Somerset Academy Lone Mountain

ENGLISH LANGUAGE ARTS

Priority Standard Proficiency Scales

KINDERGARTEN
Standard Standard Description Proficiency Scale  Learning Targets
K.RL.1 With prompting and support, ask 4  I can independently ask and answer questions
and answer questions about key Exceeds Standard about key/supporting details in a text before,
details in a text. during, and after reading.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  With prompting and support, I can ask and
Meets Standard answer questions about key details in a text.

Student demonstrates mastery of learning targets in the

Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
2  I recognize or recall terms such as: key detail,
Approaches Standard story, literature, character, setting,
problem/solution, actions, feelings
Student demonstrates understanding of the learning  I can identify characters in the story
targets at the Approaches level.  I can identify where the story takes place
(setting)
 I can name some events from the story
 I can discuss the text before, during, and/or after
reading.

1  See Approaches targets

Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
K.RL.2 With prompting and support, 4  I can independently retell familiar stories,
retell familiar stories, including Exceeds Standard including key details.
key details.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  With prompting and support, I can retell familiar
Meets Standard stories, including key details.

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 Somerset Academy Lone Mountain
ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

Student demonstrates mastery of learning targets in the

Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
2  I recognize or recall terms such as: retell,
Approaches Standard sequence, beginning, middle, end, character,
setting, detail, main idea.
Student demonstrates understanding of the learning  I can identify characters.
targets at the Approaches level.  I can identify the setting.
 I can recall events from beginning, middle,
and/or end of the story.
 I can tell familiar stories
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
K.RL.3 With prompting and support, 4  I can independently identify characters, settings,
identify characters, settings, and Exceeds Standard and major events in a story.
major events in a story.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  With prompting and support, I can identify
Meets Standard characters, settings, and major events in a story.

Student demonstrates mastery of learning targets in the

Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
2  I recognize or recall terms such as: character,
Approaches Standard setting, events, who, what, when, where, why.
 I can identify characters.
Student demonstrates understanding of the learning  I can identify the setting.
targets at the Approaches level.  I can recall events from beginning, middle,
and/or end of the story

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 Somerset Academy Lone Mountain
ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

1  See Approaches targets

Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
K.RL.10 Actively engage in group reading 4  I can read prose and poetry at end of
activities with purpose and Exceeds Standard Kindergarten reading level, proficiently and
understanding. independently.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can actively engage in group reading activities
Meets Standard with purpose and understanding.

Student demonstrates mastery of learning targets in the

Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
2  I recognize or recall terms such as: participate,
Approaches Standard active, understanding, ask, answer, respectful.
 I can respectfully listen to a reader.
Student demonstrates understanding of the learning  I can take turns.
targets at the Approaches level.  I can ask questions about the story.
 I can answer questions about the story.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
K.RI.1 With prompting and support, ask 4  I can independently, ask and answer questions
and answer questions about key Exceeds Standard about key/supporting details in a text.
details in a text.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  With prompting and support, I can ask and
Meets Standard answer questions about key details in a text.

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 Somerset Academy Lone Mountain
ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

Student demonstrates mastery of learning targets in the

Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
2  I recognize or recall terms such as: key detail,
Approaches Standard topic, question, facts, ask and answer questions
 I can discuss ideas from text.
Student demonstrates understanding of the learning  I can ask questions with who, what, when, where,
targets at the Approaches level. why and how.
 I can answer questions with prompting and
support.
 I can identify key detail from text.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
K.RI.10 Actively engage in group reading 4  I can read text at end of kindergarten reading
activities with purpose and Exceeds Standard level, proficiently and independently.
understanding.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can actively engage in group reading activities
Meets Standard with purpose and understanding.

Student demonstrates mastery of learning targets in the

Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
2  I recognize or recall terms such as: participate,
Approaches Standard active, understanding, ask, answer, respectful.
 I can respectfully listen to reader.
Student demonstrates understanding of the learning  I can take turns.
targets at the Approaches level.  I can ask questions about the text.
 I can answer questions about the text.
1  See Approaches targets
Developing Standard

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 Somerset Academy Lone Mountain
ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

Student demonstrates limited understanding of the

learning targets in the Approaches level.
K.RF.1 Demonstrate understanding of the 4  I can recognize the distinguishing features of a
organization and basic features of Exceeds Standard sentence (e.g., first word, capitalization, ending
print. punctuation.)
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can demonstrate understanding of the
Meets Standard organization and basic features of print.
 I can follow words from left to right, top to
Student demonstrates mastery of learning targets in the bottom, and page by page.
Meets and Approaches levels both in isolation and in  I can recognize that spoken words are
conjunction with skills from other standards within the represented in written language by specific
grade level. sequences of letters.
 I can understand that words are separated by
spaces in print.
 I can recognize and name all upper- and
lowercase letters of the alphabet.
2 A/C:
Approaches Standard  I recognize or recall terms such as: book, left,
right, top, bottom, page, space, separate, print
Student demonstrates understanding of the learning  I can read from left to right, top to bottom, page
targets at the Approaches level. by page.
 I can identify that words are separated by spaces
in print.
B
 I recognize or recall terms such as: words, letters,
written language.
 I can recognize that letters make up words.
D
 I recognize or recall terms such as: words, letters,
written language
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.

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 Somerset Academy Lone Mountain
ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

K.RF.2 Demonstrate understanding of 4  I can demonstrate understanding of spoken

spoken words, syllables, and Exceeds Standard words, syllables, and sounds (phonemes).
sounds (phonemes).  I can distinguish long from short vowel sounds in
Student demonstrates mastery of all learning targets in spoken single-syllable words.
the Meets and Approaches levels and Exceeds grade  I can orally produce single-syllable words by
level standard. blending sounds (phonemes), including
consonant blends.
 I can isolate and pronounce initial, medial vowel,
and final sounds (phonemes) in spoken single-
syllable words.
 I can segment spoken single-syllable words into
their complete sequence of individual sounds
(phonemes).
3  I can demonstrate understanding of spoken
Meets Standard words, syllable, and sounds (phonemes).
 I can recognize and produce rhyming words.
Student demonstrates mastery of learning targets in the  I can count, pronounce, blend, and segment
Meets and Approaches levels both in isolation and in syllables in spoken words.
conjunction with skills from other standards within the  I can blend and segment onsets and rimes of
grade level. single-syllable spoken words.
 I can isolate and pronounce the initial, medial
vowel, and final sounds (phonemes) in three-
phoneme (CVC) words. (This does not include
CVCs ending with /l/, /r/, or /x/)
 I can add or substitute individual sounds
(phonemes) in simple, single-syllable words to
make new words.
2 A
Approaches Standard  I recognize or recall terms such as: rhyming
words, onset, rhyme, blend, segment
Student demonstrates understanding of the learning C
targets at the Approaches level.  I can identify rhyming words
 I can blend or segment onsets or rimes of single-
syllable spoken words.
D
 I recognize or recall terms such as: initial,
medial, final, sounds
 I can isolate or pronounce the initial or medial or
final sounds

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 Somerset Academy Lone Mountain
ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

1  See Approaches targets

Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
K.RF.3 Know and apply grade-level 4  I know and apply grade-level phonics and word
phonics and word analysis skills Exceeds Standard analysis skills in decoding words.
in decoding words.  I know the spelling-sound correspondences for
Student demonstrates mastery of all learning targets in common consonant digraphs.
the Meets and Approaches levels and Exceeds grade  I can decode regularly spelled one-syllable
level standard. words.
 I can demonstrate use of beginning and ending
blends.
 I know final -e and common vowel team
conventions for representing long vowel sounds.
 I can use knowledge that every syllable must
have a vowel sound to determine the number of
syllables in a printed word.
 I can decode two-syllable words following basic
patterns by breaking the words into syllables.
 I can read words with inflectional endings.
 I can recognize and read grade-appropriate
irregularly spelled words
3  I know and apply grade-level phonics and word
Meets Standard analysis skills in decoding words
 I can demonstrate basic knowledge of one-to-one
Student demonstrates mastery of learning targets in the letter-sound correspondences by producing the
Meets and Approaches levels both in isolation and in primary or many of the most frequent sounds for
conjunction with skills from other standards within the each constant.
grade level.  I can associate the long and short sounds with the
common spelling for the five major vowels.
 I can decode and use CVC words.
 I can read common high-frequency words by
sight. (e.g. the, of, to, you, she, my, is, are, do,
does).
 I can distinguish between similarly spelled words
by identifying the sounds of the letters that differ.
2 A
Approaches Standard  I recognize or recall terms such as: sound

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 Somerset Academy Lone Mountain
ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

 I can Identifying some letter sounds.

Student demonstrates understanding of the learning
targets at the Approaches level. B
 I recognize or recall terms such as: short vowel,
long vowel, decode, blend.
C
 I can decode CVC words.
 I can identify the silent –e at the end of a CVC-e
word.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
K.RF.4 Read emergent-reader texts with 4  I can read fluently, with understanding, a text at
purpose and understanding. Exceeds Standard an independent advanced level.

Student demonstrates mastery of all learning targets in

the Meets and Approaches levels and Exceeds grade
level standard.
3  I can read with sufficient accuracy and fluency to
Meets Standard support comprehension
 I can read grade level text with purpose and
Student demonstrates mastery of learning targets in the understanding
Meets and Approaches levels both in isolation and in  I can read grade level text orally with accuracy,
conjunction with skills from other standards within the appropriate rate, and expression on successive
grade level. readings.
 I can use context to confirm or self-correct word
recognition and understanding, rereading as
necessary
2  I recognize or recall terms such as: accuracy,
Approaches Standard rate, expression, self-correct, understand,
rereading.
Student demonstrates understanding of the learning  I can read at beginning of grade level text with
targets at the Approaches level. some accuracy and expression, and/or at a
moderate rate.
 I can read with limited self-corrections.
1  See Approaches targets
Developing Standard

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 Somerset Academy Lone Mountain
ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

Student demonstrates limited understanding of the

learning targets in the Approaches level.
K. W.2 Use a combination of drawing, 4  I can write a topic that is clear and narrowly
dictating, and writing to compose Exceeds Standard focused.
informative/explanatory texts in  I can include supporting details that are relevant,
which they name what they are Student demonstrates mastery of all learning targets in accurate, and specific.
writing about and supply some the Meets and Approaches levels and Exceeds grade  I can write an inviting lead and strong sense of
information about the topic. level standard. closure.
 I can include a variety of sentence beginnings
and sentences are decodable.
3  I can write informative/explanatory texts using a
Meets Standard combination of drawing and writing.
 I can introduce a topic and group related
Student demonstrates mastery of learning targets in the information together.
Meets and Approaches levels both in isolation and in  I can include illustrations when useful to aid
conjunction with skills from other standards within the comprehension.
grade level.  I can develop the topic with facts, definitions,
and details.
 I can use transitional words and phrases (e.g.,
also, another, and, more, but) to connect ideas
within categories of information.
 I can provide a concluding statement or section.
2  I recognize or recall terms such as: topic,
Approaches Standard sentence, word choice, opening, closing text,
draw, explain, tell.
Student demonstrates understanding of the learning  I can include a topic that is conveyed by picture
targets at the Approaches level. or text.
 I include minimal information about the topic.
 Part of sentence is decodable

1  See Approaches targets

Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
K.W.3 Use a combination of drawing, 4  I include a big idea that is clear and narrowly
dictating, and writing to narrate a Exceeds Standard focused
single event or several loosely

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 Somerset Academy Lone Mountain
ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

linked events, tell about the Student demonstrates mastery of all learning targets in  I include supporting details that are relevant,
events in the order in which they the Meets and Approaches levels and Exceeds grade accurate, and specific
occurred, and provide a reaction level standard.  I include a sequence that shows planning and use
to what happened. of temporal words
 I include a variety of sentence beginnings and
sentences are decodable
3  I can write narratives using a combination of
Meets Standard drawing and writing.
 I can narrate a single event or several loosely
Student demonstrates mastery of learning targets in the linked events.
Meets and Approaches levels both in isolation and in  I can tell about the events in the order in which
conjunction with skills from other standards within the they occurred.
grade level.  I can provide a reaction to what happened.
2  I recognize or recall terms such as: first, next,
Approaches Standard last, events, details, narrative, introduction,
conclusion, sentence.
Student demonstrates understanding of the learning  My topic is conveyed by picture or text.
targets at the Approaches level.  I include minimal supporting details.
 Part of sentence is decodable.

1  See Approaches targets

Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
K. SL. 1 Participate in collaborative 4  I can lead others and set a good example for
conversations with diverse Exceeds Standard following agreed upon discussion rules.
partners about kindergarten topics  I show curiosity and inquires through questioning
and texts with peers and adults in Student demonstrates mastery of all learning targets in on the topic and lead others through a
small and larger groups. the Meets and Approaches levels and Exceeds grade conversation with multiple exchanges.
level standard.
3  I can participate in collaborative conversations
Meets Standard with diverse partners about kindergarten topics
and texts with peers and adults in small and
Student demonstrates mastery of learning targets in the larger groups.
Meets and Approaches levels both in isolation and in  I can follow agreed upon rules for discussions.
conjunction with skills from other standards within the  I can continue a conversation through multiple
grade level. exchanges.

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 Somerset Academy Lone Mountain
ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

2  I recognize or recall terms such as: discuss,

Approaches Standard partner, topic, taking turns, listen, rules,
questions.
Student demonstrates understanding of the learning  I can recall the agreed upon rules for discussions.
targets at the Approaches level.  I can continue a conversation through few
exchanges.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
K. SL. 3 Ask and answer questions in 4  I exceed and models grade level expectations for
order to seek help, get Exceeds Standard asking and answering questions during group
information, or clarify something discussion.
that is not understood. Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can ask and answer questions in order to seek
Meets Standard help, get information, or clarify something that is
not understood.
Student demonstrates mastery of learning targets in the
Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
2  I recognize or recall terms such as: question
Approaches Standard words, who, what, when, where, why, how, tell,
explain.
Student demonstrates understanding of the learning  I can ask or answer questions in order to seek
targets at the Approaches level. help, get information, or clarify something that is
not understood.

1  See Approaches targets

Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
K. SL. 6 Speak audibly and express 4  I can speak with complete sentences and express
thoughts, feelings, and ideas Exceeds Standard my thoughts, feelings, and ideas clearly and with
clearly. detail.

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 Somerset Academy Lone Mountain
ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

Student demonstrates mastery of all learning targets in

the Meets and Approaches levels and Exceeds grade
level standard.
3  I can speak audibly and express thoughts,
Meets Standard feelings, and ideas clearly.

Student demonstrates mastery of learning targets in the

Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
2  I recognize or recall terms such as: who, what,
Approaches Standard when, why, how, tell, speaking, telling.
 I speak audibly and express thoughts or feelings
Student demonstrates understanding of the learning or ideas unclearly.
targets at the Approaches level.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
K. L. 2 Demonstrate command of the 4  I can use conventional spelling for words with
conventions of standard English Exceeds Standard common spelling patterns and use high-
capitalization, punctuation, and frequency words in their writing.
spelling when writing. Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can recognize and name end punctuation.
Meets Standard  I can use end punctuation for sentences.
 I can use conventional spelling for words with
Student demonstrates mastery of learning targets in the common spelling patterns and for frequently
Meets and Approaches levels both in isolation and in occurring irregular words.
conjunction with skills from other standards within the  Spell untaught words phonetically, drawing on
grade level. phonemic awareness and spelling conventions.
 I use conventional spelling for high-frequency
and other studied words.
 Spell grade-appropriate words correctly,
consulting references as needed and/or using
spelling patterns and generalizations (e.g., word
families position-based spelling, syllable
patterns, ending rules, meaningful word parts).

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 Somerset Academy Lone Mountain
ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

 I can capitalize the first word in a sentence and

the pronoun I.
 I can write a letter or letters for most consonant
and short vowel sounds.
 I can spell simple words phonetically, drawing
on knowledge of sound-letter relationships.
2  I recognize or recall terms such as: sounds,
Approaches Standard capitalize, consonant, short vowel, spell.
 I can capitalize the first word in a sentence or the
Student demonstrates understanding of the learning pronoun I.
targets at the Approaches level.  I can write a letter or letters for some sounds.

1  See Approaches targets

Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.

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 Somerset Academy Lone Mountain
ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

GRADE 1
Standard Standard Description Proficiency Scale Learning Targets
1.RL.1 Ask and answer questions about 4  I can ask and answer questions independently
key details in a text. Exceeds Standard about key/supporting details in a text before,
during, and after reading
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can ask and answer questions about
Meets Standard key/supporting details in a text before, during,
and after reading.
Student demonstrates mastery of learning targets in the
Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
2  I recognize or recall terms such as: key detail,
Approaches Standard supporting details, before, during after.
 ask or answer questions about key supporting
Student demonstrates understanding of the learning details in a text before, during or after reading.
targets at the Approaches level.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
1.RL.2 Retell stories, including key 4  I can summarize the story and determine the
details, and demonstrate Exceeds Standard central message, lesson, or moral of a story.
understanding of their central
message or lesson. Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can retell stories, including key/supporting
Meets Standard details, and demonstrate understanding of their
central or main idea.
Student demonstrates mastery of learning targets in the
Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.

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 Somerset Academy Lone Mountain
ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

2  I recognize or recall terms such as: retell,

Approaches Standard sequence, story, character, setting, plot,
problem/solution, central message, beginning,
Student demonstrates understanding of the learning middle, end.
targets at the Approaches level.  I can retell familiar stories with some
key/supporting details.
 I can recall the central message or main idea.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
1.RL.3 Describe characters, settings, and 4  I can summarize the story and tell how characters
major events in a story, using key Exceeds Standard respond to major events and challenges.
details.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can describe characters, settings, and major
Meets Standard events in a story, using key/supporting details

Student demonstrates mastery of learning targets in the

Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
2  I recognize or recall terms such as: character,
Approaches Standard setting, major events, plot, fiction, fantasy, story
elements.
Student demonstrates understanding of the learning  I can recall characters, setting, and/or major
targets at the Approaches level. events in a story.
 I can recall some key/supporting details.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
1.RL. 10 With prompting and support, read 4  I can read and comprehend literature
prose and poetry of appropriate Exceeds Standard independently and sufficiently above grade level
complexity for grade 1. 1 expectations.

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 Somerset Academy Lone Mountain
ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

Student demonstrates mastery of all learning targets in

the Meets and Approaches levels and Exceeds grade
level standard.
3  I can read prose and poetry on grade level
Meets Standard proficiency and independently.

Student demonstrates mastery of learning targets in the

Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
2  I recognize or recall terms such as: proficient,
Approaches Standard independent.
 I can read prose and poetry at middle grade level
Student demonstrates understanding of the learning proficiency, independently or with little help.
targets at the Approaches level.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
1.RI.1 Ask and answer questions about 4  I can ask and answer literal and inferential
key details in a text. Exceeds Standard questions about an informational text.

Student demonstrates mastery of all learning targets in

the Meets and Approaches levels and Exceeds grade
level standard.
3  I can ask and answer questions about
Meets Standard key/supporting details in a text.

Student demonstrates mastery of learning targets in the

Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
2  I recognize or recall terms such as” information,
Approaches Standard key detail, nonfiction, text evidence, nonfiction
text features.
Student demonstrates understanding of the learning  I can ask or answer questions about details in
targets at the Approaches level. text.
1  See Approaches targets
Developing Standard

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 Somerset Academy Lone Mountain
ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

Student demonstrates limited understanding of the

learning targets in the Approaches level.
1.RI.2 Identify the main topic and retell 4  I can Identify the main topic and retell
key details of a text Exceeds Standard key/supporting details of a multi-paragraph text.

Student demonstrates mastery of all learning targets in

the Meets and Approaches levels and Exceeds grade
level standard.
3  I can Identify the main topic and retell
Meets Standard key/supporting details of a text.

Student demonstrates mastery of learning targets in the

Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
2  I recognize or recall terms such as: fact, retell,
Approaches Standard main topic, summarize.
 I can recall the main topic.
Student demonstrates understanding of the learning  I can name key/supporting detail of a text.
targets at the Approaches level.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
1.RI.10 With prompting and support, read 4  I can read and comprehend non-fiction
informational texts appropriately Exceeds Standard independently and sufficiently above grade level
complex for grade 1. expectations.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can proficiently read informational texts on
Meets Standard grade level.

Student demonstrates mastery of learning targets in the

Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.

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 Somerset Academy Lone Mountain
ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

2  I recognize or recall terms such as: proficient,

Approaches Standard independent.
 I can read non-fiction at middle grade level
Student demonstrates understanding of the learning proficiency, independently or with little help.
targets at the Approaches level.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
1.RF.2 Demonstrate understanding of 4  I can demonstrate an understanding and
spoken words, syllables, and Exceeds Standard application of spoken words, syllables, and
sounds (phonemes). multi-syllabic words.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can distinguish long from short vowel sounds in
Meets Standard spoken single-syllable words.
 I can orally produce single-syllable words, by
Student demonstrates mastery of learning targets in the blending sounds (phonemes), including
Meets and Approaches levels both in isolation and in consonant blends.
conjunction with skills from other standards within the  I can isolate and pronounce initial, medial vowel,
grade level. and final sounds (phonemes) in spoken single-
syllable words.
 I can segment spoken single-syllable words into
their complete sequence of individual sounds
(phonemes).
2  I can recognize or recall specific spoken words,
Approaches Standard syllables, and sounds (phonemes), such as: Long
or short vowels in spoken single-syllable words,
Student demonstrates understanding of the learning consonant sounds.
targets at the Approaches level.  I can partially produce single-syllable words, by
blending some sounds, and including some
consonant sounds.
 I can isolate and pronounce initial, medial vowel,
or final sounds (phonemes) in spoken single-
syllable words.
 I can partially segment spoken single-syllable
words into their complete sequence of individual
sounds.

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

1  See Approaches targets

Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
1.RF. 3 Know and apply grade-level 4  I can apply above grade-level phonics and word
phonics and word analysis skills Exceeds Standard analysis skills in decoding words.
in decoding words
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I know the spelling-sound correspondences for
Meets Standard common consonant digraphs.
 I can decode regularly spelled one-syllable
Student demonstrates mastery of learning targets in the words.
Meets and Approaches levels both in isolation and in  I know final –e and common vowel team
conjunction with skills from other standards within the conventions for representing long vowel sounds.
grade level.  I can use knowledge that every syllable must
have a vowel sound to determine the number of
syllables in a printed word.
 I can decode two-syllable words following basic
patterns by breaking the words into syllables.
 I can read words with inflectional endings.
 I can recognize and read grade-appropriate
irregularly spelled words.
2  I recognize or recall terms such as: irregular,
Approaches Standard regular, sounds, syllable, word.
 I can recognize or recall the spelling-sound
Student demonstrates understanding of the learning correspondences for common consonant
targets at the Approaches level. digraphs.
 I can decode regularly spelled one-syllable
words.
 I can recognize or recall final –e in common
vowel team conventions for representing long-
vowel sounds.
 I can recognize grade-appropriate irregularly
spelled words.
1  See Approaches targets
Developing Standard

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

Student demonstrates limited understanding of the

learning targets in the Approaches level.
1.W.1 Write opinion pieces in which 4  I can write an opinion piece that:
they introduce the topic or name Exceeds Standard  Introduces the topic or names the book they
the book they are writing about, are writing about.
state an opinion, supply a reason Student demonstrates mastery of all learning targets in  States and opinion.
for the opinion, and provide some the Meets and Approaches levels and Exceeds grade  Provides multiple supporting reasons for the
sense of closure. level standard. opinion.
 Includes a concluding statement or section.
3  I can write opinion pieces that:
Meets Standard  Introduce the topic or name the book they
are writing about.
Student demonstrates mastery of learning targets in the  State an opinion.
Meets and Approaches levels both in isolation and in  Supply a reason for the opinion.
conjunction with skills from other standards within the  Provide some sense of closure.
grade level.
2  I recognize or recall terms such as: Opinion,
Approaches Standard sentence, details, topic, word choice, illustrate,
idea, topic sentence, supporting detail, reasons,
Student demonstrates understanding of the learning conclusion.
targets at the Approaches level.  I can introduce the topic or name the book I am
writing about.
 I can state an opinion.
 I can supply a reason for my opinion.
 I can provide some sense of closure.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
1.W.2 Write informative/explanatory 4  I can write informative/explanatory pieces that:
texts in which they name a topic, Exceeds Standard  Name a topic
supply some facts about the topic,  Supply multiple facts about the topic using
and provide some sense of Student demonstrates mastery of all learning targets in definitions and facts.
closure. the Meets and Approaches levels and Exceeds grade  Provide closure using a concluding statement
level standard. or section.
3  I can write informative/explanatory pieces that:
Meets Standard  Name a topic

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

 Supply some facts about the topic.

Student demonstrates mastery of learning targets in the  Provide some sense of closure.
Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
2  I recognize or recall terms such as: Informative,
Approaches Standard topic, details, topic, word choice, illustrate, idea,
topic sentence, supporting details, reasons,
Student demonstrates understanding of the learning conclusion.
targets at the Approaches level.  I can Identify a topic
 I can state partial facts about the topic
 I can provide a partial sense of closure
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
1.W.3 Write narratives in which they 4  I can write narrative pieces that:
recount two or more appropriately Exceeds Standard  Recount 3 or more appropriately sequenced
sequenced events, include some events
details regarding what happened, Student demonstrates mastery of all learning targets in  Supply multiple details regarding what
use temporal words to signal the Meets and Approaches levels and Exceeds grade happened
event order, and provide some level standard.  Use transitional words to signal event order
sense of closure.  Provide closure using a concluding statement
or section.
3  I can write narrative pieces that:
Meets Standard  Recount two or more appropriately
sequenced events
Student demonstrates mastery of learning targets in the  Include some details regarding what
Meets and Approaches levels both in isolation and in happened
conjunction with skills from other standards within the  Use transitional words to signal event order
grade level.  Provide some sense of closure
2  I recognize or recall terms such as: Narrative,
Approaches Standard personal, story, event, sequence, temporal words,
illustrate, transitions, first, next, last, title,
Student demonstrates understanding of the learning conclusion.
targets at the Approaches level.  I can recount one event.
 I can state partial details about the event.
 I can provide a partial sense of closure.

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

1  See Approaches targets

Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
1.SL.1 Participate in collaborative 4  I can participate in and lead collaborative
conversations with diverse Exceeds Standard conversations with diverse partners about grade 1
partners about grade 1 topics and topics and texts with peers and adults in small
texts with peers and adults in Student demonstrates mastery of all learning targets in and larger groups.
small and larger groups. the Meets and Approaches levels and Exceeds grade
level standard.
3  I can follow agreed upon rules for discussions
Meets Standard (e.g., listening to others with care, speaking one
at a time about the topics and texts under
Student demonstrates mastery of learning targets in the discussion).
Meets and Approaches levels both in isolation and in  I can build on others’ talk in conversations by
conjunction with skills from other standards within the responding to the comments of others through
grade level. multiple exchanges.
 I can ask questions to clear up any confusion
about the topics and texts under discussion.
2  I recognize or recall terms such as: discuss,
Approaches Standard partner, topic, rules, groups, questions.
 I can follow some agreed upon rules for
Student demonstrates understanding of the learning discussions (e.g., listening to others with care,
targets at the Approaches level. speaking one at a time about the topics and texts
under discussion).
 I can build on others’ talk in conversations by
responding to the comments of others in multiple
conversations with prompting.
 With prompting, I can ask questions to clear up
any confusion about the topics and texts under
discussion.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
1.L.1 Demonstrate command of the 4  I can create complete sentences using:
conventions of standard English Exceeds Standard  Upper and lower case letters.

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

grammar and usage when writing Student demonstrates mastery of all learning targets in  Frequently occurring conjuctions
or speaking. the Meets and Approaches levels and Exceeds grade (and, or, but).
level standard.  Prepositions
3  I can print all upper- and lowercase letters.
Meets Standard  I can use common, proper, and possessive nouns.
 I can use singular and plural nouns with
Student demonstrates mastery of learning targets in the matching verbs in basic sentences (e.g., He hops;
Meets and Approaches levels both in isolation and in We hop).
conjunction with skills from other standards within the  I can use personal, possessive, and indefinite
grade level. pronouns (e.g., I, me, my; they, them, their;
anyone, everything).
 I can use verbs to convey a sense of past, present,
and future (e.g., Yesterday I walked home;
Today I walk home; Tomorrow I will walk
home).
 I can use frequently occurring adjectives.
 I can use frequently occurring conjunctions (e.g.,
and, but, or, so, because).
 I can use determiners (e.g., articles,
demonstratives).
 I can use frequently occurring prepositions (e.g.,
during, beyond, toward).
 I can produce and expand complete simple and
compound declarative, interrogative, imperative,
and exclamatory sentences in response to
prompts.
2  I recognize or recall terms such as: noun,
Approaches Standard common, proper, possessive, singular, plural,
personal, indefinite, pronouns, verbs, past,
Student demonstrates understanding of the learning present, future, adjectives, preposition.
targets at the Approaches level.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
1.L.2 Demonstrate command of the 4  I can correctly and independently recognize,
conventions of standard English Exceeds Standard name, and apply end punctuation.

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

capitalization, punctuation, and Student demonstrates mastery of all learning targets in

spelling when writing. the Meets and Approaches levels and Exceeds grade
level standard.
3  I can capitalize dates and names of people.
Meets Standard  I can use end punctuation for sentences.
 I can use commas in dates and to separate single
Student demonstrates mastery of learning targets in the words in a series.
Meets and Approaches levels both in isolation and in  I can use conventional spelling for words with
conjunction with skills from other standards within the common spelling patterns and for frequently
grade level. occurring irregular words.
 I can spell untaught words phonetically, drawing
on phonemic awareness and spelling
conventions.
2  I recognize or recall terms such as: capital,
Approaches Standard punctuation, spelling patterns, high-frequency
words.
Student demonstrates understanding of the learning
targets at the Approaches level.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

GRADE 2
Standard Standard Description Proficiency Scale Learning Targets
2.RL.1 Ask and answer such questions as 4  I can ask and answer questions to demonstrate
who, what, where, when, why, Exceeds Standard understanding of key details in a more complex
and how to demonstrate text.
understanding of key details in a Student demonstrates mastery of all learning targets in
text. the Meets and Approaches levels and Exceeds grade
level standard.
3  I can use key words to help me find information
Meets Standard in literary text.
 I can answer who, what, where, when, why, and
Student demonstrates mastery of learning targets in the how questions.
Meets and Approaches levels both in isolation and in  I can determine if I need to look for information
conjunction with skills from other standards within the in more than one sentence.
grade level.  I can ask who, what, where, when, why, and how
questions.
2  I know key details are pieces of information that
Approaches Standard help me understand a literary text.
 I know key words give me clues about what to
Student demonstrates understanding of the learning look for in a literary text to answer a question.
targets at the Approaches level.  I know that "who" questions are asking me about
characters.
 I know that "what" questions are asking me about
ideas or things.
 I know that "where" questions are asking me
about locations.
 I know that "when" questions are asking me
about a time.
 I know that "why" questions are asking me about
a cause of something.
 I know that "how" questions are asking me about
events in the plot.
 I can identify the key words in questions to
figure out what the question is asking.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

2.RL.2 Recount stories, including fables 4  In addition to 3, I can explain the significance of
and folktales from diverse Exceeds Standard the central message, moral or lesson.
cultures, and determine their
central message, lesson, or moral. Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I know how to listen to a story and figure out the
Meets Standard message, lesson, or moral.
 I can identify cultural details which help send a
Student demonstrates mastery of learning targets in the central message, lesson, or moral.
Meets and Approaches levels both in isolation and in  I can determine how the stories, fables, and/or
conjunction with skills from other standards within the folktales help to teach a lesson, moral, or central
grade level. message.
2  I know to recount a story means to retell it.
Approaches Standard  I know a fable is a short story that has a moral.
 I know a folktale is a story that has been told for
Student demonstrates understanding of the learning a long time.
targets at the Approaches level.  I know a moral is a lesson that a story can teach
you.
 I know before I start reading a story I need to
have a purpose for reading.
 I know that stories can teach a lesson or convey a
message.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
2.RL.10 By the end of the year, read and 4  I can read and comprehend literature, including
comprehend literature, including Exceeds Standard stories and poetry, beyond the grades 2-3 text
stories and poetry, in the grades complexity band proficiently, with scaffolding as
2–3 text complexity band Student demonstrates mastery of all learning targets in needed at the high end of the range.
proficiently, with scaffolding as the Meets and Approaches levels and Exceeds grade
needed at the high end of the level standard.
range.
3  I can read and comprehend literature, including
Meets Standard stories and poetry, in the grades 2-3 text
complexity band proficiently, with scaffolding as
needed at the high end of the range.

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

Student demonstrates mastery of learning targets in the

Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
2  I can read and comprehend literature, including
Approaches Standard stories and poetry, approaching the grades 2-3
text complexity band proficiently, with
Student demonstrates understanding of the learning scaffolding as needed at the high end of the
targets at the Approaches level. range.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
2.RI.1 Ask and answer such questions as 4  I can ask and answer questions to demonstrate
who, what, where, when, why, Exceeds Standard understanding of a text referring explicitly to the
and how to demonstrate text as the basis for the understanding.
understanding of key details in a Student demonstrates mastery of all learning targets in
text the Meets and Approaches levels and Exceeds grade
level standard.
3  I can answer who, what, where, when, why and
Meets Standard how questions about an informational text.
 I can create who, what, where, when, why and
Student demonstrates mastery of learning targets in the how questions about an informational text.
Meets and Approaches levels both in isolation and in  I can determine what information I am being
conjunction with skills from other standards within the asked to find in the text.
grade level.  I can monitor my comprehension of a text by
asking appropriate questions as I read.
2  I can formulate who, what, where, when, why
Approaches Standard and how questions about an informational text.
 I know the answers to who, what, where, when,
Student demonstrates understanding of the learning why and how questions can be found in the text.
targets at the Approaches level.  I know that a key detail is a piece of information
in an informational text that aids their
comprehension.
 I know key words in questions give me clues
about what information is being sought.
 I can identify key words within a text.

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

 I know that "who" questions refer to people

within a text.
 I know that "what" questions refer to things or
ideas in a text.
 I know that "where" questions refer to a location
within a text.
 I know that "when" questions refer to the time of
events within a text.
 I know that "why" questions refer to the cause of
events within a text.
 I know that "how" questions refer to the events in
the text.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
2.RI.2 Identify the main topic of a 4  In addition to 3, I can recount key details that
multiparagraph text as well as the Exceeds Standard support the focus of a paragraph within the text.
focus of specific paragraphs
within the text. Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can identify the main topic of an
Meets Standard informational text.
 I can identify the topic of each paragraph within
Student demonstrates mastery of learning targets in the the text.
Meets and Approaches levels both in isolation and in  I can explain how different paragraphs support
conjunction with skills from other standards within the the main topic of an informational text.
grade level.
2  I know a main topic is what an informational text
Approaches Standard is about.
 I know a paragraph is an indented section in a
Student demonstrates understanding of the learning text that deals with a specific key detail of that
targets at the Approaches level. text.
 I know to indent means to leave a blank space at
the beginning of a new paragraph.

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

 I know each paragraph in a text has its own focus

that helps to support the main topic of the entire
text.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
2.RI.6 Identify the main purpose of a 4  I can distinguish my point of view from that of
text, including what the author Exceeds Standard that of the author of the text.
wants to answer, explain, or
describe. Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can determine what the author wants to answer,
Meets Standard explain, or describe.
 I can determine the main purpose of a text and
Student demonstrates mastery of learning targets in the give examples from the text to support my
Meets and Approaches levels both in isolation and in answer.
conjunction with skills from other standards within the  I can give examples of words, phrases or
grade level. sentences which show the reader what the author
is trying to answer, explain, or describe.
2  I know authors write for different reasons (e.g.,
Approaches Standard inform, entertain, persuade).
 I know text written to inform explains or gives
Student demonstrates understanding of the learning information on a topic.
targets at the Approaches level.  I know text written to entertain is for the reader's
enjoyment and makes the reader feel emotions
(e.g., happy, sad, scared).
 I know text written to persuade tells the author's
feelings or beliefs on a topic and attempts to
convince the reader to do something or agree
with the author's view.
 I know the main purpose of a text is the author's
reason for writing it.
1  See Approaches targets
Developing Standard

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 Somerset Academy Lone Mountain
ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

Student demonstrates limited understanding of the

learning targets in the Approaches level.
2.RI.10 By the end of year, read and 4  I can read and comprehend informational texts,
comprehend informational texts, Exceeds Standard including history/social studies, science, and
including history/social studies, technical texts, beyond the grades 2-3 text
science, and technical texts, in the Student demonstrates mastery of all learning targets in complexity band proficiently, with scaffolding as
grades 2–3 text complexity band the Meets and Approaches levels and Exceeds grade needed at the high end of the range.
proficiently, with scaffolding as level standard.
needed at the high end of the
range
3  I can read and comprehend informational texts,
Meets Standard including history/social studies, science, and
technical texts, in the grades 2-3 text complexity
Student demonstrates mastery of learning targets in the band proficiently, with scaffolding as needed at
Meets and Approaches levels both in isolation and in the high end of the range.
conjunction with skills from other standards within the
grade level.
2  I can read and comprehend informational texts,
Approaches Standard including history/social studies, science, and
technical texts, approaching the grades 2-3 text
Student demonstrates understanding of the learning complexity band proficiently, with scaffolding as
targets at the Approaches level. needed at the high end of the range.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
2.RF.3 Know and apply grade-level 4  I know and I can apply phonics and word
phonics and word analysis skills Exceeds Standard analysis skills and decoding beyond grade level.
in decoding words
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can distinguish long and short vowels when
Meets Standard reading regularly spelled one-syllable words.
 I know spelling-sound correspondences for
Student demonstrates mastery of learning targets in the additional common vowel teams.
Meets and Approaches levels both in isolation and in  I can decode regularly spelled two-syllable words
conjunction with skills from other standards within the with long vowels.
grade level.

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

 I can decode words with common prefixes and

suffixes.
 I can identify words with inconsistent but
common spelling-sound correspondences.
 I can recognize and read grade-appropriate
irregularly spelled words.
2  I know two- and three-letter blends.
Approaches Standard  I know the sounds of common vowel teams.
 I know the sounds of r-controlled vowel patterns.
Student demonstrates understanding of the learning  I know the sounds of diphthongs.
targets at the Approaches level.  I can recognize common letter patterns in words.
 I can recognize common prefixes and suffixes.
 I can recognize common root/base words.
 I can recognize common syllable patterns in
words.
 I can recognize common syllable types in words.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
2.RF.4 Read with sufficient accuracy and 4  I can read with sufficient accuracy and fluency to
fluency to support Exceeds Standard support comprehension in an above level text.
comprehension.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can read grade-level text with purpose and
Meets Standard understanding.
 I can read grade-level text orally with accuracy,
Student demonstrates mastery of learning targets in the appropriate rate, and expression on successive
Meets and Approaches levels both in isolation and in readings.
conjunction with skills from other standards within the  I can use context to confirm or self-correct word
grade level. recognition and understanding, rereading as
necessary.
2  I can read with sufficient accuracy and fluency to
Approaches Standard support comprehension in an approaching level
text.

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

Student demonstrates understanding of the learning

targets at the Approaches level.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
2.W.1 Write opinion pieces in which 4  In addition to 3, I can write a persuasive and
they introduce the topic or book Exceeds Standard thought-provoking opinion piece.
they are writing about, state an
opinion, supply reasons that Student demonstrates mastery of all learning targets in
support the opinion, use linking the Meets and Approaches levels and Exceeds grade
words (e.g., because, and, also) to level standard.
connect opinion and reasons, and
provide a concluding statement or
section.
3  I can recognize when facts are used as opinions.
Meets Standard  I can recognize when opinions are used as fact.
 I can state my opinions on a topic.
Student demonstrates mastery of learning targets in the  I can choose reasons that support my opinion.
Meets and Approaches levels both in isolation and in  I can choose appropriate linking words that
conjunction with skills from other standards within the connect my opinion and reasons.
grade level.
2  I know an opinion states a thought or feeling
Approaches Standard about a topic.
 I know a topic is a general category or class of
Student demonstrates understanding of the learning ideas, usually stated in a word or phrase.
targets at the Approaches level.  I know an introduction is a sentence or group of
sentences that provides the reader with an
overview of the topic.
 I know a concluding statement reinforces the
ideas and opinions presented in the introduction.
 I can use a variety of linking words (e.g.,
because, and, so) to connect ideas.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.

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 Somerset Academy Lone Mountain
ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

2.W.2 Write informative/explanatory 4  In addition to 3, I can examine a topic and

texts in which they introduce a Exceeds Standard convey ideas and information clearly.
topic, use facts and definitions to
develop points, and provide a Student demonstrates mastery of all learning targets in
concluding statement or section the Meets and Approaches levels and Exceeds grade
level standard.
3  I can introduce a topic in my writing.
Meets Standard  I can determine what facts and explanations are
relevant to a topic.
Student demonstrates mastery of learning targets in the  I can determine when to define terms to aid the
Meets and Approaches levels both in isolation and in reader's comprehension.
conjunction with skills from other standards within the  I can reinforce ideas from my writing in my
grade level. conclusion.
2  I know informative/explanatory writing conveys
Approaches Standard information.
 I know a topic is a group of ideas, usually stated
Student demonstrates understanding of the learning in a word or phrase.
targets at the Approaches level.  I know a fact is information that can be proven.
 I know definitions are explanations of terms or
words.
 I know an introduction is a sentence or group of
sentences that begins a piece of writing and gives
the reader an overview of the topic.
 I know a concluding statement reinforces the
ideas presented in the text.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
2.W.3 Write narratives in which they 4  In addition to 3, I can write a narrative to develop
recount a well elaborated event or Exceeds Standard real or imagined experiences or events using
short sequence of events, include effective technique, descriptive details, and clear
details to describe actions, Student demonstrates mastery of all learning targets in event sequences.
thoughts, and feelings, use the Meets and Approaches levels and Exceeds grade
temporal words to signal event level standard.
order, and provide a sense of
closure.
3  I can distinguish between events and details.

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

Meets Standard  I can determine which temporal words enhance

the flow of a story.
Student demonstrates mastery of learning targets in the  I can determine which details to elaborate on to
Meets and Approaches levels both in isolation and in best describe actions, thoughts, and feelings in a
conjunction with skills from other standards within the narrative piece.
grade level.
2  I know a narrative is a story about an event or
Approaches Standard sequence of events.
 I know an event is an activity or action that
Student demonstrates understanding of the learning happens in a certain place during a specific
targets at the Approaches level. period of time.
 I know details are the elements that make a story
unique.
 I know temporal words are phrases that show the
passage of time (e.g., later, in the evening, before
I went to school).
 I know closure is a sentence or statement that
summarizes the thoughts and feelings presented
in a narrative story.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
2.L.1 Demonstrate command of the 4  I can peer edit a classmates paper for the correct
conventions of standard English Exceeds Standard use of reflexive pronouns.
grammar and usage when writing  I can form and use regular and irregular verbs in
or speaking. Student demonstrates mastery of all learning targets in past, present, and future tenses.
the Meets and Approaches levels and Exceeds grade  I can form and use comparative and superlative
level standard. adjective and adverbs and choose between them
depending on what is to be modified.
 I can show others how to form compound
sentences.
3  I can use collective nouns (e.g., group).
Meets Standard  I can form and use frequently occurring irregular
plural nouns (e.g., feet, children, teeth, mice,
Student demonstrates mastery of learning targets in the fish).
Meets and Approaches levels both in isolation and in  I can use reflexive pronouns (e.g., myself,
conjunction with skills from other standards within the ourselves).
grade level.

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Priority Standard Proficiency Scales

 I can form and use the past tense of frequently

occurring irregular verbs (e.g., sat, hid, told).
 I can use adjectives and adverbs, and choose
between them depending on what is to be
modified.
 I can produce, expand, and rearrange complete
simple and compound sentences (e.g., The boy
watched the movie; The little boy watched the
movie; The action movie was watched by the
little boy).
2  I can use some collective nouns.
Approaches Standard  I can partially form and use irregular plural
nouns.
Student demonstrates understanding of the learning  I can use some reflexive pronouns.
targets at the Approaches level.  I can form or use the past tense of some
frequently occurring irregular verbs.
 I can use some adjective and or adverbs.
 I can produce, expand, and/or rearrange some
simple and compound sentences.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
2.L.2 Demonstrate command of the 4  I can help a friend a correct their paper for
conventions of standard English Exceeds Standard capitalization errors.
capitalization, punctuation, and  I can help a friend correct their paper for
spelling when writing. Student demonstrates mastery of all learning targets in commas.
the Meets and Approaches levels and Exceeds grade  I can form and use possessives.
level standard.  I can help a friend correct their spelling for
learned spelling patterns.
 I can consult online dictionaries as needed to
check and correct spelling.
3  I can demonstrate command of the conventions
Meets Standard of standard English capitalization, punctuation,
and spelling when writing.
Student demonstrates mastery of learning targets in the  I can capitalize holidays, product names, and
Meets and Approaches levels both in isolation and in geographic names.

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Priority Standard Proficiency Scales

conjunction with skills from other standards within the  I can use commas in greetings and closings of
grade level. letters.
 I can use an apostrophe to form contractions and
frequently occurring possessives.
 I can generalize learned spelling patterns when
writing words (e.g., cage → badge; boy → boil).
 I can consult reference materials, including
beginning dictionaries, as needed to check and
correct spellings.
2  I can capitalize some holidays, products and/or
Approaches Standard geographical names.
 I can use commas in some greetings and closings
Student demonstrates understanding of the learning of letters.
targets at the Approaches level.  I can use an apostrophe to form some
contractions.
 I can use an apostrophe to form some frequently
occurring possessives.
 I can generalize some learned spelling patterns
when writing words.
 I can use reference materials such as dictionaries
to check and correct spelling, given the guide
words or page number.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
2.SL.1 Participate in collaborative 4  I can follow rules we agree on for discussion all
conversations with diverse Exceeds Standard the time.
partners about grade 2 topics and  I can ask questions to check understanding and
texts with peers and adults in Student demonstrates mastery of all learning targets in stay on topic.
small and larger groups. the Meets and Approaches levels and Exceeds grade  I can explain my own ideas and understanding in
level standard. light of the discussion.
3  I can follow agreed-upon rules for discussions
Meets Standard (e.g., gaining the floor in respectful ways,
listening to others with care, speaking one at a
Student demonstrates mastery of learning targets in the time about the topics and texts under discussion).
Meets and Approaches levels both in isolation and in  I can build on others'' talk in conversations by
linking their comments to the remarks of others.

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Priority Standard Proficiency Scales

conjunction with skills from other standards within the  I can ask for clarification and further explanation
grade level. as needed about the topics and texts under
discussion.
2  I can follow rules we agree on for discussions
Approaches Standard some of the time.
 I can make some connections between my
Student demonstrates understanding of the learning thoughts and the remarks of others.
targets at the Approaches level.  I can ask for some clarification or further
explanation as needed.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
2.SL.6 Produce complete sentences when 4  I can speak in complete sentences to provide
appropriate to task and situation Exceeds Standard requested detail or clarification.
in order to provide requested
detail or clarification. Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can produce complete sentences when
Meets Standard appropriate to task and situation in order to
provide requested detail or clarification.
Student demonstrates mastery of learning targets in the
Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
2  I can produce complete sentences when
Approaches Standard appropriate to task and situation in order to
provide some detail or clarification.
Student demonstrates understanding of the learning
targets at the Approaches level.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

GRADE 3
Standard Standard Description Proficiency Scale Learning Targets
3.RL.1 Ask and answer questions to 4  I can refer to details and examples in a text when
demonstrate understanding of a Exceeds Standard explaining what the text says explicitly and when
text, referring explicitly to the drawing inferences from the text.
text as the basis for the answers. Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can ask questions about literary text referring to
Meets Standard specific details.
 I can answer questions about a literary text using
Student demonstrates mastery of learning targets in the explicit references to support their answer.
Meets and Approaches levels both in isolation and in  I can find evidence within a literary text to
conjunction with skills from other standards within the support an answer.
grade level.  I can refer to text to support my conclusions.
2  I know that details and examples from literary
Approaches Standard text can be used as textual evidence to support an
answer.
Student demonstrates understanding of the learning  I know that explicit references are based on
targets at the Approaches level. exactly what is written in literary text.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
3.RL.4 Determine the meaning of words 4  In addition to 3, I can determine the meaning of
and phrases as they are used in a Exceeds Standard general academic and domain-specific words or
text, distinguishing literal from phrases in a text beyond grade 3 topic or subject
nonliteral language. Student demonstrates mastery of all learning targets in area.
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can figure out the meaning of literal words and
Meets Standard phrases within a text.
 I can figure out the meaning of nonliteral words
Student demonstrates mastery of learning targets in the and phrases within a text.
Meets and Approaches levels both in isolation and in  I can distinguish between literal and nonliteral
conjunction with skills from other standards within the language.
grade level.  I can use context clues to figure out the meaning
of words and phrases within a text.

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

 I can use prior knowledge to determine the

meaning of words and phrases within a text.
2  I know literal language is words or phrases that
Approaches Standard express their most common meaning.
 I know nonliteral language is words or phrases
Student demonstrates understanding of the learning that have to be interpreted by the reader because
targets at the Approaches level. their meaning is not explicitly stated.
 I know a phrase is a group of words that have
meaning.
 I know context clues are the words or phrases
surrounding an unknown word that can provide
hints about the meaning of the word.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
3.RL.9 Compare and contrast the themes, 4  I can compare and contrast the treatment of
settings, and plots of stories Exceeds Standard similar themes and topics (e.g., opposition of
written by the same author about good and evil) and patterns of events (e.g., the
the same or similar characters Student demonstrates mastery of all learning targets in quest) in stories, myths, and traditional literature
(e.g., in books from a series). the Meets and Approaches levels and Exceeds grade from different cultures.
level standard.
3  I can compare how theme, setting, and plot are
Meets Standard similar in stories written by the same author
about the same or similar characters.
Student demonstrates mastery of learning targets in the  I can contrast how theme, setting, and plot are
Meets and Approaches levels both in isolation and in different in stories written by the same author
conjunction with skills from other standards within the about the same or similar characters.
grade level.
2  I know that theme is a connecting message that is
Approaches Standard developed throughout a literary text.
 I know that setting is the time period and location
Student demonstrates understanding of the learning of a story.
targets at the Approaches level.  I know that plot is the sequence of events in a
text.
 I can identify the theme, setting, and plot in a
text.
1  See Approaches targets

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
3.RL.10 By the end of the year, read and 4  I can read and comprehend literature, including
comprehend literature, including Exceeds Standard stories, dramas, and poetry, beyond the grades 2-
stories, dramas, and poetry, at the 3 text complexity band independently and
high end of the grades 2–3 text Student demonstrates mastery of all learning targets in proficiently.
complexity band independently the Meets and Approaches levels and Exceeds grade
and proficiently. level standard.
3  By the end of the year, read and comprehend
Meets Standard literature, including stories, dramas, and poetry,
at the high end of the grades 2–3 text complexity
Student demonstrates mastery of learning targets in the band independently and proficiently.
Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
2  I can read and comprehend literature, including
Approaches Standard stories, dramas, and poetry approaching the
grades 2-3 text complexity band independently
Student demonstrates understanding of the learning and proficiently.
targets at the Approaches level.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
3.RI.1 Ask and answer questions to 4  I can refer to details and examples in a text when
demonstrate understanding of a Exceeds Standard explaining what the text says explicitly and when
text, referring explicitly to the drawing inferences from the text.
text as the basis for the answers. Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can ask questions about an informational text
Meets Standard referring to explicit details and examples from
the text.
Student demonstrates mastery of learning targets in the  I can answer questions about an informational
Meets and Approaches levels both in isolation and in text using explicit details and examples from the
conjunction with skills from other standards within the text to support their answer.
grade level.

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

 I can find evidence within an informational text

to support an answer.
 I can refer to text when drawing conclusions.
2  I know details and examples from informational
Approaches Standard text can be used as evidence to support an
answer.
Student demonstrates understanding of the learning  I know readers refer to explicit information in an
targets at the Approaches level. informational text to support their conclusions.
 I know that explicit information is stated directly
in the informational text.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
3.RI. 2 Determine the main idea of a text; 4  In addition to 3, I can write or orally give a
recount the key details and Exceeds Standard summary which includes the main idea and
explain how they support the supporting details.
main idea. Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can identify details from the text.
Meets Standard  I can explain how details from the text support
the main idea.
Student demonstrates mastery of learning targets in the  I can determine the main idea of a text.
Meets and Approaches levels both in isolation and in  I can use signal words to locate supporting
conjunction with skills from other standards within the details in the text.
grade level.
2  I know the main idea of a text is the central
Approaches Standard thought or point the author is trying to make
about a topic.
Student demonstrates understanding of the learning  I know recount means to retell with details.
targets at the Approaches level.  I know the main idea of informational text is
often stated explicitly in a topic sentence or
opening paragraph.
 I know an author will often use signal words to
show supporting details in a text (e.g., such as,
also, one reason, and another reason).
1  See Approaches targets

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
3.RI. 3 Describe the relationship between 4  I can explain events, procedures, ideas, or
a series of historical events, Exceeds Standard concepts in a historical, scientific, or technical
scientific ideas or concepts, or text, including what happened and why, based on
steps in technical procedures in a Student demonstrates mastery of all learning targets in specific information in the text.
text, using language that pertains the Meets and Approaches levels and Exceeds grade
to time, sequence, and level standard.
cause/effect.
3  I can make connections between historical
Meets Standard events, scientific ideas/concepts, or steps in a
technical procedure.
Student demonstrates mastery of learning targets in the  I can describe the relationship between historical
Meets and Approaches levels both in isolation and in events, scientific ideas/concepts, or steps in a
conjunction with skills from other standards within the technical procedure using my knowledge of time,
grade level. sequence, and cause/effect.
2  I know historical events are significant
Approaches Standard occurrences from the past.
 I know scientific ideas/concepts are important
Student demonstrates understanding of the learning understandings from scientists.
targets at the Approaches level.  I know technical procedures explain steps in a
specialized process.
 I know time is the chronological passing of
history.
 I know sequence is a series of connected events
and the order in which things happen in a story.
 I know that a cause is a reason for an action.
 I know that an effect is a result of an action.
 I know causes bring about effects in a text.
 I know an author organizes informational text in
specific structures of chronology, sequence, and
cause/effect.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

3.RI.4 Determine the meaning of general 4  In addition to 3, I can determine the meaning of
academic and domain-specific Exceeds Standard general academic and domain-specific words or
words and phrases in a text phrases in a text beyond grade 3 topic or subject
relevant to a grade 3 topic or Student demonstrates mastery of all learning targets in area.
subject area. the Meets and Approaches levels and Exceeds grade
level standard.
3  I can use sentence-level context clues, affixes,
Meets Standard common roots, glossaries, and dictionaries to
determine the meaning of unknown words and
Student demonstrates mastery of learning targets in the phrases.
Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
2  I know that definitions and synonyms of content
Approaches Standard words can be included in the sentence as
sentence-level context clues.
Student demonstrates understanding of the learning  I know an affix is a word part added to the
targets at the Approaches level. beginning or the ending of a root word to change
the meaning of the word.
 I can identify common affixes and their
meanings.
 I can identify common roots in words and their
meanings.
 I know a dictionary is a book of words in
alphabetical order containing their definitions.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
3.RI.7 Use information gained from 4  I can interpret information presented visually,
illustrations (e.g., maps, Exceeds Standard orally, or quantitatively (e.g., in charts, graphs,
photographs) and the words in a diagrams, timelines, animations, or interactive
text to demonstrate understanding Student demonstrates mastery of all learning targets in elements on Web pages) and explain how the
of the text (e.g., where, when, the Meets and Approaches levels and Exceeds grade information contributes to an understanding of
why, and how key events occur). level standard. the text in which it appears.
3  I can use illustrations and words in a text to
Meets Standard decide where, when, why, and how important
events happen.

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

Student demonstrates mastery of learning targets in the  I can explain how I used illustrations and words
Meets and Approaches levels both in isolation and in within a text to better understand the key events.
conjunction with skills from other standards within the
grade level.
2  I can identify types of illustrations, such as maps,
Approaches Standard photographs, diagrams, and graphs.
 I know that illustrations and words in a text work
Student demonstrates understanding of the learning together to give information about where, when,
targets at the Approaches level. why, and how important events happen.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
3.RI.8 Describe the logical connection 4  In addition to 3, I can examine the logical
between particular sentences and Exceeds Standard connection between particular sentences and
paragraphs in a text (e.g., paragraphs in a text (eg. Comparison,
comparison, cause/effect, Student demonstrates mastery of all learning targets in cause/effect, first, second, third in a sequence)
first/second/third in a sequence). the Meets and Approaches levels and Exceeds grade
level standard.
3  I can explain why the connection between
Meets Standard particular sentences and paragraphs in a text is a
comparison, cause/effect or sequential order.
Student demonstrates mastery of learning targets in the  I can describe how the logical connection
Meets and Approaches levels both in isolation and in between particular sentences and paragraphs in a
conjunction with skills from other standards within the text help the reader understand the author's
grade level. points.
2  I know comparisons tell the similarities and
Approaches Standard differences between two or more things.
 I can identify comparisons within a text.
Student demonstrates understanding of the learning  I know that cause/effect describes why one or
targets at the Approaches level. more events occurred.
 I can identify cause and effect relationships
within a text.
 I know that sequential order of a text describes
events in the order they happened or tells the
ordered steps to do or make something.
 I can identify sequential order of a text.

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

 I know authors use different structures to present

information within a text.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
3.RI.10 By the end of the year, read and 4  I can read and comprehend informational texts,
comprehend informational texts, Exceeds Standard including history/social studies, science, and
including history/social studies, technical texts, beyond the grades 2–3 text
science, and technical texts, at the Student demonstrates mastery of all learning targets in complexity band independently and proficiently.
high end of the grades 2–3 text the Meets and Approaches levels and Exceeds grade
complexity band independently level standard.
and proficiently.
3  By the end of the year, I can read and
Meets Standard comprehend informational texts, including
history/social studies, science, and technical
Student demonstrates mastery of learning targets in the texts, at the high end of the grades 2–3 text
Meets and Approaches levels both in isolation and in complexity band independently and proficiently.
conjunction with skills from other standards within the
grade level.
2  I can read and comprehend informational texts,
Approaches Standard including history/social studies, science, and
technical texts, approaching the grades 2–3 text
Student demonstrates understanding of the learning complexity band independently and proficiently.
targets at the Approaches level.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
3.RF.3 Know and apply grade-level 4  I can read words and demonstrate understanding
phonics and word analysis skills Exceeds Standard of the meaning of the words with uncommonly
in decoding words. used prefixes, suffixes, or Greek and Latin roots.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I know and I can apply grade-level phonics and
Meets Standard word analysis skills in decoding words.

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

Student demonstrates mastery of learning targets in the  I can identify and know the meaning of the most
Meets and Approaches levels both in isolation and in common prefixes and derivational suffixes.
conjunction with skills from other standards within the  I can decode words with common Latin suffixes.
grade level.  I can decode multisyllable words.
 I can read grade-appropriate irregularly spelled
words.
2  I recognize or recall terms such as: prefix, suffix,
Approaches Standard word meaning, Latin suffixes, multi-syllable,
decode, irregularly
Student demonstrates understanding of the learning  I can Identify decode two-syllable words and
targets at the Approaches level. read irregularly spelled words partially
proficient.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
3.RF.4 Read with sufficient accuracy and 4  I can read beyond level text with sufficient
fluency to support Exceeds Standard accuracy and fluency to support comprehension.
comprehension.  I can read beyond level text with purpose and
Student demonstrates mastery of all learning targets in understanding.
the Meets and Approaches levels and Exceeds grade  I can read beyond level prose and poetry orally
level standard. with accuracy, appropriate rate, and expression
on successive readings.
 I can use beyond level context to confirm or self-
correct word recognition and understanding,
rereading as necessary.
3  I can read with sufficient accuracy and fluency to
Meets Standard support comprehension.
 I can read on-level text with purpose and
Student demonstrates mastery of learning targets in the understanding.
Meets and Approaches levels both in isolation and in  I can read on-level prose and poetry orally with
conjunction with skills from other standards within the accuracy, appropriate rate, and expression on
grade level. successive readings.
 I can use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

2  I can read approaching level text with sufficient

Approaches Standard accuracy and fluency to support comprehension.
 I can read approaching level text with purpose
Student demonstrates understanding of the learning and understanding.
targets at the Approaches level.  I can read approaching level prose and poetry
orally with accuracy, appropriate rate, and
expression on successive readings.
 I can use approaching level context to confirm or
self-correct word recognition and understanding,
rereading as necessary.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
3.W.1 Write opinion pieces on topics or 4  I can write opinion pieces on topics or texts,
texts, supporting a point of view Exceeds Standard supporting a point of view with reasons and
with reasons. information.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can write about a topic from a specific point of
Meets Standard view.
 I can choose reasons that support a point of view.
Student demonstrates mastery of learning targets in the
Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
2  I know an introduction is a sentence or group of
Approaches Standard sentences that provides the reader with an
overview of the topic.
Student demonstrates understanding of the learning  I can use proper transitions in my writing to
targets at the Approaches level. connect reasons supporting a point of view.
 I know a concluding statement reinforces the
ideas and opinions presented in the introduction.
 I know a point of view is a writer's perspective
on a topic or text.
1  See Approaches targets
Developing Standard

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

Student demonstrates limited understanding of the

learning targets in the Approaches level.
3.W.2 Write informative/explanatory 4  I can write informative/explanatory texts to
texts to examine a topic and Exceeds Standard examine a topic and convey ideas and
convey ideas and information information clearly.
clearly. Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can determine the organizational structure that
Meets Standard is appropriate for the topic and purpose.
 I can organize ideas, new information, and prior
Student demonstrates mastery of learning targets in the knowledge to clearly explain the topic.
Meets and Approaches levels both in isolation and in  I can compose informative texts that clearly
conjunction with skills from other standards within the convey ideas and information about a chosen
grade level. topic.
 I can compose explanatory texts that clearly
convey ideas and information about a chosen
topic.
2  I know informative text structures.
Approaches Standard  I know explanatory text structures.
 I know information is facts, evidence, or prior
Student demonstrates understanding of the learning experiences.
targets at the Approaches level.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
3.W.3 Write narratives to develop real or 4  I can write narratives to develop real or imagined
imagined experiences or events Exceeds Standard experiences or events using effective technique,
using effective technique, descriptive details, and clear event sequences.
descriptive details, and clear Student demonstrates mastery of all learning targets in
event sequences. the Meets and Approaches levels and Exceeds grade
level standard.
3  I can determine the difference between real and
Meets Standard imagined events.
 I can determine an effective form for my
Student demonstrates mastery of learning targets in the narrative based on the audience and purpose.
Meets and Approaches levels both in isolation and in

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Priority Standard Proficiency Scales

conjunction with skills from other standards within the  I can determine which descriptive details to
grade level. include in a narrative.
 I can sequence narrative events in a logical order.
 I can support main concepts with descriptive
details.
 I can determine which effective techniques to use
(e.g., figurative language, imagery, author's point
of view, humor, sarcasm, irony, sensory details,
dialogue, monologue).
 I can compose a narrative piece with well
sequenced events, effective technique and
descriptive details.
2  I know that technique, as it applies to writing, is
Approaches Standard the way a writer interacts with the audience (e.g.,
dialogue, character interactions, figurative
Student demonstrates understanding of the learning language).
targets at the Approaches level.  I know the audience and purpose determine the
form (e.g., memoirs, fiction, biographies, poetry.)
 I know narrative stories include a challenge,
obstacles, and an outcome.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
3.W.5 With guidance and support from 4  With guidance and support from peers and
peers and adults, develop and Exceeds Standard adults, I can develop and strengthen writing as
strengthen writing as needed by needed by planning, revising, and editing.
planning, revising, and editing. Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3 With guidance and support from peers and adults:
Meets Standard
 I can decide how to edit writing with correct
Student demonstrates mastery of learning targets in the conventions and grammar syntax.
Meets and Approaches levels both in isolation and in  I can decide how to revise writing to make it
conjunction with skills from other standards within the clear, informative, descriptive, or convincing.
grade level.

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 I can analyze suggestions given and decide how

to revise or edit writing based on those
suggestions.
 I can compose a piece of writing that uses several
stages of planning, revising, and editing.
2 With guidance and support from peers and adults:
Approaches Standard  I know planning is a multi-step process: generate
ideas, gather information, categorize and group
Student demonstrates understanding of the learning findings, and arrange information according to
targets at the Approaches level. task.
 I know revising is changing what is written to
make it more effective (e.g., clarity, focus,
description, or persuasive).
 I know editing is correcting a story for
mechanical errors in conventions and grammar
(e.g., spelling, grammar, punctuation, style).
 I know revising and editing are different
processes.
 I know English conventions for writing
structures.
 I know writing is recursive; through which I
would cycle through the phases of the writing
process numerous times in the course of
developing a single piece of writing.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
3.SL.1 Engage effectively in a range of 4  I always engage effectively in a range of
collaborative discussions (one-on- Exceeds Standard collaborative discussions (one-on-one, in groups,
one, in groups, and teacherled) and teacher-led) with diverse partners on grade 3
with diverse partners on grade 3 Student demonstrates mastery of all learning targets in topics and texts, building on others'' ideas and
topics and texts, building on the Meets and Approaches levels and Exceeds grade expressing their own clearly.
others’ ideas and expressing their level standard.  I always come to discussions prepared, having
own clearly. read or studied required material; explicitly draw
on that preparation and other information known
about the topic to explore ideas under discussion.

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 I always follow agreed-upon rules for discussions

(e.g., gaining the floor in respectful ways,
listening to others with care, speaking one at a
time about the topics and texts under discussion).
 I always ask questions to check understanding of
information presented, stay on topic, and link
their comments to the remarks of others.
 I always explain their own ideas and
understanding in light of the discussion.
3  I can engage effectively in a range of
Meets Standard collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 3
Student demonstrates mastery of learning targets in the topics and texts, building on others'' ideas and
Meets and Approaches levels both in isolation and in expressing their own clearly.
conjunction with skills from other standards within the  I can come to discussions prepared, having read
grade level. or studied required material; explicitly draw on
that preparation and other information known
about the topic to explore ideas under discussion.
 I can follow agreed-upon rules for discussions
(e.g., gaining the floor in respectful ways,
listening to others with care, speaking one at a
time about the topics and texts under discussion).
 I can ask questions to check understanding of
information presented, stay on topic, and link
their comments to the remarks of others.
 I can explain their own ideas and understanding
in light of the discussion.
2  I can sometimes engage effectively in a range of
Approaches Standard collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 3
Student demonstrates understanding of the learning topics and texts, building on others'' ideas and
targets at the Approaches level. expressing their own clearly.
 I sometimes come to discussions prepared,
having read or studied required material;
explicitly draw on that preparation and other
information known about the topic to explore
ideas under discussion.
 I sometimes follow agreed-upon rules for
discussions (e.g., gaining the floor in respectful

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Priority Standard Proficiency Scales

ways, listening to others with care, speaking one

at a time about the topics and texts under
discussion).
 I sometimes ask questions to check
understanding of information presented, stay on
topic, and link their comments to the remarks of
others.
 I sometimes explain their own ideas and
understanding in light of the discussion.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
3.L1 Demonstrate command of the 4  I can peer edit using all of scale 3.
conventions of standard English Exceeds Standard
grammar and usage when writing
or speaking. Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can demonstrate command of the conventions
Meets Standard of standard English grammar and usage when
writing or speaking.
Student demonstrates mastery of learning targets in the  I can explain the function of nouns, pronouns,
Meets and Approaches levels both in isolation and in verbs, adjectives, and adverbs in general and
conjunction with skills from other standards within the their functions in particular sentences.
grade level.  I can form and use regular and irregular plural
nouns.
 I can use abstract nouns (e.g., childhood).
 I can form and use regular and irregular verbs.
 I can form and use the simple (e.g., I walked; I
walk; I will walk) verb tenses.
 I can ensure subject-verb and pronoun-
antecedent agreement.
 I can form and use comparative and superlative
adjectives and adverbs and choose between them
depending on what is to be modified.
 I can use coordinating and subordinating
conjunctions.

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Priority Standard Proficiency Scales

 I can produce simple, compound, and complex

sentences.
2  I can sometimes demonstrate command of the
Approaches Standard conventions of standard English grammar and
usage when writing or speaking.
Student demonstrates understanding of the learning  I can sometimes explain the function of nouns,
targets at the Approaches level. pronouns, verbs, adjectives, and adverbs in
general and their functions in particular
sentences.
 I can sometimes form and use regular and
irregular plural nouns.
 I can sometimes use abstract nouns (e.g.,
childhood).
 I can sometimes form and use regular and
irregular verbs.
 I can sometimes form and use the simple (e.g., I
walked; I walk; I will walk) verb tenses.
 I can sometimes ensure subject-verb and
pronoun-antecedent agreement.
 I can sometimes form and use comparative and
superlative adjectives and adverbs and choose
between them depending on what is to be
modified.
 I can sometimes use coordinating and
subordinating conjunctions.
 I can sometimes produce simple, compound, and
complex sentences.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
3.L.2 Demonstrate command of the 4  I can peer edit using all of scale 3.
conventions of standard English Exceeds Standard
capitalization, punctuation, and
spelling when writing. Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.

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Priority Standard Proficiency Scales

3  I can demonstrate command of the conventions

Meets Standard of standard English capitalization, punctuation,
and spelling when writing.
Student demonstrates mastery of learning targets in the  I can capitalize appropriate words in titles.
Meets and Approaches levels both in isolation and in  I can use commas in addresses.
conjunction with skills from other standards within the  I can use commas and quotation marks in
grade level. dialogue.
 I can form and use possessives.
 I can use conventional spelling for high-
frequency and other studied words and for
adding suffixes to base words (e.g., sitting,
smiled, cries, happiness).
 I can use spelling patterns and generalizations
(e.g., word families, position-based spellings,
syllable patterns, ending rules, meaningful word
parts) in writing words.
 I can consult reference materials, including
beginning dictionaries, as needed to check and
correct spellings.
2  I can sometimes demonstrate command of the
Approaches Standard conventions of standard English capitalization,
punctuation, and spelling when writing.
Student demonstrates understanding of the learning  I can sometimes capitalize appropriate words in
targets at the Approaches level. titles.
 I can sometimes use commas in addresses.
 I can sometimes use commas and quotation
marks in dialogue.
 I can sometimes form and use possessives.
 I can sometimes use conventional spelling for
high-frequency and other studied words and for
adding suffixes to base words (e.g., sitting,
smiled, cries, happiness).
 I can sometimes use spelling patterns and
generalizations (e.g., word families, position-
based spellings, syllable patterns, ending rules,
meaningful word parts) in writing words.
 I can sometimes consult reference materials,
including beginning dictionaries, as needed to
check and correct spellings.

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

1  See Approaches targets

Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.

GRADE 4
Standard Standard Description Proficiency Scale Learning Targets
4.RL.1 Refer to details and examples in a 4  I can organize and summarize the details in order
text when explaining what the Exceeds Standard of importance quoting textual evidence to
text says explicitly and when support my answer
drawing inferences from the text. Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can refer to explicit details from the text to
Meets Standard explain and support my inference or conclusion.

Student demonstrates mastery of learning targets in the

Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
2  I recognize or recall terms such as: inference,
Approaches Standard textual evidence, literary, plot, setting,
summarize, details and theme
Student demonstrates understanding of the learning  I know details and examples from text should be
targets at the Approaches level. used as evidence to support inferences I make
when reading the text.
 I can use my own experiences and details from
the text to make an inference.
 I know text contains explicit and implicit
information.
 I know explicit information is stated directly in
the text and can be used to help me find an
answer.
 I know implicit information is not stated in the
text, but draws upon my own experiences and

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Priority Standard Proficiency Scales

clues from the text that will help me draw a

conclusion.
 I know how to choose details and examples from
the text that will help me make an inference.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
4.RL.10 By the end of the year, read and 4  I can read and comprehend literature, including
comprehend literature, including Exceeds Standard stories, dramas, and poetry, beyond the grades 4-
stories, dramas, and poetry, in the 5 text complexity band proficiently, with
grades 4–5 text complexity band Student demonstrates mastery of all learning targets in scaffolding as needed at the high end of the
proficiently, with scaffolding as the Meets and Approaches levels and Exceeds grade range.
needed at the high end of the level standard.
range.
3  By the end of the year, I can read and
Meets Standard comprehend literature, including stories, dramas,
and poetry, in the grades 4–5 text complexity
Student demonstrates mastery of learning targets in the band proficiently, with scaffolding as needed at
Meets and Approaches levels both in isolation and in the high end of the range.
conjunction with skills from other standards within the
grade level.
2  I recognize or recall terms such as: comprehend,
Approaches Standard proficient, and different genres.
 I can read and comprehend literature, including
Student demonstrates understanding of the learning stories, dramas, and poetry, on grade level
targets at the Approaches level. partially proficient with support by the end of the
year.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
4.RI.1 Refer to details and examples in a 4  I can organize and summarize the details in order
text when explaining what the Exceeds Standard of importance quoting textual evidence to
text says explicitly and when support their answer.
drawing inferences from the text. Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

3  I can refer to details and examples in a text

Meets Standard (textual evidence) when explaining what the text
says explicitly and when drawing inferences
Student demonstrates mastery of learning targets in the from the text.
Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
2  I recognize or recall terms such as: textual
Approaches Standard evidence, inference, example, details,
summarize, explicitly, and nonfiction
Student demonstrates understanding of the learning  I know that details and examples from
targets at the Approaches level. informational text should be used as evidence to
support assumptions I make when reading
informational text.
 I know an inference is based on details from the
informational text and my own prior knowledge
and experiences.
 I can use my own experiences and details from
the text to make an inference.
 I know informational text contains explicit and
implicit information.
 I know there is explicit information in the
informational text that will help me find an
answer.
 I know how to choose details and examples from
the text that will help lead me to an inference
about the text.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
RI.4.2 Determine the main idea of a text 4  I can determine and defend the main idea of a
and explain how it is supported Exceeds Standard text and explains how it is supported by key
by key details; summarize the details.
text. Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can refer to details and examples in a text
Meets Standard (textual evidence) when explaining what the text

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

says explicitly and when drawing inferences

Student demonstrates mastery of learning targets in the from the text.
Meets and Approaches levels both in isolation and in  I can identify key details from the text.
conjunction with skills from other standards within the  I can explain how they support the main idea.
grade level.  I can use details and the main idea to summarize
the text.
2  I recognize or recall terms such as: main idea,
Approaches Standard supporting detail, and information.
 I know the main idea of an informational text is
Student demonstrates understanding of the learning the message the author is trying to make.
targets at the Approaches level.  I know the main idea of a text is often stated in a
topic sentence.
 I know I can use details from the informational
text to determine the main idea.
 I know a summary contains only the most
important details of the text.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
4.RI.7 Interpret information presented 4  I can analyze the information presented visually,
visually, orally, or quantitatively Exceeds Standard orally, and quantitatively and justifies why the
(e.g., in charts, graphs, diagrams, information contributes to an understanding of
timelines, animations, or Student demonstrates mastery of all learning targets in the text.
interactive elements on Web the Meets and Approaches levels and Exceeds grade
pages) and explain how the level standard.
information contributes to an
understanding of the text in which
it appears.
3  I can interpret information from charts, graphs,
Meets Standard diagrams, time lines, animations, or interactive
elements on Web pages.
Student demonstrates mastery of learning targets in the  I can compare and contrast information from
Meets and Approaches levels both in isolation and in charts, graphs, diagrams, time lines, animations,
conjunction with skills from other standards within the or interactive elements on Web pages.
grade level.  I can evaluate why information is included or not
included in informational text.

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Priority Standard Proficiency Scales

 I can explain how information contributes or

improves understanding of the text.
2  I recognize or recall terms such as: animations,
Approaches Standard compare, contrast, elements, features, Internet,
interpret, non-fiction representations, Web and
Student demonstrates understanding of the learning quantitatively
targets at the Approaches level.  I can identify informational text features (charts,
graphs, diagrams, time lines, animations, or
interactive elements on Web pages).
 I know the purpose of each text features (charts,
graphs, diagrams, time lines, animations, or
interactive elements on Web pages).
 I can read charts, graphs, diagrams, time lines,
legends, etc.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
4.RI.10 By the end of year, read and 4  By the end of year, I can read and comprehend
comprehend informational texts, Exceeds Standard informational texts, including history/social
including history/social studies, studies, science, and technical texts, beyond the
science, and technical texts, in the Student demonstrates mastery of all learning targets in grades 4–5 text complexity band proficiently,
grades 4–5 text complexity band the Meets and Approaches levels and Exceeds grade with scaffolding as needed at the high end of the
proficiently, with scaffolding as level standard. range.
needed at the high end of the
range.
3  By the end of year, I can read and comprehend
Meets Standard informational texts, including history/social
studies, science, and technical texts, in the grades
Student demonstrates mastery of learning targets in the 4–5 text complexity band proficiently, with
Meets and Approaches levels both in isolation and in scaffolding as needed at the high end of the
conjunction with skills from other standards within the range.
grade level.
2  By the end of year, I can read and comprehend
Approaches Standard informational texts, including history/social
studies, science, and technical texts, approaching
Student demonstrates understanding of the learning the grades 4–5 text complexity band proficiently,
targets at the Approaches level. with scaffolding as needed at the high end of the
range.

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

1  See Approaches targets

Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
4.RF.3 Know and apply grade-level 4  I can utilize phonics and word analysis skills in
phonics and word analysis skills Exceeds Standard decoding above grade-level.
in decoding words
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can use combined knowledge of all letter-sound
Meets Standard correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read
Student demonstrates mastery of learning targets in the accurately unfamiliar multisyllabic words in
Meets and Approaches levels both in isolation and in context and out of context.
conjunction with skills from other standards within the
grade level.
2  I recognize or recall terms such as: root, syllable,
Approaches Standard affixes, suffix, and prefix.
 I can identify and know the meaning of the most
Student demonstrates understanding of the learning common prefixes and derivational suffixes.
targets at the Approaches level.  I can decode words with common Latin suffixes.
 I can decode multi-syllable words.
 I can read grade-appropriate irregularly spelled
words.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
4.RF.4 Read with sufficient accuracy and 4  I can read with proficient accuracy and fluency to
fluency to support comprehension Exceeds Standard support comprehension above grade-level.

Student demonstrates mastery of all learning targets in

the Meets and Approaches levels and Exceeds grade
level standard.
3  I can read grade-level text with purpose and
Meets Standard understanding.

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

Student demonstrates mastery of learning targets in the  I can read grade-level prose and poetry orally
Meets and Approaches levels both in isolation and in with accuracy, appropriate rate, and expression
conjunction with skills from other standards within the on successive readings.
grade level.  I can use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.
2  I recognize or recall terms such as: fluency,
Approaches Standard accuracy, rate, poetry, and expression
 I can display nearly all components of fluency
Student demonstrates understanding of the learning but I am not proficient in certain aspects such as
targets at the Approaches level. accuracy, appropriate rate, and expression.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
4.W.1 Write opinion pieces on topics or 4  I can revise opinion pieces to persuade a chosen
texts, supporting a point of view Exceeds Standard audience.
with reasons and information.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can write opinion pieces on topics or texts,
Meets Standard supporting a point of view with reasons and
information.
Student demonstrates mastery of learning targets in the  I can introduce a topic or text clearly, state an
Meets and Approaches levels both in isolation and in opinion, and creates an organizational structure
conjunction with skills from other standards within the in which related ideas are grouped to support the
grade level. writer’s purpose.
 I can provide reasons that are supported by facts
and details.
 I can link opinion and reasons using transitional
words and phrases (e.g., for instance, in order to,
in addition).
 I can provide a concluding statement or section
related to the opinion presented.
2  I recognize or recall terms such as: opinion,
Approaches Standard topic, support, organizational structure, facts,

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

Student demonstrates understanding of the learning transitional words/phrases, point-of-view,

targets at the Approaches level. conclusion, evidence.
 I can write opinion pieces on topics or texts with
teacher-provided supports.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
4.W.2 Write informative/explanatory 4  I can write informative/explanatory texts to
texts to examine a topic and Exceeds Standard examine a topic and conveys ideas and
convey ideas and information information clearly using multiple resources and
clearly. Student demonstrates mastery of all learning targets in includes all required components.
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can write informative/explanatory texts to
Meets Standard examine a topic and convey ideas and
information clearly.
Student demonstrates mastery of learning targets in the  I can introduce a topic clearly and group related
Meets and Approaches levels both in isolation and in information in paragraphs and sections; include
conjunction with skills from other standards within the formatting (e.g., headings), illustrations, and
grade level. multimedia when useful to aiding
comprehension.
 I can develop the topic with facts, definitions,
concrete details, quotations, or other information
and examples related to the topic.
 I can link ideas within categories of information
using transitional words and phrases (e.g.,
another, for example, also, because).
 I can use precise language and domain-specific
vocabulary to inform about or explain the topic.
 I can provide a concluding statement or section
related to the information or explanation
presented.
2  I recognize or recall terms such as:
Approaches Standard informative/explanatory, topic, supporting
details, research, illustrations, transitional words,
Student demonstrates understanding of the learning conclusion, introduction, and concrete details.
targets at the Approaches level.

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

 I can write informative/explanatory text to

examine a topic and conveys ideas using
supports provided by the teacher.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
4.W.3 Write narratives to develop real or 4  I can write narratives to develop real or imagined
imagined experiences or events Exceeds Standard experiences or events using advanced technique,
using effective technique, explicit details, and transitional words, phrases or
descriptive details, and clear Student demonstrates mastery of all learning targets in clauses to show sequences and includes all
event sequences. the Meets and Approaches levels and Exceeds grade required components.
level standard.
3  I can write narratives to develop real or imagined
Meets Standard experiences or events using effective technique,
descriptive details, and clear event sequences.
Student demonstrates mastery of learning targets in the  I can orient the reader by establishing a situation
Meets and Approaches levels both in isolation and in and introducing a narrator and/or characters;
conjunction with skills from other standards within the organize an event sequence that unfolds
grade level. naturally.
 I can use dialogue and description to develop
experiences and events or show the responses of
characters to situations.
 I can use a variety of transitional words and
phrases to manage the sequence of events.
 I can use concrete words and phrases and sensory
details to convey experiences and events
precisely.
 I can provide a conclusion that follows from the
narrated experiences or events.
2  I recognize or recall terms such as: narrative,
Approaches Standard narrator, fantasy, real, characters, sequence of
events, dialogue, concrete phrases or words,
Student demonstrates understanding of the learning introduction, conclusion, transitional words,
targets at the Approaches level. orient, and sensory details.
 I can write narratives to develop real or imagined
experiences or events using limited technique,
basic details, and logical sequence but do not
include all required components.

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

1  See Approaches targets

Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
4.SL.1 Engage effectively in a range of 4  I can design a discussion protocol for the class to
collaborative discussions (one-on- Exceeds Standard use.
one, in groups, and teacher led)
with diverse partners on grade 4 Student demonstrates mastery of all learning targets in
topics and texts, building on the Meets and Approaches levels and Exceeds grade
others’ ideas and expressing their level standard.
own clearly
3  I can engage effectively in a range of
Meets Standard collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 4
Student demonstrates mastery of learning targets in the topics and texts, building on others’ ideas and
Meets and Approaches levels both in isolation and in expressing their own clearly.
conjunction with skills from other standards within the  I come to discussions prepared, having read or
grade level. studied required material; explicitly draw on that
preparation and other information known about
the topic to explore ideas under discussion.
 I can follow agreed-upon rules for discussions
and carry out assigned roles.
 I can pose and respond to specific questions to
clarify or follow up on information, and make
comments that contribute to the discussion and
link to the remarks of others.
 I can review the key ideas expressed and explain
their own ideas and understanding in light of the
discussion.
2  I recognize or recall terms such as: discussion,
Approaches Standard connection, norms, relevant, collaborate, and
engage effectively.
Student demonstrates understanding of the learning  I can engage in a limited range of collaborative
targets at the Approaches level. discussion (small group, one-on-one, and teacher
led) with diverse partners on below grade-level
topics and texts.
1  See Approaches targets
Developing Standard

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

Student demonstrates limited understanding of the

learning targets in the Approaches level.
4.SL.2 Paraphrase portions of a text read 4  I can paraphrase including all important details
aloud or information presented in Exceeds Standard of text read aloud or information presented in
diverse media and formats, diverse media and formats.
including visually, quantitatively, Student demonstrates mastery of all learning targets in
and orally. the Meets and Approaches levels and Exceeds grade
level standard.
3  I can paraphrase portions of a text read aloud or
Meets Standard information presented in diverse media and
formats, including visually, quantitatively, and
Student demonstrates mastery of learning targets in the orally
Meets and Approaches levels both in isolation and in
conjunction with skills from other standards within the
grade level.
2  I recognize or recall terms such as: paraphrase,
Approaches Standard listening, media, and quantitatively
 I can recall portions of a text read aloud or
Student demonstrates understanding of the learning information presented orally.
targets at the Approaches level.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
4.L.2 Demonstrate command of the 4  I can apply commas and quotation marks in
conventions of standard English Exceeds Standard dialogue.
capitalization, punctuation, and  I can apply commas to separate an introductory
spelling when writing. Student demonstrates mastery of all learning targets in element from the rest of the sentence.
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can use correct capitalization.
Meets Standard  I can use commas and quotation marks to mark
direct speech and quotations from a text.
Student demonstrates mastery of learning targets in the  I can use a comma before a coordinating
Meets and Approaches levels both in isolation and in conjunction in a compound sentence.
conjunction with skills from other standards within the  I can spell grade-appropriate words correctly,
grade level. consulting references as needed.

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

2  I recognize or recall terms such as: quotations (in

Approaches Standard dialogue), coordinating conjunctions, and comma
(usage)
Student demonstrates understanding of the learning  I can use commas in greetings and closings of
targets at the Approaches level. letters and in addresses.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
4.L.5 Demonstrate understanding of 4  I can apply similes, metaphors, idioms, adages,
figurative language, word Exceeds Standard proverbs, antonyms and synonyms to my
relationships, and nuances in independent writing.
word meanings. Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can demonstrate understanding of figurative
Meets Standard language, word relationships, and nuances in
word meanings.
Student demonstrates mastery of learning targets in the  I can explain the meaning of simple similes and
Meets and Approaches levels both in isolation and in metaphors (e.g., as pretty as a picture) in
conjunction with skills from other standards within the context.
grade level.
 I can recognize and explain the meaning of
common idioms, adages, and proverbs.
 I can demonstrate understanding of words by
relating them to their opposites (antonyms) and
to words with similar but not identical meanings
(synonyms).
2  I recognize or recall terms such as: simile,
Approaches Standard metaphor, idiom, proverbs, adages, synonyms,
and antonyms.
Student demonstrates understanding of the learning  I can identify figurative language in a text.
targets at the Approaches level.  I can identify common idioms, adages, and
proverbs.
 I can identify synonyms and antonyms.
1  See Approaches targets
Developing Standard

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

Student demonstrates limited understanding of the

learning targets in the Approaches level.

GRADE 5
Standard Standard Description Proficiency Scale Learning Targets
5.RL.1 Quote accurately from a text 4  I can demonstrate an in-depth understanding by
when explaining what the text Exceeds Standard quoting accurately when explaining what the text
says explicitly and when drawing says explicitly and when drawing inferences
inferences from the text. Student demonstrates mastery of all learning targets in from the text.
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can accurately find the words or phrases from
Meets Standard text that supports my answer.
 I can make logical conclusions based on the
Student demonstrates mastery of learning targets in the evidence in the text.
Meets and Approaches levels both in isolation and in  I can create lists of clues stated in the text to
conjunction with skills from other standards within the support my inferences.
grade level.
2  I recognize or recall terms such as: quote,
Approaches Standard inference, explicit, textual evidence, and
summarize
Student demonstrates understanding of the learning  I can refer to details and examples in a text
targets at the Approaches level. (textual evidence) when explaining what the text
says explicitly and when drawing inferences
from the text.
 I can summarize the text.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
5.RL.6 Describe how a narrator’s or 4  I can explain how an author develops the point of
speaker’s point of view influences Exceeds Standard view of the narrator or speaker in a text.
how events are described.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.

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Priority Standard Proficiency Scales

3  I can identify the narrator’s or speaker’s

Meets Standard viewpoint in a text.
 I can tell how and why the events of a text
Student demonstrates mastery of learning targets in the are influenced by the narrator's or speaker's
Meets and Approaches levels both in isolation and in viewpoint.
conjunction with skills from other standards within the
grade level.
2  I recognize or recall terms such as: point of view,
Approaches Standard influence, and narrator.
 I can summarize text to indicate narrator’s point
Student demonstrates understanding of the learning of view.
targets at the Approaches level.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
5.RL.10 By the end of the year, read and 4  By the end of the year, I can read and
comprehend literature, including Exceeds Standard comprehend literature, including stories, dramas,
stories, dramas, and poetry, at the and poetry, independently and at an advanced
high end of the grades 4–5 text Student demonstrates mastery of all learning targets in level.
complexity band independently the Meets and Approaches levels and Exceeds grade
and proficiently. level standard.
3  I can read and understand stories at my grade
Meets Standard level.
 I can read a variety of literature at many levels
Student demonstrates mastery of learning targets in the with and without the support of my teacher
Meets and Approaches levels both in isolation and in  I can read a variety of literature as needed at
conjunction with skills from other standards within the the high end of my range
grade level.  I can reread text to find more information or
clarify ideas.
2  I recognize or recall terms such as: comprehend,
Approaches Standard proficiently, different genres.
 By the end of the year, I can read and
Student demonstrates understanding of the learning comprehend literature, including stories, dramas,
targets at the Approaches level. and poetry, on grade level partially proficient
with supports
1  See Approaches targets
Developing Standard

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

Student demonstrates limited understanding of the

learning targets in the Approaches level.
5.RI.1 Quote accurately from a text 4  I can demonstrate an in-depth understanding by
when explaining what the text Exceeds Standard quoting accurately when explaining what the text
says explicitly and when drawing says explicitly and when drawing inferences
inferences from the text. Student demonstrates mastery of all learning targets in from the text.
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can accurately find the words or phrases from
Meets Standard text that supports my answer.
 I can make logical conclusions based on the
Student demonstrates mastery of learning targets in the evidence in the text.
Meets and Approaches levels both in isolation and in  I can create lists of clues stated in the text to
conjunction with skills from other standards within the support my inferences.
grade level.
2  I recognize or recall terms such as: quote,
Approaches Standard inference, explicit, textual evidence, and
summarize
Student demonstrates understanding of the learning  I can refer to details and examples in a text
targets at the Approaches level. (textual evidence) when explaining what the text
says explicitly and when drawing inferences
from the text.
 I can summarize the text.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
5.RI.2 Determine two or more main 4  I can demonstrate an in-depth understanding by
ideas of a text and explain how Exceeds Standard noting subtle connections between two or more
they are supported by key details; main ideas of a text and provides a sophisticated
summarize the text. Student demonstrates mastery of all learning targets in explanation of how they are supported by key
the Meets and Approaches levels and Exceeds grade details.
level standard.
3  I can identify several main ideas and connect
Meets Standard the supporting details.
 I can restate the main ideas and critical details.
Student demonstrates mastery of learning targets in the  I can maintain chronological or logical order in as
Meets and Approaches levels both in isolation and in few words as possible

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

conjunction with skills from other standards within the

grade level.
2  I recognize or recall terms such as: main idea and
Approaches Standard supporting details.
 I can identify the main idea of a text and explain
Student demonstrates understanding of the learning how it is supported by key details.
targets at the Approaches level.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
5.RI.10 By the end of the year, read and 4  By the end of the year, I can read and
comprehend informational texts, Exceeds Standard comprehend informational texts, including
including history/social studies, history/social studies, science, and technical
science, and technical texts, at the Student demonstrates mastery of all learning targets in texts, independently and at an advanced level.
high end of the grades 4–5 text the Meets and Approaches levels and Exceeds grade
complexity band independently level standard.
and proficiently.
3  I can read and understand stories at my grade
Meets Standard level.
 I can read a variety of informational texts at
Student demonstrates mastery of learning targets in the many levels with and without the support of
Meets and Approaches levels both in isolation and in my teacher.
conjunction with skills from other standards within the  I can read a variety of informational texts
grade level. as needed at the high end of my range.
 I can reread text to find more information or
clarify ideas.
2  By the end of the year, I can read and
Approaches Standard comprehends informational texts, including
history/social studies, science, and technical
Student demonstrates understanding of the learning texts, on grade level partially proficient with
targets at the Approaches level. supports.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

5.RF.4 Read with sufficient accuracy and 4  I can read with proficient accuracy and fluency to
fluency to support Exceeds Standard support comprehension above grade-level.
comprehension.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can read with purpose and understanding.
Meets Standard  I can read grade-level text fluently and show
comprehension through voice, timings, and
Student demonstrates mastery of learning targets in the expression.
Meets and Approaches levels both in isolation and in  I can recognize when a word I have read does not
conjunction with skills from other standards within the make sense within the text.
grade level.  I can self-correct misread or misunderstood
words using context clues.
 I can reread with corrections when necessary.
 I can read prose and poetry aloud with accuracy,
rate and expression.
 I can use context to know if I am reading
accurately and can self-correct when necessary
2  I recognize or recall terms such as: fluency,
Approaches Standard accuracy, appropriate rate, prose, and expression
 I can display nearly all components of fluency
Student demonstrates understanding of the learning but am not proficient in certain aspects such as
targets at the Approaches level. accuracy, appropriate rate, and expression.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
5.W.1 Write opinion pieces on topics or 4  I can write opinion pieces on topics or texts using
texts, supporting a point of view Exceeds Standard all required elements with in-depth explanation.
with reasons and information.
Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can determine my opinion or point of view on a
Meets Standard topic or text.
 I can include my opinion within the introduction
of the topic when writing an argument.

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

Student demonstrates mastery of learning targets in the  I can organize my ideas when writing an
Meets and Approaches levels both in isolation and in argument.
conjunction with skills from other standards within the  I can support my opinion with facts and details
grade level. when writing an argument.
 I can link opinion and reasons when writing an
argument
 I can write a concluding statement or paragraph
to support my opinion when writing an argument.
2  I recognize or recall terms such as: opinion,
Approaches Standard introduction, transitional words, conclusion,
details, and reasons.
Student demonstrates understanding of the learning  I can write opinion pieces on topics or texts but
targets at the Approaches level. does not include all required components.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
5.W.2 Write informative/explanatory 4  I can write informative/explanatory texts to
texts to examine a topic and Exceeds Standard examine a topic and convey ideas and
convey ideas and information information clearly using multiple resources and
clearly. Student demonstrates mastery of all learning targets in includes all required components.
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can select a topic and gather information to
Meets Standard share with my audience.
 I can define common formatting structures and
Student demonstrates mastery of learning targets in the determine the best structure that will allow me to
Meets and Approaches levels both in isolation and in organize my information.
conjunction with skills from other standards within the  I can introduce my topic by providing my general
grade level. observations/focus; use formatting structures,
illustrations, and multimedia to clarify my topic.
 I can explain my topic using precise language
and domain-specific vocabulary.
 I can present my information in a formal style
with a concluding statement or section that
relates to the information presented.

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

2  I recognize or recall terms such as:

Approaches Standard informative/explanatory text, heading,
illustrations, multi-media, and transitional words.
Student demonstrates understanding of the learning
targets at the Approaches level.  I can write informative/explanatory text to
examine a topic and convey ideas but
information is not stated clearly and does not
include all required components.

1  See Approaches targets

Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
5.W.3 Write narratives to develop real or 4  I can write narratives to develop real or imagined
imagined experiences or events Exceeds Standard experiences or events using advanced technique,
using effective technique, explicit details, and transitional words, phrases or
descriptive details, and clear Student demonstrates mastery of all learning targets in clauses to show sequences and includes all
event sequences. the Meets and Approaches levels and Exceeds grade required components.
level standard.
3  I can write narratives to develop real or imagined
Meets Standard experiences or events using effective technique,
descriptive details, and clear event sequences.
Student demonstrates mastery of learning targets in the  I can define narrative and describe the basic
Meets and Approaches levels both in isolation and in parts of plot.
conjunction with skills from other standards within the  I can orient (set the scene for) the reader by
grade level. introduction the narrator, characters, and the
event/situation that starts the story in motion
 I can sequence the events in my story so that one
event logically leads to the next.
 I can use narrative techniques (dialogue,
description, pacing) to develop events and/or
experiences and show how characters respond to
situations.
 I can use concrete words and phrases as well as
sensory details to help my reader understand the
experiences and events.
 I can signal changes in time and place by using
transition words, phrases, and clauses.

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

 I can write a logical conclusion when writing a

narrative piece.
2  I recognize or recall terms such as: narrative,
Approaches Standard dialogue, transitional words, sensory details, and
concrete phrases or words.
Student demonstrates understanding of the learning  I can write narratives to develop real or imagined
targets at the Approaches level. experiences or events using limited technique,
basic details, and logical sequence but does not
include all required components
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
5.SL.1 Engage effectively in a range of 4  I can facilitate and engage others effectively in a
collaborative discussions (one-on- Exceeds Standard range of collaborative discussions with diverse
one, in groups, and teacher led) partners on above grade-level topics and texts.
with diverse partners on grade 5 Student demonstrates mastery of all learning targets in
topics and texts, building on the Meets and Approaches levels and Exceeds grade
others’ ideas and expressing their level standard.
own clearly.
3  I can read or study material to be discussed.
Meets Standard  I can list important information about the topic to
be discussed.
Student demonstrates mastery of learning targets in the  I can identify and follow the agreed upon rules
Meets and Approaches levels both in isolation and in for discussion and carry out assigned roles.
conjunction with skills from other standards within the  I can ask questions when I do not understand.
grade level.  I can stay on topic by making comments about
the information being discussed.
 I can make connections between the comments
of others.
 I can explain my own ideas and tell what I ‘ve
learned from a discussion.
2  I recognize or recall terms such as: collaborate,
Approaches Standard engage effectively, discussions, and elaborate
 I can engage in a limited range of collaborative
Student demonstrates understanding of the learning discussion (small group, one-on-one, and teacher
targets at the Approaches level. led) with diverse partners with below grade-level
topics and texts.

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

1  See Approaches targets

Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
5.SL.2 Summarize a written text read 4  I can summarize and defend information
aloud or information presented in Exceeds Standard presented in diverse media and formats.
diverse media and formats,
including visually, quantitatively, Student demonstrates mastery of all learning targets in
and orally. the Meets and Approaches levels and Exceeds grade
level standard.
3  I can identify information from a text being read
Meets Standard aloud.
 I can identify information that is presented in
Student demonstrates mastery of learning targets in the different formats.
Meets and Approaches levels both in isolation and in  I can summarize the information gathered to
conjunction with skills from other standards within the determine the main idea and support details.
grade level.
2  I recognize or recall terms such as: summarize
Approaches Standard and quantitatively.
 I can paraphrase portions of a text read aloud or
Student demonstrates understanding of the learning information presented in diverse media and
targets at the Approaches level. formats, including visually, quantitatively, and
orally.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.
5.L.1 Demonstrate command of the 4 
conventions of standard English Exceeds Standard
grammar and usage when writing
or speaking. Student demonstrates mastery of all learning targets in
the Meets and Approaches levels and Exceeds grade
level standard.
3  I can explain the function of conjunctions,
Meets Standard prepositions, and interjections in general and
their function in particular sentences.
Student demonstrates mastery of learning targets in the
Meets and Approaches levels both in isolation and in

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

conjunction with skills from other standards within the  I can form and use the perfect (e.g., I had
grade level. walked; I have walked; I will have walked) verb
tenses.
 I can use verb tense to convey various times,
sequences, states, and conditions.
 I can recognize and correct inappropriate shifts in
verb tense.
 I can use correlative conjunctions (e.g., either/or,
neither/nor).
2  I recognize or recall terms such as: clause,
Approaches Standard conjunction, function, interjection,
Phrase, preposition, prepositional phrase, future
Student demonstrates understanding of the learning perfect, past perfect, present perfect, auxiliary
targets at the Approaches level. verb, future tense, helping verb, linking verb,
past tense, present tense, verb tense
 I can identify conjunctions, prepositions, and
interjections in particular sentences.
 I can identify verb tenses.
 I can identify correlative conjunctions.
 I know that verb tenses convey periods of time:
past, present, and future.
 I know that using a present perfect verb tense
shows an action that was recently finished.
 I know that using a past perfect verb tense shows
an action that happened in the past.
 I know that using a future perfect verb tense
shows an action that will happen in the future.
 I know that all perfect tenses are formed by using
the helping verbs had, has, have, shall or will.
 I know that the verb tense used in a sentence
shows the time of an action or a condition.
 I know that verbs need to agree in form, tense,
and number.
 I know the difference between action and linking
verbs.
 I know the difference between linking and
auxiliary (helping) verbs.
1  See Approaches targets
Developing Standard

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

Student demonstrates limited understanding of the

learning targets in the Approaches level.
5.L.2 Demonstrate command of the 4 
conventions of standard Exceeds Standard
English capitalization,
Student demonstrates mastery of all learning targets in
punctuation, and spelling the Meets and Approaches levels and Exceeds grade
when writing. level standard.
3  I can use punctuation to separate items in a
Meets Standard series.
 I can use a comma to separate an introductory
Student demonstrates mastery of learning targets in the element from the rest of the sentence.
Meets and Approaches levels both in isolation and in  I can use a comma to set off the words yes and
conjunction with skills from other standards within the no (e.g., Yes, thank you), to set off a tag question
grade level. from the rest of the sentence (e.g., It’s true, isn’t
it?), and to indicate direct address (e.g., Is that
you, Steve?).
 I can use underlining, quotation marks, or italics
to indicate titles of works.
 I can spell grade-appropriate words correctly,
consulting references as needed.
2  I recognize or recall terms such as: colon,
Approaches Standard comma, coordinating conjunction, semicolon,
series, exclamation, interjection, introductory
Student demonstrates understanding of the learning element, participial phrase, direct address,
targets at the Approaches level. introductory word or phrase, tag question,
academic, informational
italics/italicize, affixes, Greek roots, Latin roots,
word structure.
1  See Approaches targets
Developing Standard

Student demonstrates limited understanding of the

learning targets in the Approaches level.

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ENGLISH LANGUAGE ARTS
Priority Standard Proficiency Scales

Draft 2 Fall 2020