CCCS K-5 ELA Continuum - Tulare County Office of Education

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ENGLISH LANGUAGE ARTS K‐5 “CALIFORNIA COMMON CORE CONTENT STANDARDS CONTINUUM”Reading Standards for Informational Text K-5 (RI)Kindergartners: Grade 1 Students Grade 2 Students Grade 3 Students Grade 4 Students Grade 5 StudentsKey Ideas & Details1. With prompting and support, ask andanswer questions about key details in atext.2. With prompting and support, identify themain topic and retell key details of a text.3. With prompting and support, describe theconnection between two individuals,events, ideas, or pieces of information in atext.Craft & Structure4. With prompting and support, ask andanswer questions about unknown words ina text. (See grade K Language standards4-6 for additional expectations.)5. Identify the front cover, back cover, andtitle page of a book.6. Name the author and illustrator of a textand define the role of each in presentingthe ideas or information in a text.Integration of Knowledge & Ideas7. With prompting and support, describe therelationship between illustrations and thetext in which they appear (e.g., whatperson, place, thing, or idea in the text anillustration depicts).8. With prompting and support, identify thereasons an author gives to support points ina text.9. With prompting and support, identify basicsimilarities in and differences between twotexts on the same topic (e.g., inillustrations, descriptions, or procedures).1. Ask and answer questions about keydetails in a text.2. Identify the main topic, and retell keydetails in a text.3. Describe the connection between twoindividuals, events, ideas, or pieces ofinformation in a text.4. Ask and answer questions to helpdetermine or clarify the meaning of wordsand phrases in a text. (See grade 1Language standards 4-6 for additionalexpectations.)5. Know and use various text structures(e.g., sequence) and text features (e.g.,headings, tables of contents, glossaries,electronic menus, icons) to locate key factsor information in a text.6. Distinguish between information providedby pictures or other illustrations andinformation provided by the words in atext.7. Use the illustrations and details in a text todescribe its key ideas.8. Identify the reasons an author gives tosupport points in a text.9. Identify basic similarities in anddifferences between two texts on the sametopic (e.g., in illustrations, descriptions, orprocedures).1. Ask and answer such questions as who,what, where, when, why, and how todemonstrate understanding of key detailsin a text.2. Identify the main topic of a multiparagraphtext as well as the focus of specificparagraphs within the text.3. Describe the connection between a seriesof historical events, scientific ideas orconcepts, or steps in technical proceduresin a text.4. Determine the meanings of words andphrases in a text relevant to a grade 2 topicor subject area.(See grade 2 Languagestandards 4-6 for additionalexpectations.)5. Know and use various text features (e.g.,captions, bold print, subheadings,glossaries, indexes, electronic menus,icons) to locate key facts or information ina text efficiently.6. Identify the main purpose of a text,including what the author wants to answer,explain, or describe.7. Explain how specific images (e.g., adiagram showing how a machine works)contribute to and clarify a text.8. Describe how reasons support specificpoints the author makes in a text.9. Compare and contrast the most importantpoints presented by two texts on the sametopic.1. Ask and answer questions to demonstrateunderstanding of a text, referring explicitlyto the text as the basis for the answers.2. Determine the main idea of a text; recountthe key details and explain how theysupport the main idea.3. Describe the relationship between a seriesof historical events, scientific ideas orconcepts, or steps in technical proceduresin a text, using language that pertains totime, sequence, and cause/effect.4. Determine the meaning of generalacademic and domain-specific words andphrases in a text relevant to a grade 3 topicor subject area.(See grade 3 Languagestandards 4-6 for additionalexpectations.)5. Use text features and search tools (e.g.,key words, sidebars, hyperlinks) to locateinformation relevant to a given topicefficiently.6. Distinguish their own point of view fromthat of the author of a text7. Use information gained from illustrations(e.g., maps, photographs) and the words ina text to demonstrate understanding of thetext (e.g., where, when, why, and how keyevents occur).8. Describe the logical connection betweenparticular sentences and paragraphs in atext (e.g., comparison, cause/effect,first/second/third in a sequence).9. Compare and contrast the most importantpoints and key details presented in twotexts on the same topic.1. Refer to details and examples in a textwhen explaining what the text saysexplicitly and when drawing inferencesfrom the text.2. Determine the main idea of a text andexplain how it is supported by key details;summarize the text.3. Explain events, procedures, ideas, orconcepts in a historical, scientific, ortechnical text, including what happenedand why, based on specific information inthe text.4. Determine the meaning of generalacademic and domain-specific words orphrases in a text relevant to a grade 4 topicor subject area.(See grade 4 Languagestandards 4-6 for additionalexpectations.)5. Describe the overall structure (e.g.,chronology, comparison, cause/effect,problem/solution) of events, ideas,concepts, or information in a text or part ofa text.6. Compare and contrast a firsthand andsecondhand account of the same event ortopic; describe the differences in focus andthe information provided.7. Interpret information presented visually,orally, or quantitatively (e.g., in charts,graphs, diagrams, time lines, animations,or interactive elements on Web pages) andexplain how the information contributes toan understanding of the text in which itappears.8. Explain how an author uses reasons andevidence to support particular points in atext.9. Integrate information from two texts on thesame topic in order to write or speak aboutthe subject knowledgeably.1. Quote accurately from a text whenexplaining what the text says explicitly andwhen drawing inferences from the text.2. Determine two or more main ideas andhow they are supported by key details;summarize the text.3. Explain the relationships or interactionsbetween two or more individuals, events,ideas, or concepts in a historical, scientific,or technical text based on specificinformation in the text.4. Determine the meaning of generalacademic and domain-specific words andphrases in a text relevant to a grade 5 topicor subject area. (See grade 5 Languagestandards 4-6 for additionalexpectations.)5. Compare and contrast the overall structure(e.g., chronology, comparison,cause/effect, problem/solution) of events,ideas, concepts, or information in two ormore texts.6. Analyze multiple accounts of the sameevent or topic, noting importantsimilarities and differences in the point ofview they represent.7. Draw on information from multiple printor digital sources, demonstrating theability to locate an answer to a questionquickly or to solve a problem efficiently.8. Explain how an author uses reasons andevidence to support particular points in atext, identifying which reasons andevidence support which point(s).9. Integrate information from several texts onthe same topic in order to write or speakabout the subject knowledgeably.Range of Reading and Level of Text Complexity10. Actively engage in group reading activitieswith purpose and understanding.a. Activate prior knowledge related tothe information and events in texts.b. Use illustrations and context tomake predictions about text.10. With prompting and support, readinformational texts appropriately complexfor grade 1.a. Activate prior knowledge related tothe information and events in texts.b. Confirm predictions about whatwill happen next in text.10. By the end of the year, read andcomprehend informational texts, includinghistory/social studies, science, andtechnical texts, in the grades 2-3 textcomplexity band proficiently, withscaffolding as needed at the high end ofthe range.10. By the end of the year, read andcomprehend informational texts, includinghistory/social studies, science, andtechnical texts, at the high end of thegrades 2-3 text complexity bandindependently and proficiently.10. By the end of the year, read andcomprehend informational texts, includinghistory/social studies, science, andtechnical texts, in the grades 4-5 textcomplexity band proficiently, withscaffolding as needed at the high end of therange.10. By the end of the year, read andcomprehend informational texts includinghistory/social studies, science, andtechnical texts, at the high end of thegrades 4-5 text complexity bandindependently and proficiently.Page 2 of 15 Formatted by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651‐3031 www.tcoe.org/ers/ *BOLD INDICATES CALIFORNIA’S 15%
ENGLISH LANGUAGE ARTS K‐5 “CALIFORNIA COMMON CORE CONTENT STANDARDS CONTINUUM”Reading Standards: Foundational Skills K-5(RF)Kindergartners: Grade 1 Students Grade 2 Students Grade 3 Students Grade 4 Students Grade 5 StudentsPrint Concepts1. Demonstrate understanding of theorganization and basic features of print.a. Follow words from left to right, top tobottom, and page by page.b. Recognize that spoken words arerepresented in written language byspecific sequences of letters.c. Understand that words are separated byspaces in print.d. Recognize and name all upper- andlowercase letters of the alphabet.Phonological Awareness2. Demonstrate understanding of spoken words,syllables, and sounds (phonemes).a. Recognize and reproduce rhyming words.b. Count, pronounce, blend, and segmentsyllables in spoken words.c. Blend and segment onsets and rimes ofsingle- syllable spoken words.d. Blend two to three phonemes intorecognizable words.e. Isolate and pronounce the initial, medialvowel, and final sounds (phonemes) inthree-phoneme (consonant-vowelconsonantor CVC) words.* (This doesnot include CVCs ending with /l/, /r/,or /x/.)f. Add or substitute individual sounds(phonemes) in simple, one- syllablewords to make new wordsPhonics & Word Recognition3. Know and apply grade-level phonics andword analysis skills in decoding words bothin isolation and in text.a. Demonstrate basic knowledge of one-tooneletter-sound correspondences byproducing the primary or many of themost frequent sound for each consonant.b. Associate the long and short sounds withcommon spellings (graphemes) for thefive major vowels.c. Read common high-frequency wordsby sight (e.g., the, of, to, you, she, my, is,are, do, does).d. Distinguish between similarly spelledwords by identifying the sounds of theletters that differ.1. Demonstrate understanding of theorganization and basic features of print.a. Recognize the distinguishing features ofa sentence (e.g., first word,capitalization, ending punctuation.2. Demonstrate understanding of spoken words,syllables, and sounds (phonemes).a. Distinguish long from short vowelsounds in spoken single-syllable words.b. Orally produce single-syllable words byblending sounds (phonemes), includingconsonant blends.c. Isolate and pronounce initial, medialvowel, and final sounds (phonemes) inspoken single-syllable words.d. Segment spoken single-syllable wordsinto their complete sequence ofindividual sounds (phonemes).3. Know and apply grade-level phonics andword analysis skills in decoding words bothin isolation and in text.a. Know the spelling-soundcorrespondences for common consonantdigraphs.b. Decode regularly spelled one-syllablewords.c. Know final –e and common vowel teamconventions for representing long vowelsounds.d. Use knowledge that every syllable musthave a vowel sound to determine thenumber of syllables in a printed word.e. Decode two-syllable words followingbasic patterns by breaking the words intosyllables.f. Read words with inflectional endings.g. Recognize and read grade-appropriateirregularly spelled words.1. (Not applicable) 1. (Not applicable) 1. (Not applicable) 1. (Not applicable)2. (Not applicable) 2. (Not applicable) 2. (Not applicable) 2. (Not applicable)3. Know and apply grade-level phonics andword analysis skills in decoding words bothin isolation and in text.a. Distinguish long and short vowels whenreading regularly spelled one-syllablewords.b. Know spelling-sound correspondencesfor additional common vowel teams.c. Decode regularly spelled two-syllablewords with long vowels.d. Decode words with common prefixesand suffixes.e. Identify words with inconsistent butcommon spelling-soundcorrespondences.f. Recognize and read grade-appropriateirregularly spelled words.3. Know and apply grade-level phonics andword analysis skills in decoding words bothin isolation and in text.a. Identify and know the meaning of themost common prefixes and derivationalsuffixes.b. Decode words with common Latinsuffixes.c. Decode multi-syllable words.d. Read grade-appropriate irregularlyspelled words.3. Know and apply grade-level phonics andword analysis skills in decoding words.a. Use combined knowledge of all lettersoundcorrespondences, syllabicationpatterns, and morphology (e.g., rootsand affixes) to read accuratelyunfamiliar multisyllabic words incontext and out of context.3. Know and apply grade-level phonics andword analysis skills in decoding words.a. Use combined knowledge of all lettersoundcorrespondences, syllabicationpatterns, and morphology (e.g., roots andaffixes) to read accurately unfamiliarmultisyllabic words in context and out ofcontext.Page 3 of 15 Formatted by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651‐3031 www.tcoe.org/ers/ *BOLD INDICATES CALIFORNIA’S 15%
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CCCS K-5 ELA Continuum - Tulare County Office of Education

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