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Standards in this Framework

Standard	Lessons
K.RF.2.1 Demonstrate understanding that print moves from left to right across the page and from top to bottom.
K.RF.2.2 Recognize that written words are made up of sequences of letters.	Build a Sentence
K.RF.2.3 Recognize that words are combined to form sentences.	Build a Sentence
K.RF.2.4 Identify and name all uppercase (capital) and lowercase letters of the alphabet.
K.RF.3.1 Identify and produce rhyming words.
K.RF.3.2 Orally pronounce, blend, and segment words into syllables.
K.RF.3.3 Orally blend the onset (the initial sound) and the rime (the vowel and ending sound) in words.
K.RF.3.4 Tell the order of sounds heard in words with two or three phonemes, and identify the beginning, middle (medial) and final sounds.
K.RF.3.5 Add, delete, or substitute sounds to change one-syllable words.
K.RF.4.1 Use letter-sound knowledge to decode the sound of each consonant (e.g., dog = /d/ /g/; soap = /s/ /p/).	Phonics: Letter Sounds
K.RF.4.2 Blend consonant-vowel-consonant (CVC) sounds to make words.	Phonics: Letter Sounds
K.RF.4.3 Recognize the long and short sounds for the five major vowels.
K.RF.4.4 Read common high-frequency words by sight (e.g., a, my).
K.RF.4.5 Identify similarities and differences in words (e.g., word endings, onset and rime) when spoken or written.
K.RF.5 Orally read emergent-reader texts, maintaining an appropriate pace and using self-correcting strategies while reading.
K.RL.2.1 With support, ask and answer questions about main topics and key details in a text heard or read.	Careers in CS: Litter Free Communities Careers in CS: Coding for Fashion-Retail
K.RL.2.2 With support, retell familiar stories, poems, and nursery rhymes, including key details.	Storytelling Animations Original Story Animations - Personal Story Storytelling Animations Part 2
K.RL.2.3 Identify important elements of the text (e.g., characters, settings, or events).
K.RL.2.4 Make predictions about what will happen in a story.
K.RL.3.1 Recognize familiar narrative text genres (e.g., fairy tales, nursery rhymes, storybooks).
K.RL.3.2 With support, define the role of the author and illustrator of a story in telling the story.
K.RL.4.1 With support, describe the relationship between illustrations and the story in which they appear.
K.RL.4.2 With support, compare and contrast the adventures and experiences of characters in familiar stories.
K.RN.2.1 With support, ask and answer questions about important elements of a text (e.g., events, topics, concepts).	Careers in CS: Litter Free Communities Careers in CS: Coding for Fashion-Retail
K.RN.2.2 With support, retell the main idea and key details of a text.	Storytelling Animations Original Story Animations - Personal Story Storytelling Animations Part 2 Original Story Animations - Fiction Story
K.RN.2.3 With support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
K.RN.3.1 Identify text features of a nonfiction text (e.g., title, author, illustrations) and describe the relationship between those features and the text in which they appear.
K.RN.3.2 Recognize that a nonfiction text can be structured to describe a topic.
K.RN.4.1 With support, identify the reasons an author gives to support points in a text.
K.RN.4.2 With support, identify basic similarities in and differences between two texts on the same topic.
K.RV.2.2 Identify and sort pictures of objects into categories (e.g., colors, shapes, opposites).
K.RV.2.4 Recognize frequently occurring inflections (e.g., look, looks).
K.RV.3.1 With support, ask and answer questions about unknown words in stories, poems, or songs.
K.RV.3.2 With support, ask and answer questions about unknown words in a nonfiction text.
K.W.2.1 Write most uppercase (capital) and lowercase letters of the alphabet, correctly shaping and spacing the letters of the words.	Build a Sentence
K.W.2.2 Write by moving from left to right and top to bottom.	Build a Sentence
K.W.3.1 Use words and pictures to provide logical reasons for suggesting that others follow a particular course of action.
K.W.3.2 Use words and pictures to develop a main idea and provide some information about a topic.
K.W.3.3 Use words and pictures to narrate a single event or simple story, arranging ideas in order.
K.W.4a With support, revise writing by adding simple details; review (edit) writing for format and conventions (e.g.,  correct spelling of simple words, capitalization of the first word of the sentence).
K.W.4b Use available technology to produce and publish writing.
K.W.5 With support, build understanding of a topic using various sources. Identify relevant pictures, charts, grade-appropriate texts, personal experiences, or people as sources of information on a topic.
K.W.6.1a Nouns/Pronouns – Writing sentences that include singular and/or plural nouns (e.g., dog/dogs, cat/cats).	Build a Sentence
K.W.6.1b Verbs – Writing sentences that include verbs.	Build a Sentence
K.W.6.1e Usage – Recognizing that there are different kinds of sentences (e.g., sentences that tell something, sentences that ask something, etc.).	Punctuation: Write a Great Sentence!
K.W.6.2a Capitalization – Capitalizing the first word in a sentence and the pronoun I.	Build a Sentence Punctuation: Write a Great Sentence!
K.W.6.2b Punctuation – Recognizing and naming end punctuation.	Build a Sentence Punctuation: Write a Great Sentence!
K.W.6.2c Spelling – Spelling simple words phonetically, drawing on phonemic awareness.
K.SL.2.1 Participate in collaborative conversations about grade-appropriate topics and texts with peers and adults in small and larger groups.
K.SL.2.3 Listen to others, take turns speaking, and add one’s own ideas to small group discussions or tasks.
K.SL.2.4 Ask questions to seek help, get information, or clarify something that is not understood.
K.SL.2.5 Continue a conversation through multiple exchanges.
K.SL.3.1 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
K.SL.3.2 Ask appropriate questions about what a speaker says.
K.SL.4.1 Speaking audibly, recite poems, rhymes, and songs, and use complete sentences to describe familiar people, places, things, and events and, with support, provide additional details.
K.SL.4.3 Give, restate, and follow simple two-step directions.
K.ML.2.1 Recognize common signs and logos and identify commercials or advertisements.
1.RF.2.1 Students are expected to build upon and continue applying concepts learned previously. K.RF.2.1 Demonstrate understanding that print moves from left to right across the page and from top to bottom.
1.RF.2.2 Students are expected to build upon and continue applying concepts learned previously. K.RF.2.2 Recognize that written words are made up of sequences of letters.
1.RF.2.3 Recognize the components of a sentence (e.g., capitalization, first word, ending punctuation).	Build a Sentence Punctuation: Write a Great Sentence!
1.RF.2.4 Learn and apply knowledge of alphabetical order.
1.RF.3.1 Produce rhyming words.
1.RF.3.2 Blend sounds, including consonant blends, to produce single- and multi-syllable words.
1.RF.3.3 Orally blend sounds in words.
1.RF.3.4 Distinguish beginning, middle (medial), and final sounds in single-syllable words.
1.RF.3.5 Segment the individual sounds in one-syllable words.
1.RF.4.1 Use letter-sound knowledge of single consonants (hard and soft sounds), short and long vowels, consonant blends and digraphs, vowel teams (e.g., ai) and digraphs, and r-controlled vowels to decode phonetically regular words (e.g., cat, go, black, boat, her), independent of context.	Phonics: Letter Sounds Phonics: Digraphs
1.RF.4.2 Decode one-syllable words in the major syllable patterns (CVC, CVr, V, VV, VCe), independent of context.
1.RF.4.3 Apply knowledge of final –e and common vowel teams (vowel digraphs) for representing long vowel sounds.
1.RF.4.4 Recognize and read common and irregularly spelled high-frequency words by sight (e.g., have, said).
1.RF.4.5 Read words in common word families (e.g., -at, -ate).
1.RF.4.6 Read grade appropriate root words and affixes including plurals, verb tense, comparatives (e.g., look, -ed, -ing, -s, -er, - est), and simple compound words (e.g., cupcake) and contractions (e.g., isn’t). Further guidance for support will be provided in the Literacy Framework.	Build a Sentence
1.RF.5 Orally read grade-level appropriate or higher texts smoothly and accurately, with expression that connotes comprehension at the independent level.
1.RL.2.1 Ask and answer questions about main idea and key details in a text.	Careers in CS: Litter Free Communities Careers in CS: Coding for Fashion-Retail
1.RL.2.2 Retell stories, fables, and fairy tales in sequence, including key details, and demonstrate understanding of their central message or lesson. Further guidance for support will be provided in the Literacy Framework.	Storytelling Animations Original Story Animations - Personal Story Storytelling Animations Part 2
1.RL.2.3 Using key details, identify and describe the elements of plot, character, and setting.	Introduction to ScratchJr
1.RL.2.4 Make and confirm predictions about what will happen next in a story.
1.RL.3.1 Identify the basic characteristics of familiar narrative text genres (e.g., fairy tales, nursery rhymes, storybooks).
1.RL.3.2 Identify who is telling the story at various points in a text.
1.RL.4.1 Use illustrations and details in a story to describe its characters, setting, or events.	Introduction to ScratchJr
1.RL.4.2 Compare and contrast the adventures and experiences of characters in stories.
1.RN.2.1 Ask and answer questions about key details to clarify and confirm understanding of a text.	Careers in CS: Litter Free Communities Careers in CS: Coding for Fashion-Retail
1.RN.2.2 Retell main ideas and key details of a text.	Storytelling Animations Original Story Animations - Personal Story Storytelling Animations Part 2 Original Story Animations - Fiction Story
1.RN.2.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.
1.RN.3.1 Know and use various text features (e.g., table of contents, glossary, illustrations) to locate and describe key facts or information in a text.
1.RN.3.2 Identify how a nonfiction text can be structured to indicate order (e.g., sequential) or to explain a simple cause and effect relationship.
1.RN.4.1 Identify the reasons the author gives to support points in a text.
1.RN.4.2 Identify basic similarities in and differences between two texts on the same topic.
1.RV.2.1 Demonstrate understanding that context clues (e.g., words and sentence clues) and text features (e.g., glossaries, illustrations) may be used to help understand unknown words.
1.RV.2.2 Define and sort words into categories (e.g., antonyms, living things, synonyms).
1.RV.2.4 Recognize and use frequently occurring affixes, and roots and their inflections, as clues to the meaning of an unknown word.
1.RV.3.1 Identify words and phrases in stories, poems, or songs that suggest feelings or appeal to the senses (touch, hearing, sight, taste, smell).
1.RV.3.2 Ask and answer questions to help determine or clarify the meaning of words and phrases in a nonfiction text.
1.W.2.1 Write all uppercase (capital) and lowercase letters legibly, and space letters, words, and sentences appropriately.	Build a Sentence
1.W.2.2 Students are expected to build upon and continue applying concepts learned previously. K.W.2.2 Write by moving from left to right and top to bottom.
1.W.3.1 Write logically connected sentences to make a proposal to a particular audience (e.g., a parent, classmate, etc.) and give reasons why the proposal should be considered.
1.W.3.2 Develop a topic sentence or main idea, provide some facts or details about the topic, and provide a concluding statement.
1.W.3.3 Develop topics for stories or poems, using precise words to describe characters and actions and temporal words to signal event order, with ideas organized into a beginning, middle, and ending.
1.W.4a With support, develop, select and organize ideas relevant to topic, purpose, and genre; revise writing to add details (e.g., sentence structure); edit writing for format and conventions (e.g., correct spelling of frequently used words, basic capitalization, end punctuation); and provide feedback to other writers.
1.W.4b Use available technology to produce and publish legible documents.
1.W.5a With support, conduct simple research on a topic. Identify several sources of information and indicate the sources.
1.W.5b With support, conduct simple research on a topic. Organize information, using graphic organizers or other aids.
1.W.5c With support, conduct simple research on a topic. Make informal presentations on information gathered.
1.W.6.1a Nouns/Pronouns – Writing sentences that include common and proper nouns and personal pronouns.	Build a Sentence
1.W.6.1b Verbs – Writing sentences using verbs to convey a sense of past, present, and future.	Build a Sentence
1.W.6.1e Usage – Writing complete simple declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
1.W.6.2a Capitalization – Capitalizing the first word of a sentence, dates, names of people, and the pronoun I.	Build a Sentence Punctuation: Write a Great Sentence!
1.W.6.2b.a Punctuation – Correctly using a period, question mark, and exclamation mark at the end of a sentence.	Build a Sentence Punctuation: Write a Great Sentence!
1.W.6.2b.b Punctuation – Using commas in dates and to separate items in a series.
1.W.6.2c.a Spelling – Spelling unknown words phonetically, drawing on phonemic awareness and spelling conventions.
1.W.6.2c.b Spelling – Correctly spelling words with common spelling patterns.
1.W.6.2c.c Spelling – Correctly spelling common irregularly-spelled, grade-appropriate high-frequency words
1.SL.2.1 Participate in collaborative conversations about grade-appropriate topics and texts with peers and adults in small and larger groups.
1.SL.2.3 Listen to others, take turns speaking about the topic, and add one’s own ideas in small group discussions or tasks.
1.SL.2.4 Ask questions to clarify information about topics and texts under discussion.
1.SL.2.5 Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
1.SL.3.1 Ask and answer questions about what a speaker says to clarify something that is not understood.
1.SL.3.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
1.SL.4.1 Speaking audibly and using appropriate language, recite poems, rhymes, songs, and stories, with careful attention to sensory detail when describing people, places, things, and events.
1.SL.4.2 Add drawings or other visual displays, such as pictures and objects, when sharing information to clarify ideas, thoughts, and feelings.
1.SL.4.3 Give and follow three- and four-step directions.
1.ML.2.1 Demonstrate understanding of media by asking and answering appropriate questions about what is read, heard, or viewed.
2.RF.2.1 Students are expected to build upon and continue applying concepts learned previously. K.RF.2.1 Demonstrate understanding that print moves from left to right across the page and from top to bottom.
2.RF.2.2 Students are expected to build upon and continue applying concepts learned previously. K.RF.2.2 Recognize that written words are made up of sequences of letters.	Build a Sentence
2.RF.2.3 Students are expected to build upon and continue applying concepts learned previously. 1.RF.2.3 Recognize the components of a sentence (e.g., capitalization, first word, ending punctuation).	Build a Sentence
2.RF.2.4 Students are expected to build upon and continue applying concepts learned previously. 1.RF.2.4 Learn and apply knowledge of alphabetical order.
2.RF.3.1 Students are expected to build upon and continue applying concepts learned previously. 1.RF.3.1 Identify and produce rhyming words.
2.RF.3.2 Students are expected to build upon and continue applying concepts learned previously. 1.RF.3.2 Blend sounds, including consonant blends, to produce single- and multi-syllable words.
2.RF.3.3 Students are expected to build upon and continue applying concepts learned previously. 1.RF.3.3 Add, delete, or substitute sounds to change single-syllable words.
2.RF.3.4 Students are expected to build upon and continue applying concepts learned previously. 1.RF.3.4 Distinguish beginning, middle (medial), and final sounds in single-syllable words.
2.RF.3.5 Students are expected to build upon and continue applying concepts learned previously. 1.RF.3.5 Segment the individual sounds in one-syllable words.
2.RF.4.1 Students are expected to build upon and continue applying concepts learned previously. 1.RF.4.1 Use letter-sound knowledge of single consonants (hard and soft sounds), short and long vowels, consonant blends and digraphs, vowel teams (e.g., ai) and digraphs, and r-controlled vowels to decode phonetically regular words (e.g., cat, go, black, boat, her), independent of context.
2.RF.4.2 Use knowledge of the six major syllable patterns (CVC, CVr, V, VV, VCe, Cle) to decode two-syllable words, independent of context.
2.RF.4.3 Apply knowledge of short and long vowels (including vowel teams) when reading regularly spelled one-syllable words.
2.RF.4.4 Recognize and read common and irregularly spelled high-frequency words and abbreviations by sight (e.g., through, tough; Jan., Fri.). Further guidance for support will be provided in the Literacy Framework.
2.RF.4.5 Know and use common word families when reading unfamiliar words (e.g., -ale, -est, -ine, -ock). Further guidance for support will be provided in the Literacy Framework.
2.RF.4.6 Read multisyllabic words composed of roots, prefixes, and suffixes; read contractions, possessives (e.g., kitten’s, sisters’), and compound words. Further guidance for support will be provided in the Literacy Framework.
2.RF.5 Orally read grade-level appropriate or higher texts smoothly and accurately, with expression that connotes comprehension at the independent level.
2.RL.2.1 Ask and answer questions (e.g., who was the story about; why did an event happen; where did the story happen) to demonstrate understanding of main idea and key details in a text.	Careers in CS: Litter Free Communities Careers in CS: Coding for Fashion-Retail
2.RL.2.2 Recount the beginning, middle, and ending of stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
2.RL.2.3 Describe how characters in a story respond to major events and how characters affect the plot.
2.RL.2.4 Make predictions about the content of text using prior knowledge of text features, explaining whether they were confirmed or not confirmed and why.
2.RL.3.1 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
2.RL.3.2 Acknowledge differences in the points of view of characters and identify dialogue as words spoken by characters, usually enclosed in quotation marks.
2.RL.4.1 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
2.RL.4.2 Compare and contrast versions of the same stories from different authors, time periods, or cultures from around the world.
2.RN.2.1 Ask and answer questions about the main idea and supporting facts and details in a text to confirm understanding.	Careers in CS: Litter Free Communities Careers in CS: Coding for Fashion-Retail
2.RN.2.2 Identify the main idea of a multiparagraph text and the topic of each paragraph.
2.RN.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, and steps in a process or procedure in a text.
2.RN.3.1 Use various text features (e.g., table of contents, index, headings, captions) to locate key facts or information and explain how they contribute to and clarify a text.
2.RN.3.2 Identify how a nonfiction text can be structured to compare and contrast, to describe a procedure, and to explain a cause and effect relationship.
2.RN.3.3 Identify what the author wants the reader to answer, explain, or describe in the text.
2.RN.4.1 Describe how an author uses facts to support specific points in a text.
2.RN.4.2 Compare and contrast the most important points presented by two texts on the same topic.
2.RV.2.1 Use context clues (e.g., words and sentence clues) and text features (e.g., table of contents, headings) to determine the meanings of unknown words.
2.RV.2.2 Identify relationships among words, including common synonyms and antonyms, and simple multiple-meaning words (e.g., change, duck).
2.RV.2.4 Use a known root word as a clue to the meaning of an unknown word with the same root, and identify when a common affix is added to a known word. Further guidance for support will be provided in the Literacy Framework.
2.RV.2.5 Consult reference materials, both print and digital (e.g., dictionary), to determine or clarify the meanings of words and phrases.
2.RV.3.1 Recognize that authors use words (e.g., regular beats, repeating lines, simile, alliteration, onomatopoeia, idioms) to provide rhythm and meaning in a story, poem, or song.
2.RV.3.2 Determine the meanings of words and phrases in a nonfiction text relevant to a second grade topic or subject area.
2.W.2.1 Write legibly by forming letters correctly and spacing words and sentences properly.
2.W.2.2 Students are expected to build upon and continue applying concepts learned previously. K.W.2.2 Write by moving from left to right and top to bottom.
2.W.3.1 Write a logically connected paragraph or paragraphs that introduce an opinion, with a concluding statement or section and multiple reasons to explain why a certain course of action should be followed.
2.W.3.2 Write a paragraph or paragraphs on a topic or main idea that introduce a topic, provide facts and details about the topic, and provide a concluding statement.
2.W.3.3 Develop topics for friendly letters, stories, poems, and other narrative purposes that: Include a beginning, Use temporal words to signal event order (e.g., first of all), Provide details to describe actions, thoughts, and feelings, Provide an ending.
2.W.4a Generate a draft by developing, selecting and organizing ideas relevant to topic, purpose, and genre; revise writing, using appropriate reference materials, by adding details (e.g., organization, sentence structure, word choice); edit writing for format and conventions (e.g., spelling, capitalization, usage, punctuation); and provide feedback to other writers.
2.W.4b Use available technology to produce and publish legible documents.
2.W.5a With support, conduct short research on a topic. Find information on a topic of interest (e.g., cardinals).
2.W.5b With support, conduct short research on a topic. Identify various visual and text reference sources.
2.W.5c With support, conduct short research on a topic. Organize, summarize, and present the information, choosing from a variety of formats.
2.W.6.1a Nouns/Pronouns – Writing sentences that include common, proper, possessive, and collective nouns, irregular plural nouns, and personal and possessive pronouns.
2.W.6.1b.a Verbs – Writing sentences that use the past tense of frequently occurring irregular verbs.	Build a Sentence
2.W.6.1b.b Verbs – Understanding the functions of different types of verbs (e.g., action, linking) in sentences.
2.W.6.1c Adjectives/ Adverbs –Writing sentences that use adjectives and adverbs.	Build a Sentence
2.W.6.1e Usage – Writing correctly complete simple and compound declarative, interrogative, imperative, and exclamatory sentences.
2.W.6.2a Capitalization – Capitalizing greetings, months and days of the week, titles and initials in names, and proper nouns, including holidays and geographic names.
2.W.6.2b.a Punctuation – Correctly using a period, question mark, or exclamation mark at the end of a sentence.	Build a Sentence Punctuation: Write a Great Sentence!
2.W.6.2b.b Punctuation – Using an apostrophe to form contractions and singular possessive nouns.
2.W.6.2b.c Punctuation – Using commas in greetings and closings of letters, dates, and to separate items in a series.
2.W.6.2c.a Spelling – Correctly spelling words with short and long vowel sounds, r-controlled vowels, and consonant-blend patterns.
2.W.6.2c.b Spelling – Generalizing learned spelling patterns (e.g., word families) when writing words.
2.W.6.2c.c Spelling – Correctly spelling common irregularly-spelled grade-appropriate high frequency words.
2.SL.2.1 Participate in collaborative conversations about grade-appropriate topics and texts with peers and adults in small and larger groups.
2.SL.2.3 Listen to others, take one’s turn in respectful ways, and speak one at a time about the topics and text under discussion.
2.SL.2.4 Ask for clarification and further explanation as needed about the topics and texts under discussion.
2.SL.2.5 Build on others’ talk in conversations by linking comments to the remarks of others.
2.SL.3.1 Determine the purpose for listening (e.g., to obtain information, to enjoy humor) and paraphrase or describe key ideas or details from a text read aloud or information presented orally or through other media.
2.SL.3.2 Ask and answer questions about what a speaker says to clarify comprehension, gather information, or deepen understanding of a topic or issue.
2.SL.4.1 Using appropriate language, recite poems and rhymes, and tell a story or recount an experience, in an organized manner, with appropriate facts and careful attention to sensory details, speaking audibly in coherent sentences and at an appropriate pace.
2.SL.4.2 Create simple presentations that maintain a clear focus, using various media when appropriate to clarify ideas, thoughts, and feelings.
2.SL.4.3 Give and follow multi-step directions.
2.ML.2.1 Recognize that media can be sources for information, entertainment, persuasion, interpretation of events, and transmission of culture.
3.RF.2.1 Students are expected to build upon and continue applying concepts learned previously. K.RF.2.1 Demonstrate understanding that print moves from left to right across the page and from top to bottom.
3.RF.2.2 Students are expected to build upon and continue applying concepts learned previously. K.RF.2.2 Recognize that written words are made up of sequences of letters.
3.RF.2.3 Students are expected to build upon and continue applying concepts learned previously. 1.RF.2.3 Recognize the components of a sentence (e.g., capitalization, first word, ending punctuation).
3.RF.2.4 Students are expected to build upon and continue applying concepts learned previously. 1.RF.2.4 Learn and apply knowledge of alphabetical order.
3.RF.3.1 Students are expected to build upon and continue applying concepts learned previously. 1.RF.3.1 Identify and produce rhyming words.
3.RF.3.2 Students are expected to build upon and continue applying concepts learned previously. 1.RF.3.2 Blend sounds, including consonant blends, to produce single- and multi-syllable words.
3.RF.3.3 Students are expected to build upon and continue applying concepts learned previously. 1.RF.3.3 Add, delete, or substitute sounds to change single-syllable words.
3.RF.3.4 Students are expected to build upon and continue applying concepts learned previously. 1.RF.3.4 Distinguish beginning, middle (medial), and final sounds in single-syllable words
3.RF.3.5 Students are expected to build upon and continue applying concepts learned previously. 1.RF.3.5 Segment the individual sounds in one-syllable words.
3.RF.4.1 Students are expected to build upon and continue applying concepts learned previously. 1.RF.4.1 Use letter-sound knowledge of single consonants (hard and soft sounds), short and long vowels, consonant blends and digraphs, vowel teams (e.g., ai) and digraphs, and r-controlled vowels to decode phonetically regular words (e.g., cat, go, black, boat, her), independent of context.
3.RF.4.2 Understand the six major syllable patterns (CVC, CVr, V, VV, VCe, Cle) to aid in decoding unknown words.
3.RF.4.3 Students are expected to build upon and continue applying concepts learned previously. 2.RF.4.3 Apply knowledge of short and long vowels (including vowel teams) when reading regularly spelled one-syllable words.
3.RF.4.4 Read grade-appropriate words that have blends (e.g., walk, play) and common spelling patterns (e.g., qu- ; doubling the consonant and adding –ing, such as cut/cutting; changing the ending of a word from –y to –ies to make a plural). Further guidance for support will be provided in the Literacy Framework.
3.RF.4.5 Know and use more difficult word families when reading unfamiliar words (e.g., -ight). Further guidance for support will be provided in the Literacy Framework.
3.RF.4.6 Read multisyllabic words composed of roots and related prefixes and suffixes; read irregular contractions (e.g., will not = won’t) and possessives (e.g., children’s, Dennis’s). Further guidance for support will be provided in the Literacy Framework.
3.RF.5 Orally read grade-level appropriate or higher texts smoothly and accurately, with expression that connotes comprehension at the independent level.
3.RL.2.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
3.RL.2.2 Recount folktales, fables, and tall tales from diverse cultures; identify the themes in these works. Further guidance for support will be provided in the Literacy Framework.	Creative Storytelling
3.RL.2.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the plot.
3.RL.2.4 Students are expected to build upon and continue applying concepts learned previously. 2.RL.2.4 Make predictions about the content of text using prior knowledge of text features, explaining whether they were confirmed or not confirmed and why.
3.RL.3.1 Use terms such as chapter, scene, and stanza to refer to the parts of stories, plays, and poems; describe how each successive part builds on earlier sections.	Creative Storytelling
3.RL.3.2 Distinguish personal point of view from that of the narrator or those of the characters.
3.RL.4.1 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
3.RL.4.2 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).
3.RN.2.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
3.RN.2.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.	Research: Effective Keywords Creative Storytelling Research: Informational Programs
3.RN.2.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in processes or procedures in a text, using words such as first, next, finally, because, problem, solution, same, and different.
3.RN.3.1 Apply knowledge of text features to locate information and gain meaning from a text (e.g., maps, illustrations, charts, font/format).
3.RN.3.2 Identify how a nonfiction text can be structured to indicate a problem and solution or to put events in chronological order.
3.RN.3.3 Distinguish one’s own perspective from that of the author of the text.
3.RN.4.1 Distinguish between fact and opinion; explain how an author uses reasons and facts to support specific points in a text.
3.RN.4.2 Compare and contrast the most important points and key details presented in two texts on the same topic.
3.RV.2.1 Apply context clues (e.g., word, phrase, and sentence clues) and text features (e.g., maps, illustrations, charts) to determine the meanings of unknown words.
3.RV.2.2 Identify relationships among words, including synonyms, antonyms, homographs, homonyms, and multiple-meaning words (e.g., puzzle, fire).
3.RV.2.4 Use a known word as a clue to the meaning of an unknown word with the same root, and identify when an affix is added to a known root word.
3.RV.2.5 Consult reference materials, both print and digital (e.g., dictionary), to determine or clarify the meanings of words and phrases.
3.RV.3.1 Determine how the author uses words and phrases to provide meaning to works of literature, distinguishing literal from nonliteral language, including figurative language (e.g., similes).
3.RV.3.2 Determine the meanings of general academic and content-specific words and phrases in a nonfiction text relevant to a third grade topic or subject area.
3.RV.3.3 Recognize and understand the meanings of idioms in context.
3.W.2.1 Write legibly in print or cursive, leaving space between letters in a word, words, in a sentence, and words and the edges of the paper.
3.W.2.2 Students are expected to build upon and continue applying concepts learned previously. K.W.2.2 Write by moving from left to right and top to bottom.
3.W.3.1 Write persuasive compositions in a variety of forms that – a) State the opinion in an introductory statement or section. b) Support the opinion with reasons in an organized way c) Connect opinion and reasons using words and phrases. d) Provide a concluding statement or section.
3.W.3.2 Write informative compositions on a variety of topics that – a) State the topic, develop a main idea for the introductory paragraph, and group related information together. b) Develop the topic with facts and details. c) Connect ideas within categories of information using words and phrases. d) Use text features (e.g., pictures, graphics) when useful to aid comprehension. e) Provide a concluding statement or section.
3.W.3.3 Write narrative compositions in a variety of forms that – a) Establish an introduction (e.g., situation, narrator, characters). b) Include specific descriptive details and clear event sequences. c) Include dialogue. d) Connect ideas and events using introduction and transition words. e) Provide an ending.	Dash® Robot Storytelling
3.W.4a Generate a draft by developing, selecting and organizing ideas relevant to topic, purpose, and genre; revise to improve writing, using appropriate reference materials (e.g., quality of ideas, organization, sentence fluency, word choice); and edit writing for format and conventions (e.g., spelling, capitalization, usage, punctuation).
3.W.4b Use available technology to produce and publish legible documents.
3.W.5a Conduct short research on a topic. Identify a specific topic or question of interest (e.g., where did Benjamin Harrison grow up?).
3.W.5b Conduct short research on a topic. Locate information in reference texts, electronic resources, or through interviews.
3.W.5c Conduct short research on a topic. Recognize that some sources may be more reliable than others.
3.W.5d Conduct short research on a topic. Record relevant information in their own words.
3.W.5e Conduct short research on a topic. Present the information, choosing from a variety of formats.
3.W.6.1a Nouns/Pronouns – Writing sentences using abstract nouns (e.g., hope, thought).	Parts of Speech: Random Sentence Generator Grammar Quiz Game
3.W.6.1b Verbs – Writing sentences that use regular and irregular verbs and simple verb tenses to convey various times, sequences, states, and conditions.	Parts of Speech: Random Sentence Generator Grammar Quiz Game
3.W.6.1c Adjectives/ Adverbs –Writing sentences that include comparative and superlative adjectives and adverbs, choosing between them depending on what is to be modified, and explaining their functions in the sentence.	Parts of Speech: Random Sentence Generator Grammar Quiz Game
3.W.6.1e Usage – Writing correctly complete simple, compound, and complex declarative, interrogative, imperative, and exclamatory sentences, using coordinating and subordinating conjunctions (e.g., and, for, but, or).	Parts of Speech: Random Sentence Generator
3.W.6.2a Capitalization – Capitalizing appropriate words in titles, historical periods, company names, product names, and special events.
3.W.6.2b.a Punctuation – Correctly using apostrophes to form contractions and singular and plural possessives.
3.W.6.2b.b Punctuation – Using quotation marks to mark direct speech.	Punctuation Game
3.W.6.2b.c Punctuation – Using commas in locations and addresses; to mark direct speech; and for coordinating adjectives (e.g., a small, red bicycle).	Punctuation Game
3.W.6.2c.a Spelling – Using conventional spelling for high-frequency and other studied words and for adding affixes to base words.
3.W.6.2c.b Spelling – Using spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts, homophones/ homographs) when writing.
3.SL.2.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade-appropriate topics and texts, building on others’ ideas and expressing personal ideas clearly.
3.SL.2.2 Explore ideas under discussion by drawing on readings and other information.
3.SL.2.3 Demonstrate knowledge and use of agreed-upon rules for discussions and identify and serve in roles for small group discussions or projects.
3.SL.2.4 Ask questions to check understanding of information presented, stay on topic, and link comments to the remarks of others.
3.SL.2.5 Explain personal ideas and understanding in reference to the discussion.
3.SL.3.1 Retell, paraphrase, and explain the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively (e.g., charts and graphs), and orally.	Storytelling Animations Storytelling Animations Part 2 Ozobot® Timeline
3.SL.3.2 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
3.SL.4.1 Using appropriate language, report on a topic or text, or provide a narrative that organizes ideas chronologically or around major points of information, with appropriate facts and relevant, descriptive details, speaking at an understandable pace, in a clear, concise manner.
3.SL.4.2 Create oral presentations that maintain a clear focus, using various media when appropriate to emphasize or enhance certain facts or details.
3.SL.4.3 Students are expected to build upon and continue applying conventions learned previously. 2.SL.4.3 Give and follow multi-step directions.
3.ML.2.1 Distinguish among the purposes of various media messages, including for information, entertainment, persuasion, interpretation of events, or transmission of culture.
4.RF.2.1 Students are expected to build upon and continue applying concepts learned previously. K.RF.2.1 Demonstrate understanding that print moves from left to right across the page and from top to bottom.
4.RF.2.2 Students are expected to build upon and continue applying concepts learned previously. K.RF.2.2 Recognize that written words are made up of sequences of letters.
4.RF.2.3 Students are expected to build upon and continue applying concepts learned previously. 1.RF.2.3 Recognize the components of a sentence (e.g., capitalization, first word, ending punctuation).
4.RF.2.4 Students are expected to build upon and continue applying concepts learned previously. 1.RF.2.4 Learn and apply knowledge of alphabetical order.
4.RF.3.1 Students are expected to build upon and continue applying concepts learned previously. 1.RF.3.1 Identify and produce rhyming words.
4.RF.3.2 Students are expected to build upon and continue applying concepts learned previously. 1.RF.3.2 Blend sounds, including consonant blends, to produce single- and multi-syllable words.
4.RF.3.3 Students are expected to build upon and continue applying concepts learned previously. 1.RF.3.3 Add, delete, or substitute sounds to change single-syllable words.
4.RF.3.4 Students are expected to build upon and continue applying concepts learned previously. 1.RF.3.4 Distinguish beginning, middle (medial), and final sounds in single-syllable words
4.RF.3.5 Students are expected to build upon and continue applying concepts learned previously. 1.RF.3.5 Segment the individual sounds in one-syllable words.
4.RF.4.1 Students are expected to build upon and continue applying concepts learned previously. 1.RF.4.1 Use letter-sound knowledge of single consonants (hard and soft sounds), short and long vowels, consonant blends and digraphs, vowel teams (e.g., ai) and digraphs, and r-controlled vowels to decode phonetically regular words (e.g., cat, go, black, boat, her), independent of context.
4.RF.4.2 Use the six major syllable patterns (CVC, CVr, V, VV, VCe, Cle) to read unknown words.
4.RF.4.3 Students are expected to build upon and continue applying concepts learned previously. 2.RF.4.3 Apply knowledge of short and long vowels (including vowel teams) when reading regularly spelled one-syllable words.
4.RF.4.4 Students are expected to build upon and continue applying concepts learned previously. 3.RF.4.4 Read grade-appropriate words that have blends (e.g., walk, play) and common spelling patterns (e.g., qu- ; doubling the consonant and adding –ing, such as cut/cutting; changing the ending of a word from –y to –ies to make a plural).
4.RF.4.5 Students are expected to build upon and continue applying concepts learned previously. 3.RF.4.5 Know and use more difficult word families when reading unfamiliar words (e.g., -ight).
4.RF.4.6 Use knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context. Further guidance for support will be provided in the Literacy Framework.
4.RF.5 Orally read grade-level appropriate or higher texts smoothly and accurately, with expression that connotes comprehension at the independent level.
4.RL.2.1 Refer to details and examples in a text when explaining what a text says explicitly and when drawing inferences from the text.
4.RL.2.2 Paraphrase or summarize the main events in a story, myth, legend, or novel; identify the theme and provide evidence for the interpretation.
4.RL.2.3 Describe a character, setting, or event in a story or play, drawing on specific details in the text, and how that impacts the plot.
4.RL.2.4 Students are expected to build upon and continue applying concepts learned previously. 2.RL.2.4 Make predictions about the content of text using prior knowledge of text features, explaining whether they were confirmed or not confirmed and why.
4.RL.3.1 Explain major differences between poems, plays, and prose, and refer to the structural elements of poems and drama.
4.RL.3.2 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
4.RL.4.1 Describe how visual and multimedia presentations and representations can enhance the meaning of a text.
4.RL.4.2 Compare and contrast the treatment of similar themes and topics and patterns of events in stories, myths, and traditional literature from different cultures.
4.RN.2.1 Refer to details and examples in a text when explaining what a text says explicitly and when drawing inferences from the text.
4.RN.2.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.	Research: Effective Keywords Creative Storytelling Research: Informational Programs
4.RN.2.3 Explain the relationships between events, procedures, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
4.RN.3.1 Apply knowledge of text features to locate information and gain meaning from a text (e.g., charts, tables, graphs, headings, subheadings, font/format).
4.RN.3.2 Describe the organizational structure (e.g., chronological, problem-solution, comparison/contrast, procedural, cause/effect, sequential, description) of events, ideas, concepts, or information in a text or part of a text.
4.RN.3.3 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided in the accounts.
4.RN.4.1 Distinguish between fact and opinion; explain how an author uses reasons and evidence to support a statement or position (claim) in a text.
4.RN.4.2 Combine information from two texts on the same topic in order to demonstrate knowledge about the subject.
4.RV.2.1 Apply context clues (e.g., word, phrase, sentence, and paragraph clues) and text features (e.g., charts, headings/subheadings, font/format) to determine the meanings of unknown words.
4.RV.2.2 Identify relationships among words, including more complex homographs, homonyms, synonyms, antonyms, and multiple meanings.
4.RV.2.4 Apply knowledge of word structure elements (e.g., suffixes, prefixes, common Greek and Latin affixes and roots), known words, and word patterns to determine meaning.
4.RV.2.5 Consult reference materials, both print and digital (e.g., dictionary), to find the pronunciation and clarify the precise meanings of words and phrases.
4.RV.3.1 Determine how words and phrases provide meaning to works of literature, including figurative language (e.g., similes, metaphors, or hyperbole).	Animating Poetry
4.RV.3.2 Determine the meanings of general academic and content-specific words and phrases in a nonfiction text relevant to a fourth grade topic or subject area.
4.RV.3.3 Explain the meanings of proverbs, adages, and idioms in context.
4.W.2.1 Write legibly in print or cursive, forming letters and words that can be read by others.
4.W.2.2 Students are expected to build upon and continue applying concepts learned previously. K.W.2.2 Write by moving from left to right and top to bottom.
4.W.3.1 Write persuasive compositions in a variety of forms that – a) In an introductory statement, clearly state an opinion to a particular audience. b) Support the opinion with facts and details from various sources, including texts. c) Use an organizational structure to group related ideas that support the purpose. d) Connect opinion and reasons using words and phrases. e) Provide a concluding statement or section related to the position presented.
4.W.3.2 Write informative compositions on a variety of topics that – a) Provide an introductory paragraph with a clear main idea. b) Provide supporting paragraphs with topic and summary sentences. c) Provide facts, specific details, and examples from various sources and texts to support ideas and extend explanations. d) Connect ideas using words and phrases. e) Include text features (e.g., formatting, pictures, graphics) and multimedia when useful to aid comprehension. f) Use language and vocabulary appropriate for audience and topic. g) Provide a concluding statement or section.
4.W.3.3 Write narrative compositions in a variety of forms that – a) Establish an introduction, with a context to allow the reader to imagine the world of the event or experience. b) Organize events that unfold naturally, using meaningful paragraphing and transitional words and phrases. c) Use dialogue and descriptive details to develop events and reveal characters’ personalities, feelings, and responses to situations. d) Employ vocabulary with sufficient sensory (sight, sound, smell, touch, taste) details to give clear pictures of ideas and events. e) Provide an ending that follows the narrated experiences or events.	Dash® Robot Storytelling
4.W.4a Generate a draft by developing, selecting and organizing ideas relevant to topic, purpose, and genre; revise to improve writing, using appropriate reference materials (e.g., quality of ideas, organization, sentence fluency, word choice); edit writing for format and conventions (e.g., spelling, capitalization, usage, punctuation).
4.W.4b Use technology to interact and collaborate with others to produce and publish legible documents.
4.W.5a Conduct short research on a topic. Identify a specific question to address (e.g., What is the history of the Indy 500?).
4.W.5b Conduct short research on a topic. Use organizational features of print and digital sources to efficiently to locate further information.
4.W.5c Conduct short research on a topic. Determine the reliability of the sources.
4.W.5d Conduct short research on a topic. Summarize and organize information in their own words, giving credit to the source.
4.W.5e Conduct short research on a topic. Present the research information, choosing from a variety of formats.
4.W.6.1a Nouns/Pronouns – Writing sentences that include relative pronouns (e.g., who, which) and reflexive pronouns (e.g., myself, ourselves) and explaining their functions in the sentence.	Parts of Speech: Random Sentence Generator Grammar Quiz Game
4.W.6.1b.a Verbs – Writing sentences that use the progressive verb tenses.	Parts of Speech: Random Sentence Generator Grammar Quiz Game
4.W.6.1b.b Verbs – Recognizing and correcting inappropriate shifts in verb tense.	Parts of Speech: Random Sentence Generator
4.W.6.1b.c Verbs – Using modal auxiliaries (e.g., can, may, must).	Grammar Quiz Game
4.W.6.1c Adjectives/ Adverbs –Writing sentences using relative adverbs (e.g., where, when) and explaining their functions in the sentence.	Parts of Speech: Random Sentence Generator Grammar Quiz Game
4.W.6.1d Prepositions – Writing sentences that include prepositions, explaining their functions in the sentence.
4.W.6.2a Capitalization – Capitalizing names of magazines, newspapers, works of art, musical compositions, organizations, and the first word in quotations, when appropriate.	Punctuate a Title
4.W.6.2b.a Punctuation – Correctly using apostrophes to form possessives and contractions.
4.W.6.2b.b Punctuation – Correctly using quotation marks and commas to mark direct speech.
4.W.6.1e Usage – Writing correctly complete simple, compound, and complex declarative, interrogative, imperative, and exclamatory sentences, using coordinating and subordinating conjunctions (e.g., yet, nor, so).
4.W.6.2b.c Punctuation – Using a comma before a coordinating conjunction in a compound sentence.
4.W.6.2c Spelling – Using spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts, homophones/homographs) in writing single and multisyllable words.
4.SL.2.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade-appropriate topics and texts, building on others’ ideas and expressing personal ideas clearly.
4.SL.2.2 Explore ideas under discussion by drawing on readings and other information.
4.SL.2.3 Demonstrate knowledge and use of agreed-upon rules for discussions and carry out assigned roles.
4.SL.2.4 Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
4.SL.2.5 Review the key ideas expressed and explain personal ideas in reference to the discussion.
4.SL.3.1 Summarize major ideas and supportive evidence from text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
4.SL.3.2 Identify and use evidence a speaker provides to support particular points.
4.SL.4.1 Using appropriate language, report on a topic or text or provide a narrative in an organized manner, with effective introductions and conclusions, using appropriate structure, appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly and concisely at an understandable pace.
4.SL.4.2 Create oral presentations that maintain a clear focus, using multimedia to enhance the development of main ideas and themes that engage the audience.
4.SL.4.3 Students are expected to build upon and continue applying conventions learned previously. 2.SL.4.3 Give and follow multi-step directions.
4.ML.2.1 Recognize claims in print, image, and multimedia and identify evidence used to support these claims.
5.RF.2.1 Students are expected to build upon and continue applying concepts learned previously. K.RF.2.1 Demonstrate understanding that print moves from left to right across the page and from top to bottom
5.RF.2.2 Students are expected to build upon and continue applying concepts learned previously. K.RF.2.2 Recognize that written words are made up of sequences of letters.
5.RF.2.3 Students are expected to build upon and continue applying concepts learned previously. 1.RF.2.3 Recognize the components of a sentence (e.g., capitalization, first word, ending punctuation).
5.RF.2.4 Students are expected to build upon and continue applying concepts learned previously. 1.RF.2.4 Learn and apply knowledge of alphabetical order.
5.RF.3.1 Students are expected to build upon and continue applying concepts learned previously. 1.RF.3.1 Identify and produce rhyming words.
5.RF.3.2 Students are expected to build upon and continue applying concepts learned previously. 1.RF.3.2 Blend sounds, including consonant blends, to produce single- and multi-syllable words.
5.RF.3.3 Students are expected to build upon and continue applying concepts learned previously. 1.RF.3.3 Add, delete, or substitute sounds to change single-syllable words.
5.RF.3.4 Students are expected to build upon and continue applying concepts learned previously. 1.RF.3.4 Distinguish beginning, middle (medial), and final sounds in single-syllable words
5.RF.3.5 Students are expected to build upon and continue applying concepts learned previously. 1.RF.3.5 Segment the individual sounds in one-syllable words.
5.RF.4.1 Students are expected to build upon and continue applying concepts learned previously. 1.RF.4.1 Use letter-sound knowledge of single consonants (hard and soft sounds), short and long vowels, consonant blends and digraphs, vowel teams (e.g., ai) and digraphs, and r-controlled vowels to decode phonetically regular words (e.g., cat, go, black, boat, her), independent of context.
5.RF.4.2 Students are expected to build upon and continue applying concepts learned previously. 4.RF.4.2 Use the six major syllable patterns (CVC, CVr, V, VV, VCe, Cle) to read unknown words.
5.RF.4.3 Students are expected to build upon and continue applying concepts learned previously. 2.RF.4.3 Apply knowledge of short and long vowels (including vowel teams) when reading regularly spelled one-syllable words
5.RF.4.4 Students are expected to build upon and continue applying concepts learned previously. 3.RF.4.4 Read grade-appropriate words that have blends (e.g., walk, play) and common spelling patterns (e.g., qu- ; doubling the consonant and adding –ing, such as cut/cutting; changing the ending of a word from –y to –ies to make a plural).
5.RF.4.5 Students are expected to build upon and continue applying concepts learned previously. 3.RF.4.5 Know and use more difficult word families when reading unfamiliar words (e.g., -ight).
5.RF.4.6 Use knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context.
5.RF.5 Orally read grade-level appropriate or higher texts smoothly and accurately, with expression that connotes comprehension at the independent level.	Nonfiction Animated Recordings
5.RL.2.1 Quote accurately from a text when explaining what a text says explicitly and when drawing inferences from the text.
5.RL.2.2 Determine the theme of a story, play, or poem from details in the text, including how characters respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.	Animating Poetry
5.RL.2.3 Describe two or more characters, settings, or events in a story or play, drawing on specific details in the text, and how they impact the plot.
5.RL.2.4 Students are expected to build upon and continue applying concepts learned previously. 2.RL.2.4 Make predictions about the content of text using prior knowledge of text features, explaining whether they were confirmed or not confirmed and why.
5.RL.3.1 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, play, or poem.
5.RL.3.2 Describe how a narrator’s or speaker’s point of view influences how events are portrayed.
5.RL.4.1 Analyze how visual and multimedia presentations and representations can enhance the meaning of a text.
5.RL.4.2 Compare and contrast stories in the same genre on their approaches to similar themes and topics.
5.RN.2.1 Quote accurately from a text when explaining what a text says explicitly and when drawing inferences from the text.
5.RN.2.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.	Research: Effective Keywords
5.RN.2.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
5.RN.3.1 Apply knowledge of text features in multiple print and digital sources to locate information, gain meaning from a text, or solve a problem.
5.RN.3.2 Compare and contrast the organizational structure of events, ideas, concepts, or information in two or more texts.
5.RN.3.3 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the perspectives the accounts represent.
5.RN.4.1 Explain how an author uses reasons and evidence to support claims in a text, identifying which reasons and evidence support which claims.
5.RN.4.2 Combine information from several texts or digital sources on the same topic in order to demonstrate knowledge about the subject.
5.RV.2.1 Select and apply context clues (e.g., word, phrase, sentence, and paragraph clues) and text features to determine the meanings of unknown words.
5.RV.2.2 Identify relationships among words, including multiple meanings, synonyms and antonyms, homographs, metaphors, similes, and analogies.
5.RV.2.4 Apply knowledge of word structure elements, known words, and word patterns to determine meaning (e.g., word origins, common Greek and Latin affixes and roots, parts of speech).
5.RV.2.5 Consult reference materials, both print and digital (e.g., dictionary, thesaurus), to find the pronunciation and clarify the precise meanings of words and phrases.
5.RV.3.1 Determine how words and phrases provide meaning to works of literature, including imagery, symbolism, and figurative language (e.g., similes, metaphors, hyperbole, or allusion).	Animating Poetry
5.RV.3.2 Determine the meaning of general academic and content-specific words and phrases in a nonfiction text relevant to a fifth grade topic or text.
5.RV.3.3 Analyze the meanings of proverbs, adages, and idioms in context.
5.W.2.1 Students are expected to build upon and continue applying concepts learned previously. 4.W.2.1 Write legibly in print or cursive, forming letters and words that can be read by others.
5.W.2.2 Students are expected to build upon and continue applying concepts learned previously. K.W.2.2 Write by moving from left to right and top to bottom.
5.W.3.1 Write persuasive compositions in a variety of forms that – a. Clearly present a position in an introductory statement to an identified audience. b. Support the position with qualitative and quantitative facts and details from various sources, including texts. c. Use an organizational structure to group related ideas that support the purpose. d. Use language appropriate for the identified audience. e. Connect reasons to the position using words, phrases, and clauses. f. Provide a concluding statement or section related to the position presented.
5.W.3.2 Write informative compositions on a variety of topics that - a. Introduce a topic; organize sentences and paragraphs logically, using an organizational form that suits the topic. b. Employ sufficient examples, facts, quotations, or other information from various sources and text to give clear support for topics. c. Connect ideas within and across categories using transition words (e.g. therefore, in addition). d. Include text features (e.g. formatting, pictures, graphics) and multimedia when useful to aid comprehension. e. Use appropriate language, vocabulary, and sentence variety to convey meaning; for effect; and to support a tone and formality appropriate to the topic and audience. f. Provide a concluding statement or section related to the information or explanation presented.
5.W.3.3 Write narrative compositions in a variety of forms that – a. Develop the exposition (e.g., describe the setting, establish the situation, introduce the narrator and/or characters). b. Develop an event sequence (e.g., conflict, climax, resolution) that unfolds naturally, connecting ideas and events using transitions. c. Use narrative techniques, such as dialogue, description, and pacing to develop experiences and events or show the responses of characters to situations. d. Use precise and expressive vocabulary and figurative language for effect. e. Provide an ending that follows from the narrated experiences or events	Dash® Robot Storytelling
5.W.4a Apply the writing process to – a. Generate a draft by developing, selecting and organizing ideas relevant to topic, purpose, and genre; revise to improve writing, using appropriate reference materials (e.g., quality of ideas, organization, sentence fluency, word choice); and edit writing for format and standard English conventions.
5.W.4b Apply the writing process to – b. Use technology to interact and collaborate with others to publish legible documents.
5.W.5a Conduct short research assignments and tasks on a topic. a. With support, formulate a research question (e.g., What were John Wooden’s greatest contributions to college basketball?).
5.W.5b Conduct short research assignments and tasks on a topic. b. Identify and acquire information through reliable primary and secondary sources.
5.W.5c Conduct short research assignments and tasks on a topic. c. Summarize and paraphrase important ideas and supporting details, and include direct quotations where appropriate, citing the source of information.
5.W.5d Conduct short research assignments and tasks on a topic. d. Avoid plagiarism and follow copyright guidelines for use of images, pictures, etc.
5.W.5e Conduct short research assignments and tasks on a topic. e. Present the research information, choosing from a variety of sources.
5.W.6.1a Nouns/Pronouns – Students are expected to build upon and continue applying conventions learned previously. 4.W.6.1a Nouns/Pronouns – Writing sentences that include relative pronouns (e.g., who, which) and reflexive pronouns (e.g., myself, ourselves) and explaining their functions in the sentence.	Parts of Speech: Random Sentence Generator Grammar Quiz Game
5.W.6.1b.a Verbs – Writing sentences that use the perfect (e.g., I have walked, I had walked, I will have walked) verb tenses.	Parts of Speech: Random Sentence Generator
5.W.6.1b.b Verbs – Correctly using verbs that are often misused (e.g., lie/lay, sit/set, rise/raise).	Parts of Speech: Random Sentence Generator Grammar Quiz Game
5.W.6.1c Adjectives/ Adverbs –Students are expected to build upon and continue applying conventions learned previously. 4.W.6.1c Adjectives/ Adverbs –Writing sentences using relative adverbs (e.g., where, when) and explaining their functions in the sentence.	Parts of Speech: Random Sentence Generator Grammar Quiz Game
5.W.6.1d Prepositions – Writing sentences that include prepositional phrases and explaining their functions in the sentence	Parts of Speech: Random Sentence Generator
5.W.6.1e Usage – Writing correctly simple, compound, and complex declarative, interrogative, imperative, and exclamatory sentences, using correlative conjunctions (e.g., either/or, neither/nor).
5.W.6.2a Capitalization – Applying correct usage of capitalization in writing.
5.W.6.2b.a Punctuation – Applying correct usage of apostrophes and quotation marks in writing.
5.W.6.2b.b Punctuation – Using a comma for appositives, to set off the words yes and no, to set off a tag question from the rest of the sentence, and to indicate direct address.
5.W.6.2c Spelling – Applying correct spelling patterns and generalizations in writing.
5.SL.2.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on gradeappropriate topics and texts, building on others’ ideas and expressing personal ideas clearly.
5.SL.2.2 Reflect on and contribute to ideas under discussion by drawing on readings and other resources.
5.SL.2.3 Establish and follow agreed-upon rules for discussion.
5.SL.2.4 Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
5.SL.2.5 Review the key ideas expressed and draw conclusions in reference to information and knowledge gained from the discussions.
5.SL.3.1 Orally summarize or respond to a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
5.SL.3.2 Summarize a speaker’s points as they relate to main ideas or supporting details and demonstrate how claims are supported by reasons and evidence.
5.SL.4.1 Using appropriate language, present information on a topic or text, narrative, or opinion in an organized manner, with effective introductions and conclusions, using appropriate structure, appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly and concisely at an understandable pace.
5.SL.4.2 Create engaging presentations that include multimedia components and visual displays when appropriate to enhance the development of main ideas or themes.	Creative Storytelling Nonfiction Animated Recordings
5.SL.4.3 Students are expected to build upon and continue applying conventions learned previously. 2.SL.4.3 Give and follow multi-step directions.
5.ML.2.1 Review claims made in various types of media and evaluate evidence used to support these claims.
5.ML.2.2 Identify the role of the media in focusing people’s attention on events and in forming their opinions on issues.