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: Foundational Skills K-5(RF)continuedKindergartners: Grade 1 Students Grade 2 Students Grade 3 Students Grade 4 Students Grade 5 StudentsFluency4. Read emergent-reader texts withpurpose and understanding.Writing Standards K-5(W)Text Types & Purposes1. Use a combination of drawing, dictating,and writing to compose opinion pieces inwhich they tell a reader the topic or thename of the book they are writing aboutand state an opinion or preference aboutthe topic or book (e.g., My favorite bookis.. . . . ).2. Use a combination of drawing, dictating,and writing to compose informative/explanatory texts in which they namewhat they are writing about and supplysome information about the topic.4. Read with sufficient accuracy and fluencyto support comprehension.a. Read on-level text with purpose andunderstanding.b. Read on-level text orally withaccuracy, appropriate rate, andexpression on successive readings.c. Use context to confirm or self-correctword recognition and understanding,re-reading as necessary.1. Write opinion pieces in which theyintroduce the topic or name the bookthey are writing about, state an opinion,supply a reason for the opinion, andprovide some sense of closure.2. Write informative/explanatory texts inwhich they name a topic, supply somefacts about the topic, and provide somesense of closure.4. Read with sufficient accuracy and fluencyto support comprehension.a. Read on-level text with purpose andunderstanding.b. Read on-level text orally withaccuracy, appropriate rate, andexpression on successive readings.c. Use context to confirm or self-correctword recognition and understanding,re-reading as necessary.1. Write opinion pieces in which theyintroduce the topic or book they arewriting about, state an opinion, supplyreasons that support the opinion, uselinking words (e.g., because, and, also),to connect opinion and reasons, andprovide a concluding statement orsection.2. Write informative/ explanatory texts inwhich they introduce a topic, use factsand definitions to develop points, andprovide a concluding statement orsection.4. Read with sufficient accuracy and fluencyto support comprehension.a. Read on-level text with purpose andunderstanding.b. Read on-level prose and poetry orallywith accuracy, appropriate rate, andexpression on successive readings.c. Use context to confirm or self-correctword recognition and understanding,re-reading as necessary.1. Write opinion pieces on topics or texts,supporting a point of view with reasons.a. Introduce the topic or text they arewriting about, state an opinion, andcreate an organizational structurethat lists reasons.b. Provide reasons that support theopinion.c. Use linking words and phrases (e.g.,because, therefore, since, forexample) to connect opinion andreasons.d. Provide concluding statement orsection.2. Write informative / explanatory texts toexamine a topic and convey ideas andinformation clearly.a. Introduce a topic and group relatedinformation together; includeillustrations when useful to aidingcomprehension.b. Develop the topic with facts,definitions, and details.c. Use linking words and phrases (e.g.,also, another, and, more, but) toconnect ideas within categories ofinformation.d. Provide a concluding statement orsection.4. Read with sufficient accuracy and fluencyto support comprehension.a. Read on-level text with purpose andunderstanding.b. Read on-level prose and poetry orallywith accuracy, appropriate rate, andexpression on successive readings.c. Use context to confirm or self-correctword recognition and understanding,re-reading as necessary.1. Write opinion pieces on topics or texts,supporting a point of view with reasonsand information.a. Introduce a topic or text clearly, statean opinion, and create anorganizational structure in whichrelated ideas are grouped to supportthe writer’s purpose.b. Provide reasons that are supported byfacts and details.c. Link opinion and reasons usingwords and phrases (e.g., for instance,in order to, in addition).d. Provide a concluding statement orsection related to the opinionpresented.2. Write informative / explanatory texts toexamine a topic and convey ideas andinformation clearly.a. Introduce a topic clearly and grouprelated information in paragraphsand sections; include formatting(e.g., headings), illustrations, andmultimedia when useful to aidingcomprehension.b. Develop the topic with facts,definitions, concrete details,quotations, or other information andexamples related to the topic.c. Link ideas within categories ofinformation using words and phrases(e.g., another, for example, alsobecause).d. Use precise language and domainspecific vocabulary to inform aboutor explain the topic.e. Provide a concluding statement orsection related to the information orexplanation presented.4. Read with sufficient accuracy and fluencyto support comprehension.a. Read on-level text with purpose andunderstanding.b. Read on-level prose and poetry orallywith accuracy, appropriate rate, andexpression on successive readings.c. Use context to confirm or self-correctword recognition and understanding,re-reading as necessary.1. Write opinion pieces on topics or texts,supporting a point of view with reasonsand information.a. Introduce a topic or text clearly, statean opinion, and create anorganizational structure in whichideas are logically grouped tosupport the writer’s purpose.b. Provide logically ordered reasonsthat are supported by facts anddetails.c. Link opinions and reasons usingwords, phrases, and clauses (e.g.,consequently, specifically).d. Provide a concluding statement orsection related to the opinionpresented.2. Write informative/explanatory texts toexamine a topic and convey ideas andinformation clearly.a. Introduce a topic clearly, provide ageneral observation and focus, andgroup related information logically;include formatting (e.g., headings),illustrations, and multimedia whenuseful to aiding comprehension.b. Develop the topic with facts,definitions, concrete details,quotations, or other information andexamples related to the topic.c. Link ideas within and acrosscategories of information usingwords, phrases, and clauses (e.g., incontrast, especially).d. Use precise language and domainspecific vocabulary to inform aboutor explain the topic.e. Provide a concluding statement orsection related to the information orexplanation presented.Page 4 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”Writing Standards K-5(W ) continuedKindergartners: Grade 1 Students Grade 2 Students Grade 3 Students Grade 4 Students Grade 5 StudentsText Types & Purposes3. Use a combination of drawing, dictating,and writing to narrate a single event orseveral loosely linked events, tell aboutthe events in the order in which theyoccurred, and provide a reaction to whathappened.3. Write narratives in which they recounttwo or more appropriately sequencedevents, include some details regardingwhat happened, use temporal words tosignal event order, and provide somesense of closure.3. Write narratives in which they recount awell-elaborated event or short sequenceof events, include details to describeactions, thoughts, and feelings, usetemporal words to signal event order,and provide a sense of closure.3. Write narratives to develop real orimagined experiences or events usingeffective technique, descriptive details,and clear event sequences.a. Establish a situation and introduce anarrator and/ or characters; organizean event sequence that unfoldsnaturally.b. Use dialogue and descriptions ofactions, thoughts, and feelings todevelop experiences and events orshow the response of characters tosituations.c. Use temporal words and phrases tosignal event order. Provide a sense ofclosure.3. Write narratives to develop real orimagined experiences or events usingeffective technique, descriptive details,and clear event sequences.a. Orient the reader by establishing asituation and introducing a narratorand/ or characters; organize an eventsequence that unfolds naturally.b. Use dialogue and description todevelop experiences and events orshow the responses of characters tosituations.c. Use a variety of transitional wordsand phrases to manage the sequenceof events.d. Use concrete words and phrases andsensory details to convey experiencesand events precisely.e. Provide a conclusion that followsfrom the narrated experiences orevents.3. Write narratives to develop real orimagined experiences or events usingeffective technique, descriptive details,and clear event sequences.a. Orient the reader by establishing asituation and introducing a narratorand/ or characters; organize an eventsequence that unfolds naturally.b. Use narrative techniques such asdialogue, description, and pacing, todevelop experiences and events orshow the responses of characters tosituations.c. Use a variety of transitional words,phrases, and clauses to manage thesequence of events.d. Use concrete words and phrases andsensory details to convey experiencesand events precisely.e. Provide a conclusion that followsfrom the narrated experiences orevents.Production & Distribution of Writing4. (Begins in grade 2) 4. (Begins in grade 2) 4. With guidance and support fromadults, produce writing in which thedevelopment and organization areappropriate to task and purpose.(Grade-specific expectations forwriting types are defined in standards1-3 above.)4. With guidance and support from adults,produce writing in which thedevelopment and organization areappropriate to task and purpose. (Gradespecificexpectations for writing typesare defined in standards 1-3 above.)4. Produce clear and coherent writing(including multiple-paragraph texts)in which the development andorganization are appropriate to task,purpose, and audience. (Grade-specificexpectations for writing types aredefined in Standards 1–3 above.)4. Produce clear and coherent writing(including multiple-paragraph texts)in which the development andorganization are appropriate to task,purpose, and audience. (Grade-specificexpectations for writing types aredefined in Standards 1–3 above.)5. With guidance and support from adults,respond to questions and suggestionsfrom peers and add details to strengthenwriting as needed.5. With guidance and support from adults,focus on a topic, respond to questionsand suggestions from peers, and adddetails to strengthen writing as needed.5. With guidance and support from adultsand peers, focus on topic and strengthenwriting as needed by revising andediting.5. With guidance and support from peersand adults, develop and strengthenwriting as needed by planning, revising,and editing. (Editing for conventionsshould demonstrate command ofLanguage standards 1-3 up to andincluding grade 3 on pages 28 and 29.)5. With guidance and support from peersand adults, develop and strengthenwriting as needed by planning, revising,and editing. (Editing for conventionsshould demonstrate command ofLanguage standards 1-3 up to andincluding grade 4 on pages 28 and 29.)5. With guidance and support from peersand adults, develop and strengthenwriting as needed by planning, revising,editing, rewriting, or trying a newapproach. (Editing for conventionsshould demonstrate command ofLanguage standards 1-3 up to andincluding grade 5 on pages 28 and 29.)6. With guidance and support from adults,explore a variety of digital tools toproduce and publish writing, including incollaboration with peers.6. With guidance and support from adults,use a variety of digital tools to produceand publish writing, including incollaboration with peers.6. With guidance and support from adults,use a variety of digital tools to produceand publish writing, including incollaboration with peers.6. With guidance and support from adults,use technology to produce and publishwriting (using keyboarding skills) aswell as to interact and collaborate withothers.6. With some guidance and support fromadults, use technology, including theInternet, to produce and publish writingas well as to interact and collaboratewith others; demonstrate sufficientcommand of keyboarding skills to type aminimum of one page in a single sitting.6. With guidance and support from adults,use technology, including the Internet, toproduce and publish writing as well as tointeract and collaborate with others;demonstrate sufficient command ofkeyboarding skills to type a minimum oftwo pages in a single sitting.Page 5 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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