Speech and Language Goals Aligned to Common Core Standards
Compiled by: Jill Housand
**Please include appropriate measure for mastery and appropriate cueing level for each goal to meet the needs of each individual
student. The date for when the goal or benchmark is expected to be achieved should also be included. In some cases, the total number
of items/words/stories will also need to be added, along with the type of task (structured vs. unstructured).
Kindergarten Reading Standards for Literature (RL)
STANDARD
1. With prompting and support, ask and answer questions about
key details in a text.
2. With prompting and support, retell familiar stories, including
key details.
3. With prompting and support, identify characters, settings, and
major events in a story.
4. Ask and answer questions about unknown words in a text.
5. Recognize common types of texts.
6. With prompting and support, name the author and illustrator of
a story and define the role of each in telling a story.
7. With prompting and support, describe the relationships between
illustrations and the story in which they appear.
8. N/A
9. With prompting and support, compare and contrast the
adventures and experiences of characters in familiar stories.
10. Actively engage in group reading activities with purpose and
understanding. A. Activate prior knowledge related to the
information and events in texts b. Use illustrations and context
POSSIBLE GOAL
After hearing a grade level story read aloud, student will answer
questions about the key details of the text and will ask at least 1
question about the story on _ out of _ opportunities given # of type of
cues as measured by
Student will retell a personal story, story read to him/her, or story read
by himself/herself to contain the following components: characters,
setting, at least x number of events, conclusion
After hearing a grade level appropriate story read aloud, student will
correctly identify characters, setting and major events in the story
After hearing a sentence with an unknown kindergarten level
vocabulary word, student will ask an appropriate question or answer
adult question to correctly determine the meaning of the new word
Student will correctly verbalize the author and illustrator of the text and
relay their role in telling the story
When given two pictures from a story, student will identify at least 2
ways they are similar and two ways they are different.
After hearing a grade level story read aloud or 2 grade level appropriate
stories read aloud, student will provide at least 2 ways that the
characters in the story are similar and two ways they are different.
Student will use illustrations and context of a picture to make correct
predictions about the story
to make predictions about text.
Kindergarten Reading Standards for Informational Text (RI)
1. With prompting and support, ask and answer questions about
key details in a text.
2. With prompting and support, identify the main topic and retell
key details of a text.
3. With prompting and support, describe the connection between
two individuals, events, ideas or pieces of information in a text.
4. With prompting and support, ask and answer questions about
unknown words in a text.
5. Identify the front cover, back cover, and title page of a book.
6. Name the author and illustrator of a text and define the role of
each in presenting the ideas or information in a text.
7. With prompting and support, describe the relationships between
illustrations and the story in which they appear.
8. With prompting and support, identify the reasons an author
gives to support points in a text.
9. With prompting and support, identify basic similarities in and
differences between two texts on the same topic.
10. Actively engage in group reading activities with purpose and
understanding. A. Activate prior knowledge related to the
information and events in texts b. Use illustrations and context
to make predictions about text.
See RL #1 goal
See RL #2 goal
See RL #1 goal
See RL #4 goal
See RL #6 goal
After hearing a grade level appropriate story, student will verbalize
author’s main point in the text and provide author’s reason to support
the main point.
After hearing 2 grade level appropriate stories on the same topic read
aloud, student will give at least # ways the stories are similar and #
ways they are different
See RL #10 goal
Reading Standards for Foundational Skills (RF)
1. Demonstrate understanding of the organization and basic
features of print.
2. Demonstrate understanding of spoken words, syllables, and
Student will complete the following tasks demonstrating phonological
sounds (phonemes).
a. Recognize and produce rhyming words
b. Count, pronounce, blend, and segment syllables in spoken
words.
c. Blend and segment onsets and rimes of single-syllable
d. Isolate and pronounce the initial, medial vowel, and final
sounds in three-phoneme words.
e. Add or substitute individual sounds in simple, one-syllable
words to make new words
f. Blend two to three phonemes into recognizable words.
awareness skills with #% accuracy on # out of # trials (list specific
targeted skills here)
Speaking and Listening Skills (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 agreed-upon rules for discussions (e.g., listening to
other and taking turns speaking about the topics and texts
under discussion)
b. Continue a conversation through multiple exchanges
2. Confirm understanding of a text read aloud or information
presented orally or through other media by asking and
answering questions about key details and requesting
clarification if something is not understood.
a. Understand and follow one- and two-step oral directions
3. Ask and answer questions in order to seek help, get
information, or clarify something that is not understood.
4. Describe familiar people, places, things and events, and, with
prompting and support, provide additional detail.
5. Add drawings or other visual displays to descriptions as desired
to provide additional detail.
6. Speak audibly and express thoughts, feelings and ideas clearly
Student will initiate and maintain topic of conversation (list preferred or
non-preferred topic) for # of turns, given (supports)
When instruction is not understood by the student, he/she will ask an
appropriate question to gain the desired information, given (support)
Student will follow two-step, related oral directions with embedded
linguistic concepts
Student will ask an appropriate question to seek assistance, clarification
or gain information.
Student will verbalize at least # of attributes about # of items in the
following categories given (support)
Any fluency, voice or articulation goal could be tied to this standard.
Language Standards (L)
1. Demonstrate command of conventions of standard English
grammar and usage when writing or speaking.
b. Use frequently occurring nouns and verbs
c. Form regular plural nouns orally by adding /s/ or /es/
d. Understand and use question words
e. Use the most frequently occurring prepositions
f. Produce and expand complete sentences in shared language
activities
4. Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on kindergarten reading and
content.
a. Identify new meanings for familiar words and apply them
accurately (e.g., “duck” as a verb and noun)
b. Use the most frequently occurring inflections and affixes
(e.g., -ed, -s, re-, un-, pre-, -ful, -less).
5. With guidance and support from adults, explore word
relationships and nuances in word meanings.
a. Sort common objects into categories to gain a sense of the
concepts the categories represent.
b. Demonstrate understanding of frequently occurring verbs and
adjectives by relating them to opposites
c. Identify real-life connections between words and their use
(e.g. the places at school that are colorful).
d. Distinguish shades of meaning among verbs describing the
same general action by acting out the meanings.
6. Use words and phrases acquired through conversations, reading
and being read to, and responding to texts.
During (type) tasks, student will demonstrate the appropriate use of the
following conventions during structured tasks in the speech room:
(insert desired forms here)
Student will verbalize two meanings for a grade level appropriate
multiple-meaning word and use the word in two different sentences to
reflect understanding of the word meanings.
Student will use words with the following markers correctly at the
sentence level during structured tasks (include markers here)
When given # kindergarten level words, student will correctly verbalize
the antonym of this word
FIRST GRADE
Reading Standards for Literature (RL)
STANDARD
1. Ask and answer questions about key details in a text.
2. Retell stories, including key details, and demonstrate
understanding of their central message or lesson.
3. Describe characters, setting, and major events in a story, using
key details.
4. Identify words and phrases in stories or poems that suggest
feelings or appeal to the senses.
5. Explain major differences between books that tell stories and
books that give information, drawing on a wide reading of a
range of texts.
6. Identify who is telling the story at various points in a text.
7. Use illustrations and details in a story to describe its characters,
setting or events.
8. n/a
9. Compare and contrast the adventures and experiences of
characters in stories.
10. With prompting and support, read prose and poetry of
appropriate complexity for grade 1.
a. Activate prior knowledge related to the information and
events in a text.
GOAL
After hearing a grade level story read aloud, student will answer
questions about the key details of the text and will ask at least 1
question about the story on _ out of _ opportunities given # of type of
cues as measured by
After hearing a grade level appropriate story read aloud, student will
retell the story to include the following components: characters, setting
and major events in the story, etc.
After hearing a grade level appropriate story read aloud, student will
correctly identify characters, setting and major events in the story
Student will identify # words that relate to feelings or senses in grade
level appropriate stories.
Student will verbalize the character who is telling the story to include
correct point of view for # of different stories.
After hearing a grade level story read aloud or 2 grade level appropriate
stories read aloud, student will provide at least 2 ways that the
adventures or experiences in the story are similar and two ways they are
different.
Student will use illustrations and context of a story or poetry to make
correct predictions about the story for # of different stories.
b. Confirm predictions about what will happen next in a text.
Reading Standards for Informational Text (RI)
1. Ask and answer questions about key details of a text.
2. Identify the main topic and retell key details of a text.
3. Describe the connection between two individuals, events, ideas
or pieces of information in a text.
4. Ask and answer questions to help determine or clarify the
meaning of words and phrases in a text.
8.Identify reasons an author gives to support points in a text.
10. With prompting and support, read prose and poetry of
appropriate complexity for grade 1.
a.
Activate prior knowledge related to the information and
events in a text.
b.
Confirm predictions about what will happen next in a
text.
See RL #1
After hearing a grade level appropriate story read aloud, student will
verbalize the main idea of the story and at least # key details
Student will verbalize the relationship between two people, events,
ideas or pieces of information within a story
After hearing a sentence with an unknown first grade level vocabulary
word, student will ask an appropriate question or answer adult question
to correctly determine the meaning of the new word
After hearing a grade level appropriate story, student will verbalize the
author’s reason to support the main point in a text.
See RL #10
Reading Standards for Foundational Skills (RF)
2. Demonstrate understanding of spoken words, syllables, and
sounds (phonemes).
a. Distinguish long from short vowel sounds in spoken singlesyllable words.
b. Orally produce single-syllable words by blending sounds
including consonant blends.
c. Isolate and pronounce initial, medial vowel and final
sounds in single-syllable words.
d. Segment spoken single syllable words into their complete
sequence of individual sounds.
Any articulation goal could be related here
Speaking and Listening (SL)
1. Participate in collaborative conversations with diverse partners
about grade 1 topics and texts with peers and adults in small and
larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to
other and taking turns speaking about the topics and texts under
discussion)
b.
Build on others’ talk in conversations by responding to the
comments of others through multiple exchanges.
c.
Ask questions to clear up any confusion about the topics
and texts under discussion.
2. Ask and answer questions about key details in a text read aloud
or information presented orally through other media.
a. Give, restate, and follow simple two-step directions.
3. Ask and answer questions about what a speaker says in order to
gather additional information or clarify something that is not
understood.
4. Describe people, places, things, and events with relevant
details, expressing ideas and feelings clearly.
a. Memorize and recite poems, rhymes, and songs with
expression.
5. Add drawings or other visual displays to descriptions when
appropriate to clarify ideas, thoughts, and feelings.
6. Produce complete sentences when appropriate to task and
situation.
Student will follow turn-taking rules to engage in a multiple-turn
exchange with a peer on a given topic (could add number of turns) # of
topics
Student will ask a follow-up question related to the peer’s previous
topic to continue the conversation (could add number of turns)
Student will correctly answer questions related to key details in a text
read aloud
Student will correctly follow and give # of two-step directions with
embedded linguistic concepts
Student will ask an appropriate question to seek assistance, clarification
or gain information.
Student will describe # items in # categories to include the following:
function, location, texture, etc.
Any fluency, articulation or voice goal could be tied in here.
Language (L)
1. Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
a. Print all upper and lower case letters
b. Use common, proper and possessive nouns
c. Use singular and plural nouns with matching verbs in basic
sentences
d. Use personal, possessive and indefinite pronouns (e.g., I,
me, my; they, them, their; anyone, everything).
e. Use verbs to convey a sense of past, present and future
f. Use frequently occurring adjectives
g. Use frequently occurring conjunctions
h. Use determiners (e.g., articles, demonstratives)
i. Use frequently occurring prepositions (e.g., during, beyond,
toward)
j. Produce and expand complete simple and compound
declarative, interrogative, imperative and exclamatory
sentences in response to prompts.
4.Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 1 reading and
context, choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word
or phrase.
b. Use frequently occurring affixes as a clue to the meaning of a
word.
c. Identify frequently occurring root words and their inflectional
forms (e.g., look, looks, looking)
5. With guidance and support from adults, demonstrate
understanding of word relationships and nuances in word
meanings.
a. Sort words into categories to gain a sense of the concepts
the categories represent.
b. Define words by category and by one or more key attributes
c. Identify real-life connections between words and their use
d. Distinguish shades of meaning among verbs in manner and
During (type) tasks, student will demonstrate the appropriate use of the
following conventions during structured tasks in the speech room:
(insert desired forms here)
Student will use context clues, known affixes and root words to
correctly determine the meaning of # of unknown and multiple-meaning
words at the first grade level
Student will define # of 1st grade vocabulary words to include at least 1
key attribute and at least 1 connection to their use/real-world
application
adjectives differing in intensity by defining or choosing
them or by acting out the meanings.
6. Use words and phrases acquired through conversations, reading
and being read to, and responding to texts, including using
frequently occurring conjunctions to signal simple
relationships.
During structured tasks, student will demonstrate appropriate use of
conjunctions (can list specific targets here)
SECOND GRADE
Reading Standards (RL)
STANDARD
1. Ask and answer such questions as who, what, where, when,
why and how to demonstrate understanding of key details in a
text.
2. Recount stories, including fables and folktales from diverse
cultures, and determine their central message, lesson or moral.
3. Describe how characters in a story respond to major events and
challenges.
5.Describe the overall structure of a story, including describing
how the beginning introduces the story and the ending
concludes the action.
6.Acknowledge differences in points of view of characters,
including by speaking in a different voice for each character
wen reading dialogue aloud.
9. Compare and contrast two or more versions of the same story
by different authors or from different cultures.
GOAL
After hearing a grade level appropriate story read aloud, student will
answer who, what, where, when, why and how questions
After hearing a grade level appropriate story, student will retell the
story to include (components) for (types of literature)
Student will correctly answer questions related to character’s actions in
the story
Student will explain a story’s components and their function in a story
Student will verbally identify the points of view of the characters in the
story by
After hearing two different stories about the same topic from different
authors or cultures, the student will provide 2 points of comparison and
2 points of contrast
Reading Standards for Informational Text (RI)
1. Ask and answer such questions as who, what, where, when,
why and how to demonstrate understanding of key details in a
text.
2. Identify the main topic of a multi-paragraph text as well as the
focus of specific paragraphs within the text.
3. Describe the connection between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a
text.
4. Determine the meaning of words and phrases in a text relevant
to a grade 2 topic or subject area.
See RL #1
See RI #6
Student will verbalize relationship between events, ideas or procedures
information within a story for # of grade level appropriate stories
Student will use context clues to correctly verbalize the meaning of #
of grade level appropriate words and/or phrases
6.Identify the main purpose of a text, including what the author
wants to answer, explain or describe.
8.Describe how reasons support specific points the author makes in
a text.
9.Compare and contrast the most important points presented by two
texts on the same topic.
Student will correctly identify the main idea of the text and author’s
purpose (verbalize or choose from a field of #)
After hearing a grade level appropriate story read aloud, when given #
of main points in the story, student will identify # of specific reasons to
support this point.
After hearing two grade level appropriate stories on the same topic read
aloud, student will name at least # ways the stories are similar and #
ways they are different.
Speaking and Listening (SL)
1. Participate in collaborative conversations with diverse partners
about grade 2 topics and texts with peers and adults in small and
larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to
others with care, gaining the floor in a respectful way, speaking one
at a time about topics and texts under discussion)
b.
Build on others’ talk in conversations by responding to the
comments of others through multiple exchanges.
c.
Ask for clarification and further explanation as needed
about the topics and texts under discussion.
2. Recount or describe key ideas or details from a text read aloud
or information presented orally or through other media.
a. Give and follow three- and four-step oral directions.
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.
4.Tell a story or recount an experience with appropriate facts
and relevant, descriptive details, speaking audibly in coherent
sentences.
a. Plan and deliver a narrative presentation that: recounts a
well-elaborated event, includes details, reflects a logical
sequence, and provides a conclusion.
5. Create audio recordings of stories or poems; add drawings or
other visual displays to stories or recounts of experiences when
Student will demonstrate on-topic remarks and/or questions during a
classroom or small group discussion
Student will extend conversation by adding appropriate
comments/questions to information stated by peers
Student will formulate questions or comments to ask for clarification or
further explanation on the topic of discussion
See RI #1
Student will follow three- and four-step oral directions containing
(concepts) related to (activities)
Student will ask follow-up questions and appropriately respond to
follow-up questions of others
Student will retell a personal, past experience to contain the following:
main idea, relevant details, using an appropriate sequence with
appropriate sentence structure
Fluency goals could go here
appropriate to clarify ideas, thoughts and feelings.
6. Produce complete sentences when appropriate to task and
situation in order to provide requested detail or clarification.
Any syntactic or morphological goal would be appropriate here.
Language (L)
1. Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
a. Use collective nouns
b. Form and use frequently occurring irregular plural nouns
c. Use reflexive pronouns (myself)
d. Form and use the past tense of frequently occurring
irregular verbs
e. Use adjectives and adverbs, and choose between them
depending on what is to me modified
f. Produce, expand, and rearrange complete simple and
compound sentences
4.Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 2 reading and context,
choosing, flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or
phrase.
b. Determine the meaning of the new word formed when a known
prefix is added.
c. Use a known root word as a clue to the meaning of an unknown
word with the same root.
d. Use knowledge of the meaning of individual words to predict
the meaning of compound words.
e. Use glossaries and beginning dictionaries, both print and digital,
to determine or clarify the meaning of words and phrases in all
content areas.
5.Demonstrate Understanding of word relationships and
nuances in word meanings.
a. Identify real-life connections between words and their use
b. Distinguish shades of meaning among closely related verbs
During (type) tasks, student will demonstrate the appropriate use of the
following conventions during structured tasks in the speech room:
(insert desired forms here)
Student will use context clues, known prefixes, root words and
compound words to correctly determine the meaning of # of unknown
and multiple-meaning words at the second grade level
When given # of 2nd grade level vocabulary words, student will verbally
identify the relationship between a given word and a closely-related
word or synonym.
6.Use words and phrase acquired through conversations, reading
and being read to and responding to texts, including using
adjectives and adverbs to describe.
During structured tasks, student will demonstrate appropriate use of
adjectives and adverbs (can place specific targets or number of targets
here)
THIRD GRADE
Reading Standards for Literature (RL)
STANDARD
1. Ask and answer questions to demonstrate understanding of a
text, referring explicitly to the text as the basis for the answers
2. Recount stories, including fables, folktales, and myths from
diverse cultures; determine the central message, lesson or moral
and explain how it is conveyed through key details in the text.
3. Describe characters in a story (e.g., their traits, motivations or
feelings) and explain how their actions contribute to the
sequence of events.
4. Determine the meaning of words and phrases as they are used
in a text, distinguishing literal from nonliteral language
6.Distinguish their own point of view from that of the narrator or
those of the characters
9.Compare and contrast theme, settings and plots of stories written
by the same author about the same or similar characters
GOAL
After hearing or reading an instructional level text, student will ask and
answer questions about main idea and details of the text, referring to
specific occurrences in the text for responses
After hearing or reading an instructional level text (fable, folktale or
myth), student will retell story to include the main idea, lesson or moral
and # of supporting evidence
After hearing or reading an instructional level text, student will describe
at least # of characters in the story to include: # of traits, motivation in
the story and feeling(s)
Student will use context cues to determine meaning of # of grade level
appropriate words and/or phrases and will determine whether or not
literal or nonliteral language is being used
Student will appropriately identify perspective of the narrator in a grade
level appropriate story, as well as the perspective of characters in the
story and him/herself
After hearing or reading two instructional level texts written by the
same author about the same or similar characters, student will verbalize
at least # ways the theme/setting/plots are similar and # ways they are
different.
Reading Standards for Informational Text (RI)
1. Ask and answer questions to demonstrate understanding of a
text, referring explicitly to the text as the basis for the answers.
See RL #1
2. Determine the main idea of a text; recount the key details and
explain how they support the main idea.
3. Describe the relationship between a series of historical events,
scientific ideas or concepts or steps in technical procedures in a
text, using language that pertains to time, sequence and
cause/effect.
4. Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic
or subject area.
6.Distinguish their own point of view from that of the author of
a text.
7. Use information gained from illustrations and the words in a
text to demonstrate understanding of the text.
8. Describe the logical connection between particular sentences
and paragraphs in a text(e.g., comparison, cause/effect,
first/second/third in a sequence)
9. Compare and contrast the most important points and key details
presented in two texts on the same topic.
After hearing or reading and instructional level text, student will
verbalize the main idea of the text and provide at least # key details and
explain how they are related to the main idea
Student will verbalize the relationship between a series of historical
events, scientific ideas or concepts or technical procedures in a text as
related to time, sequence and cause/effect providing # of ideas to
support their point
Student will correctly define (or choose correct definition in a field of
#) for # of words/phrase related to grade 3 (subject area(s))
See RL #6
Student will use illustrations and context cues to determine the main
idea of the text
Student will verbally identify # similarities and # differences between
the most important points and key details for two texts on the same
topic.
Reading Standards for Foundational Skills (RF)
3.a.Identify and know the meaning of most common prefixes and
derivational suffixes.
3.b. Decode words with common Latin suffixes.
Student will explain the meaning of # grade-level appropriate prefixes
and suffixes
Speaking and Listening Standards
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
Student will demonstrate on-topic remarks and/or questions during a
classroom or small group discussion
2.
3.
4.
5.
6.
expressing their own clearly.
a. Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation and other
information known about the topic to explore ideas under
discussion.
b. Follow agreed-upon rules for discussions
c. Ask questions to check understanding of information
presented, stay on topic and link their comments to the remarks
of others.
d. Explain their own ideas and understanding in light of the
discussion.
Determine the main ideas and supporting details of a text read
aloud or information presented in diverse media and formats,
including visually, quantitatively and orally.
Ask and answer questions about information from a speaker,
offering appropriate elaboration and detail.
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.
a. Plan and deliver an informative/explanatory presentation on
a topic that: organizes ideas around major points of
information, follows a logical sequence, includes
supporting details, uses clear and specific vocabulary and
provides a strong conclusion.
Create engaging audio recordings of stories or poems that
demonstrate fluid reading at an understandable pace; add visual
displays when appropriate to emphasize or enhance certain
facts or details.
Speak in complete sentences when appropriate to task and
situation in order to provide requested detail or clarification.
Student will extend conversation by adding # appropriate
comments/questions to information stated by peers (or # days or #
conversational topics)
Student will formulate questions or comments to ask for clarification or
further explanation on the topic of discussion
After hearing or reading and instructional level text, student will
verbalize the main idea of the text and provide at least # key details and
explain how they are related to the main idea
Student will formulate on-topic questions with adequate information
Student will retell a personal, past experience to contain the following:
main idea, relevant details, using an appropriate sequence with
appropriate sentence structure
Fluency goals could apply here
Any syntactic or morphological goal could go here.
Language (L)
1. Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
During (type) tasks, student will demonstrate the appropriate use of the
following conventions during structured tasks in the speech room:
a. Explain the function of nouns, pronouns, verbs, adjectives
and adverbs in general and their functions in particular
sentences
b. Form and use regular and irregular plural nouns.
c. Use abstract nouns (e.g., childhood)
d. Form and use regular and irregular verbs.
e. Form and use the simple verb tenses.
f. Ensure subject-verb and pronoun-antecedent agreement
g. Form and use comparative and superlative adjectives and
adverbs, and choose between them depending on what is
being modified.
h. Use coordinating and subordinating conjunctions
i. Produce simple, compound and complex sentences
j. Use reciprocal pronouns correctly
3.Use knowledge of language and its conventions when writing,
speaking, reading or listening.
4.Determine or clarify the meaning of unknown and multiplemeaning word and phrases based on grade 3 reading and
content, choosing flexibility from a range of strategies.
a. Use sentence-level context as a clue to the meaning of word
or phrase
b. Determine the meaning of the new word formed when a
known affix is added to a known word.
c. Use a known root word as a clue to the meaning of an
unknown word with the same root.
5. Demonstrate understanding of word relationships and nuances
in word meanings.
a. Distinguish the literal and non-literal meanings of words
and phrases in context
b. Identify real-life connections between words and their use
c. Distinguish shades of meaning among related words that
describe states of mind of degrees of certainty (e.g. knew,
believed, suspected)
6. Acquire and use accurately grade-appropriate conversational,
general academic and domain-specific words and phrases,
including those that signal spatial and temporal relationships.
(insert desired forms here)
Any language goal could apply here
Student will use context clues, known affixes and roots to determine the
meaning of # grade 3 unknown and multiple-meaning words
Student will verbalize the meaning of # non-literal words or phrases in a
given context.
When given # 3rd grade level vocabulary words, student will verbally
identify the relationship between a given word and a closely-related
word or synonym.
During structured tasks, student will use (spatial/temporal concepts) and
learned grade level vocabulary
4TH GRADE
Reading Standards for Literature (RL)
STANDARD
1. Refer to details and examples in a text when explaining what
the text says explicitly and when drawing inferences from the
text.
2. Determine a theme of a story, drama, or poem from details in
the text; summarize the text.
3. Describe in depth a character, setting, or event in a story or
drama, drawing on specific details in the text.
4. Determine the meaning of words and phrases as they are used
in a text, including those that allude to significant characters
found in mythology.
6.Compare and contrast the point of view from which different
stories are narrated, including the difference between first- and
third-person narrations.
9.Compare and contrast the treatment of similar themes and topics
and patterns of events in stories, myths, and traditional literature
from different cultures.
POSSIBLE GOAL
After hearing a grade level appropriate story read aloud, student will
recall # of details in a text and infer at least # pieces of information
while making specific verbal reference to the text.
Will determine the overall theme of # of different pieces of literature
and will provide a (verbal/written) summary of the text.
Will make verbal reference to details in a text to provide at least # of
pieces of information about the character, setting or event in a grade
level appropriate story.
Student will use context clues to unknown words and phrases for # of
new concepts in a grade level appropriate story.
Student will provide at least # of comparisons and # points of contrast
after being exposed to two different stories with first- and third-person
narrations.
Student will provide at least # of comparisons and # points of contrast
when comparing at least 2 different pieces of grade level appropriate
literature for topic or events.
Reading Standards for Informational Text (RI)
1. Refer to details and examples in a text when explaining what
the text says explicitly and when drawing inferences from the
text.
2. Determine the main idea of a text and explain how it is
supported by key details; summarize the text.
3. Explain events, procedures, ideas, or concepts in a historical,
scientific, or technical text, including what happened and why,
based on specific information in the text.
After hearing a grade level appropriate story read aloud, student will
recall # of details in a text and infer at least # pieces of information
while making specific verbal reference to the text.
After hearing a grade level appropriate story, student will identify the
main idea, key details and verbalize a summary of the text given visual
supports.
Student will explain a sequence of events to include at least # steps for
(genre of text(s))
4. Determine the meaning of general academic and domainspecific words or phrases in a text relevant to a grade 4 topic or
subject area.
5. Describe the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts or
information in a text or part of a text.
6. Compare and contrast a firsthand and secondhand account of
the same event or topic; describe the differences in focus and
the information provided.
7. Interpret information presented visually, orally, or
quantitatively and explain how the information contributes to
an understanding of the text in which it appears.
8. Explain how an author uses reasons and evidence to support
particular points in a text.
9. Integrate information from two texts on the same topic in order
to write or speak about the subject knowledgeably.
Student will identify # of words by (method-multiple choice, etc.) for
(type of information) in a grade level appropriate story.
After hearing a grade level appropriate story read aloud, student will
correctly answer questions relative to the following: sequence of events,
cause/effect, problem/solution, comparison/contrast for # different texts.
After hearing two different grade level appropriate stories on the same
topic, student will provide # points of comparison and # points of
contrast
Student will answer questions about visual, oral or quantitative
information related to a text, and will verbalize how this information
relates to the text.
After identifying the main points in a grade level appropriate text,
student will provide at least # reasons/evidence used in the text to
support the main point.
Student will create a graphic organizer to integrate information from
two texts on the same topic, and will use that information to provide a
#-minute oral presentation on the topic.
Speaking and Listening (SL)
1. Engage effectively in a range of collaborative discussions with
diverse partners on grade 4 topics and texts, building of others’
ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation and
other information known about the topic to explore ideas
under discussion.
b. Follow agreed-upon rules for discussions and carry out
assigned roles.
c. 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.
d. Review the key ideas expressed and explain their own ideas
and understanding in light of the discussion.
Student will demonstrate on-topic remarks and/or questions during a
classroom or small group discussion
Student will extend conversation by adding appropriate
comments/questions to information stated by peers
Student will formulate questions or comments to ask for clarification or
further explanation on the topic of discussion
2. Paraphrase portions of a text read aloud or information
presented in diverse media and formats, including visual,
quantitatively and orally
3. Identify the reasons and evidence a speaker or media source
provides to support particular points.
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.
5. Add audio recordings and visual displays to presentations when
appropriate to enhance the development of main ideas or
themes.
6. Differentiate between contexts that call for formal English and
situations where informal discourse is appropriate; use formal
English when appropriate to task and situation.
After being presented with oral, visual and/or medial information,
student will paraphrase the information in his/her own words, given
(supports)
After identifying the main points in an oral or medial presentation,
student will provide at least # reasons/evidence used in the text to
support the main point.
Student will retell a personal, past experience to contain the following:
main idea, at least # of relevant details, using an appropriate sequence
with appropriate sentence structure
Any fluency or articulation goal could be embedded here as well.
Any fluency or articulation goal could be embedded here.
Pragmatic goals could apply here
Student will identify the context for the communication situation and
will use appropriate language for that context (e.g., with friends, class
presentation)
Language (L)
1. Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
a. Use interrogative, relative pronouns (who, whose, whom,
which, that) and relative adverbs (where, when, why).
b. Form and use the progressive verb tenses.
c. Use modal auxiliaries (e.g., can, must, may) to convey
various conditions
d. Order adjectives within sentences according to
conventional patterns.
e. Form and use prepositional phrases
f. Produce complete sentences, recognizing and correcting
inappropriate fragments and run-ons.
g. Correctly use frequently confused words (e.g. too, to, two)
3.Use knowledge of language and its conventions when writing,
During (type) tasks, student will demonstrate the appropriate use of the
following conventions during structured tasks in the speech room:
(insert desired forms here)
3a-could be tied to any language goal
speaking, reading or listening.
a. Choose words and phrases to convey ideas precisely.
b. Choose punctuation for effect.
c. Differentiate between contexts that call for formal English and
situations where informal discourse is appropriate.
4.Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 4 reading and content,
choosing flexibly from a range of strategies.
a. Use context as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and
roots as clues to the meaning of a word.
c. Consult reference materials to determine or clarify the precise
meaning of key words and phrases.
7. Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
a. Explain the meaning of simple similes and metaphors in
context.
b. Recognize and explain the meaning of common idioms,
adages and proverbs.
c. Demonstrate understanding of words by relating them to
their opposites and to words with similar but not identical
meanings.
8. Acquire and use accurately grade-appropriate general academic
and domain-specific words and phrases, including those that
signal precise actions, emotions or states of being and that are
basic to a particular topic.
Student will use context clues, Greek and Latin affixes and roots to
determine the meaning of # grade 4 unknown and multiple-meaning
words
Student will verbalize the meaning of # 4th grade level similes,
metaphors, idioms, adages and proverbs.
When given # 4th grade level vocabulary words, student will verbally
identify the relationship between a given word and a closely-related
word and the word’s opposite.
During structured tasks, student will use # action, emotion, domainspecific words at the 4th grade level.
5th GRADE
Reading Standards for Literature (RL)
STANDARD
1. Quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the text.
2. Determine a theme of a story, drama, or poem from details in
the text; summarize the text.
3. Compare and contrast two or more characters, settings or events
in a story or drama, drawing on specific details in the text.
4. Determine the meaning of words and phrases as they are used
in a text, including figurative language such as metaphors and
similes.
6.Describe how a narrator’s or speaker’s point of view influences
how events are described.
9.Compare and contrast stories in the same genre on their
approaches to similar themes and topics.
POSSIBLE GOAL
After exposure to a grade-level appropriate text, student will correctly
infer information and will quote specific information from the text to
verbalize what the text is saying.
Will determine the overall theme of # of different pieces of literature
and will provide a (verbal/written) summary of the text.
Will make verbal reference to details in a text to provide at least #
points of comparison and # points of contrast about two or more
characters, settings or events in a grade level appropriate story.
Will determine the meaning of figurative language, to include similes
and metaphors, after exposure to # grade level appropriate topics.
After being exposed to a grade level appropriate text, student will
verbalize the narrator’s or speaker’s point of view correctly for #
different texts.
After being exposed to two or more stories in the same genre, student
will provide at least # points of comparison and # points of contrast
about the topic or theme.
Reading Standards for Informational Text (RI)
1. Quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the text.
After hearing a grade level appropriate story read aloud, student will
infer at least # pieces of information while making specific verbal
reference to the text.
2. Determine two or more main ideas of a text and explain how it
is supported by key details; summarize the text.
After hearing a grade level appropriate story, student will identify the at
least 2 main ideas, key details and verbalize a summary of the text
given visual supports.
3. Explain the relationships or interactions between two or more
After exposure to a grade level appropriate text, student will answer
individuals, events, ideas, or concepts in a historical, scientific,
or technical text, based on specific information in the text.
questions about relationships between individuals, events, ideas or
concepts for at least # different types of text.
4. Determine the meaning of general academic and domainspecific words or phrases in a text relevant to a grade 5 topic or
subject area.
Student will identify # of words by (method-multiple choice, etc.) for
(type of information) in a grade level appropriate story.
5. Compare and contrast the overall structure (e.g., chronology,
comparison, cause/effect, problem/solution) of events, ideas,
concepts or information in a text or part of a text.
After hearing a grade level appropriate story read aloud, student will
verbalize at least # of points of comparison and # points of contrast
relative to the following: sequence of events, cause/effect,
problem/solution, comparison/contrast for # different texts
6. Analyze multiple accounts of the same event or topic, noting
important similarities and difference in the point of view they
represent.
After exposure to two or more stories on the same topic, student will
verbalize at least # of points of comparison and # points of contrast
related to the point of view presented in the texts.
7. Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question
quickly or to solve a problem efficiently.
8. Explain how an author uses reasons and evidence to support
particular points in a text, identifying which reasons and
evidence support which points.
Given two or more pieces of information, student will use learned
information to answer a question or solve a given problem
9. Integrate information from several texts on the same topic in
order to write or speak about the subject knowledgeably.
Student will create a graphic organizer to integrate information from
two or more texts on the same topic, and will use that information to
provide a #-minute oral presentation on the topic.
After identifying main points in a given text, student will verbally
identify how the author’s reasons and evidence supports the main
points.
Speaking and Listening (SL)
1. Engage effectively in a range of collaborative discussions with
diverse partners on grade 5 topics and texts, building of others’
ideas and expressing their own clearly.
Student will demonstrate on-topic remarks and/or questions during a
classroom or small group discussion
a. Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation and
other information known about the topic to explore ideas
under discussion.
b. Follow agreed-upon rules for discussions and carry out
assigned roles.
c. Pose and respond to specific questions by making
comments that contribute to the discussion and elaborate on
the remarks of others
d. Review the key ideas expressed and draw conclusions in
light of information and knowledge gained from the
discussions.
2. Summarize a written text aloud or information presented in
diverse media and formats, including visual, quantitatively and
orally
3. Summarize the points a speaker or media source and explain
how each claim is supported by reasons and evidence, and
identify and analyze any logical fallacies.
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.
Student will extend conversation by adding appropriate
comments/questions to information stated by peers
Student will formulate questions or comments to ask for clarification or
further explanation on the topic of discussion
After being presented with oral, visual and/or media information,
student will summarize the information in his/her own words, given
(supports)
After identifying the main points in an oral or media presentation,
student will provide at least # reasons/evidence used in the text to
support the main point, and will identify any problems in the reasoning
within that information.
Student will retell a personal, past experience to contain the following:
main idea, at least # facts, using an appropriate sequence with
appropriate details.
Any fluency or articulation goal could be embedded here as well.
5. Include multimedia components and visual displays in
presentations when appropriate to enhance the development of
main ideas or themes.
6. Adapt speech to a variety of contexts and tasks, using formal
English when appropriate to task and situation.
Pragmatic goals could apply here
Student will identify the context for the communication situation and
will use appropriate language for that context (e.g., with friends, class
presentation)
Language (L)
1. Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
a. Explain the function of conjunctions, prepositions, and
interjections in general and their function in particular
sentences.
b. Form and use the perfect (e.g., I had walked, I have
walked) verb tenses.
c. Use verbs to convey various times, sequences, states and
conditions.
d. Recognize and correct inappropriate shifts in verb tense.
e. Use correlative conjunctions (e.g. either/or, neither/nor).
3.Use knowledge of language and its conventions when writing,
speaking, reading or listening.
a. Expand, combine and reduce sentences for meaning,
reader/listener interest and style.
b. Compare and contrast the varieties of English used in stories,
dramas, or poems.
4.Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 5 reading and
content, choosing flexibly from a range of strategies.
a. Use context as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and
roots as clues to the meaning of a word.
c. Consult reference materials to determine or clarify the
precise meaning of key words and phrases.
5. Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
a. Interpret figurative language, including similes and
metaphors in context.
b. Recognize and explain the meaning of common idioms,
adages and proverbs.
c. Use the relationship between particular words to better
understand each of the words.
6. Acquire and use accurately grade-appropriate general academic
During (type) tasks, student will demonstrate the appropriate use of the
following conventions during structured tasks in the speech room:
(insert desired forms here)
3a-could be tied to any language goal
Student will use context clues, Greek and Latin affixes and roots to
determine the meaning of # grade 5 unknown and multiple-meaning
words
Student will verbalize the meaning of # 5th grade level similes,
metaphors, idioms, adages and proverbs.
During structured tasks, student will use # domain-specific words and
and domain-specific words and phrases, including those that
signal contrast, addition and other logical relationships.
phrases, words that signal contrast and addition at the 5th grade level.