Download ELA Goals with common core

Topic

IEP Goal When given text (orally or read), student will answer literal questions with ___% accuracy in ___trials.

Asking and answering questions

Compare and Contrast Same/Different

When given text (orally or read), student will compare and contrast events/objects/ experiences with ___% accuracy in ___trials.

K RL 1. With prompting and support, ask and answer questions about key details in a text.

1st RL 1. Ask and answer questions about key details in a text.

RL 2. With prompting and support, retell familiar stories, including key details

RL 2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.

RL 9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

RL 9. Compare and contrast the adventures and experiences of characters in stories.

2nd RL 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

3rd RL 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

4th RL 3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

5th RL 3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

RL 9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

RL 9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

RL 9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

RL 9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

Topic

Main idea

IEP Goal When given text (orally or read), student will identify the main idea with ___% accuracy in ___trials.

K RI 2. With prompting and support, identify the main topic and retell key details of a text.

1st RI 2. Identify the main topic and retell key details of a text.

2nd RI 2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

3rd RI 2. Determine the main idea of a text; recount the key details and explain how they support the main idea.

4th RI 2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.

5th RI 2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Topic

Phonological Awareness

Phonological Awareness

Phonological Awareness

IEP Goal When given a visual letter symbol, student will name the letter with ____% in ___trials. When given a letter, student will name its corresponding sound with ___% in ___trials.

K 1st RF 1d. Recognize and name all upper- and lowercase letters of the alphabet. RF 3a. Demonstrate basic knowledge of one-to-one letter-sound correspondences When given a by producing the sound, student will primary sound or name its many of the most corresponding letter frequent sounds with ___% in ___trials for each consonant. When given word RF 2a. Recognize pairs, student will and produce determine if they rhyming words. rhyme with ____% accuracy in ___trials. When given words, student will name a rhyming word with ____% in ____trials. When given words, RF 2b. Count, student will pronounce, count/pronounce/ blend, and blend/segment segment syllables syllables with ___% in in spoken words. ____trials.

2nd

3rd

4th

5th

Topic

Phonological Awareness

Phonological Awareness

Vocabulary (prefixes, suffixes, root words)

IEP Goal When given consonant-vowelconsonant (CVC) words, student will say each sound with ____% in ___trials.

When given consonant-vowelconsonant (CVC) words, student will manipulate the sounds to make a new or rhyming word with ___% in ___trials. (Ex. “Say cat. Now change the /k/ to a /b/ sound….bat.) When given words, student will identify the root, prefix and/or suffix with ___% in ___ trials.

K RF 2d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonantvowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) RF 2e. Add or substitute individual sounds (phonemes) in simple, onesyllable words to make new words.

1st 2nd RF 2c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken singlesyllable words.

3rd

4th

5th

RF 3a. Identify and know the meaning of the most common prefixes and derivational suffixes.

RF 3a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in and out of context.

RF 3a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in and out of context.

RF 2c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken singlesyllable words.

Topic

IEP Goal When given statements, student will identify whether they are facts or opinions with ___ % in ___trials.

K

1st W 1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

Fact/ Opinion

W 2. Write informative/ex planatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

2nd W 1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W2. Write informative/ex planatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

3rd W 1. Write opinion pieces on topics or texts, supporting a point of view with reasons.

4th W 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

5th W 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

W 2b. Develop the topic with facts, definitions, and details.

W 2b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

W 2b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Topic

Sequencing

IEP Goal

K

1st

2nd

3rd

4th

5th

When given pictures/situatio ns/events, student will sequence the events with ____% accuracy in ___trials.

W 3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

W 3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

W 3. Write narratives in which they recount a wellelaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense

W 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

of closure.

Topic

K SL 1. Participate in collaborative conversations with diverse partners about Social kindergarten (Pragmatic) topics and texts Given prompts or with peers and *This standard adults in small independently, also supports and larger student will articulation or groups. fluency goals as initiate a. Follow students must be conversation in agreed-upon ____ trials. able to rules for participate effectively within Given prompts or discussions b. Continue a the classroom. independently, conversation student will through respond to multiple conversation in exchanges. ____ trials.

1st SL 1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

2nd SL 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

3rd SL 1. Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

When presented with a problem/ situation, student will respond appropriately with ____% in ___ trials.

SL 3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

SL 3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

SL 3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Social (Pragmatic) Functional

IEP Goal Given prompts or independently, student will maintain conversation for ___ consecutive turns in ____ trials.

When presented with a choice, student will indicate (verbally/head movement/ eye gaze) which choice he/she prefers with ____% in ___ trials.

SL 3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood

4th SL 1. Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

5th SL 1. Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

Topic

Vocabulary (attributes)

Summarizing

IEP Goal

K

1st

2nd

3rd

When presented with vocabulary words, student will name 4 attributes about the word in ____ trials. When presented with vocabulary words, student will provide a definition that contains at least 3 attributes for the word in ____ trials. When presented with information (orally or text), student will summarize information, including at least 3 main points in ____ trials.

SL 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

SL 4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

SL 4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

SL 4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

4th

SL 4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. SL 2. Determine SL 2. Paraphrase the main ideas portions of a text and supporting read aloud or details of a text information read aloud or presented in information diverse media and presented in formats, including diverse media and visually, formats, including quantitatively, and visually, orally. quantitatively, and orally.

5th SL 4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. SL 2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Topic

IEP Goal

When given 2 sentences, student will identify the complete sentence with ___% in ____ trials. Expressive When given Language, pictures, student Articulation, will describe the Fluency picture using complete This standard can sentences with also be used for ___% in ___ trials. articulation or When given fluency goals. vocabulary words, student will use those words in a complete sentence with ___ % in ___ trials. When given statements, student will identify the appropriate context with ___% in ___ trials. (ex. Social “Hey, what’s (Pragmatic) up?” choices: teacher or friend).

K SL 6. Speak audibly and express thoughts, feelings, and ideas clearly.

1st

2nd

3rd

4th

5th

SL 6. Produce complete sentences when appropriate to task and situation.

SL 6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

SL 6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

SL 4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

SL 4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

SL 6. Produce complete sentences when appropriate to task and situation.

SL 6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

SL 6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

SL 6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

SL 6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

Topic

IEP Goal Given pictures, student will name the object in the picture with ____% in ___trials.

K L 1b. Use frequently occurring nouns and verbs.

1st L 1b. Use common, proper, and possessive nouns.

Grammar (nouns) Given pictures or L 1c. Form regular prompts, student plural nouns orally will name plural by adding /s/ or nouns with __% in /es/ (e.g., dog, ____trials. (ex. 1 girl, dogs; wish, 2 girls) wishes).

L 1c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

Given situations/ pictures, student will name irregular plurals with ___% in ___trials. Given pictures, student will name the verb (or “doing”) in the picture with ___% in ___trials.

L 1c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop)

Given situations/ pictures, student Grammar (verbs) will name the past/present/futur e verb tense with ___% in ___trials. Given situations/ pictures, student will name irregular plurals with ___% in ___ trials.

L 1b. Use frequently occurring nouns and verbs.

2nd 3rd L 1b. Form and use L 1b. Form and use frequently regular and occurring irregular irregular plural plural nouns (e.g., nouns. feet, children, teeth, mice, fish).

4th

5th L 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L 1d. Form and use L 1d. Form and use L 1. Demonstrate L 1. Demonstrate the past tense of regular and command of the command of the frequently irregular verbs. conventions of conventions of occurring irregular standard English standard English verbs (e.g., sat, grammar and grammar and hid, told). usage when usage when writing or speaking writing or speaking L 1e. Use verbs to L 1b. Form and use L 1c. Use verb convey a sense of the progressive tense to convey past, present, and (e.g., I was various times, future (e.g., walking; I am sequences, states, Yesterday I walked walking; I will be and conditions. home; Today I walking) verb walk home; tenses. Tomorrow I will L 1d. Recognize walk home. and correct inappropriate shifts in verb tense.*

Topic

Grammar (prepositions)

Receptive Language (Answering questions)

IEP Goal K 1st 2nd 3rd 4th 5th Given objects, L 1e. Use the most L 1i. Use frequently *Can also cite L 1. *Can also cite L 1. *Can also cite L 1. *Can also cite L 1. student will frequently occurring manipulate them occurring prepositions (e.g., to convey prepositions (e.g., during, beyond, prepositions with to, from, in, out, toward). ___% in ____trials. on, off, for, of, by, (put the pencil with). under the block). Given pictures/objects/ situations, student will name prepositions with ___% in ___trials Given WH L 1d. Understand *Can also cite L 1 *Can also cite L 1. *Can also cite L 1. *Can also cite L 1. *Can also cite L 1. questions (who, and use question what, where, words when, why), (interrogatives) student will answer (e.g., who, what, them with ___% in where, when, why, ___trials. how). Given prompts, student will ask WH questions (who, what, where, when, why) with ___% in ___ trials.

Topic

Expressive language

Grammar (pronouns)

Grammar (adjectives)

IEP Goal When given 2 sentences, student will identify the complete sentence with ___% in ____ trials. When given pictures, student will describe the picture using complete sentences with ___% in ___ trials. When given pictures, student will match the picture to its corresponding pronoun with ___% in ___trials. When given pictures/situation, student will describe it using the correct pronouns with ___ % in ___trials. When given vocabulary words, student will describe it using at least 3 adjectives or attributes in ____ trials.

K L 1f. Produce and expand complete sentences in shared language activities.

1st L 1f. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

2nd L 1f. Produce, expand, and rearrange complete simple and compound sentences

3rd L 1i. Produce simple, compound, and complex sentences.

4th 5th L 1f. Produce *Can also cite L 1 complete sentences, recognizing and correcting inappropriate fragments and runons.

L 1d. Use personal, L 1c. Use reflexive possessive, and pronouns (e.g., indefinite pronouns myself, ourselves). (e.g., I, me, my; they, them, their; anyone, everything).

L 1f. Ensure subject-verb and pronounantecedent agreement.*

L 1a. Use relative pronouns (who, whose, whom, which, that)

*Can also cite L 1

L 1f. Use frequently L 1e. Use occurring adjectives and adjectives. adverbs, and choose between them depending on what is to be modified.

L 1g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

L 1d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

*Can also cite L 1

Topic

Grammar (conjunctions)

Grammar (comparative, superlative)

Grammar (capitalization)

Grammar (punctuation)

IEP Goal Given 2 phrases, student will choose the appropriate conjunction (ex. but, and, or) to join them with ___% in ___trials. (ex. I like pizza…..but…..I don’t like subs).

K

1st L 1g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).

2nd L 1g. Produce, expand, and rearrange complete simple and compound sentences

Given pictures/ situations, student will identify the correct comparative or superlative with ___% in ____ trials.

Given words/ sentences, student will identify the correct form of capitalization. Given sentences, student will identify the correct punctuation with ___% in ___trials.

L 2a. Capitalize the first word in a sentence and the pronoun I.

L 2a. Capitalize L 2a. Capitalize dates and names of holidays, product people. names, and geographic names.

L 2b. Recognize and L 2b. Use end name end punctuation for punctuation. sentences.

3rd L 1h. Use coordinating and subordinating conjunctions.

4th L 1f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*

L 1g. Form and use *Can also cite L 1 comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. L 2a. Capitalize L 2a. Use correct appropriate words in capitalization. titles.

L 2b. Use commas in L 2b. Use commas in L 2b. Use commas greetings and addresses. and quotation marks closings of letters. to mark direct speech and quotations from a text L 2c. Use commas in L 2c. Use commas L 2c. Use a comma dates and to and quotation marks before a separate single in dialogue. coordinating words in a series. d. Form and use conjunction in a possessives. compound sentence.

5th L 1e. Use correlative conjunctions (e.g., either/or, neither/nor).

*Can also cite L 1

*Can also cite L 2

L 2a. Use punctuation to separate items in a series.* L 2b. Use a comma to separate an introductory element from the rest of the sentence. L 2c. Use a comma to set off the words yes and no (e.g., Yes, thank you) L 2d. Use underlining, quotation marks, or italics to indicate titles of works.

Topic

IEP Goal K 1st 2nd 3rd 4th 5th Given words, student L 4a. Identify new L 4. Determine or L 4. Determine or L 4. Determine or L 4. Determine or L 4. Determine or will name a multiple- meanings for familiar clarify the meaning clarify the meaning clarify the meaning clarify the meaning clarify the meaning meaning word words and apply of unknown and of unknown and of unknown and of unknown and of unknown and (homophone) with them accurately multiple-meaning multiple-meaning multiple-meaning multiple-meaning multiple-meaning Vocabulary (Multiple ____% in ___trials. (e.g., knowing duck words and phrases words and phrases word and phrases words and phrases words and phrases meaning words/ is a bird and learning based on grade 1 based on grade 2 based on grade 3 based on grade 4 based on grade 5 homophones) the verb to duck). reading and reading and reading and reading and reading and content, choosing content, choosing content, choosing content, choosing content, choosing flexibly from an array flexibly from an array flexibly from a range flexibly from a range flexibly from a range of strategies. of strategies. of strategies. of strategies. of strategies. Given words, student L 4b. Use the most L 4b. Use frequently L 4b. Determine the L 4b. Determine the L 4b. Use common, L 4b. Use common, will determine its frequently occurring occurring affixes as a meaning of the new meaning of the new grade-appropriate grade-appropriate meaning using inflections and clue to the meaning word formed when a word formed when a Greek and Latin Greek and Latin affixes with ___% in affixes (e.g., -ed, -s, of a word. known prefix is known affix is added affixes and roots as affixes and roots as ___trials. re-, un-, pre-, -ful, added to a known to a known word clues to the meaning clues to the meaning less) as a clue to the word (e.g., (e.g., of a word (e.g., of a word (e.g., meaning of an happy/unhappy, agreeable/disagree telegraph, photograph, unknown word. tell/retell). able, photograph, photosynthesis). comfortable/uncomf autograph). Vocabulary (affixes, ortable, root words) care/careless, heat/preheat). L 4c. Identify L 4c. Use a known L 4c. Use a known frequently occurring root word as a clue root word as a clue root words (e.g., to the meaning of an to the meaning of an look) and their unknown word with unknown word with inflectional forms the same root (e.g., the same root (e.g., (e.g., looks, looked, addition, additional). company, looking). companion). Given sentences, L 4a. Use sentence- L 4a. Use sentence- L 4a. Use sentence- L 4a. Use context L 4a. Use context student will level context as a level context as a level context as a (e.g., definitions, (e.g., cause/effect determine the clue to the meaning clue to the meaning clue to the meaning examples, or relationships and meaning of unknown of a word or phrase. of a word or phrase. of a word or phrase. restatements in text) comparisons in text) Vocabulary (context words using context as a clue to the as a clue to the clues) clues (the text meaning of a word meaning of a word around the word) or phrase. or phrase. with ____% in ____trials.

Topic

IEP Goal

K

1st

When given words, student will look up the word using a dictionary (book or online) to determine Vocabulary word meanings (dictionary skills) with ___% in ___trials.

Given categories, student will name at least 3 items that belong in ___ trials.

Vocabulary (categorizing, attributes)

L 5a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. Given objects/ L 5c. Identify realwords, student will life connections determine which between words word does not go and their use with the others in (e.g., note places ___trials. (ex. at school that are banana, apple, colorful). carrot, watermelon). Given words, student will name at least 3 attributes for each word in ___ trials.

L 5a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent L 5b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

2nd

3rd

4th

5th

L 4e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

L 4e. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

L 5a. Identify reallife connections between words and their use (e.g., describe foods that are spicy or juicy).

L 5b. Identify reallife connections between words and their use (e.g., describe people who are friendly or helpful).

L 4e. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

L 4e. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

Topic

Vocabulary (antonyms)

IEP Goal

K

Given words, student will name antonyms (opposites) with ___% in ___ trials.

L 5b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

*Can also cite L 5 *Can also cite L 5 *Can also cite L 5. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

Given words, student will name synonyms (words that mean the same) with ____% in ___trials.

L 5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

L 5d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

Vocabulary (synonyms)

Inferential Language (metaphors, similes, idioms)

When given a sentence or phrase containing inferential language, student will correctly interpret its meaning with ___ % in ___trials.

1st

2nd

L 5d. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

3rd

4th

5th

L 5c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). L 5c. Distinguish L 5c. Demonstrate shades of understanding of meaning among words by relating related words them to their that describe opposites states of mind or (antonyms) and degrees of to words with certainty (e.g., similar but not knew, believed, identical suspected, heard, meanings wondered). (synonyms).

L 5c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). L 5c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

L 5a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

L 5a. Interpret figurative language, including similes and metaphors, in context. L 5b. Recognize and explain the meaning of common idioms, adages, and proverbs.

L 5a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. L 5b. Recognize and explain the meaning of common idioms, adages, and proverbs.

Topic

IEP Goal K When given 2 SL 6. Speak sentences, student audibly and will identify the express complete thoughts, sentence with ___% feelings, and in ____ trials. ideas clearly. When given pictures, student will describe the picture using complete sentences with ___% in ___ trials. When given vocabulary words, Producing Sentences student will use those words in a complete sentence with ___ % in ___ trials. When given 2 L 1f. Produce sentences, student and expand will identify the complete complete sentences in sentence with ___% shared in ____ trials. language When given activities. pictures, student will describe the picture using complete sentences with ___% in ___ trials.

1st 2nd 3rd 4th 5th SL 6. Produce SL 6. Produce SL 6. Speak in SL 4. Report on a topic SL 4. Report on a complete complete complete or text, tell a story, or topic or text or sentences when sentences when sentences when recount an experience present an appropriate to appropriate to appropriate to in an organized opinion, task and task and task and situation manner, using sequencing ideas situation. situation in in order to provide appropriate facts and logically and using order to provide requested detail or relevant, descriptive appropriate facts requested clarification. details to support main and relevant, detail or ideas or themes; speak descriptive details clarification. clearly at an to support main understandable pace. ideas or themes; speak clearly at an understandable pace.

L 1f. Produce L 1f. Produce, and expand expand, and complete rearrange simple and complete compound simple and declarative, compound interrogative, sentences imperative, and exclamatory sentences in response to prompts.

L 1i. Produce simple, compound, and complex sentences.

L 1f. Produce *Can also cite L 1 complete sentences, recognizing and correcting inappropriate fragments and run-ons.

Topic

Asking and Answering questions

Asking and answering questions

IEP Goal Given WH questions (who, what, where, when, why), student will answer them with ___% in ___trials. Given prompts, student will ask WH questions (who, what, where, when, why) with ___% in ___ trials. When given text (orally or read), student will answer literal questions with ___% accuracy in ___trials.

K L 1d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

1st

2nd

RL 1. With RL 1. Ask and RL 1. Ask and prompting and answer answer such support, ask questions questions as who, and answer about key what, where, questions details in a when, why, and about key text. how to details in a text. demonstrate RL 2. With RL 2. Retell understanding of prompting and stories, key details in a support, retell including key text. familiar stories, details, and including key demonstrate details understanding of their central message or lesson.

3rd

4th

5th

RL 1. Ask and RL 3. Describe in RL 3. Compare and answer questions depth a contrast two or more to demonstrate character, setting, characters, settings, understanding of a or event in a story or events in a story or text, referring or drama, drawing drama, drawing on explicitly to the on specific details specific details in the text as the basis for in the text (e.g., a text (e.g., how the answers. character’s characters interact). thoughts, words, or actions).

Topic

Compare/Contrast Same/ Different

Main idea

Summarizing

IEP Goal When given text (orally or read), student will compare and contrast events/objects/ experiences with ___% accuracy in ___trials. When given two objects/situations/ pictures, student will name 3 similarities and 3 differences with ___% in ___ trials. When given text (orally or read), student will identify the main idea with ___% accuracy in ___trials.

When presented with information (orally or text), student will summarize information, including at least 3 main points in ____ trials.

K RL 9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

1st 2nd 3rd 4th RL 9. Compare RL 9. Compare RL 9. Compare and RL 9. Compare and and contrast and contrast contrast the contrast the the two or more themes, settings, treatment of similar adventures versions of the and plots of stories themes and topics and same story written by the same (e.g., opposition of experiences of (e.g., Cinderella author about the good and evil) and characters in stories) by same or similar patterns of events stories. different authors characters (e.g., in (e.g., the quest) in or from different books from a series). stories, myths, and cultures. traditional literature from different cultures.

RI 2. With prompting and support, identify the main topic and retell key details of a text.

RI 2. Identify RI 2. Identify the the main topic main topic of a and retell key multiparagraph details of a text as well as text. the focus of specific paragraphs within the text.

RI 2. Determine the main idea of a text; recount the key details and explain how they support the main idea.

5th RL 9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

RI 2. Determine the RI 2. Determine two or main idea of a text more main ideas of a and explain how it is text and explain how supported by key they are supported by details; summarize key details; summarize the text. the text.

SL 2. Determine the SL 2. Paraphrase SL 2. Summarize a main ideas and portions of a text written text read supporting details of read aloud or aloud or information a text read aloud or information presented in diverse information presented in diverse media and formats, presented in diverse media and formats, including visually, media and formats, including visually, quantitatively, and including visually, quantitatively, and orally. quantitatively, and orally. orally.

Topic

Fact/ Opinion

IEP Goal When given statements, student will identify whether they are facts or opinions with ___ % in ___trials.

K

1st 2nd 3rd 4th 5th W 1. Write opinion W 1. Write opinion W 1. Write W 1. Write opinion W 1. Write opinion pieces in which pieces in which opinion pieces pieces on topics or pieces on topics or they introduce the they introduce the on topics or texts, supporting a texts, supporting a topic or name the topic or book they texts, supporting point of view with point of view with book they are are writing about, a point of view reasons and reasons and writing about, state state an opinion, with reasons. information. information. an opinion, supply supply reasons a reason for the that support the opinion, and opinion, use linking provide some words (e.g., sense of closure. because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W 2. Write W2. Write W 2b. Develop W 2b. Develop the W 2b. Develop the informative/explan informative/explan the topic with topic with facts, topic with facts, atory texts in which atory texts in which facts, definitions, definitions, concrete they name a topic, they introduce a definitions, and concrete details, details, quotations, or supply some facts topic, use facts details. quotations, or other information and about the topic, and definitions to other information examples related to and provide some develop points, and examples the topic. sense of closure. and provide a related to the concluding topic. statement or section.

Topic

Sequencing

IEP Goal K 1st When given W 3. Use a W 3. Write pictures/situations/ combination of narratives in events, student will drawing, which they sequence the dictating, and recount two or events with ____% writing to more accuracy in narrate a single appropriately ___trials. event or sequenced When given several loosely events, include pictures/situations/ linked events, some details events, student will tell about the regarding what retell the story using events in the happened, use transition words order in which temporal words (ex. First, next, they occurred, to signal event second, last) with and provide a order, and ____% accuracy in reaction to provide some ___trials. what sense of happened. closure.

2nd W 3. Write narratives in which they recount a wellelaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

3rd 4th 5th W 3. Write W 3. Write narratives W 3. Write narratives narratives to to develop real or to develop real or develop real or imagined imagined experiences imagined experiences or or events using experiences or events using effective technique, events using effective technique, descriptive details, effective descriptive details, and clear event technique, and clear event sequences. descriptive sequences. details, and clear event sequences.

Topic

Vocabulary (Multiple meaning words/ homophone)

Vocabulary (affixes, root words)

IEP Goal

K

1st

Given words, student will name a multiplemeaning word (homophone) with ____% in ___trials.

L 4a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

L 4. Determine or L 4. Determine or L 4. Determine or clarify the clarify the clarify the meaning meaning of meaning of of unknown and unknown and unknown and multiple-meaning multiple-meaning multiple-meaning word and phrases words and phrases words and phrases based on grade 3 based on grade 1 based on grade 2 reading and reading and reading and content, choosing content, choosing content, choosing flexibly from a flexibly from an flexibly from an range of strategies. array of strategies. array of strategies.

Given words, student will determine its meaning using affixes with ___% in ___trials.

L 4b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, ful, -less) as a clue to the meaning of an unknown word.

L 4b. Use frequently occurring affixes as a clue to the meaning of a word.

L 4c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

2nd

3rd

4th

5th

L 4. Determine or L 4. Determine clarify the or clarify the meaning of meaning of unknown and unknown and multiple-meaning multiplewords and phrases meaning words based on grade 4 and phrases reading and based on grade content, choosing 5 reading and flexibly from a content, range of choosing strategies. flexibly from a range of strategies. L 4b. Determine L 4b. Determine the L 4b. Use L 4b. Use the meaning of meaning of the common, grade- common, the new word new word formed appropriate gradeformed when a when a known affix Greek and Latin appropriate known prefix is is added to a affixes and roots Greek and Latin added to a known known word (e.g., as clues to the affixes and roots word (e.g., agreeable/disagree meaning of a as clues to the happy/unhappy, able, word (e.g., meaning of a tell/retell). comfortable/unco telegraph, word (e.g., mfortable, photograph, photograph, care/careless, autograph). photosynthesis). heat/preheat). L 4c. Use a known L 4c. Use a known root word as a root word as a clue clue to the to the meaning of meaning of an an unknown word unknown word with the same root with the same root (e.g., company, (e.g., addition, companion). additional).

Topic

IEP Goal When given words, student will identify the root, prefix and/or suffix with ___% in ___ trials.

Vocabulary (prefixes, suffixes, root words)

When given words, student will determine its meaning using affixes with ___% in ___trials.

Given sentences, student will determine the meaning of unknown words using Vocabulary context clues (the text (context clues) around the word) with ____% in ____trials.

Vocabulary (dictionary skills)

When given words, student will look up the word using a dictionary (book or online) to determine word meanings with ___% in ___trials.

K

1st

2nd

3rd RF 3a. Identify and know the meaning of the most common prefixes and derivational suffixes. RF 3b. Decode words with common Latin suffixes.

4th

5th

RF 3a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

RF 3a. Use combined knowledge of all letter-sound correspondenc es, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. L 4a. Use L 4a. Use L 4a. Use sentence- L 4a. Use context L 4a. Use sentence-level sentence-level level context as a (e.g., definitions, context (e.g., context as a clue context as a clue clue to the examples, or cause/effect to the meaning of to the meaning of meaning of a word restatements in relationships a word or phrase. a word or phrase. or phrase. text) as a clue to and the meaning of a comparisons in word or phrase. text) as a clue to the meaning of a word or phrase. L 4e. Consult L 4e. Use glossaries L 4e. Use glossaries L 4e. Consult reference materials reference and beginning or beginning (e.g., dictionaries, materials (e.g., dictionaries, both dictionaries, both glossaries, dictionaries, print and digital, to print and digital, to thesauruses), both glossaries, determine or determine or clarify print and digital, to thesauruses), both clarify the the precise find the print and digital, meaning of words meaning of key pronunciation and to find the and phrases. words and phrases. determine or clarify pronunciation the precise meaning and determine or of key words and clarify the precise phrases. meaning of key words and phrases.

Topic

IEP Goal

K

Given categories, student will name at least 3 items that belong in ___ trials.

1st

L 5a. Sort L 5a. Sort words common objects into categories into categories (e.g., colors, (e.g., shapes, clothing) to gain a foods) to gain a sense of the sense of the concepts the concepts the categories categories represent represent. Given objects/ words, L 5c. Identify L 5b. Define words student will determine real-life by category and Vocabulary which word does not go connections by one or more (categorizing, with the others in between words key attributes attributes) ___trials. (ex. banana, and their use (e.g., a duck is a apple, carrot, (e.g., note bird that swims; a watermelon). places at school tiger is a large cat Given words, student will that are colorful). with stripes). name at least 3 attributes for each word in ___ trials. Given words, student will name antonyms (opposites) with ___% in ___ trials.

Vocabulary (attributes)

When presented with SL 4. Describe vocabulary words, student familiar people, will name 4 attributes about places, things, and the word in ____ trials. events and, with When presented with prompting and vocabulary words, student support, provide will provide a definition that additional detail. contains at least 3 attributes for the word in ____ trials.

2nd

3rd

L 5a. Identify reallife connections between words and their use (e.g., describe foods that are spicy or juicy).

L 5b. Identify reallife connections between words and their use (e.g., describe people who are friendly or helpful).

SL 4. Describe SL 4. Tell a story or people, places, recount an things, and events experience with with relevant details, appropriate facts expressing ideas and and relevant, feelings clearly. descriptive details, speaking audibly in coherent sentences.

4th

SL 4. Report on a topic SL 4. Report on a or text, tell a story, or topic or text, tell a recount an story, or recount an experience with experience in an appropriate facts and organized manner, relevant, descriptive using appropriate details, speaking facts and relevant, clearly at an descriptive details to understandable pace. support main ideas or themes; speak clearly at an understandable pace.

5th

SL 4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Topic

IEP Goal

K

1st

2nd

3rd

Given words, student will name synonyms (words that mean the same) with ____% in ___trials.

L 5b *Can also cite L 5 *Can also cite L 5 *Can also cite L 5. Demonstrate With guidance understanding of and support from frequently adults, occurring verbs demonstrate and adjectives understanding of by relating them word relationships to their opposites and nuances in (antonyms). word meanings.

When given a sentence or phrase containing inferential language, student will correctly interpret its meaning with ___ % in ___trials.

L 5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

Vocabulary (antonyms)

Vocabulary (synonyms)

When given a sentence or phrase containing inferential language, student will correctly Vocabulary- interpret its meaning Inferential with ____% in ____trials. Language (metaphors, similes, idioms)

L 5d. Distinguish L 5d. Distinguish shades of shades of meaning among meaning among verbs differing in closely related manner (e.g., look, verbs (e.g., toss, peek, glance, throw, hurl) and stare, glare, scowl) closely related and adjectives adjectives (e.g., differing in intensity thin, slender, (e.g., large, skinny, scrawny). gigantic) by defining or choosing them or by acting out the meanings.

4th

5th

L 5c. Demonstrate L 5c. understanding of Demonstrate words by relating understanding them to their of words by opposites relating them to (antonyms) and to their opposites words with similar (antonyms) and but not identical to words with meanings similar but not (synonyms). identical meanings (synonyms). L 5c. Distinguish L 5c. Demonstrate L 5c. Use the shades of meaning understanding of relationship among related words by relating between words that describe them to their particular words states of mind or opposites (e.g., synonyms, degrees of certainty (antonyms) and to antonyms, (e.g., knew, words with similar homographs) to believed, but not identical better suspected, heard, meanings understand wondered). (synonyms). each of the words.

L 5a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

L 5a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. L 5b. Recognize and explain the meaning of common idioms, adages, and proverbs.

L 5a. Interpret figurative language, including similes and metaphors, in context. L 5b. Recognize and explain the meaning of common idioms, adages, and proverbs.

Topic

Phonological Awareness

Phonological Awareness

Phonological Awareness

IEP Goal When given a visual letter symbol, student will name the letter with ____% in ___trials. When given a letter, student will name its corresponding sound with ___% in ___trials.

When given a sound, student will name its corresponding letter with ___% in ___trials When given word pairs, student will determine if they rhyme with ____% accuracy in ___trials. When given words, student will name a rhyming word with ____% in ____trials. When given words, student will count/pronounce/ blend/segment syllables with ___% in ____trials. (pick one per goal to make it easier when measuring data)

K 1st RF 1d. Recognize and name all upper- and lowercase letters of the alphabet. RF 3a. Demonstrate basic knowledge of one-to-one lettersound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. RF 2a. Recognize and produce rhyming words.

RF 2b. Count, pronounce, blend, and segment syllables in spoken words.

2nd

3rd

4th

5th

Topic

Phonological Awareness

Phonological Awareness

IEP Goal When given consonant-vowelconsonant (CVC) words, student will say each sound with ____% in ___trials.

When given consonant-vowelconsonant (CVC) words, student will manipulate the sounds to make a new or rhyming word with ___% in ___trials. (Ex. “Say cat. Now change the /k/ to a /b/ sound….bat.)

K RF 2d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowelconsonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) RF 2e. Add or substitute individual sounds (phonemes) in simple, onesyllable words to make new words.

1st 2nd RF 2c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken singlesyllable words.

RF 2c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken singlesyllable words.

3rd

4th

5th

Topic

IEP Goal Given prompts or independently, student will maintain conversation for Social (Pragmatic) ___ consecutive turns in ____ trials. *This standard also Given prompts or supports independently, articulation or student will initiate fluency goals as conversation in students must be ____ trials. able to participate Given prompts or effectively within independently, the classroom. student will respond to conversation in ____ trials.

Social (Pragmatic) Functional

K SL 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreedupon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges. When presented SL 3. Ask and answer with a problem/ questions in order to situation, student seek help, get will respond information, or clarify appropriately with something that is not ____% in ___ trials. understood When presented with a choice, student will indicate (verbally/head movement/ eye gaze) which choice he/she prefers with ____% in ___ trials.

1st SL 1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

2nd SL 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

3rd SL 1. Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

SL 3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

SL 3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

SL 3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

4th SL 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

5th SL 1. Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

Topic

Social (Pragmatic)

IEP Goal When given statements, student will identify the appropriate context with ___% in ___ trials. (ex. “Hey, what’s up?” choices: teacher or friend).

K

1st SL 6. Produce complete sentences when appropriate to task and situation.

2nd SL 6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

3rd SL 6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

4th SL 6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., smallgroup discussion); use formal English when appropriate to task and situation.

5th SL 6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

Topic

IEP Goal Given pictures, student will name the object in the picture with ____% in ___trials.

K L 1b. Use frequently occurring nouns and verbs.

1st L 1b. Use common, proper, and possessive nouns.

Grammar (nouns) Given pictures or L 1c. Form regular prompts, student plural nouns orally will name plural by adding /s/ or nouns with __% in /es/ (e.g., dog, ____trials. (ex. 1 girl, dogs; wish, 2 girls) wishes).

L 1c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

Given situations/ pictures, student will name irregular plurals with ___% in ___trials. Given pictures, student will name the verb (or “doing”) in the picture with ___% in ___trials.

L 1c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop)

Given situations/ pictures, student Grammar (verbs) will name the past/present/futur e verb tense with ___% in ___trials. Given situations/ pictures, student will name irregular plurals with ___% in ___ trials.

L 1b. Use frequently occurring nouns and verbs.

L 1e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home.

2nd L 1b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

3rd L 1b. Form and use regular and irregular plural nouns.

L 1d. Form and use L 1d. Form and use the past tense of regular and frequently irregular verbs. occurring irregular verbs (e.g., sat, hid, told).

4th L 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

5th L 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L 1b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

L 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L 1c. Use verb tense to convey various times, sequences, states, and conditions. L 1d. Recognize and correct inappropriate shifts in verb tense.*

Topic

Grammar (prepositions)

Grammar (pronouns)

Grammar (adjectives)

IEP Goal Given objects, student will manipulate them to convey prepositions with ___% in ____trials. (put the pencil under the block). Given pictures/objects/ situations, student will name prepositions with ___% in ___trials When given pictures, student will match the picture to its corresponding pronoun with ___% in ___trials. When given pictures/situation, student will describe it using the correct pronouns with ___ % in ___trials. When given vocabulary words, student will describe it using at least 3 adjectives or attributes in ____ trials.

K L 1e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with) .

1st 2nd 3rd 4th 5th L 1i. Use frequently *Can also cite L 1. *Can also cite L 1. *Can also cite L 1. *Can also cite L 1. occurring prepositions (e.g., during, beyond, toward).

L 1d. Use personal, L 1c. Use reflexive possessive, and pronouns (e.g., indefinite myself, ourselves). pronouns (e.g., I, me, my; they, them, their; anyone, everything).

L 1f. Ensure subject-verb and pronounantecedent agreement.*

L 1a. Use relative pronouns (who, whose, whom, which, that)

*Can also cite L 1

L 1f. Use frequently L 1e. Use occurring adjectives and adjectives. adverbs, and choose between them depending on what is to be modified.

L 1g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

L 1d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

*Can also cite L 1

Topic

Grammar (conjunctions)

Grammar (comparative, superlative)

Grammar (capitalization)

Grammar (punctuation)

IEP Goal Given 2 phrases, student will choose the appropriate conjunction (ex. but, and, or) to join them with ___% in ___trials. (ex. I like pizza…..but…..I don’t like subs). Given pictures/ situations, student will identify the correct comparative or superlative with ___% in ____ trials.

K

1st L 1g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).

2nd 3rd L 1g. Produce, L 1h. Use expand, and coordinating rearrange and complete simple subordinating and compound conjunctions. sentences

4th L 1f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*

L 1g. Form and *Can also cite L 1 use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. Given words/ L 2a. Capitalize L 2a. Capitalize L 2a. Capitalize L 2a. Capitalize L 2a. Use correct sentences, student the first word in a dates and names holidays, appropriate capitalization. will identify the sentence and the of people. product names, words in titles. correct form of pronoun I. and geographic capitalization. names. Given sentences, L 2b. Recognize L 2b. Use end L 2b. Use L 2b. Use L 2b. Use commas student will identify and name end punctuation for commas in commas in and quotation the correct punctuation. sentences. greetings and addresses. marks to mark punctuation with closings of direct speech and ___% in ___trials. letters. quotations from a text L 2c. Use commas L 2c. Use L 2c. Use a in dates and to commas and comma before a separate single quotation marks coordinating words in a series. in dialogue. conjunction in a d. Form and use compound possessives. sentence.

5th L 1e. Use correlative conjunctions (e.g., either/or, neither/nor).

*Can also cite L 1

*Can also cite L 2

L 2a. Use punctuation to separate items in a series.*

L 2b. Use a comma to separate an introductory element from the rest of the sentence. L 2c. Use a comma to set off the words yes and no (e.g., Yes, thank you) L 2d. Use underlining, quotation marks, or italics to indicate titles of works.

Topic

Articulation or Fluency

IEP Goal These standards support any articulation or fluency goal.

K SL 6. Speak audibly and express thoughts, feelings, and ideas clearly.

1st SL 6. Produce complete sentences when appropriate to task and situation.

2nd SL 6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

SL 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreedupon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges.

SL 1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

SL 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

3rd SL 6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

4th SL 4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

5th SL 4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. SL 1. Engage SL 1. Engage SL 1. Engage effectively in effectively in a effectively in a a range of range of range of collaborative collaborative collaborative discussions discussions (one- discussions (one-on-one, on-one, in (one-on-one, in in groups, groups, and groups, and and teacher- teacher-led) with teacher-led) led) with diverse partners with diverse diverse on grade 4 partners on partners on topics and texts, grade 5 topics grade 3 building on and texts, topics and others’ ideas and building on texts, building expressing their others’ ideas on others’ own clearly. and expressing ideas and their own expressing clearly. their own clearly.

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