Common Core Educational Standards for English Literacy – K-6

 

http://www.corestandards.org/ELA-Literacy/RF/K

Kindergarten English Language Arts Standards » Reading: Foundational Skills »

• CCSS.ELA-Literacy.RF.K.1 Demonstrate understanding of the organization and basic features of print.
• CCSS.ELA-Literacy.RF.K.1a Follow words from left to right, top to bottom, and page by page.
• CCSS.ELA-Literacy.RF.K.1b Recognize that spoken words are represented in written language by specific sequences of letters.
• CCSS.ELA-Literacy.RF.K.1c Understand that words are separated by spaces in print.
• CCSS.ELA-Literacy.RF.K.1d Recognize and name all upper- and lowercase letters of the alphabet.

• CCSS.ELA-Literacy.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
• CCSS.ELA-Literacy.RF.K.2a Recognize and produce rhyming words.
• CCSS.ELA-Literacy.RF.K.2b Count, pronounce, blend, and segment syllables in spoken words.
• CCSS.ELA-Literacy.RF.K.2c Blend and segment onsets and rimes of single-syllable spoken words.
• CCSS.ELA-Literacy.RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.¹ (This does not include CVCs ending with /l/, /r/, or /x/.)
• CCSS.ELA-Literacy.RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

• CCSS.ELA-Literacy.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.
• CCSS.ELA-Literacy.RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
• CCSS.ELA-Literacy.RF.K.3b Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
• CCSS.ELA-Literacy.RF.K.3c Read common high-frequency words by sight (e.g., the, of, to,you, she, my, is, are, do, does).
• CCSS.ELA-Literacy.RF.K.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

• CCSS.ELA-Literacy.RF.K.4 Read emergent-reader texts with purpose and understanding.

http://www.corestandards.org/ELA-Literacy/RF/1

Grade 1 English Language Arts Standards » Reading: Foundational Skills »

• CCSS.ELA-Literacy.RF.1.1 Demonstrate understanding of the organization and basic features of print.
• CCSS.ELA-Literacy.RF.1.1a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

• CCSS.ELA-Literacy.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
• CCSS.ELA-Literacy.RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable words.
• CCSS.ELA-Literacy.RF.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
• CCSS.ELA-Literacy.RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
• CCSS.ELA-Literacy.RF.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

• CCSS.ELA-Literacy.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
• CCSS.ELA-Literacy.RF.1.3a Know the spelling-sound correspondences for common consonant digraphs.
• CCSS.ELA-Literacy.RF.1.3b Decode regularly spelled one-syllable words.
• CCSS.ELA-Literacy.RF.1.3c Know final -e and common vowel team conventions for representing long vowel sounds.
• CCSS.ELA-Literacy.RF.1.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
• CCSS.ELA-Literacy.RF.1.3e Decode two-syllable words following basic patterns by breaking the words into syllables.
• CCSS.ELA-Literacy.RF.1.3f Read words with inflectional endings.
• CCSS.ELA-Literacy.RF.1.3g Recognize and read grade-appropriate irregularly spelled words.

• CCSS.ELA-Literacy.RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
• CCSS.ELA-Literacy.RF.1.4a Read grade-level text with purpose and understanding.
• CCSS.ELA-Literacy.RF.1.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
• CCSS.ELA-Literacy.RF.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

http://www.corestandards.org/ELA-Literacy/RF/2

Grade 2 English Language Arts Standards » Reading: Foundational Skills »

• CCSS.ELA-Literacy.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
• CCSS.ELA-Literacy.RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.
• CCSS.ELA-Literacy.RF.2.3b Know spelling-sound correspondences for additional common vowel teams.
• CCSS.ELA-Literacy.RF.2.3c Decode regularly spelled two-syllable words with long vowels.
• CCSS.ELA-Literacy.RF.2.3d Decode words with common prefixes and suffixes.
• CCSS.ELA-Literacy.RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.
• CCSS.ELA-Literacy.RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

• CCSS.ELA-Literacy.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.
• CCSS.ELA-Literacy.RF.2.4a Read grade-level text with purpose and understanding.
• CCSS.ELA-Literacy.RF.2.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
• CCSS.ELA-Literacy.RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

http://www.corestandards.org/ELA-Literacy/RF/3

Grade 3 English Language Arts Standards » Reading: Foundational Skills »

• CCSS.ELA-Literacy.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
• CCSS.ELA-Literacy.RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.
• CCSS.ELA-Literacy.RF.3.3b Decode words with common Latin suffixes.
• CCSS.ELA-Literacy.RF.3.3c Decode multisyllable words.
• CCSS.ELA-Literacy.RF.3.3d Read grade-appropriate irregularly spelled words.

• CCSS.ELA-Literacy.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
• CCSS.ELA-Literacy.RF.3.4a Read grade-level text with purpose and understanding.
• CCSS.ELA-Literacy.RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
• CCSS.ELA-Literacy.RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

http://www.corestandards.org/ELA-Literacy/RF/4

Grade 4 English Language Arts Standards » Reading: Foundational Skills »

• CCSS.ELA-Literacy.RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words.
• CCSS.ELA-Literacy.RF.4.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

• CCSS.ELA-Literacy.RF.4.4 Read with sufficient accuracy and fluency to support comprehension.
• CCSS.ELA-Literacy.RF.4.4a Read grade-level text with purpose and understanding.
• CCSS.ELA-Literacy.RF.4.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
• CCSS.ELA-Literacy.RF.4.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Grade 5Continues the same standards as grade 4 but at higher level.

 

English Language Arts Standards » Writing » Introduction

http://www.corestandards.org/ELA-Literacy/W/introduction

This is not linked to READING.  There is no mention of SPELLING or GRAMMAR.  It’s more about organizing thoughts around a topic.

 

English Language Arts Standards » Speaking & Listening » Introduction

http://www.corestandards.org/ELA-Literacy/SL/introduction

This standard is linked to READING and then discussing what is read.

Kindergarten English Language Arts Standards » Language »  mentions phonetics

http://www.corestandards.org/ELA-Literacy/L/K  

• CCSS.ELA-Literacy.L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• CCSS.ELA-Literacy.L.K.1a Print many upper- and lowercase letters.
• CCSS.ELA-Literacy.L.K.1b Use frequently occurring nouns and verbs.
• CCSS.ELA-Literacy.L.K.1c Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
• CCSS.ELA-Literacy.L.K.1d Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
• CCSS.ELA-Literacy.L.K.1e Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
• CCSS.ELA-Literacy.L.K.1f Produce and expand complete sentences in shared language activities.
• CCSS.ELA-Literacy.L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• CCSS.ELA-Literacy.L.K.2a Capitalize the first word in a sentence and the pronoun I
• CCSS.ELA-Literacy.L.K.2b Recognize and name end punctuation.
• CCSS.ELA-Literacy.L.K.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes).
• CCSS.ELA-Literacy.L.K.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

• (L.K.3 begins in grade 2)

• CCSS.ELA-Literacy.L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
• CCSS.ELA-Literacy.L.K.4a Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
• CCSS.ELA-Literacy.L.K.4b Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
• CCSS.ELA-Literacy.L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings.
• CCSS.ELA-Literacy.L.K.5a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
• CCSS.ELA-Literacy.L.K.5b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
• CCSS.ELA-Literacy.L.K.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful).
• CCSS.ELA-Literacy.L.K.5d Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
• CCSS.ELA-Literacy.L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

 

Grade 1  English Language Arts Standards » Language »   mentions PHONETICS !

http://www.corestandards.org/ELA-Literacy/L/1

• CCSS.ELA-Literacy.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• CCSS.ELA-Literacy.L.1.1a Print all upper- and lowercase letters.
• CCSS.ELA-Literacy.L.1.1b Use common, proper, and possessive nouns.
• CCSS.ELA-Literacy.L.1.1c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
• CCSS.ELA-Literacy.L.1.1d Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
• CCSS.ELA-Literacy.L.1.1e Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
• CCSS.ELA-Literacy.L.1.1f Use frequently occurring adjectives.
• CCSS.ELA-Literacy.L.1.1g Use frequently occurring conjunctions (e.g., and, but, or, so, because).
• CCSS.ELA-Literacy.L.1.1h Use determiners (e.g., articles, demonstratives).
• CCSS.ELA-Literacy.L.1.1i Use frequently occurring prepositions (e.g., during, beyond, toward).
• CCSS.ELA-Literacy.L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
• CCSS.ELA-Literacy.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• CCSS.ELA-Literacy.L.1.2a Capitalize dates and names of people.
• CCSS.ELA-Literacy.L.1.2b Use end punctuation for sentences.
• CCSS.ELA-Literacy.L.1.2c Use commas in dates and to separate single words in a series.
• CCSS.ELA-Literacy.L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
• CCSS.ELA-Literacy.L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

• (L.1.3 begins in grade 2)

• CCSS.ELA-Literacy.L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
• CCSS.ELA-Literacy.L.1.4a Use sentence-level context as a clue to the meaning of a word or phrase.
• CCSS.ELA-Literacy.L.1.4b Use frequently occurring affixes as a clue to the meaning of a word.
• CCSS.ELA-Literacy.L.1.4c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
• CCSS.ELA-Literacy.L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
• CCSS.ELA-Literacy.L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
• CCSS.ELA-Literacy.L.1.5b Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
• CCSS.ELA-Literacy.L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy).
• CCSS.ELA-Literacy.L.1.5d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
• CCSS.ELA-Literacy.L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

Grade 2  English Language Arts Standards » Language »

http://www.corestandards.org/ELA-Literacy/L/2

• CCSS.ELA-Literacy.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• CCSS.ELA-Literacy.L.2.1a Use collective nouns (e.g., group).
• CCSS.ELA-Literacy.L.2.1b Form and use frequently occurring irregular plural nouns (e.g.,feet, children, teeth, mice, fish).
• CCSS.ELA-Literacy.L.2.1c Use reflexive pronouns (e.g., myself, ourselves).
• CCSS.ELA-Literacy.L.2.1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
• CCSS.ELA-Literacy.L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified.
• CCSS.ELA-Literacy.L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
• CCSS.ELA-Literacy.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• CCSS.ELA-Literacy.L.2.2a Capitalize holidays, product names, and geographic names.
• CCSS.ELA-Literacy.L.2.2b Use commas in greetings and closings of letters.
• CCSS.ELA-Literacy.L.2.2c Use an apostrophe to form contractions and frequently occurring possessives.
• CCSS.ELA-Literacy.L.2.2d Generalize learned spelling patterns when writing words (e.g.,cage → badge; boy → boil).
• CCSS.ELA-Literacy.L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

• CCSS.ELA-Literacy.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
• CCSS.ELA-Literacy.L.2.3a Compare formal and informal uses of English

• CCSS.ELA-Literacy.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
• CCSS.ELA-Literacy.L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.
• CCSS.ELA-Literacy.L.2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
• CCSS.ELA-Literacy.L.2.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
• CCSS.ELA-Literacy.L.2.4d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
• CCSS.ELA-Literacy.L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
• CCSS.ELA-Literacy.L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.
• CCSS.ELA-Literacy.L.2.5a Identify real-life connections between words and their use (e.g.,describe foods that are spicy or juicy).
• CCSS.ELA-Literacy.L.2.5b Distinguish shades of meaning among closely related verbs (e.g.,toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
• CCSS.ELA-Literacy.L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g.,When other kids are happy that makes me happy).

Grade 3  English Language Arts Standards » Language »

http://www.corestandards.org/ELA-Literacy/L/3

• CCSS.ELA-Literacy.L.3 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• CCSS.ELA-Literacy.L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
• CCSS.ELA-Literacy.L.3.1b Form and use regular and irregular plural nouns.
• CCSS.ELA-Literacy.L.3.1c Use abstract nouns (e.g., childhood).
• CCSS.ELA-Literacy.L.3.1d Form and use regular and irregular verbs.
• CCSS.ELA-Literacy.L.3.1e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
• CCSS.ELA-Literacy.L.3.1f Ensure subject-verb and pronoun-antecedent agreement.*
• CCSS.ELA-Literacy.L.3.1g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
• CCSS.ELA-Literacy.L.3.1h Use coordinating and subordinating conjunctions.
• CCSS.ELA-Literacy.L.3.1i Produce simple, compound, and complex sentences.
• CCSS.ELA-Literacy.L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• CCSS.ELA-Literacy.L.3.2a Capitalize appropriate words in titles.
• CCSS.ELA-Literacy.L.3.2b Use commas in addresses.
• CCSS.ELA-Literacy.L.3.2c Use commas and quotation marks in dialogue.
• CCSS.ELA-Literacy.L.3.2d Form and use possessives.
• CCSS.ELA-Literacy.L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
• CCSS.ELA-Literacy.L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
• CCSS.ELA-Literacy.L.3.2g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

• CCSS.ELA-Literacy.L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
• CCSS.ELA-Literacy.L.3.3a Choose words and phrases for effect.*
• CCSS.ELA-Literacy.L.3.3b Recognize and observe differences between the conventions of spoken and written standard English.

• CCSS.ELA-Literacy.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
• CCSS.ELA-Literacy.L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.
• CCSS.ELA-Literacy.L.3.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
• CCSS.ELA-Literacy.L.3.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
• CCSS.ELA-Literacy.L.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
• CCSS.ELA-Literacy.L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
• CCSS.ELA-Literacy.L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
• CCSS.ELA-Literacy.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
• CCSS.ELA-Literacy.L.3.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
• CCSS.ELA-Literacy.L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

Grade 4  English Language Arts Standards » Language »

http://www.corestandards.org/ELA-Literacy/L/4

• CCSS.ELA-Literacy.L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• CCSS.ELA-Literacy.L.4.1a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
• CCSS.ELA-Literacy.L.4.1b Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
• CCSS.ELA-Literacy.L.4.1c Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
• CCSS.ELA-Literacy.L.4.1d Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
• CCSS.ELA-Literacy.L.4.1e Form and use prepositional phrases.
• CCSS.ELA-Literacy.L.4.1f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*
• CCSS.ELA-Literacy.L.4.1g Correctly use frequently confused words (e.g., to, too, two; there, their).*
• CCSS.ELA-Literacy.L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• CCSS.ELA-Literacy.L.4.2a Use correct capitalization.
• CCSS.ELA-Literacy.L.4.2b Use commas and quotation marks to mark direct speech and quotations from a text.
• CCSS.ELA-Literacy.L.4.2c Use a comma before a coordinating conjunction in a compound sentence.
• CCSS.ELA-Literacy.L.4.2d Spell grade-appropriate words correctly, consulting references as needed.

• CCSS.ELA-Literacy.L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
• CCSS.ELA-Literacy.L.4.3a Choose words and phrases to convey ideas precisely.*
• CCSS.ELA-Literacy.L.4.3b Choose punctuation for effect.*
• CCSS.ELA-Literacy.L.4.3c Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

• CCSS.ELA-Literacy.L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
• CCSS.ELA-Literacy.L.4.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
• CCSS.ELA-Literacy.L.4.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
• CCSS.ELA-Literacy.L.4.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
• CCSS.ELA-Literacy.L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
• CCSS.ELA-Literacy.L.4.5a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
• CCSS.ELA-Literacy.L.4.5b Recognize and explain the meaning of common idioms, adages, and proverbs.
• CCSS.ELA-Literacy.L.4.5c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
• CCSS.ELA-Literacy.L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Grade 5  English Language Arts Standards » Language »

• CCSS.ELA-Literacy.L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• CCSS.ELA-Literacy.L.5.1a Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
• CCSS.ELA-Literacy.L.5.1b Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
• CCSS.ELA-Literacy.L.5.1c Use verb tense to convey various times, sequences, states, and conditions.
• CCSS.ELA-Literacy.L.5.1d Recognize and correct inappropriate shifts in verb tense.*
• CCSS.ELA-Literacy.L.5.1e Use correlative conjunctions (e.g., either/or, neither/nor).
• CCSS.ELA-Literacy.L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• CCSS.ELA-Literacy.L.5.2a Use punctuation to separate items in a series.*
• CCSS.ELA-Literacy.L.5.2b Use a comma to separate an introductory element from the rest of the sentence.
• CCSS.ELA-Literacy.L.5.2c Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
• CCSS.ELA-Literacy.L.5.2d Use underlining, quotation marks, or italics to indicate titles of works.
• CCSS.ELA-Literacy.L.5.2e Spell grade-appropriate words correctly, consulting references as needed.

• CCSS.ELA-Literacy.L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
• CCSS.ELA-Literacy.L.5.3a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
• CCSS.ELA-Literacy.L.5.3b Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

• CCSS.ELA-Literacy.L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
• CCSS.ELA-Literacy.L.5.4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
• CCSS.ELA-Literacy.L.5.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
• CCSS.ELA-Literacy.L.5.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
• CCSS.ELA-Literacy.L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
• CCSS.ELA-Literacy.L.5.5a Interpret figurative language, including similes and metaphors, in context.
• CCSS.ELA-Literacy.L.5.5b Recognize and explain the meaning of common idioms, adages, and proverbs.
• CCSS.ELA-Literacy.L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
• CCSS.ELA-Literacy.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

 

Grade 6  English Language Arts Standards » Language »

• CCSS.ELA-Literacy.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• CCSS.ELA-Literacy.L.6.1a Ensure that pronouns are in the proper case (subjective, objective, possessive).
• CCSS.ELA-Literacy.L.6.1b Use intensive pronouns (e.g., myself, ourselves).
• CCSS.ELA-Literacy.L.6.1c Recognize and correct inappropriate shifts in pronoun number and person.*
• CCSS.ELA-Literacy.L.6.1d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
• CCSS.ELA-Literacy.L.6.1e Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
• CCSS.ELA-Literacy.L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• CCSS.ELA-Literacy.L.6.2a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
• CCSS.ELA-Literacy.L.6.2b Spell correctly.

• CCSS.ELA-Literacy.L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
• CCSS.ELA-Literacy.L.6.3a Vary sentence patterns for meaning, reader/listener interest, and style.*
• CCSS.ELA-Literacy.L.6.3b Maintain consistency in style and tone.*

• CCSS.ELA-Literacy.L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
• CCSS.ELA-Literacy.L.6.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
• CCSS.ELA-Literacy.L.6.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
• CCSS.ELA-Literacy.L.6.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
• CCSS.ELA-Literacy.L.6.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
• CCSS.ELA-Literacy.L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
• CCSS.ELA-Literacy.L.6.5a Interpret figures of speech (e.g., personification) in context.
• CCSS.ELA-Literacy.L.6.5b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
• CCSS.ELA-Literacy.L.6.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
• CCSS.ELA-Literacy.L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.