Connecticut State Standards for Language Arts:

CT.ELA. State ELA Frameworks

ELA.1. Reading and Responding: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.

1.1. Students use appropriate strategies before, during and after reading in order to construct meaning.

1.2. Students interpret, analyze and evaluate text in order to extend understanding and appreciation.

1.3. Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.

1.4. Students communicate with others to create interpretations of written, oral and visual texts.

ELA.2. Exploring and Responding to Literature: Students read and respond to classical and contemporary texts from many cultures and literary periods.

2.1. Students recognize how literary devices and conventions engage the reader.

2.2. Students explore multiple responses to literature.

2.3. Students recognize and appreciate that contemporary and classical literature has shaped human thought.

2.4. Students recognize that reads and authors are influences by individual, social, cultural and historical contexts.

ELA.3. Communicating with Others: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.

3.1. Students use descriptive, narrative, expository, persuasive and poetic modes.

3.2. Students prepare, publish and/or present work appropriate to audience, purpose and task.

ELA.4. Applying English Language Conventions: Students apply the conventions of standard English in oral, written and visual communication.

4.1. Students use knowledge of their language and culture to improve competency in English.

4.2. Students speak and write using standard language structures and diction appropriate to audience and task.

4.3. Students use standard English for composing and revising written text.

CT.GLE. Grade Level Expectations

GLE.1. READING: Students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard.

1.5. Concepts About Print: Identify parts of books, e.g., spine, cover, pages, title, front, back.

1.6. Concepts About Print: Emergently ''read'' familiar books, i.e., recognize print and pictures tell the story.

1.7. Concepts About Print: Track printed words from left to right demonstrating one-to-one correspondence.

1.8. Phonological Awareness: Produce rhyming words orally in response to spoken words.

1.9. Phonological Awareness: Blend onset and rime to form words, e.g., /d/ /o/g/ = dog.

1.10. Phonological Awareness: Identify spoken words with similar initial sounds.

1.11. Phonological Awareness: Identify spoken words with similar ending sounds.

1.12. Phonological Awareness: Produce groups of words orally that begin with the same initial sounds.

1.13. Phonological Awareness: Segment and isolate initial, medial and final sounds of CVC (consonant-vowel-consonant) words.

1.14. Phonological Awareness: Blend up to three orally presented phonemes into a correct word.

1.15. Phonological Awareness: Substitute initial phoneme sounds.

1.16. Phonological Awareness: Identify the number of syllables in three-syllable words.

1.17. Phonics: Demonstrate letter-sound correspondences for all single consonants.

1.18. Phonics: Identify letters matched to short vowel sounds.

1.19. Phonics: Use common consonant sounds with short vowels to decode three letter words.

1.20. High-Frequency Words: Read at least 25 high-frequency words, e.g., Dolch or Fry.

1.21. High-Frequency Words: Recognize some high-frequency words taught in context.

1.22. Fluency: Read decodable texts to practice and gain fluency.

1.23. Fluency: Identify patterns in books, rhymes and songs.

1.24. Fluency: Read or sing along with correct expression and pace in books, rhymes and songs.

1.25. Vocabulary: Confirm meanings of unknown words, using prior knowledge, context, photos, illustrations and diagrams.

1.26. Vocabulary: Identify common words in basic categories, i.e., can give examples of favorite foods or favorite colors.

1.27. Before Reading: Use pre-reading strategies, such as predicting, picture walks, and questioning to set context for reading and to aid comprehension.

1.28. Before Reading: Activate prior knowledge to aid comprehension of fiction and nonfiction texts in terms of what is true and what is not true.

1.29. During Reading: Ask questions when things do not make sense.

1.30. During Reading: Create pictures from read-aloud and shared readings.

1.31. During Reading: Identify parts of a text that seem important.

1.32. During Reading: Make connections between text and self.

1.33. During Reading: Make predictions about what may happen next.

1.34. After Reading: Answer literal and easy inferential questions about texts read aloud.

1.35. After Reading: Retell information from a story, using proper sequence.

1.36. After Reading: Identify the setting, theme, conflict, and important events of the plot in a story.

1.37. After Reading: Identify the topic of a nonfiction text.

1.38. After Reading: Make text-to-self connections.

1.39. After Reading: Identify the specific purposes of a text, e.g., to find information, to enjoy a story, to receive a message.

1.40. After Reading: Express opinions about texts and the reasons why, e.g., I liked ..., I did not like...

1.41. Reading Reflection/Behaviors: Choose a book to read, and share it with the teacher and classmates.

1.42. Reading Reflection/Behaviors: Independently ''read'' books for 5-10 minutes.

GLE.2. ORAL LANGUAGE: Students will listen and speak to communicate ideas clearly.

2.5. Speaking: Participate in group discussion.

2.6. Speaking: Use voice level fitting of setting.

2.7. Speaking: Share information and ideas in complete sentences.

2.8. Speaking: Relate an experience or a story in a logical sequence.

2.9. Speaking: Recite short poems, rhymes and songs.

2.10. Speaking: Describe objects, events, feelings, etc. with details or examples.

2.11. Speaking: Make simple comparisons, e.g., positional words.

GLE.3. WRITING: Students express, develop and substantiate ideas and experiences through their own writing and artistic and technical presentations.

3.3. Writing Conventions: Write first and last name with correct capitalization.

3.4. Writing Conventions: Use directionality of print in writing--left to right, top to bottom.

3.5. Writing Conventions: Use capital letters to begin sentences, names and the word ''I.''

3.6. Writing Conventions: Leave space between words.

3.7. Writing Conventions: Recognize names of letters and are able to write uppercase and lowercase letters when the letter name or sound is dictated.

3.8. Writing Conventions: Spell high-frequency words, e.g., I, a, it, go, the, and.

3.9. Writing Process: Look at pictures and listen to discussions to generate ideas for writing.

3.10. Writing Process: ''Write'' for several minutes.

3.11. Writing Process: Write name on paper.

3.12. Writing Process: Revise by adding details to pictures or letters to words.

3.13. Writing Process: Talk about writing with the teacher.

3.14. Writing Process: Publish and present final products in a variety of ways, e.g., reader's theater, word processing.

3.15. Writing Genres, Traits and Crafts (Descriptive): Use pictures and letters to describe a topic, idea or event.

3.16. Writing Genres, Traits and Crafts (Narrative): Draw and write in journals about the day's events.

3.17. Writing Genres, Traits and Crafts (Narrative): Draw and write a story with a character and a problem.

3.18. Writing Genres, Traits and Crafts (Expository): Dictate and write simple lists, labels, captions and informational sentences.

3.19. Writing Genres, Traits and Crafts (Persuasive): Dictate and write one idea for liking something.

3.20. Writing Genres, Traits and Crafts (Poetic): Write an ABC poem.

3.21. Writing Genres, Traits and Crafts (Poetic): Write a name or acrostic poem.

3.22. Writing Genres, Traits and Crafts (Poetic): Demonstrate voice through the use of different colors, facial features and actions of ''characters.''

CT.ELA. State ELA Frameworks

ELA.1. Reading and Responding: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.

1.1. Students use appropriate strategies before, during and after reading in order to construct meaning.

1.2. Students interpret, analyze and evaluate text in order to extend understanding and appreciation.

1.3. Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.

1.4. Students communicate with others to create interpretations of written, oral and visual texts.

ELA.2. Exploring and Responding to Literature: Students read and respond to classical and contemporary texts from many cultures and literary periods.

2.1. Students recognize how literary devices and conventions engage the reader.

2.2. Students explore multiple responses to literature.

2.3. Students recognize and appreciate that contemporary and classical literature has shaped human thought.

2.4. Students recognize that reads and authors are influences by individual, social, cultural and historical contexts.

ELA.3. Communicating with Others: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.

3.1. Students use descriptive, narrative, expository, persuasive and poetic modes.

3.2. Students prepare, publish and/or present work appropriate to audience, purpose and task.

ELA.4. Applying English Language Conventions: Students apply the conventions of standard English in oral, written and visual communication.

4.1. Students use knowledge of their language and culture to improve competency in English.

4.2. Students speak and write using standard language structures and diction appropriate to audience and task.

4.3. Students use standard English for composing and revising written text.

CT.GLE. Grade Level Expectations

GLE.1. READING: Students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard.

1.5. Phonological Awareness: Identify initial, medial and final sounds in words.

1.6. Phonological Awareness: Distinguish long and short vowel sounds in spoken one syllable words, e.g., bit/bite.

1.7. Phonological Awareness: Delete, add and substitute letter sounds in initial position to make different words.

1.8. Phonological Awareness: Identify the number of syllables in a spoken word.

1.9. Phonological Awareness: Blend up to four orally presented phonemes into a correct CVC word.

1.10. Phonological Awareness: Segment one-syllable spoken words into phonemes.

1.11. Phonics: Identify uppercase and lowercase letters when shown out of order.

1.12. Phonics: Match sounds to letters to read words.

1.13. Phonics: Know sounds for common letter patterns, e.g., sh, th, ch, oo, ee, igh, ing, ed.

1.14. Phonics: Decode words with common letter patterns, e.g. -ake, -ick.

1.15. Phonics: Decode orthographically regular one-syllable words, e.g., sit, take, need and nonsense words, e.g., vit, dake, jeed.

1.16. Phonics: Decode compound words, contractions and words with common inflectional endings, e.g., -s, -es, -ed, -ing.

1.17. Phonics: Use context clues and pictures to aid in the decoding of new words when letters are not sufficient.

1.18. High-Frequency Words: Read at least 110 high-frequency words, e.g., Dolch or Fry.

1.19. Fluency: Read aloud, attending to punctuation, e.g., pause at commas and periods, use inflection with question marks, use excitement with exclamation marks.

1.20. Fluency: Read aloud familiar informational/expository text and literary/narrative text in a manner that sounds like natural speech.

1.21. Fluency: Read aloud, while comprehending, unpracticed text with fluency at 40-90+ words correct per minute.

1.22. Vocabulary: Recognize words have more than one meaning.

1.23. Vocabulary: Classify categories of words, e.g., can tell which of the following are fruits and which are vegetables: oranges, carrots, bananas, peas.

1.24. Vocabulary: Explain content-specific vocabulary.

1.25. Vocabulary: Identify common antonyms and synonyms.

1.26. Before Reading: Identify the elements of a genre to help understand the characteristics of different text, e.g., fairy tales, problem and solution in fictional stories, repetitive phrases of nursery rhymes.

1.27. Before Reading: Make predictions about text by looking at the title, cover and author.

1.28. Before Reading: Tell the purpose for reading a text when the objective is stated.

1.29. Before Reading: Make connections to texts based on prior knowledge of the topics.

1.30. During Reading: Ask and answer questions about text.

1.31. During Reading: Recognize and use text features, such as a map or graph, to find information.

1.32. During Reading: Read nonfiction text to gain specific information, e.g., main idea and details.

1.33. During Reading: Read and follow simple directions.

1.34. During Reading: Create mental imagery about text when prompted by the teacher.

1.35. During Reading: Make connections, including text-to-text and text-to-self connections.

1.36. During Reading: Make and confirm predictions.

1.37. During Reading: Make inferences to construct meaning.

1.38. During Reading: Reread when simple sentences fail to make sense.

1.39. During Reading: Use cueing system to determine meaning of unknown words, e.g., meaning, structure and visual.

1.40. After Reading (General Understanding): Answer ''who,'' ''what,'' ''when,'' ''where,'' ''why'' and ''how'' questions about nonfiction text.

1.41. After Reading (General Understanding): Identify story elements, e.g., characters, setting, plot, theme, conflict and point of view.

1.42. After Reading (General Understanding): Identify the topic of and two facts about nonfiction text.

1.43. After Reading (General Understanding): Summarize information with a beginning, middle and end.

1.44. After Reading (General Understanding): Follow one-step written directions.

1.45. After Reading (Developing an Interpretation): Identify whether text is fiction or nonfiction.

1.46. After Reading (Developing an Interpretation): Support oral and written responses with evidence from text.

1.47. After Reading (Making Reader/Text Connections): Make text-to-self and text-to-text connections.

1.48. After Reading (Content and Structure): Identify the words an author or orator uses to create an image in the reader's mind.

1.49. After Reading (Content and Structure): Develop and ask one question that would provide more information about a topic after reading a nonfiction text.

1.50. After Reading (Content and Structure): Write a different ending to a story.

1.51. Reading Reflection/Behaviors: Select ''just right'' books to independently read based on known criteria, e.g., five-finger rule, favorite author, etc.

1.52. Reading Reflection/Behaviors: Choose a variety of genres to read.

1.53. Reading Reflection/Behaviors: Read or listen to a text and explain its appeal.

1.54. Reading Reflection/Behaviors: Reflect orally on reading behaviors when prompted, i.e., What did I learn today as a reader?

GLE.2. ORAL LANGUAGE: Students will listen and speak to communicate ideas clearly.

2.5. Speaking: Ask questions for clarification and understanding.

2.6. Speaking: Give, restate and follow simple two-step verbal directions.

2.7. Speaking: Stay on topic.

2.8. Speaking: Use descriptive words when speaking about familiar people, places, things and events.

2.9. Speaking: Express ideas in logical sequence.

2.10. Speaking: Use vocabulary that is accurate and reasonably specific.

2.11. Speaking: Use English language syntax for simple sentences (may inappropriately use plural and past tense).

2.12. Speaking: Use elements of diction, inflection, volume and pace.

2.13. Speaking: Tell personal narratives, using organizational patterns, including beginning, middle and end.

2.14. Speaking: Retell stories using story grammar and relating the sequence of story elements by answering who, what, when, where, and how questions.

GLE.3. WRITING: Students express, develop and substantiate ideas and experiences through their own writing and artistic and technical presentations.

3.3. Capitalization/Punctuation/Usage: Use periods, question marks and exclamation points.

3.4. Capitalization/Punctuation/Usage: Use nouns, verbs and adjectives.

3.5. Capitalization/Punctuation/Usage: Use simple singular and plural nouns, e.g., house/houses, girl/girls.

3.6. Capitalization/Punctuation/Usage: Use capital letters for the first word in a sentence.

3.7. Handwriting: Print legibly, e.g., size, spacing, formation, uppercase and lowercase.

3.8. Writing Process: Plan: generate ideas, e.g., brainstorm, sketch, web.

3.9. Writing Process: Draft: complete a draft with three or more related sentences, using ideas generated in the planning stage.

3.10. Writing Process: Revise: revise a completed draft by adding, deleting and/or rearranging words.

3.11. Writing Process: Edit: edit drafts for errors in beginning capitalization and ending punctuation.

3.12. Writing Process: Publish/Present: publish and present completed drafts, e.g., Author's Chair, PowerPoint, reading aloud to parents.

3.13. Writing Process: Reflect: state the way in which changes to the writing made it better, e.g., maintain an interactive portfolio.

3.14. Writing Genres, Traits and Crafts (Descriptive): Write details about a topic, e.g., favorite food, favorite place.

3.15. Writing Genres, Traits and Crafts (Descriptive): Use adjectives.

3.16. Writing Genres, Traits and Crafts (Narrative): Write personal and fictional narratives that consist of three or more related sentences.

3.17. Writing Genres, Traits and Crafts (Narrative): Use action verbs.

3.18. Writing Genres, Traits and Crafts (Narrative): Demonstrate voice, e.g., tone, expressive language.

3.19. Writing Genres, Traits and Crafts (Expository): Write personal correspondence, e.g., e-mail, thank you note, friendly letter.

3.20. Writing Genres, Traits and Crafts (Expository): Write to explain a process, e.g., how to make sandwich, how to enter class ready to work.

3.21. Writing Genres, Traits and Crafts (Persuasive): Write reasons for liking something, e.g., school, book, best friend, pet.

3.22. Writing Genres, Traits and Crafts (Poetic): Write two or more lines of rhymed poetry, e.g., nursery rhyme.

CT.ELA. State ELA Frameworks

ELA.1. Reading and Responding: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.

1.1. Students use appropriate strategies before, during and after reading in order to construct meaning.

1.2. Students interpret, analyze and evaluate text in order to extend understanding and appreciation.

1.3. Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.

1.4. Students communicate with others to create interpretations of written, oral and visual texts.

ELA.2. Exploring and Responding to Literature: Students read and respond to classical and contemporary texts from many cultures and literary periods.

2.1. Students recognize how literary devices and conventions engage the reader.

2.2. Students explore multiple responses to literature.

2.3. Students recognize and appreciate that contemporary and classical literature has shaped human thought.

2.4. Students recognize that reads and authors are influences by individual, social, cultural and historical contexts.

ELA.3. Communicating with Others: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.

3.1. Students use descriptive, narrative, expository, persuasive and poetic modes.

3.2. Students prepare, publish and/or present work appropriate to audience, purpose and task.

ELA.4. Applying English Language Conventions: Students apply the conventions of standard English in oral, written and visual communication.

4.1. Students use knowledge of their language and culture to improve competency in English.

4.2. Students speak and write using standard language structures and diction appropriate to audience and task.

4.3. Students use standard English for composing and revising written text.

CT.GLE. Grade Level Expectations

GLE.1. READING: Students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard.

1.5. Phonics/Word Study: Apply knowledge of basic syllabication rules when reading, e.g., V/C =su/per, VC/CV=sup/per

1.6. Phonics/Word Study: Use phonetic, structural, syntactical and contextual clues to read and understand unfamiliar words in grade level text.

1.7. Phonics/Word Study: Decode multisyllabic words, using strategies, i.e., dividing compound words or syllables and separating suffixes and prefixes

1.8. Phonics/Word Study: Decode orthographically regular multisyllable words, e.g., butterfly, happiness, by using knowledge of sound-symbol relationships, syllable division and the alphabetic principle.

1.9. Phonics/Word Study: Read irregularly spelled words, e.g., ocean, angel.

1.10. High-Frequency Words: Read unfamiliar words, containing complex letter patterns/word families, e.g., -ought, -aught, in isolation and in context.

1.11. High-Frequency Words: Read at least 300 high-frequency words, e.g., Dolch or Fry.

1.12. Fluency: Read aloud informational/expository text and literary/narrative text, attending to intonation.

1.13. Fluency: Read aloud, while comprehending, unpracticed text with fluency at 90-100+ words correct per minute.

1.14. Vocabulary: Use content-specific vocabulary in speaking and writing.

1.15. Vocabulary: Explain common antonyms, e.g., big, little; day, night, and synonyms, e.g., little, small.

1.16. Vocabulary: Explain multiple meanings of common words, e.g., fly, duck.

1.17. Vocabulary: Use glossaries and dictionaries to identify word meanings.

1.18. Vocabulary: Use prefixes, suffixes, inflectional endings and abbreviated words to determine the meaning of unknown words.

1.19. Vocabulary: Reread and read on to determine meaning of unknown words.

1.20. Vocabulary: Use new vocabulary from narrative and expository text in well-constructed sentence.

1.21. Vocabulary: Identify unfamiliar words.

1.22. Before Reading: Identify the elements of genre to aid in comprehension, e.g., biography, personal narrative, expository, folktales and fables.

1.23. Before Reading: Preview parts of books, e.g., table of contents and glossary, to gain understanding.

1.24. Before Reading: Activate prior knowledge about an author or genre in order to make connections to text.

1.25. Before Reading: Identify chapter headings, pictures, illustrations and charts in the text.

1.26. Before Reading: Identify print and nonprint resource materials matched to a specific purpose (such as informational text and/or illustrations and graphics on a nonfiction topic).

1.27. During Reading: Apply comprehension strategies, such as connecting, predicting, questioning, inferring and visualizing to above grade-level stories read aloud by the teacher and to own reading at independent level.

1.28. During Reading: Use text features such as titles, tables of contents and chapter headings to locate information in nonfiction texts.

1.29. During Reading: Identify and use important words in a text to perform a task, e.g., math problem solving, follow multistep directions.

1.30. During Reading: Identify the speaker in a poem and the narrator in a story.

1.31. During Reading: Monitor comprehension while reading and self-correct using visual cues first, followed by meaning and auditory cues (decoding should be rapid enough not to impede comprehension).

1.32. During Reading: Identify elements of author's craft, e.g., similes.

1.33. During Reading: Read nonfiction materials for answers to specific questions or for specific purposes.

1.34. During Reading: Interpret information from simple graphs and charts.

1.35. After Reading (General Understanding): Respond to oral and written questions about story elements, e.g., characters, setting, plot, theme, conflict and point of view.

1.36. After Reading (General Understanding): Respond to oral and written questions about the facts in nonfiction text.

1.37. After Reading (General Understanding): Identify rhythm, rhyme, alliteration and assonance in poetry.

1.38. After Reading (General Understanding): Follow two-step or more written directions.

1.39. After Reading (Developing an Interpretation): Compare similarities and differences of characters in a story.

1.40. After Reading (Developing an Interpretation): Compare information across nonfiction selections, e.g., seagulls vs. hawks.

1.41. After Reading (Developing an Interpretation): State fact versus opinion, e.g., I am a boy; Everyone loves ice cream.

1.42. After Reading (Developing an Interpretation): Read several texts within a genre, about a single topic, or by a single author and compare similarities and differences.

1.43. After Reading (Making Reader/Text Connections): Make text-to-text and text-to-world connections.

1.44. After Reading (Making Reader/Text Connections): Make connections to text representing different perspectives family, friendship, culture and tradition, generating personal and text-based responses.

1.45. After Reading (Content and Structure): Identify the author's use of literary devices, e.g., interesting word choice.

1.46. After Reading (Content and Structure): Identify what is important to an author based on the content of text.

1.47. After Reading (Content and Structure): Synthesize information from a text to extend meaning , e.g., ask an author questions or points to include in a speech.

1.48. Reading Behaviors: Select ''just right'' books of different genres for independent reading and explain why the book choice was appropriate.

1.49. Reading Behaviors: Independently read for a variety of purposes, including literacy experience, to gain information, to perform a task, for enjoyment and to build fluency.

1.50. Reading Behaviors: Explain what good readers do and identify own good reader behaviors.

GLE.2. ORAL LANGUAGE: Students will listen and speak to communicate ideas clearly.

2.5. Speaking: Stay on topic and supply relevant supporting details.

2.6. Speaking: Sequence ideas appropriately with use of transition words.

2.7. Speaking: Use varied language to describe events or ideas, including multiple meaning words and figurative language.

2.8. Speaking: Present ideas with style and creativity using diction, inflection, volume, pace, etc.

2.9. Speaking: Use appropriate syntax for regular and irregular plurals and past tenses.

2.10. Speaking: Use oral language conventions, such as structures of standard English.

GLE.3. WRITING: Students express, develop and substantiate ideas and experiences through their own writing and artistic and technical presentations.

3.3. Spelling: Spell regular and common irregular plurals correctly, e.g., boy/boys; child/children.

3.4. Spelling: Spell common irregular words, e.g., of, come, were.

3.5. Spelling: Spell common letter patterns, e.g., ee, ai, ar, oo.

3.6. Spelling: Use phonetic approximation for challenging words.

3.7. Spelling: Recognize when words may be misspelled.

3.8. Capitalization/Punctuation/Usage: Use commas in a series, e.g., after greeting and closing of a letter, in a date, between city and state.

3.9. Capitalization/Punctuation/Usage: Use quotation marks in dialogue.

3.10. Capitalization/Punctuation/Usage: Capitalize names, pronoun ''I,'' proper nouns, days, months, holidays, and salutation and closing of a letter.

3.11. Capitalization/Punctuation/Usage: Form contractions; use apostrophes.

3.12. Capitalization/Punctuation/Usage: Use nouns in sentences, e.g., singular, plural, common, proper, possessive.

3.13. Capitalization/Punctuation/Usage: Use verbs in sentences, e.g., past and present tense, agreement, linking verbs, common irregular verbs.

3.14. Capitalization/Punctuation/Usage: Use adjectives in sentences, e.g., descriptive, comparative, superlative.

3.15. Capitalization/Punctuation/Usage: Use correct subject-verb agreement, correct pronoun choice, and logical word order.

3.16. Capitalization/Punctuation/Usage: Distinguish between complete and incomplete sentences.

3.17. Capitalization/Punctuation/Usage: Combine simple sentences into compound sentences by using and/or/but.

3.18. Handwriting: Print legibly, e.g., size, spacing, formation, uppercase and lowercase.

3.19. Writing Process: Plan: develop ideas for particular purpose or audience.

3.20. Writing Process: Draft: complete a draft of at least one paragraph, using ideas generated in the planning stage.

3.21. Writing Process: Revise: revise a completed draft by adding, deleting and/or rearranging words, phrases or sentences; use specific words to replace common nouns and overused verbs, e.g., replace said with whispered; dog with German shepherd dog.

3.22. Writing Process: Edit: edit drafts for complete sentences.

3.23. Writing Process: Publish/Present: publish and present completed drafts, e.g., Author's Chair, computerized books, present science project.

3.24. Writing Process: Reflect: explain why a representative piece of work is better than another, e.g., maintain an interactive portfolio.

3.25. Writing Genres, Traits and Crafts (Descriptive): Write one or more detailed paragraphs, using topic sentences and supporting details.

3.26. Writing Genres, Traits and Crafts (Descriptive): Use sensory words.

3.27. Writing Genres, Traits and Crafts (Narrative): Write personal and fictional narratives that consist of one paragraph or more, including a beginning, middle and end.

3.28. Writing Genres, Traits and Crafts (Narrative): Use transition words, e.g., first, then, next, last.

3.29. Writing Genres, Traits and Crafts (Expository): Write personal correspondence, e.g., invitation, thank you note, letter to the principal.

3.30. Writing Genres, Traits and Crafts (Expository): Write to explain a process, e.g., how to solve a math problem, how to report scientific observations.

3.31. Writing Genres, Traits and Crafts (Expository): Write one or more paragraphs about data , e.g., how many students like recess, observations of nature.

3.32. Writing Genres, Traits and Crafts (Persuasive): Write a paragraph about a topic of interest, e.g., why there should be school uniforms, why there should be ice cream in the cafeteria.

3.33. Writing Genres, Traits and Crafts (Poetic): Write eight or more lines of patterned rhymed poetry, e.g., ababcdcd.

CT.ELA. State ELA Frameworks

ELA.1. Reading and Responding: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.

1.1. Students use appropriate strategies before, during and after reading in order to construct meaning.

1.2. Students interpret, analyze and evaluate text in order to extend understanding and appreciation.

1.3. Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.

1.4. Students communicate with others to create interpretations of written, oral and visual texts.

ELA.2. Exploring and Responding to Literature: Students read and respond to classical and contemporary texts from many cultures and literary periods.

2.1. Students recognize how literary devices and conventions engage the reader.

2.2. Students explore multiple responses to literature.

2.3. Students recognize and appreciate that contemporary and classical literature has shaped human thought.

2.4. Students recognize that reads and authors are influences by individual, social, cultural and historical contexts.

ELA.3. Communicating with Others: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.

3.1. Students use descriptive, narrative, expository, persuasive and poetic modes.

3.2. Students prepare, publish and/or present work appropriate to audience, purpose and task.

ELA.4. Applying English Language Conventions: Students apply the conventions of standard English in oral, written and visual communication.

4.1. Students use knowledge of their language and culture to improve competency in English.

4.2. Students speak and write using standard language structures and diction appropriate to audience and task.

4.3. Students use standard English for composing and revising written text.

CT.GLE. Grade Level Expectations

GLE.1. READING: Students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard.

1.5. Phonics/Word Study: Recognize automatically common regular and irregular words.

1.6. Phonics/Word Study: Analyze the meaning of words and phrases in context.

1.7. Phonics/Word Study: Use context to accurately read words with more than one pronunciation, e.g., an object vs. to object.

1.8. Phonics/Word Study: Explain common homophones, e.g. fair/fare or made/maid, and homographs, e.g., a lead weight vs. lead the way.

1.9. Phonics/Word Study: Identify pronoun referents in text.

1.10. Phonics/Word Study: Read words containing complex letter patterns and/or word families, e.g., -ieve, -eive, -ield, in isolation and in context.

1.11. High-Frequency Words: Read at least 600 high-frequency words, e.g., Dolch or Fry.

1.12. Fluency: Read aloud informational/expository text and literary/narrative text accurately, using appropriate pacing, phrasing and expression.

1.13. Fluency: Read aloud, while comprehending, unpracticed text with fluency at 110-120+ words correct per minute.

1.14. Fluency: Silently read longer, more complex texts.

1.15. Vocabulary: Use glossary, dictionary and thesaurus to find and confirm word meanings.

1.16. Vocabulary: Use prior knowledge, context, pictures, illustrations and diagrams to predict, clarify and/or expand word meaning, including multiple-meaning words.

1.17. Vocabulary: Use new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities, in own oral and written communication.

1.18. Vocabulary: Define words and concepts necessary for understanding math, science, social studies, literature and other content area text.

1.19. Before Reading: Choose the appropriate text for a specific purpose.

1.20. Before Reading: Articulate what is known about the text topic based on the title, author, pictures, illustrations, prior knowledge.

1.21. Before Reading: Make relevant predictions about what will probably happen in a story (fiction) or what will be learned (nonfiction) based on title, cover, chapter headings, illustrations, etc.

1.22. During Reading: Make predictions and connections.

1.23. During Reading: Ask and answer questions.

1.24. During Reading: Describe the mental imagery that occurs while reading.

1.25. During Reading: Identify specific words or phrases that cause comprehension difficulties and self monitor.

1.26. During Reading: Explain first-, second-, and third-person point of view.

1.27. During Reading: Interpret graphical information, e.g., charts, tables, diagrams.

1.28. During Reading: Make inferences based on explicit information in the text; provide justification for those inferences.

1.29. After Reading (General Understanding): Describe characters' physical and personality traits.

1.30. After Reading (General Understanding): Develop a new title that best fits a text.

1.31. After Reading (General Understanding): Describe the conflict faced by a character in a story.

1.32. After Reading (General Understanding): State the main idea with supporting details in informational text.

1.33. After Reading (General Understanding): State the theme in literary text.

1.34. After Reading (Developing an Interpretation): Explain similarities and differences in a story.

1.35. After Reading (Developing an Interpretation): Draw conclusions based on implicit or explicit evidence from text.

1.36. After Reading (Developing an Interpretation): Decide an author's purpose for including particular information in text.

1.37. After Reading (Developing an Interpretation): Interpret meaning based on charts, graphs, maps, illustrations, photos in text.

1.38. After Reading (Developing an Interpretation): Identify and explain text structures, e.g., sequence, main idea/details, compare/contrast, cause and effect.

1.39. After Reading (Content and Structure): Recognize values, ethics and beliefs included in a text.

1.40. After Reading (Content and Structure): Select, synthesize and use relevant information from a text to include in an extension or response to the text, e.g., journal response, questions to ask the author, points to include in a speech.

1.41. After Reading (Content and Structure): Identify the author's use of literary devices, e.g., simile, personification.

1.42. After Reading (Content and Structure): Discuss the culture and/or traditions described in a piece of literature and explain how they are similar or different from those of the reader.

1.43. Reading Reflection/Behaviors: Listen to, read, and discuss a variety of literature representing different perspectives of family, friendship, culture and tradition.

1.44. Reading Reflection/Behaviors: Identify reading strengths and weaknesses with teacher assistance and select targets on which to work.

1.45. Reading Reflection/Behaviors: Cite favorite authors and books and support with reasons.

GLE.2. ORAL LANGUAGE: Students will listen and speak to communicate ideas clearly.

2.5. Speaking: Sequence ideas logically with effective transition words to connect ideas.

2.6. Speaking: Present ideas with clarity, voice and fluency to communicate a message, e.g., present dramatic interpretations of experiences, stories, poems or plays.

GLE.3. WRITING: Students express, develop and substantiate ideas and experiences through their own writing and artistic and technical presentations.

3.3. Spelling: Recognize words that may be misspelled and make corrections.

3.4. Capitalization/Punctuation/Usage: Capitalize person's title, e.g., President Smith vs. the president.

3.5. Capitalization/Punctuation/Usage: Capitalize first word inside quotation marks.

3.6. Capitalization/Punctuation/Usage: Capitalize all proper nouns.

3.7. Capitalization/Punctuation/Usage: Write apostrophes to show possession.

3.8. Capitalization/Punctuation/Usage: Use period after an abbreviation or initial, e.g., Dr. Georgia Scott, M.D.

3.9. Capitalization/Punctuation/Usage: Use comma between city and state, e.g., Seattle, Washington.

3.10. Capitalization/Punctuation/Usage: Use commas in a series, e.g., She bought red socks, white shoes, and a blue dress OR She bought red socks, white shoes and a blue dress.

3.11. Capitalization/Punctuation/Usage: Use comma between the day of the month and the year, e.g., March 2, 2000.

3.12. Capitalization/Punctuation/Usage: Use comma in compound sentences.

3.13. Capitalization/Punctuation/Usage: Use quotation marks in dialogue.

3.14. Capitalization/Punctuation/Usage: Use apostrophe in possessive nouns, e.g., the dog's house, the dogs' houses.

3.15. Capitalization/Punctuation/Usage: Use correct pronoun as subject, e.g., I vs. me.

3.16. Capitalization/Punctuation/Usage: Use consistent verb tense most of the time.

3.17. Capitalization/Punctuation/Usage: Do not use double negatives or make common errors such as would of rather than would have; does not run sentences together or write accidental fragments.

3.18. Capitalization/Punctuation/Usage: Use appropriate homonym, e.g., it's vs. its, your vs. you're, their vs. there vs. they're, to vs. two vs. too.

3.19. Capitalization/Punctuation/Usage: Use paragraph conventions, e.g., designated by indentation or skipping lines between paragraphs.

3.20. Capitalization/Punctuation/Usage: Use resources to find correct spelling for words identified as misspelled, e.g., word walls, student dictionaries.

3.21. Handwriting: Print and use cursive legibly, e.g., size, spacing, formation, uppercase and lowercase; and type when appropriate.

3.22. Writing Process: Plan: develop ideas for a particular topic or purpose, e.g., questioning, brainstorming, drawing and listing key thoughts.

3.23. Writing Process: Draft: complete a draft of a singe topic, using simple notes or outlines generated from the planning stage .

3.24. Writing Process: Revise: revise a completed draft by rearranging words, phrases or sentences, provide supporting details, use correct sequence, fix run-on sentences and fragments.

3.25. Writing Process: Edit: edit drafts for complete sentences, capitalization, punctuation and usage.

3.26. Writing Process: Publish/Present: publish and present completed drafts, e.g., student authors' celebration, cooperative group science project, peer teaching math word problems.

3.27. Writing Process: Reflect: explain strengths and weaknesses of writing, e.g., CMT rubric and anchor papers, checklist, scoring guides.

3.28. Writing Genres, Traits and Crafts (Descriptive): Select a topic and use specific words to ''paint a picture.''

3.29. Writing Genres, Traits and Crafts (Descriptive): Use a variety of sentence lengths and sentence types, e.g., declarative, imperative, interrogative.

3.30. Writing Genres, Traits and Crafts (Narrative): Write personal narratives, using personal experience and observations to support ideas, e.g., diary entries, autobiography.

3.31. Writing Genres, Traits and Crafts (Narrative): Write fictional narratives with an evident problem and solution, e.g., folktale, fairytale, fable.

3.32. Writing Genres, Traits and Crafts (Narrative): Use transition words to connect ideas, e.g., afterward, later on.

3.33. Writing Genres, Traits and Crafts (Expository): Write a report to explain a topic, citing one source.

3.34. Writing Genres, Traits and Crafts (Expository): Write three or more paragraphs, maintaining focus on a specific topic and using a variety of sentence beginnings, e.g., start with an adverb, quickly, the snake slithered away.

3.35. Writing Genres, Traits and Crafts (Expository): Describe procedures sequentially, e.g., steps in a scientific experiment, mathematical problem, recipe.

3.36. Writing Genres, Traits and Crafts (Expository): Summarize through the use of charts and graphs .

3.37. Writing Genres, Traits and Crafts (Persuasive): Write two or more paragraphs, stating an opinion and supporting that opinion with details.

3.38. Writing Genres, Traits and Crafts (Poetic): Write a quatrain poem.

3.39. Writing Genres, Traits and Crafts (Poetic): Write a limerick.

3.40. Writing Genres, Traits and Crafts (Poetic): Write a free verse poem, e.g., repeated sentence beginnings: If I were to change the world...

CT.ELA. State ELA Frameworks

ELA.1. Reading and Responding: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.

1.1. Students use appropriate strategies before, during and after reading in order to construct meaning.

1.2. Students interpret, analyze and evaluate text in order to extend understanding and appreciation.

1.3. Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.

1.4. Students communicate with others to create interpretations of written, oral and visual texts.

ELA.2. Exploring and Responding to Literature: Students read and respond to classical and contemporary texts from many cultures and literary periods.

2.1. Students recognize how literary devices and conventions engage the reader.

2.2. Students explore multiple responses to literature.

2.3. Students recognize and appreciate that contemporary and classical literature has shaped human thought.

2.4. Students recognize that reads and authors are influences by individual, social, cultural and historical contexts.

ELA.3. Communicating with Others: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.

3.1. Students use descriptive, narrative, expository, persuasive and poetic modes.

3.2. Students prepare, publish and/or present work appropriate to audience, purpose and task.

ELA.4. Applying English Language Conventions: Students apply the conventions of standard English in oral, written and visual communication.

4.1. Students use knowledge of their language and culture to improve competency in English.

4.2. Students speak and write using standard language structures and diction appropriate to audience and task.

4.3. Students use standard English for composing and revising written text.

CT.GLE. Grade Level Expectations

GLE.1. READING: Students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard.

1.5. Fluency: Adjust reading rate to match text complexity, type of text and purpose for reading, e.g., skimming for facts, scanning for key words, and close/careful reading for understanding new or complex ideas.

1.6. Fluency: Read aloud, while comprehending, unpracticed text with fluency at 120-135+ words correct per minute.

1.7. Vocabulary: Develop a high-frequency word vocabulary list from literary and content area texts, e.g., across content vocabulary notebook.

1.8. Vocabulary: Identify specific words or phrases causing comprehension difficulties and apply strategies to support comprehension.

1.9. Vocabulary: Explain common homophones, homographs, e.g., maid/made; to/two/too; pencil lead vs. to lead the way, words with multiple meanings, and meanings of words specific to various content areas, e.g., product in math.

1.10. Vocabulary: Infer word meanings from common roots, prefixes, suffixes, e.g., port: transportation, porter, import, report.

1.11. Vocabulary: Use new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities, in oral and written communication.

1.12. Vocabulary: Understand and respond to words in directions, e.g., mainly, brief, evidence, information, support

1.13. Vocabulary: Define words and concepts necessary for understanding math, science, social studies, literature and other content area text.

1.14. Vocabulary: Explain that some words have a different meaning in different content areas, e.g., concept of shade in science and art.

1.15. Vocabulary: Apply the necessary strategy, e.g., Concept of Definition Map, Context Clues for Determining Word Meanings, List-Group-Label, Possible Sentences, Semantic Feature Analysis, Word Walls, Knowledge Rating Scale to better comprehend vocabulary.

1.16. Before and During Reading: Activate prior knowledge before reading, e.g., Direct Reading-Thinking Activity, KWL Chart, Anticipation Guide, Response Notebooks.

1.17. Before and During Reading: Examine the text before reading, e.g., Chapter Tour, Read Around the Text, Concept of Definition Map.

1.18. Before and During Reading: Evaluate predictions and adjust as necessary.

1.19. Before and During Reading: Use cueing system and context clues to determine meanings of words.

1.20. Before and During Reading: Summarize information to maintain focus and provide clarity.

1.21. Before and During Reading: Use appropriate resources to locate information, e.g., index, glossary, dictionary, thesaurus, directory, website on a specific topic or for a specific purpose.

1.22. After Reading (General Understanding): Explain steps in a process, e.g., problem solving in mathematics, life cycle of a butterfly.

1.23. After Reading (General Understanding): Summarize information, including main idea, most important text-based facts, details, and/or ideas, e.g., newspaper, magazine, Internet articles, content journals.

1.24. After Reading (General Understanding): Describe the components of setting, e.g., time, location, descriptive surroundings.

1.25. After Reading (General Understanding): Infer characteristics, setting, plot events, theme, conflict.

1.26. After Reading (Developing an Interpretation): Identify and explain the elements of particular literary forms, e.g., poetry, short story, biography, journalistic writing, narrative.

1.27. After Reading (Developing an Interpretation): Distinguish fact vs. opinion in text.

1.28. After Reading (Developing an Interpretation): Use multiple texts to compare and contrast characters, settings, plots, themes, conflicts and points of view.

1.29. After Reading (Developing an Interpretation): Recognize organizational patterns of text, e.g., main ideas and supporting details, compare/contrast, cause/effect, sequence of events.

1.30. After Reading (Developing an Interpretation): Determine character traits, using knowledge of the characters' situations.

1.31. After Reading (Developing an Interpretation): Identify and explain the difference between first-, second- and third-person point of view.

1.32. After Reading (Developing an Interpretation): Determine an author's purpose for including or omitting details to create meaning.

1.33. After Reading (Developing an Interpretation): Determine an author's purpose for choosing a certain genre.

1.34. After Reading (Making Reader/Text Connections): Analyze how characters deal with diversity and adversity relating to real-world situations.

1.35. After Reading (Making Reader/Text Connections): Identify the best/worst part of an event or situation in text.

1.36. After Reading (Content and Structure): Identify literacy devices the author uses to appeal to the reader, e.g., humor, imagery.

1.37. After Reading (Content and Structure): Identify and explain the author's use of metaphor and onomatopoeia.

1.38. After Reading (Content and Structure): Synthesize information in the text to extend the meaning, e.g., what might the next paragraph be about.

1.39. After Reading (Content and Structure): Recognize and discuss an author's values, ethics and beliefs included in many texts.

1.40. After Reading (Content and Structure): Make generalizations about a topic after reading more than one text, e.g., life during the Civil War after reading several informational/expository and literary/narrative accounts of this historic period.

1.41. Reading Reflection/Behaviors: Choose a variety of genres to read for personal enjoyment.

1.42. Reading Reflection/Behaviors: Elicit, discuss and respect the opinions of others about written, oral and visual texts.

1.43. Reading Reflection/Behaviors: Share opinions and judgments based on texts.

1.44. Reading Reflection/Behaviors: Explain the appeal of a text.

1.45. Reading Reflection/Behaviors: Identify reading strengths and weaknesses and select targets on which to work.

GLE.2. ORAL LANGUAGE: Students will listen and speak to communicate ideas clearly.

GLE.3. WRITING: Students express, develop and substantiate ideas and experiences through their own writing and artistic and technical presentations.

3.3. Spelling: Spell high-frequency words correctly, e.g., people, water.

3.4. Spelling: Spell common homophones, e.g., its, it's; know, no; your, you're.

3.5. Spelling: Use knowledge about morphology and structural analysis as an aid to spelling words.

3.6. Spelling: Apply spelling knowledge in writing (vowels, patterns, etc.).

3.7. Capitalization/Punctuation/Usage: Use capitalization, punctuation, and usage rules from previous grades.

3.8. Capitalization/Punctuation/Usage: Capitalize important words in a title of a book or article, e.g., Martin's Big Words: The Life of Dr. Martin Luther King, Jr.

3.9. Capitalization/Punctuation/Usage: Capitalize abbreviations correctly, e.g., Calif. or CA, Mr., Dr.

3.10. Capitalization/Punctuation/Usage: Use resources to correct capitalization.

3.11. Capitalization/Punctuation/Usage: Indent paragraphs consistently.

3.12. Capitalization/Punctuation/Usage: Cite sources, e.g., lists titles and authors alphabetically.

3.13. Capitalization/Punctuation/Usage: Use comma to set off titles or initials, e.g., Dr. Smith, M.D..

3.14. Capitalization/Punctuation/Usage: Use comma in complete address, e.g., 345 Oak Ave., Hartford, CT.

3.15. Capitalization/Punctuation/Usage: Use comma after an introductory phrase, e.g., After the scary movie, she wished she had read the book, or clause, e.g., After she went to the movie, she wanted to read the book.

3.16. Capitalization/Punctuation/Usage: Use italics, underlining, or quotation marks for titles.

3.17. Capitalization/Punctuation/Usage: Use colon after greeting in a business letter.

3.18. Capitalization/Punctuation/Usage: Use hyphen between syllables at line breaks.

3.19. Capitalization/Punctuation/Usage: Use single/plural agreement between nouns and modifiers, e.g., one child and two children.

3.20. Capitalization/Punctuation/Usage: Logically use conjunctions, e.g., I like dogs, but I am allergic to them..

3.21. Capitalization/Punctuation/Usage: Use correct placement of pronouns. Correct examples: Juanita and I went to the store. She gave candy to Juanita and me. Incorrect examples: Me and Juanita went to the store. She gave the candy to Juanita and I.

3.22. Capitalization/Punctuation/Usage: Use resources to find correct spelling for words identified as misspelled, e.g., electronic spellers, dictionaries, personal dictionaries.

3.23. Writing Process: Plan: choose an appropriate written, oral or visual format based on audience and purpose

3.24. Writing Process: Draft: complete a draft demonstrating connections among ideas

3.25. Writing Process: Revise: revise a completed draft, incorporating feedback from peers and teacher, e.g., ... helped me understand the topic more clearly, I was confused by..., Be more clear about ..., Use a better word for ...

3.26. Writing Process: Edit: use multiple resources, e.g., dictionary, glossary, thesaurus, for proofreading and editing

3.27. Writing Process: Publish/Present: publish and present final products in a variety of ways, including the arts and technology, e.g., book of poetry, a theatrical performance, a newscast

3.28. Writing Process: Reflect: critique one's own and a peer's writing, using established criteria, e.g., I improved on ..., This piece demonstrates how well I elaborate.

3.29. Writing Genres, Traits and Crafts (Descriptive): Write a descriptive anecdote within a narrative and expository piece to enhance elaboration.

3.30. Writing Genres, Traits and Crafts (Narrative): Write a myth, legend or fantasy piece, using literary devices, e.g., personification, metaphor, hyperbole.

3.31. Writing Genres, Traits and Crafts (Narrative): Provide a specific account of an event.

3.32. Writing Genres, Traits and Crafts (Narrative): Write a personal narrative in own voice, e.g., Spinach makes me gag.

3.33. Writing Genres, Traits and Crafts (Expository): Write a report with accurate use of appropriate text structure, e.g., organization, transition and sequence.

3.34. Writing Genres, Traits and Crafts (Expository): Write a news article with a strong lead and supporting detail.

3.35. Writing Genres, Traits and Crafts (Persuasive): Write to persuade an audience to purchase a product or change a rule, e.g., advertisement, letter to principal about dress code.

3.36. Writing Genres, Traits and Crafts (Poetic): Write an imagery poem.

3.37. Writing Genres, Traits and Crafts (Poetic): Write a cinquain poem.

3.38. Writing Genres, Traits and Crafts (Poetic): Write a refrain poem.

3.39. Writing Genres, Traits and Crafts (Fluency): Easy flow and rhythm use complete sentences in writing.

3.40. Writing Genres, Traits and Crafts (Fluency): Write a variety of sentence beginnings, e.g., starts with an introductory adverb clause: If you want to see an ant up close, you should use a magnifying glass.

3.41. Writing Genres, Traits and Crafts (Fluency): Write a variety of sentence lengths.

3.42. Writing Genres, Traits and Crafts (Fluency): Write a variety of sentence structures, e.g., My dog enjoys music and howls when we listen to certain songs. It makes me laugh. After his song is over, I give him a treat.

CT.ELA. State ELA Frameworks

ELA.1. Reading and Responding: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.

1.1. Students use appropriate strategies before, during and after reading in order to construct meaning.

1.2. Students interpret, analyze and evaluate text in order to extend understanding and appreciation.

1.3. Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.

1.4. Students communicate with others to create interpretations of written, oral and visual texts.

ELA.2. Exploring and Responding to Literature: Students read and respond to classical and contemporary texts from many cultures and literary periods.

2.1. Students recognize how literary devices and conventions engage the reader.

2.2. Students explore multiple responses to literature.

2.3. Students recognize and appreciate that contemporary and classical literature has shaped human thought.

2.4. Students recognize that reads and authors are influences by individual, social, cultural and historical contexts.

ELA.3. Communicating with Others: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.

3.1. Students use descriptive, narrative, expository, persuasive and poetic modes.

3.2. Students prepare, publish and/or present work appropriate to audience, purpose and task.

ELA.4. Applying English Language Conventions: Students apply the conventions of standard English in oral, written and visual communication.

4.1. Students use knowledge of their language and culture to improve competency in English.

4.2. Students speak and write using standard language structures and diction appropriate to audience and task.

4.3. Students use standard English for composing and revising written text.

CT.GLE. Grade Level Expectations

GLE.1. READING: Students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard.

1.5. Before and During Reading: Determine the importance of ideas (main ideas, details and themes) in text.

1.6. Before and During Reading: Use cueing system and context clues to determine meanings of words.

1.7. Before and During Reading: Make inferences based on implicit and explicit information in the text; provide justification for those inferences.

1.8. After Reading (General Understanding): Identify recurring themes in literature, including books by the same author, e.g., friendship, conflict.

1.9. After Reading (General Understanding): Use knowledge of the situation, characters' actions, motivations, feelings, and physical attributes to determine characters' traits.

1.10. After Reading (General Understanding): Discuss and analyze how characters in text deal with conflicts of human experience, relating to real life situations.

1.11. After Reading (General Understanding): Summarize the major actions that define the plot and how actions lead to conflict or resolution.

1.12. After Reading (General Understanding): Explain the influence of setting on character and plot.

1.13. After Reading (General Understanding): Identify the narrator and explain which point of view is used in the text.

1.14. After Reading (General Understanding): Explain how a story would change if a different character narrated it.

1.15. After Reading (Developing an Interpretation): Follow multistep directions in a procedural text and explain and/or follow the process.

1.16. After Reading (Developing an Interpretation): Explain the characteristics of various genres.

1.17. After Reading (Developing an Interpretation): Compare and contrast ideas, themes and/or issues across texts, and across texts representing multicultural experiences.

1.18. After Reading (Developing an Interpretation): Compare and contrast the same conflict from the point of view of two different characters.

1.19. After Reading (Developing an Interpretation): Explain how specific text features help you understand a selection, e.g., how a chapter heading helps you think about the chapter, how boldface or italics signals a new term that can be found in the glossary.

1.20. After Reading (Developing an Interpretation): Explain similarities and differences within and among multiple cultures or historical periods, e.g., marriage customs or family vs. community responsibilities.

1.21. After Reading (Developing an Interpretation): Explain how personal beliefs and values influence the interpretation of text.

1.22. After Reading (Developing an Interpretation): Find similarities and differences within and between texts using text-based evidence, e.g., character's point of view in poetry and narrative; the author's feelings and the poet's feelings; cultural perspectives in a magazine article and an editorial.

1.23. After Reading (Making Reader/Text Connections): Take a position regarding a topic/issue.

1.24. After Reading (Making Reader/Text Connections): Evaluate the quality and value of text.

1.25. After Reading (Making Reader/Text Connections): Connect current issues, information from other texts, and personal experiences to characters, events and information.

1.26. After Reading (Content and Structure): Understand how the author's experience and beliefs influence text.

1.27. After Reading (Content and Structure): Recognize author's perspective, e.g., opinion about an idea, stand on an issue, perspective on a topic, and cite supporting literary/narrative text details or information text facts.

1.28. After Reading (Content and Structure): Understand the social and cultural perspective from which the author writes and how that contributes to the text.

1.29. After Reading (Content and Structure): Examine and determine the validity of sources of information.

1.30. After Reading (Content and Structure): Explain how information in a text could be used to solve a problem and cite text-based examples, e.g., use information from an article about when fruits and vegetables are in season to save money at the grocery store.

1.31. Reading Reflection / Behaviors: Choose a variety of genres to read, hear, view and write for personal enjoyment.

1.32. Reading Reflection / Behaviors: Recommend books to others and explain the reason for the recommendation.

1.33. Reading Reflection / Behaviors: Set reading goals, create a plan to meet those goals, and monitor progress.

GLE.2. ORAL LANGUAGE: Students will listen and speak to communicate ideas clearly.

GLE.3. WRITING: Students express, develop and substantiate ideas and experiences through their own writing and artistic and technical presentations.

3.3. Spelling: Use multiple strategies to spell. Examples: visual patterns, e.g., -ion endings; sound patterns, e.g., easily confused endings -able/-ible, -ant/-ent; affixes, e.g., pre-, in-, un-, -ed, -ing, -graph; rules, e.g., ''i'' before ''e'' rule; self-corrects spelling errors

3.4. Capitalization /Punctuation / Usage: Use capitalization, punctuation, and usage rules from previous grades.

3.5. Capitalization /Punctuation / Usage: Use standard and nonstandard English.

3.6. Capitalization /Punctuation / Usage: Capitalize brand names, e.g., Nike.

3.7. Capitalization /Punctuation / Usage: Capitalize geographic regions, e.g., the West.

3.8. Capitalization /Punctuation / Usage: Use periods in abbreviations, e.g., pg., ft..

3.9. Capitalization /Punctuation / Usage: Uses commas to set off interjections, e.g., Okay, if you say so; or explanatory phrases, e.g., They stood together, away from the pile of stones in the corner, and their voices were quiet.

3.10. Capitalization /Punctuation / Usage: Use comma after date or address within text, e.g., June 1, 1993, was an important day in my life.

3.11. Capitalization /Punctuation / Usage: Use quotation marks in dialogue, e.g., ''How's it going?'' the boy asked.

3.12. Capitalization /Punctuation / Usage: Use hyphen in numbers, e.g., twenty-three.

3.13. Capitalization /Punctuation / Usage: Use hyphens to join numbers, e.g., pages 1-3; the Mariners won 17-6.

3.14. Capitalization /Punctuation / Usage: Use ellipsis (...) to show omitted words and to show a pause.

3.15. Capitalization /Punctuation / Usage: Use semicolon between two independent clauses.

3.16. Capitalization /Punctuation / Usage: Use subject vs. object pronouns correctly, e.g., I vs. me.

3.17. Capitalization /Punctuation / Usage: Use new paragraphs to change speakers in dialogue.

3.18. Capitalization /Punctuation / Usage: Cite sources in research using a bibliographic format.

3.19. Capitalization /Punctuation / Usage: Use resources to find correct spelling for words identified as misspelled.

3.20. Writing Process: Plan: gather and organize information from multiple sources to address a topic, e.g., electronic graphic organizer, comparison or classification chart.

3.21. Writing Process: Draft: complete draft demonstrating connections among ideas, supported by information gathered during planning stage.

3.22. Writing Process: Revise: rework writing several times based on different points of focus, e.g., first reading -- add details for elaboration; second reading -- delete sentences or phrases to achieve paragraph unity; third reading -- reorganize ideas for meaning.

3.23. Writing Process: Edit: use multiple resources, e.g., dictionary, glossary, thesaurus, for proofreading and editing.

3.24. Writing Process: Publish/Present: Publish and present final products, using a variety of technology, e.g., word processor, spreadsheet, multimedia, slideshow, publication software.

3.25. Writing Process: Publish/Present: Make purposeful decisions about format, graphics, illustrations, and other features, e.g., captioned photos, maps, based on audience.

3.26. Writing Process: Publish/Present: Publish for global audience.

3.27. Writing Process: Reflect: Provides evidence that writing goals have been met, e.g., My sentence fluency has improved because I now vary the beginnings of my sentences.

3.28. Writing Process: Reflect: Identifies professional authors' styles and techniques, e.g., leads, conclusions, word choice, purpose, character and plot development; critiques peers' writing and supports the opinion using established criteria, e.g., content, organization, style, conventions; explains strengths and weaknesses of own writing using criteria, e.g., rubrics and anchor papers, checklists, six-trait scoring guides; uses criteria to choose and defend choices for a writing portfolio.

3.29. Writing Genres, Traits and Crafts (Descriptive): Integrate descriptive writing into other modes, using literary techniques, e.g., flashback, specific word choice, character development.

3.30. Writing Genres, Traits and Crafts (Narrative): Write a biography based on an interview.

3.31. Writing Genres, Traits and Crafts (Narrative): Write a historical fiction essay, using primary sources.

3.32. Writing Genres, Traits and Crafts (Narrative): Write varied narratives with different beginnings and endings.

3.33. Writing Genres, Traits and Crafts (Narrative): Write a story ending from the perspective of a different character.

3.34. Writing Genres, Traits and Crafts (Expository): Write an explanatory piece, building up to the most important point.

3.35. Writing Genres, Traits and Crafts (Expository): Write book reviews.

3.36. Writing Genres, Traits and Crafts (Expository): Write compare-contrast essay, using point-by-point structure.

3.37. Writing Genres, Traits and Crafts (Persuasive): Write a persuasive piece, using ''if-and-then'' structure.

3.38. Writing Genres, Traits and Crafts (Persuasive): Write a book or movie critique.

3.39. Writing Genres, Traits and Crafts (Poetic): Write a haiku.

3.40. Writing Genres, Traits and Crafts (Poetic): Write a rap.

3.41. Writing Genres, Traits and Crafts (Poetic): Write words to the music of an already existing song.

3.42. Writing Genres, Traits and Crafts (Poetic): Write a ballad.

3.43. Writing Genres, Traits and Crafts (Poetic): Write a lyrical poem.

3.44. Writing Genres, Traits and Crafts (Poetic): Write a cacophony.

3.45. Writing Genres, Traits and Crafts (Poetic): Include more than one form/genre in a single piece, e.g., a report about salmon that includes a poem, fact box and story.

3.46. Writing Genres, Traits and Crafts (Poetic): Write a variety of sentence lengths; write a variety of sentence beginnings, e.g., starts with a participial phrase: Laughing loudly, they walked down the hall; write a variety of sentence structures, e.g., Mike, busy with his homework, didn't hear the telephone ring. Although he wanted to keep working, Tran took the call. He kept it short; write with a sense of rhythm, and may use fragments in dialogue as appropriate.

CT.ELA. State ELA Frameworks

ELA.1. Reading and Responding: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.

1.1. Students use appropriate strategies before, during and after reading in order to construct meaning.

1.2. Students interpret, analyze and evaluate text in order to extend understanding and appreciation.

1.3. Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.

1.4. Students communicate with others to create interpretations of written, oral and visual texts.

ELA.2. Exploring and Responding to Literature: Students read and respond to classical and contemporary texts from many cultures and literary periods.

2.1. Students recognize how literary devices and conventions engage the reader.

2.2. Students explore multiple responses to literature.

2.3. Students recognize and appreciate that contemporary and classical literature has shaped human thought.

2.4. Students recognize that reads and authors are influences by individual, social, cultural and historical contexts.

ELA.3. Communicating with Others: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.

3.1. Students use descriptive, narrative, expository, persuasive and poetic modes.

3.2. Students prepare, publish and/or present work appropriate to audience, purpose and task.

ELA.4. Applying English Language Conventions: Students apply the conventions of standard English in oral, written and visual communication.

4.1. Students use knowledge of their language and culture to improve competency in English.

4.2. Students speak and write using standard language structures and diction appropriate to audience and task.

4.3. Students use standard English for composing and revising written text.

CT.GLE. Grade Level Expectations

GLE.1. READING: Students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard.

1.5. Before and During Reading: Use cueing system and context clues to determine meanings of words.

1.6. Before and During Reading: Make and support judgments about text.

1.7. After Reading (General Understanding): State both literal and/or inferred main ideas.

1.8. After Reading (General Understanding): Identify the type of conflict in a text and recognize how it affects the characters' actions.

1.9. After Reading (General Understanding): Identify the point of view used (first, second, third or omniscient) and interpret how point of view influences the text, e.g., how would a story change if the point of view changed.

1.10. After Reading (General Understanding): Explain the influence of setting (historical context) on mood, character and plot.

1.11. After Reading (General Understanding): Summarize information, including introduction and closing statements, main idea, most important supporting text-based facts, details and/or ideas, connections between the key ideas, and in one's own words.

1.12. After Reading (General Understanding): Describe how major and minor characters change over time.

1.13. After Reading (Developing an Interpretation): Explain the use of foreshadowing and parallel plots to convey meaning.

1.14. After Reading (Developing an Interpretation): Explain the use of flashbacks to convey meaning.

1.15. After Reading (Developing an Interpretation): Explain various subgenres of fiction based on their characteristics, e.g., science fiction, fantasy, myths, legends.

1.16. After Reading (Developing an Interpretation): Explain how characters deal with diversity, e.g., culture, ethnicity, and conflicts of human experience, relating these to real life situations.

1.17. After Reading (Developing an Interpretation): Interpret cause-and-effect relationships, e.g., how the time period of a novel determines a character's behavior.

1.18. After Reading (Making Reader/Text Connections): Explain how information in a text could be applied to understand a similar situation or concept in another text.

1.19. After Reading (Content and Structure): Explain the impact of literary devices on meaning, e.g., flashback, tone, bias, dialect, irony/satire, and use of fragments.

1.20. After Reading (Content and Structure): Evaluate the author's use of various techniques to influence readers' perspectives, e.g., appeal of characters in a graphic novels and picture books, logic and credibility of plots and settings, use of figurative language.

1.21. After Reading (Content and Structure): Understand how social, cultural and historical contexts contribute to an author's perspective

1.22. After Reading (Content and Structure): Draw a conclusion about how text might be useful to someone.

1.23. After Reading (Content and Structure): Create literal and inferential questions based on text to extend meaning.

1.24. After Reading (Content and Structure): Decide if the author's ideas are grounded in fact.

1.25. After Reading (Content and Structure): Evaluate the credibility, accuracy and bias of informational text, including Internet sites, electronic recordings, visuals and other technology resources.

1.26. Reading Reflection/Behaviors: Choose a variety of genres to read, hear, view and write for personal enjoyment.

1.27. Reading Reflection/Behaviors: Recommend books to others and explain the reason for the recommendation.

1.28. Reading Reflection/Behaviors: Set and monitor reading goals making adjustments and corrections as needed.

1.29. Reading Reflection/Behaviors: Identify and explain the author's purpose for writing a particular text.

GLE.2. ORAL LANGUAGE: Students will listen and speak to communicate ideas clearly.

2.5. Listening / Speaking: Relate the speaker's verbal, e.g., tone, word choice, pitch, and nonverbal cue to convey meaning

GLE.3. WRITING: Students express, develop and substantiate ideas and experiences through their own writing and artistic and technical presentations.

3.3. Capitalization / Punctuation / Usage: Use capitalization, punctuation, and usage rules from previous grades.

3.4. Capitalization / Punctuation / Usage: Capitalize languages, races, nationalities and religions.

3.5. Capitalization / Punctuation / Usage: Use commas in appositives, e.g., Bob, the dog, was fun.

3.6. Capitalization / Punctuation / Usage: Use commas to set off direct address, e.g., Mom, may I go to the movies?

3.7. Capitalization / Punctuation / Usage: Use apostrophe to show quotation within a quotation in dialogue, e.g., He said, ''Mom said, ''Clean your room.'''

3.8. Capitalization / Punctuation / Usage: Use parentheses, e.g., A hypothesis (prediction) is a critical component of a scientific investigation.

3.9. Capitalization / Punctuation / Usage: Use a semicolon between two independent clauses connected by a conjunctive adverb, e.g., I studied late into the night; consequently, I passed the test.

3.10. Capitalization / Punctuation / Usage: Show agreement of pronoun and its referent, e.g., A person needs his or her own space.

3.11. Capitalization / Punctuation / Usage: Maintain consistent person.

3.12. Capitalization / Punctuation / Usage: Use parallel construction when listing verbs particularly in informational and technical writing. Parallel: A scientist observes, hypothesizes, and analyzes. Not parallel: A scientist observes, hypothesized, and analyzed.

3.13. Capitalization / Punctuation / Usage: Use paragraph conventions, e.g., designated by indentation or block format, skipping lines between paragraphs.

3.14. Capitalization / Punctuation / Usage: Provide detailed labeling, captions, headings, and subheadings when appropriate.

3.15. Capitalization / Punctuation / Usage: Cite sources according to prescribed format.

3.16. Capitalization / Punctuation / Usage: Use resources to correct own spelling.

3.17. Writing Process: Plan: gather information, using an organizer, from a range of resources to analyze, synthesize, and/or evaluate information to plan writing.

3.18. Writing Process: Draft: reread text and continue to draft over time.

3.19. Writing Process: Revise: seek and consider feedback from adults and peers to revise text for content, organization and tone.

3.20. Writing Process: Edit: use multiple resources, e.g., dictionary, glossary, thesaurus, for proofreading and editing.

3.21. Writing Process: Publish/Present: publish and present final products using a range of graphics and illustrative material , e.g., photos, diagrams, threefold display, informational posters.

3.22. Writing Process: Reflect: use criteria to choose and defend choices for writing portfolio; select pieces that demonstrate growth.

3.23. Writing Genres, Traits and Crafts (Descriptive): Expand upon one idea using additional details to create an image.

3.24. Writing Genres, Traits and Crafts (Narrative): Write a memoir.

3.25. Writing Genres, Traits and Crafts (Narrative): Write a mystery with elements, e.g., clues, suspense, red herring.

3.26. Writing Genres, Traits and Crafts (Expository): Write a compare-contrast essay, grouping similarities together and differences together.

3.27. Writing Genres, Traits and Crafts (Expository): Write an informational report using cause-and-effect structure.

3.28. Writing Genres, Traits and Crafts (Expository): Write an informational piece with a spatial order or chronological order.

3.29. Writing Genres, Traits and Crafts (Expository): Write in forms associated with specific tasks or careers, e.g., application for student body office, presentation software as a visual aid.

3.30. Writing Genres, Traits and Crafts (Persuasive): Write a persuasive piece using ''least to most important'' arguments.

3.31. Writing Genres, Traits and Crafts (Persuasive): Write a persuasive piece that incorporates research and information.

3.32. Writing Genres, Traits and Crafts (Poetic): Write an ode.

3.33. Writing Genres, Traits and Crafts (Poetic): Write a carpe diem.

3.34. Writing Genres, Traits and Crafts (Poetic): Write a tanka.

3.35. Writing Genres, Traits and Crafts (Poetic): Write a couplet.

3.36. Writing Genres, Traits and Crafts (Poetic): Construct introductions using various approaches, e.g., rhetorical question, interesting fact, brief history, captivating moment.

3.37. Writing Genres, Traits and Crafts (Poetic): Construct conclusions using various approaches, e.g., summary, interesting fact, echoed introduction.

CT.ELA. State ELA Frameworks

ELA.1. Reading and Responding: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.

1.1. Students use appropriate strategies before, during and after reading in order to construct meaning.

1.2. Students interpret, analyze and evaluate text in order to extend understanding and appreciation.

1.3. Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.

1.4. Students communicate with others to create interpretations of written, oral and visual texts.

ELA.2. Exploring and Responding to Literature: Students read and respond to classical and contemporary texts from many cultures and literary periods.

2.1. Students recognize how literary devices and conventions engage the reader.

2.2. Students explore multiple responses to literature.

2.3. Students recognize and appreciate that contemporary and classical literature has shaped human thought.

2.4. Students recognize that reads and authors are influences by individual, social, cultural and historical contexts.

ELA.3. Communicating with Others: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.

3.1. Students use descriptive, narrative, expository, persuasive and poetic modes.

3.2. Students prepare, publish and/or present work appropriate to audience, purpose and task.

ELA.4. Applying English Language Conventions: Students apply the conventions of standard English in oral, written and visual communication.

4.1. Students use knowledge of their language and culture to improve competency in English.

4.2. Students speak and write using standard language structures and diction appropriate to audience and task.

4.3. Students use standard English for composing and revising written text.

CT.GLE. Grade Level Expectations

GLE.1. READING: Students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard.

1.5. After Reading (General Understanding): Compare and contrast universal themes, human nature, cultural and historical perspectives in multiple texts.

1.6. After Reading (General Understanding): Identify an author's use of time and sequence through the use of literary devices, e.g., foreshadow, flashbacks, dream sequences, parallel episodes, and the use of traditional and/or cultural-based organizational patterns.

1.7. After Reading (General Understanding): Identify the major actions that define the plot and how actions lead to conflict or resolution.

1.8. After Reading (Developing an Interpretation): Compare and contrast authors' and/or characters' perspectives expressed in multiple texts.

1.9. After Reading (Developing an Interpretation): Explain the similarities and differences in how an idea or concept is expressed in multiple texts.

1.10. After Reading (Developing an Interpretation): Respond to literal and inferential questions with explicit and implicit evidence from texts.

1.11. After Reading (Developing an Interpretation): Analyze the characteristics and structural elements/essential attributes in a variety of poetic forms, e.g., epic, sonnet, ballad, haiku, free verse.

1.12. After Reading (Making Reader/Text Connections): Apply information in one text to understand a similar situation or concept in another text.

1.13. After Reading (Content and Structure): Explain the author's purpose for writing a text.

1.14. After Reading (Content and Structure): Explain the author's use of voice, e.g., formal, casual, intimate, and how this influences meaning.

1.15. After Reading (Content and Structure): Explain how readers' experiences, ethics, values, assumptions and beliefs influence the interpretation of text.

1.16. After Reading (Content and Structure): Evaluate how an author's experiences, ethics, culture, heritage, ethnicity, values, assumptions and beliefs bias meaning.

1.17. After Reading (Content and Structure): Evaluate how authors, illustrators and filmmakers express political and social issues.

1.18. After Reading (Content and Structure): Evaluate ideas, themes and issues across texts.

1.19. After Reading (Content and Structure): Judge the validity of the evidence the author uses to support his/her position, e.g., is the evidence dated, biased, inaccurate, and justify the conclusion.

1.20. Reading Reflection/Behaviors: Set reading goals and create a plan to meet those goals.

1.21. Reading Reflection/Behaviors: Monitor progress toward implementing the plan, making adjustments and corrections as needed.

1.22. Reading Reflection/Behaviors: Recommend books to others and explain the reason for the recommendation.

1.23. Reading Reflection/Behaviors: Form opinions about different texts, and persuade others about a point of view.

GLE.2. ORAL LANGUAGE: Students will listen and speak to communicate ideas clearly.

GLE.3. WRITING: Students express, develop and substantiate ideas and experiences through their own writing and artistic and technical presentations.

3.3. Writing Conventions: Capitalization / Punctuation / Usage: Use capitalization rules from previous grades.

3.4. Writing Conventions: Capitalization / Punctuation / Usage: Use capitals correctly in an outline or list.

3.5. Writing Conventions: Capitalization / Punctuation / Usage: Use consistent capitalization when formatting technical documents.

3.6. Writing Conventions: Capitalization / Punctuation / Usage: Use punctuation rules from previous grades.

3.7. Writing Conventions: Capitalization / Punctuation / Usage: Use commas to separate an interrupter, e.g., The teacher, however, was not impressed.

3.8. Writing Conventions: Capitalization / Punctuation / Usage: Use semicolons to separate groups that contain commas, e.g., The Seahawks traveled to Washington, D.C.; New York, N.Y.; and Oakland, Calif.

3.9. Writing Conventions: Capitalization / Punctuation / Usage: Use the hyphen to prevent confusion, e.g., re-elect.

3.10. Writing Conventions: Capitalization / Punctuation / Usage: Use bullets in technical writing when applicable.

3.11. Writing Conventions: Capitalization / Punctuation / Usage: Apply usage rules from previous grades.

3.12. Writing Conventions: Capitalization / Punctuation / Usage: Use adverbs vs. adjectives correctly. Correct: He ran well in the race. Incorrect: He ran good in the race.

3.13. Writing Conventions: Capitalization / Punctuation / Usage: Use comparative and superlative adjectives correctly. Correct: The ruby is harder than the emerald. The diamond is the hardest gem. Incorrect: The diamond is more harder than that ruby.

3.14. Writing Conventions: Capitalization / Punctuation / Usage: Use parallel construction of elements in a list. Parallel: The lunchroom was immaculate: napkins in their holders, pop bottles in the recycle container, and trays in place for the next day. Not parallel: The lunchroom was immaculate: napkins were put away, pop bottles in the recycle bins, and neatly stacked trays.

3.15. Writing Conventions: Capitalization / Punctuation / Usage: Cite sources according to prescribed format.

3.16. Writing Process: Plan: gathers and paraphrases information from a variety of resources, e.g., interviews, multimedia, periodicals; explains purpose and selects effective form at prewriting stage.

3.17. Writing Process: Draft: rereads text and decides to continue draft or to start a new draft.

3.18. Writing Process: Revise: revises at any stage of process; uses a variety of revision tools or strategies; evaluates feedback and justifies the choice to use feedback, e.g., I chose to change the word things because my group said it was confusing.

3.19. Writing Process: Edit: use multiple resources, e.g., dictionary, glossary, thesaurus, for proofreading and editing.

3.20. Writing Process: Publish/Present: uses different technologies to produce, design and publish a finished product, e.g., political cartoons, brochure, stock market or consumer analysis.

3.21. Writing Process: Reflect: creates and follows a management timeline for written projects, e.g., portfolios, research papers, i-search papers.

3.22. Writing Genres, Traits and Crafts (Descriptive): Write character sketches varying methods of character development, e.g., how character looks, acts, talks, thinks.

3.23. Writing Genres, Traits and Crafts (Descriptive): Write elaborate settings varying time, place, mood, physical environment.

3.24. Writing Genres, Traits and Crafts (Narrative): Write a fictional story using various literary techniques, e.g., dialogue, humor, figurative language, first or third person, precise language, including all story elements: setting, plot, theme, character development, events, problem, solution.

3.25. Writing Genres, Traits and Crafts (Narrative): Write a suspenseful story with cliffhanger ending.

3.26. Writing Genres, Traits and Crafts (Expository): Include technical and content specific terms in writing.

3.27. Writing Genres, Traits and Crafts (Expository): Write from more than one point of view , e.g., cultural perspective for a character's viewpoint in history or literature.

3.28. Writing Genres, Traits and Crafts (Expository): Develop and use a rubric by which to evaluate the effectiveness of the presentation, style and content of electronic communications, e.g., film, television, Internet.

3.29. Writing Genres, Traits and Crafts (Persuasive): Write a persuasive essay that considers both sides to an argument.

3.30. Writing Genres, Traits and Crafts (Persuasive): Write a persuasive piece supporting the opposing viewpoint.

3.31. Writing Genres, Traits and Crafts (Persuasive): Develop a rubric by which to evaluate.

3.32. Writing Genres, Traits and Crafts (Persuasive): Draw/write a political cartoon.

3.33. Writing Genres, Traits and Crafts (Poetic): Write an epic.

3.34. Writing Genres, Traits and Crafts (Poetic): Write an allegory.

3.35. Writing Genres, Traits and Crafts (Poetic): Write a doggerel.

CT.ELA. State ELA Frameworks

ELA.1. Reading and Responding: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.

1.1. Students use appropriate strategies before, during and after reading in order to construct meaning.

1.2. Students interpret, analyze and evaluate text in order to extend understanding and appreciation.

1.3. Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.

1.4. Students communicate with others to create interpretations of written, oral and visual texts.

ELA.2. Exploring and Responding to Literature: Students read and respond to classical and contemporary texts from many cultures and literary periods.

2.1. Students recognize how literary devices and conventions engage the reader.

2.2. Students explore multiple responses to literature.

2.3. Students recognize and appreciate that contemporary and classical literature has shaped human thought.

2.4. Students recognize that reads and authors are influences by individual, social, cultural and historical contexts.

ELA.3. Communicating with Others: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.

3.1. Students use descriptive, narrative, expository, persuasive and poetic modes.

3.2. Students prepare, publish and/or present work appropriate to audience, purpose and task.

ELA.4. Applying English Language Conventions: Students apply the conventions of standard English in oral, written and visual communication.

4.1. Students use knowledge of their language and culture to improve competency in English.

4.2. Students speak and write using standard language structures and diction appropriate to audience and task.

4.3. Students use standard English for composing and revising written text.

CT.GLE. Grade Level Expectations

GLE.1. READING: Students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard.

1.5. After Reading (General Understanding): Explain how a story's plots and subplots do/do not contribute to the conflict and resolution.

1.6. After Reading (General Understanding): Interpret how situations, actions and other characters influence a character's personality and development.

1.7. After Reading (Developing an Interpretation): Develop literal and inferential questions about texts using explicit and implicit evidence from the texts.

1.8. After Reading (Developing an Interpretation): Compare and contrast literature written in a variety of genres and explain why certain genres are best suited to convey a specific message or invoke a particular response from the reader.

1.9. After Reading (Developing an Interpretation): Analyze the characteristics and structural elements/essential attributes in a variety of poetic forms, e.g., epic, sonnet, ballad, haiku, free verse.

1.10. After Reading (Developing an Interpretation): Compare, contrast and critique two author's beliefs and assumptions about a single topic or issue and decide which author presents the stronger argument.

1.11. After Reading (Developing an Interpretation): Explain how certain actions cause certain effects, e.g., how the Holocaust changed international politics today or how the internment of Japanese Americans during World War II affected traditional Japanese family structure.

1.12. After Reading (Making Reader/Text Connections): Identify motivations and reactions of literary characters from different cultures or historical periods when confronting similar personal conflicts, and hypothesize how those characters would handle a similar modern conflict.

1.13. After Reading (Content and Structure): Critique the way in which an author uses a variety of language structures to create an intended effect, e.g., words or phrases from another language, dialect, simile and metaphor.

1.14. After Reading (Content and Structure): Critique an author's reasoning and use of evidence in an argument or defense of a claim.

1.15. After Reading (Content and Structure): Analyze and critique the intended effects of propaganda techniques the author uses to influence readers' perspectives.

1.16. After Reading (Content and Structure): Evaluate recurring themes in literature that reflect worldwide social and/or economic change, e.g., social change, such as characters that change their attitudes after learning about different cultures.

1.17. After Reading (Content and Structure): Extend the meaning of a text by expressing an insight implied but not stated, e.g., author's perspective, the nature of conflict, or use text-based information to solve a problem not explicitly identified in the text, e.g., use information in an article about fitness to design an exercise routine.

1.18. Reading Reflection/Behaviors: Set goals for reading and develop a reading improvement plan.

1.19. Reading Reflection/Behaviors: Track reading progress through the use of such tools as portfolios, learning logs, self-scoring rubrics or strategy charts.

GLE.2. ORAL LANGUAGE: Students will listen and speak to communicate ideas clearly.

2.5. Listening / Speaking: Engage in oral telling of stories from a variety of cultures an periods of history that use a range of strategies to make the story engaging to the audience, e.g., using dialogue and suspense; showing narrative action with movement, gestures and expressions.

GLE.3. WRITING: Students express, develop and substantiate ideas and experiences through their own writing and artistic and technical presentations.

3.3. Capitalization / Punctuation / Usage: Use capitalization, punctuation, and usage rules from previous grades.

3.4. Capitalization / Punctuation / Usage: Capitalizes the title of a specific course, e.g., History 9a as opposed to history.

3.5. Capitalization / Punctuation / Usage: Use commas to enclose titles, e.g., Jennifer Longstreet, M.D., is a pediatrician.

3.6. Capitalization / Punctuation / Usage: Use commas for emphasis or clarity, e.g., What the teacher does, does affect students' learning.

3.7. Capitalization / Punctuation / Usage: Place commas and periods inside quotation marks.

3.8. Capitalization / Punctuation / Usage: Use apostrophes to form plurals of letters or numbers, e.g., know your ABC's.

3.9. Capitalization / Punctuation / Usage: Use apostrophes in possessive compound nouns, e.g., the mother-in-law's birthday.

3.10. Capitalization / Punctuation / Usage: Use a colon between title and subtitle, e.g., Write Source 2000: A Guide to Thinking, Writing and Learning.

3.11. Capitalization / Punctuation / Usage: Uses slash (/) correctly, e.g., in a fraction; to show choice.

3.12. Capitalization / Punctuation / Usage: Uses parallel construction when listing infinitive phrases, e.g., parallel: Bradley likes to run, dive, and ride horses; not parallel: Bradley likes to run, to dive, and ride a horse.

3.13. Capitalization / Punctuation / Usage: Use paragraph conventions, e.g., designated by indentation or block format, skipping lines between paragraphs.

3.14. Capitalization / Punctuation / Usage: Use textual markers, e.g., rows, columns, tables.

3.15. Capitalization / Punctuation / Usage: Cite sources according to prescribed format, e.g., MLA, APA.

3.16. Writing Process: Plan: collect and explore ideas for later use as a basis for informational, persuasive or literary writing, e.g., maintain writer's notebook.

3.17. Writing Process: Draft: decide if multiple drafts are necessary, and continue drafting/revising as appropriate.

3.18. Writing Process: Revise: revise, checking for organization, clarity, fluency and elaboration.

3.19. Writing Process: Edit: use multiple resources, e.g., dictionary, glossary, thesaurus, for proofreading and editing.

3.20. Writing Process: Publish/Present: uses different technologies to produce, design and publish a finished product, e.g., political cartoons, brochure, stock market or consumer analysis.

3.21. Writing Process: Reflect: critique work independently and in groups, and establish a focus collaboratively, e.g., author's craft, elaboration, fluency.

3.22. Writing Genres, Traits and Crafts (Descriptive): Write a script for a play or television episode, fully developing setting and characters so actors can take on role.

3.23. Writing Genres, Traits and Crafts (Descriptive): Write a piece selecting literary devices to convey a specific meaning, e.g., symbols and analogies.

3.24. Writing Genres, Traits and Crafts (Descriptive): Write a piece selecting words for connotation and denotation, e.g., plump vs. fat, shack vs. house.

3.25. Writing Genres, Traits and Crafts (Narrative): Write elaborate dialogue, e.g., script, commercial.

3.26. Writing Genres, Traits and Crafts (Expository): Write a speech about a mathematical or scientific concept.

3.27. Writing Genres, Traits and Crafts (Expository): Write an informational report, e.g., science, social studies, art history, music.

3.28. Writing Genres, Traits and Crafts (Expository): Write minutes to a group meeting.

3.29. Writing Genres, Traits and Crafts (Expository): Write a letter to the editor.

3.30. Writing Genres, Traits and Crafts (Persuasive): Analyze and synthesize information from multiple resources to establish and support a position, and to examine opposing perspectives.

3.31. Writing Genres, Traits and Crafts (Persuasive): Prepare a position for and engage in a debate.

3.32. Writing Genres, Traits and Crafts (Persuasive): Develop a business portfolio to sell a product.

3.33. Writing Genres, Traits and Crafts (Persuasive): Write a review of a restaurant, movie, television show, concert, website.

3.34. Writing Genres, Traits and Crafts (Persuasive): Write a newspaper editorial.

3.35. Writing Genres, Traits and Crafts (Persuasive): Write a public service announcement.

3.36. Writing Genres, Traits and Crafts (Persuasive): Write a cover letter to a business expressing interest in volunteering, employment.

3.37. Writing Genres, Traits and Crafts (Poetic): Write poetry in style of choice.

3.38. Writing Genres, Traits and Crafts (Poetic): Research and present types of poetry not yet learned.

CT.1. Reading and Responding: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.

1.1. Students use appropriate strategies before, during and after reading in order to construct meaning.

1.1.a. Students will activate prior knowledge, establish purposes for reading and adjust the purposes while reading.

1.1.b. Students will determine and apply the most effective means of monitoring comprehension and apply the appropriate strategies.

1.1.c. Students will select and organize relevant information from text to summarize.

1.1.d. Students will identify, use and analyze text structures.

1.1.e. Students will draw conclusions and use evidence to substantiate them by using texts heard, read and viewed.

1.1.f. Students will make and justify inferences from explicit and or implicit information.

1.2. Students interpret, analyze and evaluate text in order to extend under-standing and appreciation.

1.2.a. Students will generate and respond to questions.

1.2.b. Students will interpret information that is implied in a text.

1.2.c. Students will distinguish between fact and opinion.

1.2.d. Students will make, support and defend judgments about texts.

1.2.e. Students will discuss and respond to texts by making text-to-self, text-to-text and text-to-world connections.

1.2.f. Students will identify and discuss the underlying theme or main idea in texts.

1.2.g. Students will choose a variety of genres to read for personal enjoyment.

1.3. Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.

1.3.a. Students will use phonetic, structural, syntactical and contextual clues to read and understand words.

1.3.b. Students will analyze the meaning of words and phrases in context.

1.3.c. Students will develop vocabulary through listening, speaking, reading and writing.

1.3.d. Students will use content vocabulary appropriately and accurately (math, music, science, social studies, etc.).

1.4. Students communicate with others to create interpretations of written, oral and visual texts.

1.4.a. Students will respond to the ideas of others and recognize the validity of differing views.

1.4.b. Students will persuade listeners about understandings and judgments of works read, written and viewed.

CT.2. Exploring and Responding to Literature: Students read and respond to classical and contemporary texts from many cultures and literary periods.

2.1. Students recognize how literary devices and conventions engage the reader.

2.1.a. Students will identify the various conventions within a genre and apply this understanding to the evaluation of the text.

2.1.b. Students will identify and analyze the differences between the structures of fiction and nonfiction.

2.1.c. Students will explain and explore their own and others' aesthetic reactions to texts.

2.1.d. Students will analyze literary conventions and devices an author uses and how they contribute meaning and appeal.

2.2. Students explore multiple responses to literature.

2.2.a. Students will develop and defend multiple responses to literature using individual connections and relevant text references.

2.2.b. Students will develop a critical stance and cite evidence to support the stance.

2.3. Students recognize and appreciate that contemporary and classical literature has shaped human thought.

2.3.a. Students will discuss, analyze and evaluate how characters deal with the diversity of human experience and conflict.

2.3.b. Students will compare/contrast and evaluate ideas, themes and/or issues across classical and contemporary texts.

2.3.c. Students will create responses to texts and examine each work's contributions to an understanding of human experience across cultures.

2.4. Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts.

2.4.a. Students will analyze and evaluate the basic beliefs, perspectives and assumptions underlying an author's work.

2.4.b. Students will discuss how the experiences of an author influence the text.

2.4.c. Students will discuss how the experiences of a reader influence the interpretation of a text.

2.4.d. Students will analyze and evaluate themes and connections that cross cultures.

2.4.e. Students will interpret, analyze and evaluate the influence of culture, history and ethnicity on themes and issues in literature.

2.4.f. Students will evaluate the effectiveness of the choices that authors, illustrators and filmmakers make to express political and social issues.

CT.3. Communicating with Others: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.

3.1. Students use descriptive, narrative, expository, persuasive and poetic modes.

3.1.a. Students will use oral language with clarity, voice and fluency to communicate a message.

3.1.b. Students will listen to or read a variety of genres to use as models for writing in different modes.

3.1.c. Students will use the appropriate features of persuasive, narrative, expository or poetic writing.

3.1.d. Students will write to delight in the imagination.

3.2. Students prepare, publish and/or present work appropriate to audience, purpose and task.

3.2.a. Students will determine purpose, point of view and audience, and choose an appropriate written, oral or visual format.

3.2.b. Students will apply the most effective processes to create and present a written, oral or visual piece.

3.2.c. Students will revise texts for organization, elaboration, fluency and clarity.

3.2.d. Students will research information from multiple sources for a specific purpose.

3.2.e. Students will evaluate the validity of primary and secondary sources of information to authenticate research.

3.2.f. Students will publish and/or present final products in a myriad of ways, including the use of the arts and technology.

CT.4. Applying English Language Conventions: Students apply the conventions of standard English in oral, written and visual communication.

4.1. Students use knowledge of their language and culture to improve competency in English.

4.1.a. Students will read, listen to and tell stories from a variety of cultures, and identify the similarities and differences in the way language is used.

4.1.b. Students will recognize and understand variations between language patterns.

4.2. Students speak and write using standard language structures and diction appropriate to audience and task.

4.2.a. Students will use sentence patterns typical of spoken and written language to produce text.

4.2.b. Students will evaluate the impact of language as related to audience and purpose.

4.3. Students use standard English for composing and revising written text.

4.3.a. Students will recognize the difference between standard and nonstandard English and use language appropriately.

4.3.b. Students will demonstrate proficient use of proper mechanics, usage and spelling skills.

4.3.c. Students will use resources for proofreading and editing.

CT.1. Reading and Responding: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.

1.1. Students use appropriate strategies before, during and after reading in order to construct meaning.

1.1.a. Students will activate prior knowledge, establish purposes for reading and adjust the purposes while reading.

1.1.b. Students will determine and apply the most effective means of monitoring comprehension and apply the appropriate strategies.

1.1.c. Students will select and organize relevant information from text to summarize.

1.1.d. Students will identify, use and analyze text structures.

1.1.e. Students will draw conclusions and use evidence to substantiate them by using texts heard, read and viewed.

1.1.f. Students will make and justify inferences from explicit and or implicit information.

1.2. Students interpret, analyze and evaluate text in order to extend under-standing and appreciation.

1.2.a. Students will generate and respond to questions.

1.2.b. Students will interpret information that is implied in a text.

1.2.c. Students will distinguish between fact and opinion.

1.2.d. Students will make, support and defend judgments about texts.

1.2.e. Students will discuss and respond to texts by making text-to-self, text-to-text and text-to-world connections.

1.2.f. Students will identify and discuss the underlying theme or main idea in texts.

1.2.g. Students will choose a variety of genres to read for personal enjoyment.

1.3. Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.

1.3.a. Students will use phonetic, structural, syntactical and contextual clues to read and understand words.

1.3.b. Students will analyze the meaning of words and phrases in context.

1.3.c. Students will develop vocabulary through listening, speaking, reading and writing.

1.3.d. Students will use content vocabulary appropriately and accurately (math, music, science, social studies, etc.).

1.4. Students communicate with others to create interpretations of written, oral and visual texts.

1.4.a. Students will respond to the ideas of others and recognize the validity of differing views.

1.4.b. Students will persuade listeners about understandings and judgments of works read, written and viewed.

CT.2. Exploring and Responding to Literature: Students read and respond to classical and contemporary texts from many cultures and literary periods.

2.1. Students recognize how literary devices and conventions engage the reader.

2.1.a. Students will identify the various conventions within a genre and apply this understanding to the evaluation of the text.

2.1.b. Students will identify and analyze the differences between the structures of fiction and nonfiction.

2.1.c. Students will explain and explore their own and others' aesthetic reactions to texts.

2.1.d. Students will analyze literary conventions and devices an author uses and how they contribute meaning and appeal.

2.2. Students explore multiple responses to literature.

2.2.a. Students will develop and defend multiple responses to literature using individual connections and relevant text references.

2.2.b. Students will develop a critical stance and cite evidence to support the stance.

2.3. Students recognize and appreciate that contemporary and classical literature has shaped human thought.

2.3.a. Students will discuss, analyze and evaluate how characters deal with the diversity of human experience and conflict.

2.3.b. Students will compare/contrast and evaluate ideas, themes and/or issues across classical and contemporary texts.

2.3.c. Students will create responses to texts and examine each work's contributions to an understanding of human experience across cultures.

2.4. Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts.

2.4.a. Students will analyze and evaluate the basic beliefs, perspectives and assumptions underlying an author's work.

2.4.b. Students will discuss how the experiences of an author influence the text.

2.4.c. Students will discuss how the experiences of a reader influence the interpretation of a text.

2.4.d. Students will analyze and evaluate themes and connections that cross cultures.

2.4.e. Students will interpret, analyze and evaluate the influence of culture, history and ethnicity on themes and issues in literature.

2.4.f. Students will evaluate the effectiveness of the choices that authors, illustrators and filmmakers make to express political and social issues.

CT.3. Communicating with Others: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.

3.1. Students use descriptive, narrative, expository, persuasive and poetic modes.

3.1.a. Students will use oral language with clarity, voice and fluency to communicate a message.

3.1.b. Students will listen to or read a variety of genres to use as models for writing in different modes.

3.1.c. Students will use the appropriate features of persuasive, narrative, expository or poetic writing.

3.1.d. Students will write to delight in the imagination.

3.2. Students prepare, publish and/or present work appropriate to audience, purpose and task.

3.2.a. Students will determine purpose, point of view and audience, and choose an appropriate written, oral or visual format.

3.2.b. Students will apply the most effective processes to create and present a written, oral or visual piece.

3.2.c. Students will revise texts for organization, elaboration, fluency and clarity.

3.2.d. Students will research information from multiple sources for a specific purpose.

3.2.e. Students will evaluate the validity of primary and secondary sources of information to authenticate research.

3.2.f. Students will publish and/or present final products in a myriad of ways, including the use of the arts and technology.

CT.4. Applying English Language Conventions: Students apply the conventions of standard English in oral, written and visual communication.

4.1. Students use knowledge of their language and culture to improve competency in English.

4.1.a. Students will read, listen to and tell stories from a variety of cultures, and identify the similarities and differences in the way language is used.

4.1.b. Students will recognize and understand variations between language patterns.

4.2. Students speak and write using standard language structures and diction appropriate to audience and task.

4.2.a. Students will use sentence patterns typical of spoken and written language to produce text.

4.2.b. Students will evaluate the impact of language as related to audience and purpose.

4.3. Students use standard English for composing and revising written text.

4.3.a. Students will recognize the difference between standard and nonstandard English and use language appropriately.

4.3.b. Students will demonstrate proficient use of proper mechanics, usage and spelling skills.

4.3.c. Students will use resources for proofreading and editing.

CT.1. Reading and Responding: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.

1.1. Students use appropriate strategies before, during and after reading in order to construct meaning.

1.1.a. Students will activate prior knowledge, establish purposes for reading and adjust the purposes while reading.

1.1.b. Students will determine and apply the most effective means of monitoring comprehension and apply the appropriate strategies.

1.1.c. Students will select and organize relevant information from text to summarize.

1.1.d. Students will identify, use and analyze text structures.

1.1.e. Students will draw conclusions and use evidence to substantiate them by using texts heard, read and viewed.

1.1.f. Students will make and justify inferences from explicit and or implicit information.

1.2. Students interpret, analyze and evaluate text in order to extend under-standing and appreciation.

1.2.a. Students will generate and respond to questions.

1.2.b. Students will interpret information that is implied in a text.

1.2.c. Students will distinguish between fact and opinion.

1.2.d. Students will make, support and defend judgments about texts.

1.2.e. Students will discuss and respond to texts by making text-to-self, text-to-text and text-to-world connections.

1.2.f. Students will identify and discuss the underlying theme or main idea in texts.

1.2.g. Students will choose a variety of genres to read for personal enjoyment.

1.3. Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.

1.3.a. Students will use phonetic, structural, syntactical and contextual clues to read and understand words.

1.3.b. Students will analyze the meaning of words and phrases in context.

1.3.c. Students will develop vocabulary through listening, speaking, reading and writing.

1.3.d. Students will use content vocabulary appropriately and accurately (math, music, science, social studies, etc.).

1.4. Students communicate with others to create interpretations of written, oral and visual texts.

1.4.a. Students will respond to the ideas of others and recognize the validity of differing views.

1.4.b. Students will persuade listeners about understandings and judgments of works read, written and viewed.

CT.2. Exploring and Responding to Literature: Students read and respond to classical and contemporary texts from many cultures and literary periods.

2.1. Students recognize how literary devices and conventions engage the reader.

2.1.a. Students will identify the various conventions within a genre and apply this understanding to the evaluation of the text.

2.1.b. Students will identify and analyze the differences between the structures of fiction and nonfiction.

2.1.c. Students will explain and explore their own and others' aesthetic reactions to texts.

2.1.d. Students will analyze literary conventions and devices an author uses and how they contribute meaning and appeal.

2.2. Students explore multiple responses to literature.

2.2.a. Students will develop and defend multiple responses to literature using individual connections and relevant text references.

2.2.b. Students will develop a critical stance and cite evidence to support the stance.

2.3. Students recognize and appreciate that contemporary and classical literature has shaped human thought.

2.3.a. Students will discuss, analyze and evaluate how characters deal with the diversity of human experience and conflict.

2.3.b. Students will compare/contrast and evaluate ideas, themes and/or issues across classical and contemporary texts.

2.3.c. Students will create responses to texts and examine each work's contributions to an understanding of human experience across cultures.

2.4. Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts.

2.4.a. Students will analyze and evaluate the basic beliefs, perspectives and assumptions underlying an author's work.

2.4.b. Students will discuss how the experiences of an author influence the text.

2.4.c. Students will discuss how the experiences of a reader influence the interpretation of a text.

2.4.d. Students will analyze and evaluate themes and connections that cross cultures.

2.4.e. Students will interpret, analyze and evaluate the influence of culture, history and ethnicity on themes and issues in literature.

2.4.f. Students will evaluate the effectiveness of the choices that authors, illustrators and filmmakers make to express political and social issues.

CT.3. Communicating with Others: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.

3.1. Students use descriptive, narrative, expository, persuasive and poetic modes.

3.1.a. Students will use oral language with clarity, voice and fluency to communicate a message.

3.1.b. Students will listen to or read a variety of genres to use as models for writing in different modes.

3.1.c. Students will use the appropriate features of persuasive, narrative, expository or poetic writing.

3.1.d. Students will write to delight in the imagination.

3.2. Students prepare, publish and/or present work appropriate to audience, purpose and task.

3.2.a. Students will determine purpose, point of view and audience, and choose an appropriate written, oral or visual format.

3.2.b. Students will apply the most effective processes to create and present a written, oral or visual piece.

3.2.c. Students will revise texts for organization, elaboration, fluency and clarity.

3.2.d. Students will research information from multiple sources for a specific purpose.

3.2.e. Students will evaluate the validity of primary and secondary sources of information to authenticate research.

3.2.f. Students will publish and/or present final products in a myriad of ways, including the use of the arts and technology.

CT.4. Applying English Language Conventions: Students apply the conventions of standard English in oral, written and visual communication.

4.1. Students use knowledge of their language and culture to improve competency in English.

4.1.a. Students will read, listen to and tell stories from a variety of cultures, and identify the similarities and differences in the way language is used.

4.1.b. Students will recognize and understand variations between language patterns.

4.2. Students speak and write using standard language structures and diction appropriate to audience and task.

4.2.a. Students will use sentence patterns typical of spoken and written language to produce text.

4.2.b. Students will evaluate the impact of language as related to audience and purpose.

4.3. Students use standard English for composing and revising written text.

4.3.a. Students will recognize the difference between standard and nonstandard English and use language appropriately.

4.3.b. Students will demonstrate proficient use of proper mechanics, usage and spelling skills.

4.3.c. Students will use resources for proofreading and editing.

CT.1. Reading and Responding: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.

1.1. Students use appropriate strategies before, during and after reading in order to construct meaning.

1.1.a. Students will activate prior knowledge, establish purposes for reading and adjust the purposes while reading.

1.1.b. Students will determine and apply the most effective means of monitoring comprehension and apply the appropriate strategies.

1.1.c. Students will select and organize relevant information from text to summarize.

1.1.d. Students will identify, use and analyze text structures.

1.1.e. Students will draw conclusions and use evidence to substantiate them by using texts heard, read and viewed.

1.1.f. Students will make and justify inferences from explicit and or implicit information.

1.2. Students interpret, analyze and evaluate text in order to extend under-standing and appreciation.

1.2.a. Students will generate and respond to questions.

1.2.b. Students will interpret information that is implied in a text.

1.2.c. Students will distinguish between fact and opinion.

1.2.d. Students will make, support and defend judgments about texts.

1.2.e. Students will discuss and respond to texts by making text-to-self, text-to-text and text-to-world connections.

1.2.f. Students will identify and discuss the underlying theme or main idea in texts.

1.2.g. Students will choose a variety of genres to read for personal enjoyment.

1.3. Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.

1.3.a. Students will use phonetic, structural, syntactical and contextual clues to read and understand words.

1.3.b. Students will analyze the meaning of words and phrases in context.

1.3.c. Students will develop vocabulary through listening, speaking, reading and writing.

1.3.d. Students will use content vocabulary appropriately and accurately (math, music, science, social studies, etc.).

1.4. Students communicate with others to create interpretations of written, oral and visual texts.

1.4.a. Students will respond to the ideas of others and recognize the validity of differing views.

1.4.b. Students will persuade listeners about understandings and judgments of works read, written and viewed.

CT.2. Exploring and Responding to Literature: Students read and respond to classical and contemporary texts from many cultures and literary periods.

2.1. Students recognize how literary devices and conventions engage the reader.

2.1.a. Students will identify the various conventions within a genre and apply this understanding to the evaluation of the text.

2.1.b. Students will identify and analyze the differences between the structures of fiction and nonfiction.

2.1.c. Students will explain and explore their own and others' aesthetic reactions to texts.

2.1.d. Students will analyze literary conventions and devices an author uses and how they contribute meaning and appeal.

2.2. Students explore multiple responses to literature.

2.2.a. Students will develop and defend multiple responses to literature using individual connections and relevant text references.

2.2.b. Students will develop a critical stance and cite evidence to support the stance.

2.3. Students recognize and appreciate that contemporary and classical literature has shaped human thought.

2.3.a. Students will discuss, analyze and evaluate how characters deal with the diversity of human experience and conflict.

2.3.b. Students will compare/contrast and evaluate ideas, themes and/or issues across classical and contemporary texts.

2.3.c. Students will create responses to texts and examine each work's contributions to an understanding of human experience across cultures.

2.4. Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts.

2.4.a. Students will analyze and evaluate the basic beliefs, perspectives and assumptions underlying an author's work.

2.4.b. Students will discuss how the experiences of an author influence the text.

2.4.c. Students will discuss how the experiences of a reader influence the interpretation of a text.

2.4.d. Students will analyze and evaluate themes and connections that cross cultures.

2.4.e. Students will interpret, analyze and evaluate the influence of culture, history and ethnicity on themes and issues in literature.

2.4.f. Students will evaluate the effectiveness of the choices that authors, illustrators and filmmakers make to express political and social issues.

CT.3. Communicating with Others: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.

3.1. Students use descriptive, narrative, expository, persuasive and poetic modes.

3.1.a. Students will use oral language with clarity, voice and fluency to communicate a message.

3.1.b. Students will listen to or read a variety of genres to use as models for writing in different modes.

3.1.c. Students will use the appropriate features of persuasive, narrative, expository or poetic writing.

3.1.d. Students will write to delight in the imagination.

3.2. Students prepare, publish and/or present work appropriate to audience, purpose and task.

3.2.a. Students will determine purpose, point of view and audience, and choose an appropriate written, oral or visual format.

3.2.b. Students will apply the most effective processes to create and present a written, oral or visual piece.

3.2.c. Students will revise texts for organization, elaboration, fluency and clarity.

3.2.d. Students will research information from multiple sources for a specific purpose.

3.2.e. Students will evaluate the validity of primary and secondary sources of information to authenticate research.

3.2.f. Students will publish and/or present final products in a myriad of ways, including the use of the arts and technology.

CT.4. Applying English Language Conventions: Students apply the conventions of standard English in oral, written and visual communication.

4.1. Students use knowledge of their language and culture to improve competency in English.

4.1.a. Students will read, listen to and tell stories from a variety of cultures, and identify the similarities and differences in the way language is used.

4.1.b. Students will recognize and understand variations between language patterns.

4.2. Students speak and write using standard language structures and diction appropriate to audience and task.

4.2.a. Students will use sentence patterns typical of spoken and written language to produce text.

4.2.b. Students will evaluate the impact of language as related to audience and purpose.

4.3. Students use standard English for composing and revising written text.

4.3.a. Students will recognize the difference between standard and nonstandard English and use language appropriately.

4.3.b. Students will demonstrate proficient use of proper mechanics, usage and spelling skills.

4.3.c. Students will use resources for proofreading and editing.