Writing

READING STRATEGIES
	3^rd grade	4^th grade	5^th grade
Prior to reading Readers need to activate prior knowledge and past experiences.	Skim text: Pictures, captions, titles, bold type with teacher instruction. Make predictions with teacher support Refer to prior knowledge with teacher support. Formulate questions Identify new or content specific vocabulary with direct teacher instruction.	Skim text: pictures, captions, titles, bold type with teacher support. Make predictions with teacher support Refer to prior knowledge with teacher support. Formulate questions Identify new or content specific vocabulary with teacher instruction.	Skim text: pictures, captions, titles, bold type, independently. Make predictions independently Refer to prior knowledge independently. Formulate questions Identify new or content specific vocabulary with teacher instruction Identify purpose for reading with direct teacher instruction.
During reading Readers need to monitor their own comprehension when reading.	Make on-going text-supported predictions, adjust or confirm with teacher support. Apply corrective strategies such as: re-reading or cross checking for "sense", and uses a variety of decoding strategies such as context clues or phonics, with teacher support. Identify/understand signal words that provide clues to organizational format, such as time order, main idea, compare/contrast, cause/effect with direct teacher instruction. Use knowledge of punctuation and sentence structure to assist in comprehension with direct teacher instruction. Identify the elements of text: character, setting, plot with teacher instruction. Empathize with characters with teacher support.	Make on-going text-supported predictions, adjust or confirm with teacher support. Apply corrective strategies such as: re-reading or cross checking for "sense", and uses a variety of decoding strategies such as context clues or phonics with teacher support. Identify/understand signal words that provide clues to organizational format, such as time order, main idea, compare/contrast, cause/effect with direct teacher instruction. Use knowledge of punctuation, and sentence/paragraph structure to assist in comprehension with teacher instruction. Identify the elements of text: including point of view with direct teacher instruction. Empathize with characters with teacher support.	Make on-going text-supported predictions, adjust or confirm independently. Apply corrective strategies such as: re-reading/cross checking for "sense"/using a variety of decoding strategies (context clues, phonics, etc.) independently. Identify/understand signal words that provide clues to organizational format, such as time order, main idea, compare/contrast, cause/effect with teacher instruction. Use knowledge of punctuation and sentence/paragraph structure to assist with comprehension with teacher instruction. Identify the elements of text: including point of view with teacher instruction. Empathize with characters with teacher support.
After reading Readers need to build upon past knowledge, to increase understandings, to build vocabulary and to create connections to other texts and learning.	Recall details, retell/summarize/identify main idea with direct teacher instruction Relate what was read to own experience and feelings with teacher support. Extract relevant information when reading to respond to questions and write reports with teacher instruction. Reflect upon reading through writing, speaking and visual representations with teacher support. Infer: compare/contrast and cause/effect with direct teacher instruction.	Recall details, retell/summarize/identify main idea with teacher instruction Relate what was read to own experience and feelings with teacher support. Extract relevant information when reading to respond to questions, prepare experiments, and write reports with teacher instruction. Reflect upon reading through writing, speaking and visual representations with teacher support. Infer: compare/contrast, cause/effect, and conclusions with teacher instruction.	Recall details, retell/summarize/identify main idea with teacher support. Relate what was read to own experience and feelings independently. Extract relevant information when reading to respond to questions, prepare experiments, and write reports with teacher instruction. Reflect upon reading through writing, speaking and visual presentations, etc, with teacher support. Infer: compare/contrast and cause/effect, and conclusions with teacher instruction.

SPECIFIC WORD SKILLS
	3^RD GRADE	4^TH GRADE	5^TH GRADE
Word recognition	Use basic sight vocabulary independently. Identify content area vocabulary with teacher instruction.	Identify/use content area vocabulary with teacher instruction	Use content area vocabulary with teacher instruction
Word analysis	Decode words using base words, prefixes, and suffixes with direct teacher instruction. Decode compound words independently. Recognize and read contractions with teacher support. Recognize and read singular and plural possessives with teacher support. Recognize and read comparison and tense endings. Decode using rules of syllabication with direct teacher instruction. Decode using phonetic knowledge of consonant clusters, consonant digraphs, short and long vowel sounds independently. Decode using r-controlled vowels, vowel digraphs/diphthongs with teacher instruction.	Decode words using base words, prefixes, and suffixes with teacher instruction. Recognize and read contractions independently. Recognize and read singular and plural possessives independently. Recognize and read comparison and tense endings. Decode using rules of syllabication with teacher instruction. Decode using phonetic knowledge independently.	Decode words using base words, prefixes, and suffixes with teacher support. Decode using rules of syllabication with teacher support.
Vocabulary building	Use context clues to determine word meaning with direct teacher instruction. Learn the organization of the dictionary and use it to find word meanings with direct teacher instruction.	Use context clues to determine word meaning with teacher instruction. Learn the organization of the dictionary and use it to find word meanings with teacher instruction. Use meaning of prefixes, suffixes and roots to assist when defining words with direct teacher instruction.	Use context clues to determine word meaning with teacher support. Use the dictionary/glossary to define words with teacher support. Use meaning of prefixes, suffixes and roots to assist when defining words with direct teacher instruction. Distinguish between the dictionary meaning and the author’s implied meaning with direct teacher instruction

COMPREHENSION SKILLS
	3^RD GRADE	4^TH GRADE	5^TH GRADE
Standard 1: Reading for information and understanding	Locate and use school library media resources, with direct instruction to acquire information Identify and interpret significant facts taken from maps, graphs, charts and other visuals with direct teacher instruction Recognize and use organizational features of text such as a table of contents to locate information, with direct teacher instruction Read unfamiliar text to collect and interpret data, facts and ideas with direct teacher instruction Relate data and facts from text to prior information and experience with direct teacher instruction Read and understand written directions, with teacher support Use graphic organizers to record significant details from informational text with direct teacher instruction Locate text information that is needed to solve a problem, with direct teacher instruction Identify main ideas and supporting details in informational text, with direct instruction Discuss the difference between implied and specifically stated information with direct teacher instruction	Locate and use school library media resources to acquire information Identify and interpret significant facts taken from maps, graphs, charts and other visuals in order to respond to DBQ’s with direct teacher instruction Recognize and use organizational features of text such as a table of contents to locate information with teacher instruction Read unfamiliar text to collect and interpret data, facts and ideas with instruction Relate data and facts from text to prior information and experience Read and understand written directions independently Use graphic organizers to record significant details from informational text with teacher instruction Locate text information that is needed to solve a problem with teacher instruction Identify main ideas and supporting details in informational text with teacher support Distinguish between fact and opinion with teacher instruction Compare and contrast information on one topic from 2 different sources using a graphic organizer with direct teacher instruction Identify information that is implied rather that stated with direct teacher instruction	Locate and use school and public library media resources, with support, to acquire information Identify and interpret significant facts taken from maps, graphs, charts and other visuals in order to respond to DBQ’s with direct teacher instruction Use table of contents and index to locate information, with teacher instruction Use text features such as headings, captions and titles to understand, interpret text, and gain an overview of content with direct teacher instruction Read to collect and interpret data, facts and ideas with support Recognize how new information is related to prior knowledge or experience with teacher support Locate text information that is needed to solve a problem with teacher support Identify main ideas and supporting details Distinguish between fact and opinion Read the steps of a procedure in order to accomplish a task Compare and contrast information on one topic from 2 different sources using a graphic organizer with teacher support Identify information that is implied rather that stated with teacher support Identify missing and irrelevant information with direct teacher instruction

Standard 2:

Reading for literary response and expression.

Select literature based on personal needs and interests from a variety of genres and authors with teacher support

Use previous reading and life experiences to understand and compare literature, with teacher instruction

Recognize value of illustration in illustrative text

Relates setting, plot and characters in literature to own lives, with teacher instruction

Make predictions and draw conclusions and inferences about events and characters, with direct teacher instruction

Use specific evidence from stories to describe characters and to relate sequence of events, with direct teacher instruction

Explain the difference between fiction and non-fiction, with teacher instruction

Recognize the differences among the genres of stories, poems and plays with teacher instruction

Read print-based and electronic imaginative text silently for enjoyment

Engage in purposeful oral reading in small and large groups

Use knowledge of story structure, story elements and key vocabulary to interpret stories, with direct teacher instruction

Use graphic organizers to record significant details about characters, with direct teacher instruction

Identify cultural influences in text and performances, with direct teacher instruction

Select literature based on personal needs and interests from a variety of genres and authors

Use previous reading and life experiences to understand and compare literature, with teacher support

Relates setting, plot and characters in literature to own lives, with teacher support

Make predictions and draw conclusions and inferences about events and characters with teacher support

Use specific evidence from stories to identify themes; describe characters, their actions and motivations; and relate sequence of events, with teacher support

Recognize the differences among the genres of stories, poems and plays

Read print-based and electronic imaginative text silently for enjoyment

Engage in purposeful oral reading in small and large groups

Uses knowledge of story structure, story elements and key vocabulary to interpret stories, with teacher support

Use graphic organizers to record significant details about story elements with teacher support

Identify cultural influences in text and performances, with teacher instruction

Recognize how authors use devices such as simile and personification to create meaning, with direct teacher instruction.

Select imaginative text based on personal needs and interests, and read silently for enjoyment for extended periods of time

Use previous reading and life experiences to understand and compare literature

Read and interpret imaginative text from a variety of genre and authors, with teacher support

Identify literary elements of setting, plot, character, rhythm and rhyme, within different genres, with teacher instruction

Make predictions and draw conclusions and inferences about events and characters

Identify the ways in which characters change and develop throughout a story

Compare characters in literature to people in real life

Define the characteristics of different genres, with direct teacher instruction

Recognize that the same story can be told in different genres

Read print-based and electronic imaginative text silently for enjoyment

Read aloud for dramatic presentation

Uses knowledge of story structure, story elements and key vocabulary to interpret stories

Use graphic organizers to record significant details about story elements with teacher support

Identify cultural influences in text and performances, with teacher support

Recognize how authors use devices such as simile, metaphor and personification to create meaning, with teacher instruction

Recognize how different authors treat similar themes

3^RD GRADE

4^TH GRADE

5^TH GRADE

Standard 3:

Reading for critical analysis and evaluation.

Evaluate content by identifying, with direct teacher instruction:

Important and unimportant details
Whether events, characters, actions, and or settings are realistic

Analyze ideas and information based upon prior knowledge and personal experience, with teacher instruction

Compare and contrast character, plot and setting in 2 literary works, with direct teacher instruction

Use opinion and reaction of teachers and classmates to evaluate personal interpretation of ideas, information and experience, with direct teacher instruction

Evaluate content by identifying, with direct teacher instruction:

The author’s purpose

Recurring themes across works in print and media

Analyze ideas and information based upon prior knowledge and personal experience, with teacher support

Compare and contrast character, plot and setting in 2 literary works with teacher instruction

Use opinion and reaction of teachers and classmates to evaluate personal interpretation of ideas, information and experience with teacher instruction

Recognize how language and illustrations are used to persuade in printed and filmed advertisements and letters to the editor with direct teacher instruction

Judge truthfulness or accuracy of content in order to gather facts and form opinions with direct teacher instruction

Evaluate information, ideas, opinions, with teacher instruction:

Author’s purpose
Central idea and supporting details
Primary and less important
Statement of fact, opinion, and exaggeration
Missing and unclear information

Use established and personal criteria to analyze and evaluate the quality of ideas and information in text, with teacher instruction
Compare and contrast character, plot and setting in 2 literary works, with teacher support
Use opinion and reaction of teachers and classmates to evaluate personal interpretation of ideas, information and experience, with teacher support
Recognize how language and illustrations are used to persuade in printed and filmed advertisements and letters to the editor, with teacher instruction
Identify different perspectives on an issue presented in more than one text, with teacher instruction
Recognize how one’s own point of view contributes to forming an opinion about information and ideas, with direct teacher instruction

Standard 4:

Reading for social interaction.

Share reading experiences to build relationships with peers and adults by reading together, silently or aloud

Respect the age, gender, position and cultural traditions of the writer, with direct teacher instruction

Recognize the difference between informal vocabulary and jargon, and formal language, with teacher instruction

Share reading experiences to build relationships with peers and adults by reading with a partner, silently or aloud

Respect the age, gender, position and cultural traditions of the writer, with teacher instruction

Recognize the difference between informal vocabulary and jargon, and formal language, with teacher support

Share reading experiences to build relationships with peers and adults by reading with a partner or small groups, silently or aloud

Respect the age, gender, position and cultural traditions of the writer, with teacher support

Recognize the type of language appropriate to social communication, for example, colloquialisms, informal language, and conventions of email, with teacher instruction

Recognize conversational tone in friendly communication, with teacher instruction

READING MATERIALS
	3^RD GRADE	4^TH GRADE	5^TH GRADE
Standard 1: Reading for information and understanding	Gain understanding and information from the following sources, such as: Dictionaries and encyclopedias Directions How-to-books Electronic books and encyclopedias Content area texts Magazines	Gain understanding and information from the following, such as: Dictionaries and encyclopedias Directions Notes/messages/emails Electronic books and encyclopedias Content area texts Magazines and newspapers Biographies/autobiographies Graphs/charts/diagrams Essays	Gain understanding and information from the following, such as: Dictionaries and encyclopedias Directions Electronic books and encyclopedias Content area texts Magazines and newspapers Biographies/autobiographies Graphs/charts/diagrams Subject resource book Film/video productions
Standard 2: Reading for literary response and expression.	Read and interpret imaginative texts in every medium and genre, such as: controlled vocabulary books, poems/rhymes short stories electronic books folk tales/fables plays novels	Read and interpret imaginative texts in every medium and genre, such as: controlled vocabubulary books Poems short stories electronic books folk tales/fables plays historical novels legends printed journals/diaries	Read and interpret imaginative texts in every medium and genre, such as: Poems short stories electronic books plays myths mystery, animal fiction, realistic fiction, science fiction and adventure novels
Standard 3: Reading for critical analysis and evaluation.	Read to analyze and evaluate information, ideas and experiences from sources, such as: children’s books children’s articles electronic resources advertisements editorials in student newspaper	Read to analyze and evaluate information, ideas and experiences from sources, such as: children’s books children’s articles electronic resources advertisements editorials in student newspaper public documents	Read to analyze and evaluate information, ideas and experiences from sources, such as: children’s books children’s articles electronic resources advertisements editorials in student newspaper public documents movie and book reviews essays
Standard 4: Reading for social interaction.	Read the following to establish, maintain and enhance personal relationships: friendly letters, notes, cards, and messages published diaries and journals teacher directed emails	Read the following to establish, maintain and enhance personal relationships: friendly letters, notes, cards, and messages published diaries and journals teacher directed emails	Read the following to establish, maintain and enhance personal relationships: friendly letters, notes, cards, and messages published diaries and journals teacher directed emails