R E A D I N G Word Recognition and Word Study

Word Recognition
Students will…
R.WS.03.01 automatically recognize frequently encountered words in print whether encountered in connected text
or in isolation with the number of words that can be read fluently increasing steadily across the school year.
R.WS.03.02 use structural, syntactic, and semantic cues including letter-sound, rimes, base words, and affixes to
automatically read frequently encountered words, decode unknown words, and decide meanings including multiple
meaning words.
R.WS.03.03 know the meanings of words encountered frequently in grade-level reading and oral language
contexts.
R.WS.03.04 automatically recognize the 220 Dolch basic sight words and 95 common nouns.
R.WS.03.05 make progress to automatically read by sight the Dolch First 1000 Words for mastery in fifth grade.
R.WS.03.06 acquire and apply strategies to identify unknown words or word parts; self-monitor and construct
meaning by predicting and self-correcting, applying knowledge of language, sound/symbol/structural relationships,
and context.
Fluency
Students will…
R.WS.03.07 apply the following aspects of fluency: pauses and emphasis, punctuation cues, intonation, and
automatic recognition of identified grade-level specific words and sight words while reading aloud familiar grade-
level text.

Vocabulary
Students will…
R.WS.03.08 in context, determine the meaning of words and phrases including synonyms, homonyms, multiple
meaning words, content vocabulary, and literary terms using strategies and resources including context clues,
concept mapping, and the dictionary.

Narrative Text
Students will…
R.NT.03.01 explain how characters express attitudes about one another in familiar classic, multicultural, and
contemporary literature recognized for quality and literary merit.
R.NT.03.02 identify and describe the basic elements and purpose of a variety of narrative genre including folktales,
fables, and realistic fiction.
R.NT.03.03 identify and describe characters’ thoughts and motivations, story level themes (good vs. evil), main
idea, and lesson/moral (fable).
R.NT.03.04 explain how authors use literary devices including prediction, personification, and point of view to
develop a story level theme, depict the setting, and reveal how thoughts and actions convey important character
traits.

Informational Text
Students will…
R.IT.03.01 identify and describe the basic elements, features, and purpose of a variety of informational genre
including textbooks, encyclopedias, and magazines.
R.IT.03.02 identify informational text patterns including descriptive, sequential, enumerative, compare/contrast,
and problem/solution.
R.IT.03.03 explain how authors use text features including titles, headings and subheadings, timelines, prefaces,
indices, and table of contents to enhance the understanding of key and supporting ideas.

Comprehension
Students will…
R.CM.03.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives
in text through oral and written responses.
R.CM.03.02 retell in sequence the story elements of grade-level narrative text and major idea(s) and relevant
details of grade-level informational text.
R.CM.03.03 compare and contrast relationships among characters, events, and key ideas within and across texts to
create a deeper understanding; including a narrative to an informational text, a literature selection to a subject area
text, and an historical event to a current event.
R.CM.03.04 apply significant knowledge from grade-level science, social studies, and
mathematics texts.

Metacognition
Students will…
R.MT.03.01 self-monitor comprehension when reading or listening to texts by automatically applying strategies
used by mature readers to increase comprehension including: predicting, constructing mental images, visually
representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, and
summarizing.
R.MT.03.02 plan, monitor, regulate, evaluate skills, strategies, and processes to construct and convey meaning,
(e.g., decoding unknown words), and use graphic organizers to deepen understanding of problem/solution and
organizational patterns.

Critical Standards
Students will…
R.CS.03.01 develop, discuss, and apply individual and shared standards using student/ class created rubrics and
begin to assess the quality and accuracy of their own writing and the writing of others.
Reading Attitude
Students will…
R.AT.03.01 be enthusiastic about reading and do substantial reading and writing on their own.

WRITING
Students will…
W.GN.03.01 write a cohesive narrative piece such as a fable, folktale, or realistic fiction using personification,
setting, actions and thoughts that reveal important character traits.
W.GN.03.02 write poetry based on reading a wide variety of grade-appropriate poetry.
W.GN.03.03 write an informational piece including a report that demonstrates the understanding of central ideas
and supporting details using an effective organizational pattern (e.g., compare/contrast, cause/effect,
problem/solution) with a title, heading, subheading, and a table of contents.
W.GN.03.04 use the writing process to produce and present a research project; initiate research questions from
content area text from a teacher-selected topic; and use a variety of resources to gather and organize information.

Writing Process
Students will…
W.PR.03.01 set a purpose, consider audience, and replicate authors’ styles and patterns
when writing a narrative or informational piece.
W.PR.03.02 apply a variety of pre-writing strategies for both narrative and informational writing (e.g., graphic
organizers such as maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., sequence
for beginning, middle, and end, problem/ solution, or compare/contrast).
W.PR.03.03 draft focused ideas in written compositions using multiple sentences and paragraphs to slow down or
speed up reading; including varying patterns and/or organizational text structures (e.g., compare/contrast,
cause/effect, or problem/solution).
W.PR.03.04 revise drafts based on constructive and specific oral and written responses to writing by identifying
sections of the piece to improve sequence and flow of ideas (e.g., arranging paragraphs, connecting main and
supporting ideas, transitions).
W.PR.03.05 proofread and edit writing using appropriate resources (e.g., dictionary, spell check, writing
references) and grade-level checklists, both individually and in groups.

Personal Style
Students will…
W.PS.03.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., varied word
choice and sentence structure, character description) and informational writing (e.g., examples, transitions,
grammar and usage).

Grammar and Usage

Students will…
W.GR.03.01 in the context of writing, correctly use subjects and verbs that are in agreement; verb tenses; nouns
and possessives; commas in a series; and begin use of quotation marks and capitalization in dialogue.

Spelling
Students will…
W.SP.03.01 in the context of writing, correctly spell frequently encountered words (e.g., multi-syllabic, r-
controlled, most consonant blends, contractions, compounds, common homophones); for less frequently
encountered words, use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word
walls, word lists, dictionaries, spell checkers).

S P E A K I N G Conventions
Students will…
S.CN.03.01 use common grammatical structures correctly when speaking including time relationships, verb tenses,
and causal and temporal relationships.
S.CN.03.02 adjust their use of language to communicate effectively with a variety of audiences and for different
purposes including gathering information, making requests, discussing, classroom presentations, and playground
interactions.
S.CN.03.03 speak effectively emphasizing key words and varied pace for effect in
narrative and informational presentations.
S.CN.03.04 present in standard American English if it is their first language. (Students whose first language is not
English will present in their developing version of standard American English.)
S.CN.03.05 understand, providing examples of how language differs from neighborhood to neighborhood of the
local community as a function of linguistic and cultural group membership.

Discourse
Students will…
S.DS.03.01 engage in interactive, extended discourse to socially construct meaning in book clubs, literature circles,
partnerships, or other conversation protocols.
S.DS.03.02 discuss narratives (e.g., folktales, fables, realistic fiction), conveying the story grammar (e.g.,
characters’ thoughts and motivation, setting, plot, story level theme) and explain why the story is worthwhile and
how it is relevant to the storyteller or the audience.
S.DS.03.03 respond to multiple text types by reflecting, making connections, taking a position, and/or showing
understanding.
S.DS.03.04 plan and deliver presentations using an effective informational organizational pattern (e.g., descriptive,
problem/solution, cause/effect); supportive facts and details reflecting a variety of resources; and varying the pace
for effect.

L I S T E N I N G Conventions
& V I E W I N G Students will…
L.CN.03.01 ask substantive questions of the speaker that will provide additional elaboration and details.
L.CN.03.02 listen to or view knowledgeably while demonstrating appropriate social skills of audience behaviors
(e.g., eye contact, attentive, supportive) in small and large group settings.
L.CN.03.03 distinguish between and explain how verbal and non-verbal strategies enhance understanding of
spoken messages and promote effective listening behaviors.
L.CN.03.04 be aware that the media has a role in focusing attention on events and in shaping opinions; recognize
the variables (e.g., mistakes, misspeaks) in the media.
Response
Students will…
L.RP.03.01 listen to or view knowledgeably and discuss a variety of genre and compare their responses to those of
their peers.
L.RP.03.02 select, listen to or view knowledgeably, and respond thoughtfully to both classic and contemporary
texts recognized for quality and literary merit.
L.RP.03.03 respond to multiple text types listened to or viewed knowledgeably, by discussing, illustrating, and/or
writing in order to reflect, make connections, take a position,
and/or show understanding.
L.RP.03.04 combine skills to reveal strengthening literacy (e.g., viewing then analyzing orally, listening then
summarizing orally).
L.RP.03.05 respond to and retell what a speaker said, paraphrasing and explaining the main idea, and then extend
their response by connecting and relating it to personal experiences.