different purposes (e.g.,
research, explanation, persuasion). |
S.CN.05.EG02
Explore
and use language to communicate
with a variety of audiences and for different purposes —questions and answers —discussions —social interactions. |
Classroom/LEA/ISD |
|
S.CN.05.03
Use
varying modulation, volume, and pace of speech to indicate emotions, create
excitement, and emphasize meaning when presenting spoken informational and
narrative text. |
S.CN.05.EG03 Begin to adopt
appropriate tone of voice and intonation patterns in spoken informational,
narrative, and functional presentations. |
Classroom/LEA/ISD |
|
S.CN.05.04
Make
presentations or reports in standard American English if it is their first
language (Students whose first language is not English will present their
work in their developing version of standard American English). |
S.CN.05.EG04
Make
presentations in standard American English if it is their first language
(students whose first language is not English will present their work in
their developing version of standard American English). |
Classroom/LEA/ISD |
|
S.CN.05.05
Be
aware that language differs from early American history to current day |
S.CN.05.EG05
Begin to become aware that language
differs from school and home as a function of linguistic and cultural group membership
(they can provide examples of language differences in the community). |
Classroom/LEA/ISD |
|
Grade 5 Grade Level Content Expectation (GLCE) |
Grade 5 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
SPOKEN DISCOURSE
|
||
|
S.DS.05.01 Engage in interactive extended
discourse to socially construct meaning (e.g., book clubs, literature
circles, partnerships, or other conversation protocols). |
S.DS.05.EG01 Engage in substantive conversation —remaining focused on subject matter —with interchanges building on prior
responses —in
the context of book discussions, peer conferencing, or other interactions. |
Classroom/LEA/ISD |
|
S.DS.05.02
Discuss
narratives (e.g., mystery, fantasy, historical fiction), conveying the story
grammar (e.g., traits of characters, relationship between setting and climax
and anticlimax), while varying voice modulation, volume, and pace of speech
to emphasize meaning. |
S.DS.05.EG02 Tell/retell stories (poetry, folk
literature, drama) using —story grammar —elaborated information about
characters —characters’ actions and motivations —setting (time and place) —plot —setting as related to plot. |
Classroom/LEA/ISD and State |
|
S.DS.05.03
Respond to multiple text types by analyzing
content, interpreting the message, and evaluating the purpose. |
S.DS.05.EG03 Respond to multiple text types
by reflecting, making connections, taking a position, and sharing
understanding. |
Classroom/LEA/ISD |
|
S.DS.05.04
Plan
and deliver persuasive presentations or reports using an informational
organizational pattern for a specific purpose (e.g., to persuade, describe,
and inform) that conveys the point they want to make and supports the point
with evidence and/or examples while varying voice modulation, volume, and
pace of speech to emphasize meaning. |
S.DS.05.EG04 With assistance as needed, plan and
deliver presentations or reports —using an informational,
organizational pattern (description, cause and effect, compare and contrast) —using appropriate text features
(illustrations, pictures) —providing supportive facts and
details to make their point —using appropriate props |
Classroom/LEA/ISD |
|
Grade 5 Grade Level Content Expectation (GLCE) |
Grade 5 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
|
LISTENING AND VIEWING CONVENTIONS |
|||
|
N/A |
L.CN.05.EG01 Restate and follow two-step
directions, and begin to ask
appropriate questions during a presentation or report. |
Classroom/LEA/ISD and State |
|
|
N/A |
L.CN.05.EG02
Use effective listening and viewing
behaviors in large and small group settings —eye contact —attentive —supportive. |
Classroom/LEA/ISD |
|
|
N/A |
L.CN.05.EG03
Listen to the comments of a peer and
respond on topic and add a connected idea. |
Classroom/LEA/ISD |
|
|
N/A |
L.CN.05.EG04 Differentiate between sender, receiver, and
message, such as —the meaning of the message may be
conveyed and constructed for different purposes by the sender and receiver. |
Classroom/LEA/ISD |
|
|
Grade 5 Grade Level Content Expectation (GLCE) |
Grade 5 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
RESPONSE |
||
|
L.RP.05.01 Listen to or view in a variety of
genres and compare their responses to those of their peers. |
L.RP.05.EG01
Listen to or view and discuss a variety
of genres. |
Classroom/LEA/ISD and State |
|
L.RP.05.02 Select, listen to, view, and respond
thoughtfully to both classic and contemporary texts recognized for quality
and literary merit. |
L.RP.05.EG02
Listen to, view, and respond thoughtfully to both classic and
contemporary texts recognized for quality and literary merit. |
Classroom/LEA/ISD and State |
|
L.RP.05.03 Respond to multiple text types
listened to or viewed by speaking, illustrating, and/or writing in order to
clarify meaning, make connections, take a position, and show deep
understanding without major misconceptions. |
L.RP.05.EG03
Respond to multiple text types listened
to or viewed by discussing, illustrating, and/or writing in order to reflect,
make connections, take a position, and share understanding. |
Classroom/LEA/ISD and State |
|
L.RP.05.04 Begin to combine skills to reveal
strengthening literacy (e.g., viewing then analyzing in writing, listening
then paraphrasing in writing). |
L.RP.05.EG04
Combine
skills to reveal strengthening literacy. |
Classroom/LEA/ISD |
|
L.RP.05.05
Go
beyond the information given by a speaker, making inferences and drawing
appropriate conclusions. |
L.RP.05.EG05
Retell
what a speaker said by repeating the main idea and connecting with personal
experiences. |
Classroom/LEA/ISD and State |
|
Grade 6 Grade Level Content Expectation (GLCE) |
Grade 6 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
WORD STUDY |
||
|
R.WS.06.01 Use word structure, sentence
structure, and prediction to aid in decoding and understanding the meanings
of words encountered in context. |
R.WS.06.EG01 Utilize letter and word level clues, semantic, and syntactic
cues to recognize words and recognize frequently encountered words in text
even when those words are encountered out of context. |
Classroom/LEA/ISD and State |
|
R.WS.06.02 Use structural, syntactic, and
semantic analysis to recognize unfamiliar words in context (e.g., origins and
meanings of foreign words, words with multiple meanings, knowledge of major
word chunks/rimes, syllabication). |
R.WS.06.EG02 Use structural, semantic, and syntactic cues to automatically
read frequently encountered words, decode unknown words, and decide meaning
including multiple meaning words (e.g., letter/sound, rimes, base words,
affixes). |
Classroom/LEA/ISD and State |
|
R.WS.06.03 Recognize frequently encountered
words automatically. |
R.WS.06.EG03 Progress to automatically
read by sight the 1000 Dolch first words and other frequently encountered
vocabulary. |
Classroom/LEA/ISD and State |
|
R.WS.06.04 Know the meaning of frequently
encountered words in written and oral contexts (research to support specific
words). |
R.WS.06.EG04
Know the meanings of words
encountered frequently in grade level appropriate reading and oral language
contexts. |
Classroom/LEA/ISD and State |
|
R.WS.06.05 Apply strategies to construct meaning
and identify unknown words. |
R.WS.06.EG05
Apply strategies to
construct meaning, self-monitor, and identify unknown words or word parts
using —knowledge of language —sound/symbol/structural relationships —context. |
Classroom/LEA/ISD and State |
|
Grade 6 Grade Level Content Expectation (GLCE) |
Grade 6 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
R.WS.06.06 Read fluently sixth grade level texts
(increasingly demanding texts read with fluency as the year proceeds). |
R.WS.06.EG06 Apply the following aspects of fluency —pauses and emphasis —punctuation cues —intonation —recognition of identified
grade level specific words and sight words while reading aloud a familiar
grade level text. |
Classroom/LEA/ISD |
|
R.WS.06.07 Use strategies (e.g., connotation,
denotation) and authentic content-related resources to determine the meaning
of words and phrases in context (e.g., regional idioms, content area
vocabulary, technical terms) |
R.WS.06.EG07 Determine the meaning of
words and phrases in context, such as —synonyms, homonyms, multiple meaning words and using strategies and resources, such as —context clues, concept mapping, dictionary. |
Classroom/LEA/ISD and State |
|
NARRATIVE TEXT |
||
|
R.NT.06.01 Describe how characters in classic
and contemporary literature recognized for quality and literary merit form
opinions about one another in ways that can be fair and unfair. |
R.NT.06.EG01
Begin to identify how
characters in literature and other texts express attitudes about one another
in familiar classic and contemporary literature recognized for quality and
literary merit. |
Classroom/LEA/ISD and State |
|
R.NT.06.02 Analyze elements and style of
narrative genres (e.g.,folktales, fantasy, adventure, action). |
R.NT.06.EG02
Identify and describe a
variety of narrative genre (e.g., folktales, fables, realistic fiction). |
Classroom/LEA/ISD and State |
|
R.NT.06.03 Analyze the role of dialogue, plot,
characters, themes, major and minor characters, and climax. |
R.NT.06.EG03
Identify and describe characters’ thoughts and
motivations, story level themes, main idea, and lesson/moral (e.g., fable) in
narrative text. |
Classroom/LEA/ISD and State |
|
R.NT.06.04 Analyze how authors use dialogue,
imagery, and understatement to develop plot. |
R.NT.06.EG04 Identify authors’ purposes, and
begin to explain how authors use literary devices
(e.g., prediction, personification, point of view) to develop a story level
theme, depict the setting, and reveal character traits. |
Classroom/LEA/ISD and State |
|
Grade 6 Grade Level Content Expectation (GLCE) |
Grade 6 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
INFORMATIONAL TEXT |
||
|
R.IT.06.01 Analyze elements and style of
informational genre (e.g., research report, how-to-articles, essays). |
R.IT.06.EG01
Identify and describe a variety of
informational/functional genre, such as —textbooks —encyclopedias —magazines. |
Classroom/LEA/ISD and State |
|
R.IT.06.02 Analyze organizational patterns. |
R.IT.06.EG02 Identify informational
text patterns, such as —problem/solution —sequential —compare/contrast —descriptive. |
Classroom/LEA/ISD and State |
|
R.IT.06.03 Explain how authors use text features
to enhance the understanding of central, key, and supporting ideas (e.g.,
footnotes, bibliographies, introductions, summaries, conclusions,
appendices). |
R.IT.06.EG03
Identify authors’ purposes and explain how
authors use text features, (e.g., titles, headings and subheadings, time
lines, prefaces, indices, and table of content) to enhance understanding of
informational and functional text. |
Classroom/LEA/ISD and State |
|
Grade 6 Grade Level Content Expectation (GLCE) |
Grade 6 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
COMPREHENSION |
||
|
R.CM.06.01 Connect personal knowledge,
experience, and understanding of the world to themes and perspectives in the
text. |
R.CM.06.EG01
Connect personal knowledge, experience and
understanding of the world to themes
and perspectives in text in order to make predictions and draw inferences and
conclusions. |
Classroom/LEA/ISD and State |
|
R.CM.06.02 Read, retell and summarize grade
level appropriate narrative and informational texts of grade level
appropriate informational text. |
R.CM.06.EG02
Retell and summarize the main ideas and
relevant details of grade level appropriate narrative, informational, and
functional texts. |
Classroom/LEA/ISD and State |
|
R.CM.06.03 State global themes, universal
truths, and principles within and across texts to create a deeper
understanding. |
R.CM.06.EG03
Begin to compare and
contrast (oral and written) relationships among characters, events, and key
ideas within and across texts to create a deeper understanding, such as —a narrative to an informational text —a literature selection to a subject area text —an historical event to a current event. |
Classroom/LEA/ISD and State |
|
R.CM.06.04 Apply significant knowledge from what
has been read in grade level appropriate science and social studies texts. |
R.CM.06.EG04 Apply knowledge from what has been
read in grade level appropriate science, social studies, and mathematics
texts. |
Classroom/LEA/ISD and State |
|
Grade 6 Grade Level Content Expectation (GLCE) |
Grade 6 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
METACOGNITION |
||
|
R.MT.06.01 Independently self-monitor
Comprehension when reading or listening to text by automatically using and
discussing the strategies used by mature readers to increase comprehension
and engage in interpretative discussions (e.g., predicting, constructing
mental images representing ideas in text, questioning, rereading or listening
again if uncertain about meaning, inferring, summarizing) |
R.MT.06.EG01
Self-monitor comprehension
when reading or listening to texts by automatically using strategies used by
mature readers to increase comprehension, such as —predicting —constructing mental images —representing ideas in text —questioning, —rereading or listening again —inferring —summarizing. |
Classroom/LEA/ISD |
|
R.MT.06.02 Plan, monitor, regulate, and evaluate
skills, strategies, and processes for their own reading comprehension by
applying appropriate metacognitive skills (e.g. SQ3R, pattern guides, process
of reading guides). |
R.MT.06.EG02
With assistance as needed,
plan, monitor, regulate and evaluate skills, strategies, and processes to
construct and convey meaning, (e.g., decode unknown words, use graphic
organizers to deepen understanding of problem and solution and organizational
pattern. |
Classroom/LEA/ISD |
|
CRITICAL STANDARDS |
||
|
R.CS.06.01
Compare
the appropriateness of shared, individual, and expert standards based on
purpose, context, and audience in order to assess their own work and work of
others. |
R.CS.06.EG01
Develop, discuss, and
begin to apply individual and shared standards, (e.g., student and class
created rubrics), and begin to self-assess with teacher guidance the
qualities of personal or other written text and the accuracy and quality of
text. |
Classroom/LEA/ISD |
|
Grade 6 Grade Level Content Expectation (GLCE) |
Grade 6 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
READING ATTITUDE |
||
|
R.AT.06.01 Be enthusiastic about reading and do
substantial reading on their own. |
R.AT.06.EG01
Be enthusiastic about
reading and learning how to read. |
Classroom/LEA/ISD |
|
WRITING GENRES |
||
|
W.GN.06.01 Write a cohesive narrative piece
(e.g., personal narrative, adventure, tall tale, folk tale, fantasy) that
includes elements of characterization for major and minor characters,
internal and/or external conflict, and address issues of plot, theme, and
imagery. |
W.GN.06.EG01
Write a personal narrative that —depicts
major story events —uses
illustrations to match mood —contains
setting, problem/solution, and sequenced events. |
Classroom/LEA/ISD and State |
|
W.GN.06.02 Write an essay (e.g., personal,
persuasive, or comparative) for authentic audiences that includes
organizational patterns that support key ideas. |
W.GN.06.EG02 Write an informational piece that focuses
on a functional activity using —descriptive —enumerative —sequential patterns that may include headings,
titles, labels, photographs, or illustrations to enhance the understanding of
central ideas. |
Classroom/LEA/ISD and State |
|
W.GN.06.03 Formulate research questions using
multiple resources and perspectives that allow them to organize, analyze, and
explore problems and pose solutions that culminate in a presented, final
project. |
W.GN.06.EG03
Use
the writing process to produce and present a research project —beginning with a teacher-selected topic —initiating research questions from content area text —using a variety of electronic and print resources to gather
and organize information. |
Classroom/LEA/ISD |
|
Grade 6 Grade Level Content Expectation (GLCE) |
Grade 6 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
WRITING PROCESS |
||
|
W.PR.06.01 Set a purpose, consider audience, and
replicate authors’ styles and patterns when writing narrative or
informational text. |
W.PR.06.EG01 Set a purpose, consider audience, and
replicate authors' styles and patterns when writing narrative or
informational text. |
Classroom/LEA/ISD and State |
|
W.PR.06.02 Apply a variety of pre-writing
strategies for both narrative (e.g., graphic organizers such as story maps or
webs designed to develop a plot that includes major and minor characters,
builds climax, and uses dialogue to enhance a theme) and informational text
(e.g., problem/ solution, and sequence). |
W.PR.06.EG02 Apply a variety of pre-writing
strategies for both narrative and informational text (e.g., graphic
organizers such as story maps, webs, Venn diagrams) in order to generate,
sequence, and structure ideas (e.g., sequence for beginning, middle, end;
problem/ solution; compare/contrast). |
Classroom/LEA/ISD |
|
W.PR.06.03 Review and revise their drafts with
audience and purpose in mind regarding consistent voice and genre
characteristics. |
W.PR.06.EG03 Use revision strategies to make
stylistic changes in content and form to suit intended purpose and audience. |
Classroom/LEA/ISD |
|
W.PR.06.04 Write for a specific purpose by using
multiple paragraphs, sentence variety, and voice to meet the needs of an
audience (e.g. word choice, level of formality, example). |
W.PR.06.EG04 Write several connected sentences with grade level appropriate
grammar, usage, mechanics, and temporary spellings that reflect a close
approximation of the sequence of sounds in the word. |
Classroom/LEA/ISD and State |
|
W.PR.06.05 Edit their writing using
proofreaders’ checklists both individually and in peer editing groups. |
W.PR.06.EG05 Edit and proofread their writing
using appropriate resources (e.g., dictionary, spell check, writing
references) and grade level appropriate checklist both individually and in
groups. |
Classroom/LEA/ISD |
|
Grade 6 Grade Level Content Expectation (GLCE) |
Grade 6 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
PERSONAL STYLE
|
||
|
W.PS.06.01
Exhibit
individual style to enhance the written message (e.g., in narrative text:
personification, humor, element of surprise; in informational text: emotional
appeal, strong opinion, credible support). |
W.PS.06.EG01
Exhibit
individual style and voice to enhance the written message (e.g., in narrative
text: varied word choice and sentence structure, character description; in
informational text: examples, transitions, grammar usage). |
Classroom/LEA/ISD and State |
|
GRAMMAR AND USAGE |
||
|
W.GR.06.01 In the context of their writing, use
style conventions (e.g., mla) and a variety of grammatical structures in
their writing including indefinite and predicate pronouns, transitive and
intransitive verbs, adjective and adverb phrases, adjective and adverb
subordinate clauses, comparative adverbs and adjectives, superlatives,
conjunctions, compound sentences, appositives, independent and dependent
clauses, introductory phrases, periods, commas, quotation marks, and the uses
of underlining and italics for specific purposes. |
W.GR.06.EG01 Identify and use subjects and verbs
that are in agreement; past, verb tenses; nouns and possessives; commas in a
series; and begin use of quotations marks and capitalization in dialogue. |
Classroom/LEA/ISD and State |
|
SPELLING |
||
|
W.SP.06.01 Spell frequently misspelled words
correctly (e.g., their, there, they’re) in the context of their own writing. |
W.GR.06.EG01 Identify and use subjects and verbs
that are in agreement; past, verb tenses; nouns and possessives; commas in a
series; and begin use of quotations marks and capitalization in dialogue. |
Classroom/LEA/ISD and State |
|
HANDWRITING
|
||
|
W.HW.06.01 Be legible in their compositions. |
W.HW.06.EG01 Fluently
and legibly write upper and lower case manuscript letters and begin to write
the cursive alphabet. |
Classroom/LEA/ISD |
|
Grade 6 Grade Level Content Expectation (GLCE) |
Grade 6 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
WRITING ATTITUDE |
||
|
W.AT.06.01 Be enthusiastic about writing. |
W.AT.06.EG01
Be enthusiastic about
writing and learning how to write. |
Classroom/LEA/ISD |
|
SPEAKING CONVENTIONS |
||
|
S.CN.06.01 Ask and respond to questions and
remarks to engage the audience when presenting texts. |
S.CN.06.EG01
Express time relationships
using correct verb tenses. |
Classroom/LEA/ISD |
|
S.CN.06.02 Use rhyme, rhythm, cadence, and word
play for effect when presenting. |
S.CN.06.EG02 Adjust their use of language to
communicate effectively with a variety of audiences and for different
purposes, such as —getting information —making requests —discussing —making presentations —interacting on the playground and
in the classroom. |
Classroom/LEA/ISD |
|
S.CN.06.03 Present their work in standard
American English if it is their first language (students whose second
language is English will present their work in their developing version of
standard American English). |
S.CN.06.EG03 Present their work in standard
American English if it is their first language (students whose second
language is English will present their work in their developing version of
standard American English). |
Classroom/LEA/ISD |
|
Grade 6 Grade Level Content Expectation (GLCE) |
Grade 6 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
SPOKEN DISCOURSE |
||
|
S.DS.06.01 Engage in interactive, extended
discourse to socially construct meaning (e.g., book clubs, literature
circles, partnerships, or other conversation protocols). |
S.DS.06.EG01 Adjust their use of language to
communicate effectively with a variety of audiences and for different
purposes, such as —getting information —making requests —discussing —making presentations —interacting on the playground and
in the classroom. |
Classroom/LEA/ISD |
|
S.DS.06.02 Discuss multiple text types in order
to compare/contrast ideas, form, and style to evaluate quality and to
identify personally with a universal theme. |
S.DS.06.EG02 Respond to multiple text types by reflecting, making
connections, taking a position, and sharing understanding. |
Classroom/LEA/ISD and State |
|
S.DS.06.03 Discuss their written narratives that
include a variety of literary and plot devices (e.g., established context
plot, point of view, sensory details, dialogue, suspense). |
S.DS.06.EG03 Discuss
narratives (e.g., folktales, fables, realistic fiction), conveying the story
grammar (e.g., character’s thoughts and motivation, setting, plot, story
level theme). |
Classroom/LEA/ISD and State |
|
S.DS.06.04 Plan a focused and coherent oral
presentation using an informational text pattern (e.g., problem/solution
sequence), select a focus question to address, and organize the message to
ensure that it matches the intent and the audience to which it will be
delivered. |
S.DS.06.EG04 With
assistance as needed, plan and deliver presentations using an effective
informational organizational pattern, such as —descriptive —problem/solution —cause and effect) —supportive facts and —details reflecting a variety of resources. |
Classroom/LEA/ISD |
|
Grade 6 Grade Level Content Expectation (GLCE) |
Grade 6 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
LISTENING AND VIEWING CONVENTIONS |
||
|
L.CN.06.01 Respond to, evaluate, and analyze
speeches and presentations delivered by peers. |
L.CN.06.EG01 Respond to questions asked of them,
providing an appropriate level of detail. |
Classroom/LEA/ISD |
|
L.CN.06.02 Demonstrate the appropriate social
skills of audience behavior (e.g., eye contact, quiet and still, attentive,
supportive) during speeches and presentations. |
L.CN.06.EG02 Listen and interact appropriately and
view knowledgably. |
Classroom/LEA/ISD |
|
RESPONSE |
||
|
L.RP.06.01 Summarize, take notes on key points,
and ask clarifying questions. |
L.RP.06.EG01
Listen to or view and discuss a variety of genres and compare their
responses to those of their peers. |
Classroom/LEA/ISD |
|
L.RP.06.02 Respond thoughtfully to both classic
and contemporary texts recognized for quality and literary merit. |
L.RP.06.EG02 Listen to, view, and respond thoughtfully to both classic and
contemporary texts recognized for quality and literary merit. |
Classroom/LEA/ISD and State |
|
L.RP.06.03 Identify a speaker’s affective
communications expressed through tone, mood, and emotional cues. |
L.RP.06.EG03 Retell what a speaker said, paraphrasing and explaining the
gist or main idea; then extend by connecting and relating personal
experiences. |
Classroom/LEA/ISD and State |
|
L.RP.06.04 Relate a speaker’s verbal
communications (e.g., tone of voice) to the non-verbal message communication
(e.g., eye contact, posture, gestures). |
L.RP.06.EG04
Distinguish
between a speaker’s verbal and non-verbal communication strategies. |
Classroom/LEA/ISD |
|
Grade 6 Grade Level Content Expectation (GLCE) |
Grade 6 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
RESPONSE |
||
|
L.RP.06.05 Respond to multiple texts when listened
to or viewed by speaking, illustrating, and/or writing in order to
compare/contrast similarities and differences in idea, form, and style to
evaluate quality and to identify personal and universal themes. |
L.RP.06.EG05 Respond to multiple text types listened to or viewed by
speaking, illustrating, and/or writing in order to reflect, make connections,
take a position, and share understandings. |
Classroom/LEA/ISD and State |
|
L.RP.06.06 Respond to, evaluate, and analyze the
credibility of a speaker who uses persuasion to affirm his/her point of view
in a speech or presentation. |
L.RP.06.EG06 Combine skills to reveal
strengthening literacy (e.g., viewing then analyzing orally, listening then
summarizing orally). |
Classroom/LEA/ISD |
|
L.RP.06.07 Identify persuasive and propaganda
techniques used in television, and identify false and misleading information. |
L.RP.06.EG07 Begin to demonstrate awareness that
speakers use persuasive and propaganda techniques which often convey false
and misleading information. |
Classroom/LEA/ISD |
|
Grade 7 Grade Level Content Expectation (GLCE) |
Grade 7 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
||
|
WORD STUDY |
||||
|
R.WS.07.01 Use word structure, sentence structure, and
prediction to aid in decoding and understanding the meanings of words
encountered in context. |
R.WS.07.EG01 Utilize letter and word level clues, semantic, and syntactic
cues to recognize words and recognize frequently encountered words in text
even when those words are encountered out of context. |
Classroom/LEA/ISD and State |
||
|
R.WS.07.02 Use structural, syntactic, and
semantic analysis to recognize unfamiliar words in context (e.g., idioms,
analogies, metaphors, similes, knowledge of roots and affixes, major word
chunks/rimes, syllabication). |
R.WS.07.EG02 Use structural, semantic, and syntactic cues to automatically
read frequently encountered words, decode unknown words, and decide meaning
including multiple meaning words (e.g., letter/sound, rimes, base words,
affixes). |
Classroom/LEA/ISD and State |
||
|
R.WS.07.03 Recognize frequently encountered
words automatically (“automatically” should be defined in the glossary). |
R.WS.07.EG03 Progress to automatically
read by sight the 1000 Dolch first words and other frequently encountered
vocabulary. |
Classroom/LEA/ISD and State |
||
|
R.WS.07.04 Know the meaning of frequently
encountered words in written and oral contexts (research to support specific
words). |
R.WS.07.EG04
Know the meanings of words
encountered frequently in grade level reading and oral language contexts. |
Classroom/LEA/ISD and State |
||
|
R.WS.07.05 Apply strategies to construct meaning
and identify unknown words. |
R.WS.07.EG05
Apply strategies to
construct meaning, self-monitor, and identify unknown words or word parts
using —knowledge of language —sound/symbol/structural relationships —context. |
Classroom/LEA/ISD and State |
||
|
R.WS.07.06 Read fluently seventh grade level
texts (increasingly demanding texts read with fluency as the year proceeds). |
R.WS.07.EG06 Apply the following aspects of fluency —pauses and emphasis —punctuation cues —intonation —recognition of identified
grade level appropriate specific words and sight words while reading aloud a
familiar grade level text. |
Classroom/LEA/ISD |
||
|
R.WS.07.07 Use strategies and authentic
content-related resources to determine the meaning of words and phrases in
context (e.g., literary terms, cross-cultural words and phrases, mathematical
expressions, scientific procedures). |
R.WS.07.EG07 Determine the meaning of
words and phrases in context, (e.g., synonyms, homonyms, multiple meaning
words) using strategies and resources (e.g., context clues, concept mapping,
dictionary). |
Classroom/LEA/ISD and State |
||
|
Grade 7 Grade Level Content Expectation (GLCE) |
Grade 7 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
NARRATIVE TEXT |
||
|
R.NT.07.01 Identify and discuss how the tensions
among characters, communities, themes, and issues in classic and contemporary
literature recognized for quality and literary merit are related to their own
experiences. |
R.NT.07.EG01
Identify how characters in
literature and other texts express attitudes about one another in familiar
classic and contemporary literature recognized for quality and literary
merit. |
Classroom/LEA/ISD and State |
|
R.NT.07.02 Analyze elements and style of
narrative genres (e.g., mystery, poetry, memoir, drama, myths, legends). |
R.NT.07.EG02
Identify and describe a
variety of narrative genre (e.g., folktales, fables, realistic fiction). |
Classroom/LEA/ISD and State |
|
R.NT.07.03 Analyze the role of antagonists,
protagonists, internal and external conflicts, and abstract themes. |
R.NT.07.EG03 Identify and describe characters’ thoughts and motivations,
story level themes, main idea, and lesson/moral (e.g., fable) in narrative
text. |
Classroom/LEA/ISD and State |
|
R.NT.07.04 Analyze author’s craft (e.g., theme,
antagonists, protagonists, over and understatement, exaggeration). |
R.NT.07.EG04 Identify authors’ purposes, and explain how authors use
literary devices (e.g., prediction,
personification, point of view) to develop a story level theme, depict
the setting, and reveal important character traits. |
Classroom/LEA/ISD and State |
|
INFORMATIONAL TEXT |
||
|
R.IT.07.
01 Analyze elements and style of
informational genre (e.g., persuasive essay, research report, brochure,
personal correspondence, autobiography/biography). |
R.IT.07.EG01
Identify and describe a
variety of informational/functional genre (e.g., textbooks, encyclopedia,
magazines). |
Classroom/LEA/ISD and State |
|
R.IT.07.02
Analyze
organizational patterns (e.g., compare/contrast, cause and effect, sequence). |
R.IT.07.EG02 Identify informational text patterns (e.g., problem/solution,
sequential, compare/contrast, descriptive). |
Classroom/LEA/ISD and State |
|
R.IT.07.03 Explain how authors use writer’s
craft and text features to enhance the understanding of central, key, and
supporting ideas (e.g., metaphors, similes, captions, diagrams, appendices). |
R.IT.07.EG03 Identify authors’ purposes, and explain how authors use text
features (e.g., titles, headings and subheadings, time lines, prefaces,
indices, and table of contents) to enhance understanding of informational and
functional text. |
Classroom/LEA/ISD and State |
|
Grade 7 Grade Level Content Expectation (GLCE) |
Grade 7 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
COMPREHENSION |
||
|
R.CM.07.01 Connect personal knowledge,
experience, and understanding of the world to themes and perspectives in the
text. |
R.CM.07.EG01
Connect personal knowledge, experience, and
understanding of the world to themes and perspectives in text in order to
make predictions and draw inferences and conclusions. |
Classroom/LEA/ISD and State |
|
R.CM.07.02 Read, retell, and summarize grade
level appropriate narrative and informational texts. |
R.CM.07.EG02
Retell and summarize the main ideas and
relevant details of grade level appropriate narrative, informational, and
functional text. |
Classroom/LEA/ISD and State |
|
R.CM.07.03 State global themes, universal
truths, and principles within and across texts to create a deeper
understanding. |
R.CM.07.EG03
Begin to compare and
contrast (oral and written) relationships among characters, events, and key
ideas within and across texts to create a deeper understanding (e.g., a
narrative to an informational text, a literature selection to a subject area
text, an historical event to a current event). |
Classroom/LEA/ISD and State |
|
R.CM.07.04 Apply significant knowledge from what
has been read in grade level appropriate science and social studies texts. |
R.CM.07.EG04 Apply knowledge from what has been
read in grade level appropriate science, social studies, and mathematics
texts. |
Classroom/LEA/ISD and State |
|
METACOGNITION |
||
|
R.MT.07.01
Independently
self-monitor comprehension when reading or listening to text by automatically
using and discussing the strategies used by mature readers to increase
comprehension and engage in interpretative discussions (e.g., predicting,
constructing mental images representing ideas in text questioning, rereading,
or listening again if uncertain about meaning, inferring, summarizing). |
R.MT.07.EG01 Self-monitor comprehension when reading or listening to texts
by automatically using strategies used by mature readers to increase
comprehension, such as —predicting —constructing mental images —representing ideas in text —questioning —rereading or listening again —inferring —summarizing. |
Classroom/LEA/ISD |
|
R.MT.07.02 Plan, monitor, regulate, and evaluate
skills, strategies, and processes for their own reading comprehension by
applying appropriate metacognitive skills (e.g., sqp3r, pattern guides). |
R.MT.07.EG02
With assistance as needed,
plan, monitor, regulate and evaluate skills, strategies, and processes to
construct and convey meaning, (e.g., decode unknown words, use graphic
organizers to deepen understanding of problem and solution and organizational
pattern. |
Classroom/LEA/ISD |
|
Grade 7 Grade Level Content Expectation (GLCE) |
Grade 7 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
CRITICAL STANDARDS |
||
|
R.CS.07.01 Analyze the appropriateness of
shared, individual, and expert standards based on purpose, context, and
audience in order to assess their own work and work of others. |
R.CS.07.EG01
Begin to develop, discuss,
and apply individual and shared standards, (e.g., student and class created
rubrics), and begin to self-assess with teacher guidance the qualities of
personal or other written text and the accuracy and quality of text. |
Classroom/LEA/ISD |
|
READING ATTITUDE |
||
|
R.AT.07.01 Be enthusiastic about reading and do
substantial reading on their own. |
R.AT.07.EG01 Be enthusiastic about reading for leisure and to gain information. |
Classroom/LEA/ISD |
|
WRITING GENRES |
||
|
W.GN.07.01 Write a cohesive narrative piece that
includes appropriate conventions to the genre (e.g., memoir, drama, legend,
mystery, poetry, myth) and employ literary and plot devices (e.g., internal
and/or external conflicts, antagonists/protagonists, personification). |
W.GN.07.EG01
Write a personal narrative that —depicts
major story events —uses
illustrations to match mood —contains
setting, problem/solution, and sequenced events. |
Classroom/LEA/ISD and State |
|
W.GN.07.02 Write a research report (e.g.,
i-search, website, traditional) for an authentic audience that includes
appropriate organizational patterns (e.g., problem statement and solution,
position statement and supporting evidence, compare and contrast),
descriptive language, and text features. |
W.GN.07.EG02 Write an informational piece that focuses
on a functional activity using —descriptive —enumerative —sequential patterns that may include headings,
titles, labels, photographs, or illustrations to enhance the understanding of
central ideas. |
Classroom/LEA/ISD and State |
|
W.GN.07.03 Formulate research questions using
multiple resources, perspectives, and arguments/ counterarguments to develop
a thesis statement that culminates in a presented, final project. |
W.GN.07.EG03
Use the writing process to produce and
present a research project —beginning with a teacher-selected topic —initiating research questions from content area text —using a variety of electronic and print resources to gather
and organize information. |
Classroom/LEA/ISD |
|
Grade 7 Grade Level Content Expectation (GLCE) |
Grade 7 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
WRITING PROCESS |
||
|
W.PR.07.01 Set a purpose, consider audience, and
replicate authors’ styles and patterns when writing narrative or
informational text. |
W.PR.07.EG01 Set a purpose, consider audience, and
replicate authors' styles and patterns when writing narrative or
informational text. |
Classroom/LEA/ISD and State |
|
W.PR.07.02 Apply a variety of pre-writing
strategies for narrative (e.g., story maps that are designed to depict roles
of antagonist and protagonist, internal and external conflict) and
informational text (e.g., position statement and supporting evidence, problem
statement and solution, compare/contrast). |
W.PR.07.EG02 Apply a variety of pre-writing
strategies for both narrative and informational text (e.g., graphic
organizers such as story maps, webs, Venn diagrams) in order to generate,
sequence, and structure ideas (e.g., sequence for beginning, middle, end;
problem/ solution; compare/contrast). |
Classroom/LEA/ISD |
|
W.PR.07.03 Revise their writing to reflect
different perspectives for multiple purposes. |
W.PR.07.EG03 Use revision strategies to make stylistic
changes in content and form to suit intended purpose and audience. |
Classroom/LEA/ISD and State |
|
W.PR.07.04 Select and use titles, leads, and
endings to achieve a specific purpose for specific audiences. (revise writing to ensure that content, structure,
elements of style and voice, literary devices, and textual features are
consistent). |
W.PR.07.EG04 Write several connected sentences with grade level appropriate
grammar, usage, mechanics, and temporary spellings that reflect a close
approximation of the sequence of sounds in the word. |
Classroom/LEA/ISD and State |
|
W.PR.07.05 Edit their writing using
proofreaders’ checklists both individually and in peer editing groups. |
W.PR.07.EG05 Edit and proofread their writing
using appropriate resources (e.g., dictionary, spell check, writing
references) and grade level appropriate checklist both individually and in
groups. |
Classroom/LEA/ISD |
|
PERSONAL STYLE |
||
|
W.PS.07.01 Exhibit individual style to enhance
the written message (e.g., in narrative text: personification, humor, element
of surprise; in informational text: emotional appeal, strong opinion,
credible support). |
W.PS.07.EG01
Exhibit
individual style and voice to enhance the written message (e.g., in narrative
text: varied word choice and sentence structure, character description; in
informational text: examples, transitions, grammar usage). |
Classroom/LEA/ISD and State |
|
Grade 7 Grade Level Content Expectation (GLCE) |
Grade 7 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
GRAMMAR AND USAGE |
||
|
W.GR.07.01 In the context of their writing, use
style conventions (e.g., MLA) and a variety of grammatical structures in
their writing including participial phrases, adverbial subordinate clauses,
superlative adjectives and adverbs, present/past/future, continuous verb
tenses, parentheses, singular and plural possessive forms, and indefinite
pronouns. |
W.GR.07.EG01 Identify and use subjects and verbs
that are in agreement; past, verb tenses; nouns and possessives; commas in a
series; and begin use of quotations marks and capitalization in dialogue. |
Classroom/LEA/ISD and State |
|
SPELLING |
||
|
W.SP.07.01 Correctly spell the derivatives of
bases and affixes in the context of their own writing. |
W.SP.07.EG01 Spell frequently encountered words
(e.g., multi-syllabic, r-controlled,
most consonant blends, contractions, compound, common homophones)
correctly. For less frequently
encountered words, students will use structural cues (e.g., letter/sound,
rimes, morphemic) and environmental sources (e.g., word walls, word lists,
dictionaries, spell checkers). |
Classroom/LEA/ISD and State |
|
HANDWRITING
|
||
|
W.HW.07.01 Be legible in their compositions. |
W.HW.07.EG01 Fluently
and legibly write upper and lower case manuscript letters and begin to write
the cursive alphabet. |
Classroom/LEA/ISD |
|
WRITING ATTITUDE
|
||
|
W.AT.07.01 Be enthusiastic about writing. |
W.AT.07.EG01
Be enthusiastic about
writing. |
Classroom/LEA/ISD |
|
Grade 7 Grade Level Content Expectation (GLCE) |
Grade 7 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
SPEAKING CONVENTIONS |
||
|
S.CN.07.01 Use specialized language related to a
topic and select words carefully to achieve precise meaning when presenting. |
S.CN.07.EG01
Express time relationships
using correct verb tenses. |
Classroom/LEA/ISD |
|
S.CN.07.02 Use slang, dialect, and colloquial
language suitably to create interest and drama when presenting. |
S.CN.07.EG02 Adjust their use of language to communicate
effectively with a variety of audiences and for different purposes, such as —getting information —making requests —discussing —making presentations —interacting on the playground and
in the classroom. |
Classroom/LEA/ISD |
|
S.CN.07.03 Present their work in standard
American English if it is their first language (students whose second
language is English will present their work in their developing version of
standard American English). |
S.CN.07.EG03 Present their work in standard
American English if it is their first language (students whose second
language is English will present their work in their developing version of
standard American English). |
Classroom/LEA/ISD |
|
Grade 7 Grade Level Content Expectation (GLCE) |
Grade 7 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
SPOKEN DISCOURSE |
||
|
S.DS.07.01 Engage in interactive, extended
discourse to socially construct meaning (e.g., book clubs, literature
circles. Partnerships, or other
conversation protocols). |
S.DS.07.EG01 Adjust their use of language to
communicate effectively with a variety of audiences and for different
purposes, such as —getting information —making requests —discussing —making presentations —interacting in the cafeteria, at assemblies
and sporting events, and in the classroom. |
Classroom/LEA/ISD |
|
S.DS.07.02 Discuss multiple text types in order
to anticipate and answer questions, offer opinions and solutions, and to
identify personally with a universal theme. |
S.DS.07.EG02 Respond
to multiple text types by reflecting, making connections, taking a position,
and sharing understanding. |
Classroom/LEA/ISD and State |
|
S.DS.07.03 Discuss their written narratives with
a variety of literary and plot devices (e.g., clearly described setting,
sequenced events, complex major and minor characters, dialogue, suspense,
specific narrative actions such as gestures, movements, and expressions). |
S.DS.07.EG03 Discuss
narratives (e.g., folktales, fables, realistic fiction), conveying the story
grammar (e.g., character’s thoughts and motivation, setting, plot, story
level theme), and begin to explain why a particular story is worthwhile and
how it is relevant to the storyteller or the audience. |
Classroom/LEA/ISD and State |
|
S.DS.07.04 Plan and deliver a focused, coherent
informational presentation that incorporates persuasive, non-verbal
techniques (e.g., modulation of voice, inflection, tempo, enunciation, eye
contact), is organized by a specific text pattern (e.g., theory and evidence,
persuasion, sequence), and provides supporting details, explanations, and
descriptions supportive of the focus of the presentation and the
backgrounds/interests of the audience. |
S.DS.06.EG04 Plan
and deliver presentations using an effective informational organizational pattern,
such as —descriptive —problem/solution —cause and effect) —supportive facts and —details reflecting a variety of resources. |
Classroom/LEA/ISD |
|
Grade 7 Grade Level Content Expectation (GLCE) |
Grade 7 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
LISTENING AND VIEWING CONVENTIONS |
||
|
L.CN.07.01 Distinguish facts from opinions and
question their validity during speeches and presentations delivered by peers. |
L.CN.07.EG01 Respond to questions asked of them,
providing an appropriate level of detail. |
Classroom/LEA/ISD |
|
L.CN.07.02 Demonstrate the appropriate social
skills of audience behavior (e.g., eye contact, quiet and still, attentive,
supportive) during speeches and presentations. |
L.CN.07.EG02 Listen and interact appropriately and
view knowledgably. |
Classroom/LEA/ISD |
|
RESPONSE |
||
|
L.RP.07.01 Identify, state, and react to a
speaker’s point of view and bias. |
L.RP.07.EG01
Listen to or view and discuss a variety of genres and compare their
responses to those of their peers. . |
Classroom/LEA/ISD and State |
|
L.RP.07.02 Respond thoughtfully to both classic
and contemporary texts recognized for quality and literary merit. |
L.RP.07.EG02 Listen to, view, and respond thoughtfully to both classic and
contemporary texts recognized for quality and literary merit. |
Classroom/LEA/ISD and State |
|
L.RP.07.03 Identify a speaker’s attitude toward
a subject. |
L.RP.07.EG03 Retell what a speaker said, paraphrasing and explaining the
gist or main idea; then extend by connecting and relating personal
experiences. |
Classroom/LEA/ISD |
|
L.RP.07.04 Ask probing questions of speakers,
focusing on claims and conclusions presented. |
L.RP.07.EG04 With assistance as needed, ask
probing questions of speakers, focusing on claims and conclusions presented. |
Classroom/LEA/ISD |
|
L.RP.07.05 Respond to multiple texts when
listened to or viewed by speaking, illustrating, and/or writing in order to
anticipate and answer questions, to determine personal and universal themes,
and to offer opinions or solutions. |
L.RP.07.EG05 Respond to multiple text types listened to or viewed by
speaking, illustrating, and/or writing in order to reflect, make connections,
take a position, and share understandings. |
Classroom/LEA/ISD and State |
|
L.RP.07.06 Evaluate the credibility of a speaker
by determining whether the speaker’s point of view is biased or not. |
L.RP.07.EG06 Combine skills to reveal
strengthening literacy (e.g., viewing then analyzing orally, listening then
summarizing orally). |
Classroom/LEA/ISD |
|
L.RP.07.07 Identify persuasive and propaganda
techniques and analyze the effect on the view of images, text, and sound in
the electronic media (e.g., television, movies), and they will determine if
the techniques used achieved their intended effects. |
L.RP.07.EG07 Demonstrate awareness that speakers
use persuasive and propaganda techniques which often convey false and
misleading information. |
Classroom/LEA/ISD |
|
Grade 8 Grade Level Content Expectation (GLCE) |
Grade 8 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD |
|
WORD STUDY |
||
|
R.WS.08.01 Use word structure, sentence structure, and
prediction to aid in decoding and understanding the meanings of words
encountered in context. |
R.WS.08.EG01 Utilize letter and word level clues, semantic, and syntactic
cues to recognize words and will be able to recognize frequently encountered
words in text even when those words are encountered out of context. |
Classroom/LEA/ISD |
|
R.WS.08.02 Use structural, syntactic, and semantic
analysis to recognize unfamiliar words in context (e.g., idioms, analogies,
metaphors, and similes to infer, history of the English language, common word
origins, syllabication). |
R.WS.08.EG02
Use structural, semantic,
and syntactic cues to automatically read frequently encountered words, decode unknown words, and decide meaning
including multiple meaning words (e.g., letter/sound, rimes, base words,
affixes). |
Classroom/LEA/ISD |
|
R.WS.08.03 Recognize frequently encountered words
automatically (“automatically” should be defined in the glossary). |
R.WS.08.EG03 Read automatically by sight the 1000 Dolch first words and
other frequently encountered vocabulary. |
Classroom/LEA/ISD |
|
R.WS.08.04 Know the meaning of frequently encountered
words in written and oral contexts (research to support specific words). |
R.WS.08.EG04
Know the meanings of words
encountered frequently in grade level reading and oral language contexts. |
Classroom/LEA/ISD |
|
R.WS.08.05 Apply strategies to construct meaning and
identify unknown words. |
R.WS.08.EG05
Apply strategies to
construct meaning, self-monitor, and identify unknown words or word parts
using —knowledge of language —sound/symbol/structural relationships —context. |
Classroom/LEA/ISD |
|
Grade 8 Grade Level Content Expectation (GLCE) |
Grade 8 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD |
|
R.WS.08.06 Read fluently eighth grade level texts
(increasingly demanding texts read with fluency as the year proceeds). |
R.WS.08.EG06
Apply the following
aspects of fluency —pauses and emphasis —punctuation cues —intonation and —recognition of identified grade level
appropriate specific words and sight words while reading aloud a familiar
grade level text. |
Classroom/LEA/ISD |
|
R.WS.08.07 Use strategies (e.g., prior knowledge, text
features, structures) and authentic content-related resources to determine
the meaning of words and phrases in context (e.g., historical terms, content
area vocabulary, literary terms). |
R.WS.08.EG07 Determine the meaning of words and phrases in context, (e.g.,
synonyms, homonyms, multiple meaning words) using strategies and resources
(e.g., context clues, concept mapping, dictionary). |
Classroom/LEA/ISD |
|
NARRATIVE TEXT
|
||
|
R.NT.08.01 Investigate through classic and
contemporary literature recognized for quality and literary merit various
examples of distortion and stereotypes such as those associated with gender,
race, culture, age, class, religion, and other individual differences. |
R.NT.08.EG01
Identify how characters in
literature and other texts express attitudes about one another in familiar
classic and contemporary literature recognized for quality and literary
merit. |
Classroom/LEA/ISD |
|
R.NT.08.02 Analyze elements and style of
narrative genres (e.g., historical fiction, science fiction, realistic
fiction). |
R.NT.08.EG02
Identify and describe a
variety of narrative genre (e.g., folktales, fables, realistic fiction). |
Classroom/LEA/ISD |
|
R.NT.08.03 Analyze the role of rising and
falling actions, minor characters in relation to conflict, and credibility of
the narrator. |
R.NT.08.EG03
Identify and describe
characters’ thoughts and motivations, story level themes, main idea, and
lesson/moral (e.g., fable) in narrative text. |
Classroom/LEA/ISD |
|
R.NT.08.04 Analyze how authors use symbolism,
imagery, and consistency to develop credible narrators, rising and falling
actions and minor characters. |
R.NT.08.EG04
Identify authors’
purposes, and explain how authors use literary devices (e.g.,
prediction, personification, point of
view) to develop a story level theme, depict the setting, and reveal
important character traits across a variety of text. |
Classroom/LEA/ISD |
|
Grade 8 Grade Level Content Expectation (GLCE) |
Grade 8 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD |
|
INFORMATIONAL TEXT |
||
|
R.IT.08.01 Analyze elements and style of
informational genre (e.g., comparative essays, newspaper writing, technical
writing, persuasive essays). |
R.IT.08.EG01
Identify and describe a
variety of informational genre (e.g., textbooks, encyclopedia, magazines). |
Classroom/LEA/ISD |
|
R.IT.08.02 Analyze organizational patterns
(e.g., theory, evidence, sequence). |
R.IT.08.EG02 Identify informational text patterns (e.g., problem/solution,
sequential, compare/contrast, descriptive). |
Classroom/LEA/ISD |
|
R.IT.08.03 Explain how authors use text features
to enhance the understanding of central, key, and supporting ideas (e.g.,
illustrations, author’s pages, prefaces, marginal notes). |
R.IT.08.EG03
Identify authors’
purposes, and explain how authors use text features (e.g., titles, headings
and subheadings, time lines, prefaces, indices, and table of contents) to
enhance understanding of informational and functional text. |
Classroom/LEA/ISD |
|
COMPREHENSION
|
||
|
R.CM.08.01 Connect personal knowledge,
experience, and understanding of the world to themes and perspectives in the
text. |
R.CM.08.EG01
Connect personal
knowledge, experience and understanding of the world to themes and
perspectives in text in order to make predictions and draw inferences and
conclusions. |
Classroom/LEA/ISD |
|
R.CM.08.02 Read, retell, and summarize grade
level appropriate narrative and informational texts. |
R.CM.08.EG02
Retell and summarize the
main ideas and relevant details of grade level appropriate narrative,
informational, and functional text. |
Classroom/LEA/ISD |
|
R.CM.08.03 State global themes, universal
truths, and principles within and across texts to create a deeper
understanding. |
R.CM.08.EG03
Compare and contrast (oral
and written) relationships among characters, events, and key ideas within and
across texts to create a deeper understanding (e.g., a narrative to an
informational text, a literature selection to a subject area text, an
historical event to a current event). |
Classroom/LEA/ISD |
|
R.CM.08.04 Apply significant knowledge from what
has been read in grade level appropriate science and social studies texts. |
R.CM.08.EG04 Apply knowledge from what has been
read in grade level appropriate science, social studies, and mathematics
texts. |
Classroom/LEA/ISD |
|
Grade 8 Grade Level Content Expectation (GLCE) |
Grade 8 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD |
|
METACOGNITION
|
||
|
R.MT.08.01 Independently self-monitor
comprehension when reading or listening to text by automatically using and
discussing the strategies used by mature readers to increase comprehension
and engage in interpretative discussions (e.g., predicting, constructing
mental images representing ideas in text questioning, rereading or listening
again if uncertain about meaning, inferring, summarizing). |
R.MT.08.EG01 Self-monitor comprehension when reading or listening to texts
by automatically using strategies used by mature readers to increase
comprehension, (e.g., predicting, constructing mental images, representing
ideas in text, questioning, rereading or listening again, inferring,
summarizing). |
Classroom/LEA/ISD |
|
R.MT.08.02 Plan, monitor, regulate, and evaluate
skills, strategies, and processes for their own reading comprehension by
applying appropriate metacognitive skills. |
R.MT.08.EG02
With assistance as needed,
plan, monitor, regulate and evaluate skills, strategies, and processes to
construct and convey meaning, (e.g., decode unknown words, use graphic organizers
to deepen understanding of problem and solution and organizational pattern. |
Classroom/LEA/ISD |
|
CRITICAL STANDARDS |
||
|
R.CS.08.01 Evaluate the appropriateness of
shared, individual, and expert standards based on purpose, context, and
audience in order to assess their own work and work of others. |
R.CS.08.EG01
With assistance as needed,
develop, discuss, and apply individual and shared standards, (e.g., student
and class created rubrics), and begin to self-assess with teacher guidance
the qualities of personal or other written text and the accuracy and quality
of text. |
Classroom/LEA/ISD |
|
READING ATTITUDE |
||
|
R.AT.08.01 Be enthusiastic about reading and do
substantial reading on their own. |
R.AT.08.EG01
Be enthusiastic about
reading for leisure and to gain information. |
Classroom/LEA/ISD |
|
Grade 8 Grade Level Content Expectation (GLCE) |
Grade 8 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD |
|
WRITING GENRES
|
||
|
W.GN.08.01 Write a cohesive, narrative piece
that includes appropriate conventions to the genre (e.g., historical fiction,
science fiction, realistic fiction) and employ literary and plot devices
(e.g., narrator credibility, rising and falling actions, and/or conflict,
transitional language, and imagery). |
W.GN.08.EG01
Write a personal narrative that —depicts major story events —uses illustrations to match mood —contains setting, problem/solution, and sequenced events. |
Classroom/LEA/ISD |
|
W.GN.08.02 Write an historical expository piece
(e.g., journal, biography, simulated memoir) that includes appropriate
organization, illustrations, marginal notes, and/or annotations. |
W.GN.08.EG02 Write an informational piece that
focuses on a functional activity (e.g., a report, letter, steps in a process)
using —descriptive —enumerative —sequential
patterns that may include headings, titles, labels, photographs, or
illustrations to enhance the understanding of central ideas. |
Classroom/LEA/ISD |
|
W.GN.08.03 Formulate research questions that
demonstrate critical evaluation of multiple resources and perspectives and
arguments/ counterarguments that culminate in a presented, final project. |
W.GN.08.EG03
Use the writing process to produce and
present a research project —beginning with a teacher-selected topic —initiating research questions from content area text —using a variety of resources to gather and organize
information. |
Classroom/LEA/ISD |
|
Grade 8 Grade Level Content Expectation (GLCE) |
Grade 8 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD |
|
WRITING PROCESS
|
||
|
W.PR.08.01 Set a purpose, consider audience, and
replicate authors’ styles and patterns when writing narrative or
informational text. |
W.PR.08.EG01 Set a purpose, consider audience, and
replicate authors' styles and patterns when writing narrative or
informational text. |
Classroom/LEA/ISD |
|
W.PR.08.02 Apply a variety of pre-writing
strategies for narrative text (e.g., story maps designed to depict rising and
falling actions, roles of minor characters, credibility of narrator) and
informational text (e.g., compare/contrast, cause and effect, sequential text
patterns). |
W.PR.08.EG02 Apply a variety of pre-writing
strategies for both narrative and informational text (e.g., graphic
organizers such as story maps, webs, Venn diagrams) in order to generate,
sequence, and structure ideas (e.g., sequence for beginning, middle, end;
problem/ solution; compare/contrast). |
Classroom/LEA/ISD |
|
W.PR.08.03 Experiment with various ways of
sequencing information (e.g., ordering arguments, sequencing ideas
chronologically or by importance). |
W.PR.08.EG03 Write several connected sentences with grade level appropriate
grammar, usage, mechanics, and temporary spellings that reflect a close
approximation of the sequence of sounds in the word. |
Classroom/LEA/ISD |
|
W.PR.08.04 Review and revise their compositions
for coherence and consistency regarding word choice, cause and effect, and
style, and they will read their own work from another reader’s perspective in
the interest of clarity. |
W.PR.08.EG04 Use revision strategies to make
stylistic changes in content and form to suit intended purpose and audience. |
Classroom/LEA/ISD |
|
W.PR.08.05 Edit their writing using
proofreaders’ checklists both individually and in peer editing group. |
W.PR.08.EG05 Edit and proofread their writing
using appropriate resources (e.g., dictionary, spell check, writing
references) and grade level appropriate checklist both individually and in
groups. |
Classroom/LEA/ISD |
|
PERSONAL STYLE
|
||
|
W.PS.08.01 exhibit individual style to enhance
the written message (e.g., in narrative text: personification, humor, element
of surprise; in informational text: emotional appeal, strong opinion,
credible support). |
W.PS.08.EG01
Exhibit
individual style and voice to enhance the written message (e.g., in narrative
text: varied word choice and sentence structure, character description; in
informational text: examples, transitions, grammar usage). |
Classroom/LEA/ISD |
|
Grade 8 Grade Level Content Expectation (GLCE) |
Grade 8 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD |
|
GRAMMAR AND USAGE |
||
|
W.GR.08.01 In the context of their writing, use
style conventions (e.g., MLA) and a variety of grammatical structures in
their writing including infinitives, gerunds, par ticipial phrases, and
dashes or ellipses. |
W.GR.08.EG01 Identify and use subjects and verbs
that are in agreement; past, verb tenses; nouns and possessives; commas in a
series; and begin use of quotations marks and capitalization in dialogue. |
Classroom/LEA/ISD |
|
SPELLING
|
||
|
W.SP.08.01 Use correct spelling conventions in
the context of their own writing. |
W.SP.08.EG01 Spell frequently encountered words
(e.g., multi-syllabic, r-controlled,
most consonant blends, contractions, compound, common homophones)
correctly. For less frequently
encountered words, students will use structural cues (e.g., letter/sound,
rimes, morphemic) and environmental sources (e.g., word walls, word lists,
dictionaries, spell checkers). |
Classroom/LEA/ISD |
|
HANDWRITING
|
||
|
W.HW.08.01 Be legible in their compositions. |
W.HW.08.EG01 Fluently
and legibly write upper and lower case manuscript letters and begin to write
the cursive alphabet. |
Classroom/LEA/ISD |
|
WRITING ATTITUDE
|
||
|
W.AT.08.01 Be enthusiastic about writing. |
W.AT.08.EG01
Be enthusiastic about
writing. |
Classroom/LEA/ISD |
|
Grade 8 Grade Level Content Expectation (GLCE) |
Grade 8 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD |
|
SPEAKING CONVENTIONS |
||
|
S.CN.08.01 Use enunciation and stress to
emphasize key ideas and concepts when presenting. |
S.CN.08.EG01
Express time relationships
using correct verb tenses. |
Classroom/LEA/ISD |
|
S.CN.08.02 Use body language (e.g., gestures,
posture, facial expressions), tone of voice, and pace of speaking to enhance
meaning and influence interpretation when presenting. |
S.CN.08.EG02
Adjust their use of
language to communicate effectively with a variety of audiences and for
different purposes, such as —getting information —making requests —discussing —making presentations —interacting on the playground and in the classroom. |
Classroom/LEA/ISD |
|
S.CN.08.03 Present their work in standard
American English if it is their first language (students whose second
language is English will present their work in their developing version of
standard American English). |
S.CN.08.EG03 Present their work in standard
American English if it is their first language (students whose second
language is English will present their work in their developing version of
standard American English). |
Classroom/LEA/ISD |
|
SPOKEN DISCOURSE |
||
|
S.DS.08.01 Engage in interactive, extended
discourse to socially construct meaning (e.g., book clubs, literature
circles, partnerships or other conversation protocols). |
S.DS.08.EG01 Adjust their use of language to
communicate effectively with a variety of audiences and for different
purposes, such as —getting information —making requests —discussing —making presentations —interacting in the cafeteria, at
assemblies and sporting events, and in the classroom. |
Classroom/LEA/ISD |
|
S.DS.08.02 Discuss multiple text types in order
to explore problems and pose solutions, take a stand on an issue and support
it, and identify personally with a universal theme. |
S.DS.08.EG02 Respond
to multiple text types by reflecting, making connections, taking a position,
and sharing understanding. |
Classroom/LEA/ISD |
|
Grade 8 Grade Level Content Expectation (GLCE) |
Grade 8 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD and/or State |
|
S.DS.08.03 Discuss their written narratives
(e.g., biographies and autobiographies) with a variety of literary and plot
devices (e.g., description of relevant situations, well-chosen details,
relevant dialogue, specific action, physical description of characters). |
S.DS.08.EG03 Discuss
narratives (e.g., folktales, fables, realistic fiction), conveying the story
grammar (e.g., character’s thoughts and motivation, setting, plot, story
level theme), and explain why the story is worthwhile and how it is relevant
to the storyteller or the audience. |
Classroom/LEA/ISD |
|
S.DS.08.04 Plan (e.g., outline including
introduction, points to be made, a summary, effective conclusion) and deliver
an informational presentation that incorporates precise, interesting, vivid
language in the active voice, is organized logically to convey the message,
includes persuasive non-verbal techniques (e.g., voice modulation,
expression, tone, appropriate pace), makes use of rhetorical strategies
(e.g., supportive narratives, key information, vivid descriptions) to support
the purpose of the presentation and to positively impact the intended
audience. |
S.DS.08.EG04 Plan
and deliver presentations using an effective informational organizational
pattern, such as —descriptive —problem/solution —cause and effect) —supportive facts and —details reflecting a variety of resources. |
Classroom/LEA/ISD |
|
LISTENING AND VIEWING CONVENTIONS |
||
|
L.CN.08.01 Listen to and view a variety of peer
speeches and presentations to analyze for key factors (e.g., main idea,
significant details), fact and opinion, bias, propaganda, argumentation, or
support. |
L.CN.08.EG01 Respond to questions asked of them,
providing an appropriate level of detail. |
Classroom/LEA/ISD |
|
L.CN.08.02 Demonstrate the appropriate social
skills of audience behavior and critically Examine the verbal and non-verbal
strategies in the communication process. |
L.CN.08.EG02 Listen and interact appropriately and
view knowledgably. |
Classroom/LEA/ISD |
|
Grade 8 Grade Level Content Expectation (GLCE) |
Grade 8 Extended Grade Level Content Expectation (EGLCE) |
Level Assessed Classroom/LEA/ISD |
|
RESPONSE
|
||
|
L.RP.08.01 React to a speaker’s intent and apply
a speaker’s reasoning to other situations and topics. |
L.RP.08.EG01
Listen to or view and discuss a variety of genres and compare their
responses to those of their peers. |
Classroom/LEA/ISD |
|
L.RP.08.02 Respond thoughtfully to both classic
and contemporary texts recognized for quality and literary merit. |
L.RP.08.EG02 Listen to, view, and respond thoughtfully to both classic and
contemporary texts recognized for quality and literary merit. |
Classroom/LEA/ISD |
|
L.RP.08.03 Paraphrase a speaker’s main ideas,
purpose, and point of view, and they will ask relevant questions about the
content, delivery, and purpose of the presentation. |
L.RP.08.EG03 Retell what a speaker said, paraphrasing and explaining the
gist or main idea, then extend by connecting and relating personal
experiences. |
Classroom/LEA/ISD |
|
L.RP.08.04 Analyze oral interpretations of
literature (e.g., language choice, delivery) and the effect of the
interpretations on the listener. |
L.RP.08.EG04 Distinguish between a speaker’s
verbal and non-verbal communication strategies. |
Classroom/LEA/ISD |
|
L.RP.08.05 Respond to multiple texts when
listened to or viewed by speaking, illustrating, and/or writing in order to
anticipate and answer questions, to determine personal and universal themes,
and to offer opinions or solutions. |
L.RP.08.EG05 Respond to multiple text types listened to or viewed by
speaking, illustrating, and/or writing in order to reflect, make connections,
take a position, and share understandings. |
Classroom/LEA/ISD |
|
L.RP.08.06 Evaluate the credibility of a speaker
by determining whether the speaker may have hidden agendas or be otherwise
biased. |
L.RP.08.EG06 Combine skills to reveal
strengthening literacy (e.g., viewing then analyzing orally, listening then
summarizing orally). |
Classroom/LEA/ISD |
|
L.RP.08.07 Interpret and analyze the various
ways in which visual imagemakers (e.g., graphic artists, illustrators)
communicate information and affect impressions and opinions. |
L.RP.08.EG07 Demonstrate awareness that speakers
use persuasive and propaganda techniques which often convey false and
misleading information. |
Classroom/LEA/ISD |