English Language Arts

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Common Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtSCommon Core State Standards for <strong>English</strong> language arts & literacy in history/social studies, science and technical subjectsReading Standards: Foundational Skills (K–5)RFNote: In kindergarten children are expected to demonstrate increasing awareness and competence in the areas that follow.Kindergartners: Grade 1 students: Grade 2 students:Phonics and Word recognition3. Know and apply grade-level phonics and wordanalysis skills in decoding words.a. Demonstrate basic knowledge of one-to-oneletter-sound correspondences by producingthe primary or many of the most frequentsound for each consonant.b. Associate the long and short sounds withcommon spellings (graphemes) for the fivemajor vowels.c. Read common high-frequency words by sight(e.g., the, of, to, you, she, my, is, are, do, does).d. Distinguish between similarly spelled words byidentifying the sounds of the letters that differ.fluency3. Know and apply grade-level phonics and wordanalysis skills in decoding words.a. Know the spelling-sound correspondences forcommon consonant digraphs.b. Decode regularly spelled one-syllable words.c. Know final -e and common vowel teamconventions for representing long vowelsounds.d. Use knowledge that every syllable must havea vowel sound to determine the number ofsyllables in a printed word.e. Decode two-syllable words following basicpatterns by breaking the words into syllables.f. Read words with inflectional endings.g. Recognize and read grade-appropriateirregularly spelled words.3. Know and apply grade-level phonics and wordanalysis skills in decoding words.a. Distinguish long and short vowels whenreading regularly spelled one-syllable words.b. Know spelling-sound correspondences foradditional common vowel teams.c. Decode regularly spelled two-syllable wordswith long vowels.d. Decode words with common prefixes andsuffixes.e. Identify words with inconsistent but commonspelling-sound correspondences.f. Recognize and read grade-appropriateirregularly spelled words.16 | K-5 | readInG: foUndatIonaL SKILLS4. Read emergent-reader texts with purpose andunderstanding.4. Read with sufficient accuracy and fluency tosupport comprehension.a. Read on-level text with purpose andunderstanding.b. Read on-level text orally with accuracy,appropriate rate, and expression on successivereadings.c. Use context to confirm or self-correct wordrecognition and understanding, rereading asnecessary.4. Read with sufficient accuracy and fluency tosupport comprehension.a. Read on-level text with purpose andunderstanding.b. Read on-level text orally with accuracy,appropriate rate, and expression on successivereadings.c. Use context to confirm or self-correct wordrecognition and understanding, rereading asnecessary.COMMON CORE STATE STANDARDS for ENGLISH LANGUAGE ARTS 42
Common Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtSCommon Core State Standards for <strong>English</strong> language arts & literacy in history/social studies, science and technical subjectsReading Standards: Foundational Skills (K–5)RFGrade 3 students: Grade 4 students: Grade 5 students:Phonics and Word recognition3. Know and apply grade-level phonics and wordanalysis skills in decoding words.a. Identify and know the meaning of the mostcommon prefixes and derivational suffixes.b. Decode words with common Latin suffixes.c. Decode multisyllable words.d. Read grade-appropriate irregularly spelledwords.fluency4. Read with sufficient accuracy and fluency tosupport comprehension.a. Read on-level text with purpose andunderstanding.b. Read on-level prose and poetry orally withaccuracy, appropriate rate, and expression onsuccessive readingsc. Use context to confirm or self-correct wordrecognition and understanding, rereading asnecessary.3. Know and apply grade-level phonics and wordanalysis skills in decoding words.a. Use combined knowledge of all letter-soundcorrespondences, syllabication patterns, andmorphology (e.g., roots and affixes) to readaccurately unfamiliar multisyllabic words incontext and out of context.4. Read with sufficient accuracy and fluency tosupport comprehension.a. Read on-level text with purpose andunderstanding.b. Read on-level prose and poetry orally withaccuracy, appropriate rate, and expression onsuccessive readings.c. Use context to confirm or self-correct wordrecognition and understanding, rereading asnecessary.3. Know and apply grade-level phonics and wordanalysis skills in decoding words.a. Use combined knowledge of all letter-soundcorrespondences, syllabication patterns, andmorphology (e.g., roots and affixes) to readaccurately unfamiliar multisyllabic words incontext and out of context.4. Read with sufficient accuracy and fluency tosupport comprehension.a. Read on-level text with purpose andunderstanding.b. Read on-level prose and poetry orally withaccuracy, appropriate rate, and expression onsuccessive readings.c. Use context to confirm or self-correct wordrecognition and understanding, rereading asnecessary.17 | K-5 | readInG: foUndatIonaL SKILLSCOMMON CORE STATE STANDARDS for ENGLISH LANGUAGE ARTS 43
Page 3 and 4: Common Core state standards forEngl
Page 5: Table of ContentsSection 1: Wiscons
Page 9 and 10: ForewordOn June 2, 2010, I formally
Page 11 and 12: Aligning for Student SuccessTo buil
Page 13 and 14: Guiding Principles for Teaching and
Page 15 and 16: • Coursework that prepares ELLs f
Page 17 and 18: ReferencesIndividuals with Disabili
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Page 22 and 23: AcknowledgmentsEnglish Language Art
Page 24 and 25: Students Who are College and Career
Page 26 and 27: How to use the CCSS Appendix Docume
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Page 86 and 87: AcknowledgementsDisciplinary Litera
Page 88 and 89: The message is that literacy is int
Page 90 and 91: What research and resources are ava
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The study found writing to learn wa
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References:Altieri, Jennifer (2011)
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Common Core State Standards for lit
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Common Core State StandardS for enG
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3 As also noted in “Key Considera
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appendix a | 5(4) Knowledge Demands
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The reader brings to the act of rea
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appendix a | 9Common Core State Sta
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appendix a | 23Narrative WritingNar
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6 Unpublished data collected by Ach
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appendix a | 27Because, as indicate
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appendix a | 29The following exampl
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appendix a | 31*Subsumed by L.7.3a
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In early times, no one knew how vol
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appendix a | 35Common Core State St
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appendix a | 43*Though Vygotsky him
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Guiding Principlesfor Teaching and
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InstructionInstruction that is tail
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Guiding Principle 2:Instruction mus
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An example of multimodal learning t
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Guiding Principle 3:Purposeful asse
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ReferencesAtkins, J. M., Black, P.,
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analysis that highlighted some of t
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Guiding Principle 5:Students bring
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ResourcesA good resource still vali
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DifferentiationResearch on differen
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Gardner, H. (1999). Intelligence re
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English Language Arts

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