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 ideas, sequencing, details, summarization)
  
• 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, and important details, and be able to identify, verbalize, and write summaries using appropriate vocabulary
  
• follow directions, make predictions, draw conclusions, determine cause and effect, make inferences, distinguish between fact and opinion, and compare and contrast
  
• tell about setting, plot, characters, resolution, theme, and recurring themes across other works
  
• relate stories to themselves
  
• read silently for appropriate periods, independently work selecting and reading materials at appropriate reading levels
  
• distinguish between different literary genres
  
• describe the function and effect of key literary devices (e.g., imagery, metaphor, symbolism)
  
• answer comprehension questions in complete sentences with details
  
• generate reading logs or journals and response papers
  
• read a variety of informational texts ("how-to" books, newspapers, magazines, textbooks, reference books)
  
• understand how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, and maps) make information accessible and usable.
  

2. All students read at least twelve 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; play; sports; and primary source materials.
  

3. All students read one-half million words in addition to their regular school reading annually as measured by the number of books, pages read, or minutes of daily reading.

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

* write reports, journals, narratives, news articles, interviews, notes, letters, summaries, directions that accurately convey information, book reports, writing to persuade, poetry, and autobiographical accounts.

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

• paraphrasing, vocabulary, topic sentences, supporting facts and details, sequencing
  
• create a multi-paragraph compositions of at least 500 words: narrative includes plot, setting, ending; expository includes topic, supporting details, and summary.
  

3. All students write three research reports (in any subject area) two of which include a cover, title page, table of contents, and visuals such as charts, graphs, illustrations, maps, time-lines (as appropriate), and a bibliography

• focus on key questions including facts and details
  
• use resources such as topic books, encyclopedia, CD Rom, the Internet.
  

4. All students write and address a postcard, write one friendly letter, one business letter, and address an envelope using standard formats.

5. All students write three book reports, one of which will include analysis of character, setting and plot, and personal opinion.

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

• use complete sentences and sentence combining
  
• use common capitalization and end punctuation
  
• use apostrophes, possessives, and quotation marks in dialogue
  
• write legibly in cursive or manuscript adhering to margins and correct spacing between letters in a word and words in a sentence
  
• use colon to separate hours and minutes and to introduce a list
  
• use appropriate and varied word choice.
  

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

• break words into syllables
  
• use synonyms, antonyms, homophones, and homographs
  
• use colloquialisms, similes, and metaphors
  
• use roots, prefixes, and suffixes
  
• use abstract, derived roots and affixes from Greek and Latin to analyze the meaning of complex words
  
• use contractions and common abbreviations
  
• use word origins to determine the meaning of unknown words.
  

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

4. All students correctly spell the appropriate grade level spelling words and appropriate topic vocabulary across the curriculum.

5. All students identify the subject and predicate in a sentence.

6. All students identify and correctly use verbs that are often misused:

• modifiers; and normative; objective; and possessive pronouns in a sentence.
  

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
  
• analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture
  
• follow multi-step directions
  
• participate in discussions by supporting opinions, asking questions, making inferences, or drawing conclusions.
  

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

• clarify and support spoken ideas with evidence and examples.
  

3. All students participate in or deliver well organized, formal oral presentations

• give a literature response about a book from genres listed under the Reading/Literature Standards section.
  
• give a narrative presentation that effectively uses language and visual aides.
  
• give an informative presentation about a key idea, issue, or event.