1. All students read for enjoyment, information and understanding, and for critical analysis and evaluation using appropriate strategies when reading for different purposes

• read for meaning (main idea, sequencing, details, summarization, point of view)
  
• use context to determine word meaning
  
• identify the meaning that applies to the context when the word has multiple meanings
  
• identify topic, events in sequence, important details, and be able to identify/state/write summaries using appropriate vocabulary
  
• follow simple multi-step written directions, make and modify predictions, draw conclusions, and determine cause and effect
  
• tell about setting, plot, characters and resolution
  
• relate stories to themselves
  
• read silently for appropriate periods, independently selecting and reading materials at appropriate reading levels
  
• answer comprehension questions in complete sentences with details
  
• ask questions and support answers by connecting prior knowledge with literal or inferential information found in text
  
• generate reading logs or journals and response papers
  
• read a variety of informational texts ("how-to" books, newspapers, magazines, textbooks, reference books)
  
• use titles, tables of content, chapter headings, glossaries, and indexes to locate information in text.
  

2. All students read at least six different genre selections that includes a variety of narrative and expository text from the following list with fluency, accuracy, appropriate pacing, intonation, and expression:

• science fiction; historical fiction; biography; autobiography; fairy tales; tall tales; fables, poetry; mystery; adventure; legends; myths; technical; history; scientific; plays; sports; humor; and primary source materials.

1. All students write for a variety of purposes and audiences across the curriculum, developing style and voice

• write narratives that include details to develop the plot and provide insight into why this incident is memorable
  
• write descriptions that use sensory details to support impressions of people, places, things, or experiences
  
• write reports, journals, news articles, interviews, notes, letters, summaries, directions that accurately convey information, book reports, poetry, autobiographical accounts.
  

2. All students possess skills for technical writing (informal/ formal letters, envelopes)

• write one friendly and one business letter using standard form.
  

3. All students organize thoughts and information within the writing process, develop drafts, analyze, revise, and edit work using a rubric as appropriate for audience and purpose

• use paraphrasing, vocabulary, topic sentences,
• supporting facts and details, and sequencing.
  

4. All students write one research report (in any subject area) that includes a cover, title page, simple table of contents and simple bibliography

• use resources such as topic books, encyclopedia, CD Rom, and the Internet.
  

5. All students write one non-fiction and one fiction book report which includes analysis of character, setting, and plot.

1. All students use appropriate conventions of written language which include grammar, spelling, punctuation, vocabulary, capitalization, legibility, sentence structure, and paragraphing

• use complete and correct declarative, interrogative, imperative, and exclamatory sentences
  
• use complete sentences and sentence combining
  
• punctuate dates, city and state, and titles of books correctly
  
• use commas in series, dates, locations, and addresses
  
• capitalize geographical names, holidays, historical periods, and special events correctly
  
• use quotation marks and apostrophes correctly
  
• use paragraphs to organize information and ideas
  
• use appropriate and varied word choice
  
• write legibly in cursive or manuscript, adhering to margins and correct spacing between letters in a word and words in a sentence.
  

2. All students understand, use, pronounce, and spell words from all subjects

• use orthographic patterns (e.g., consonant doubling, change y to i) and common homophones (e.g., hair-hare)
  
• break words into syllables
  
• use synonyms, antonyms, homophones
  
• use roots, prefixes, suffixes
  
• use contractions and common abbreviations
  
• recognize the similarities of sounds in words and rhythmical patterns in a selection (e.g., onomatopoeia, alliteration)
  
• alphabetize to the third letter to find words
  
• use a known word or word pattern with unfamiliar words.
  

3. All students identify and use subject/verb agreement, pronouns, adjectives, compound words, and articles in writing and speaking.

4. All students use literature and appropriate reference books (dictionary, specialized dictionary, thesaurus, etc.) to increase vocabulary development.

1. All students gain information by listening to and watching visual presentations of stories or informational presentations

• restate and summarize what was heard and answer questions about descriptions, stories and informational presentations
  
• connect and relate prior experiences, insights, and ideas to those of a speaker
  
• follow multi-step directions
  
• participate in discussions by supporting opinions, asking questions, and making other contributions.
  
• distinguish between opinions and verifiable facts.
  

2. All students organize thoughts before speaking or discussing, use appropriate posture and a clear audible voice, and speak in complete sentences using appropriate vocabulary.

3. All students participate in or deliver brief recitations and oral presentations about familiar experiences or interests

• give a literature response about a book from genres listed under the Reading/Literature Standards section
  
• give a narrative presentation that provides insight into why the selected incident is memorable
  
• give a descriptive presentation that uses concrete, sensory details.