COMMON CORE STANDARDS ELA
Language Standards K-5
Conventions of Standard English
Anchor Standard One: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Grade K
1. Demonstrate command of the
1.Demonstrate command of the
Grade 2
1. Demonstrate command of the
1. Demonstrate command of the
1. Demonstrate command of the
1.Demonstrate command of the
conventions of standard English
conventions of standard English
conventions of standard English
conventions of standard English
conventions of standard English
conventions of standard English
grammar and usage when writing or
grammar and usage when writing or
grammar and usage when writing or
grammar and usage when writing or
grammar and usage when writing or
grammar and usage when writing or
speaking.
speaking.
speaking.
speaking.
speaking.
speaking.
a.
Print many upper- and
Grade 1
a.
lowercase letters.
b.
Use frequently occurring
d.
e.
f.
a.
letters.
b.
nouns and verbs.
c.
Print all upper- and lowercase
Use common, proper, and
Use collective nouns (e.g.,
b.
Form and use frequently
occurring irregular plural
Use singular and plural nouns
nouns (e.g., feet, children,
orally by adding /s/ or /es/
with matching verbs in basic
teeth, mice, fish).
(e.g., dog, dogs; wish,
sentences (e.g., He hops; We
wishes)
hop)
Understand and use question
c.
d.
Use personal, possessive,
c.
d.
d.
Form and use the past tense
e.
of frequently occurring
who, what where, when, why,
I, me, my, they, them, their;
irregular verbs (e.g., sat, hit,
how)
anyone, everything).
told).
Use verbs to convey a sense
e.
Use adjectives and adverbs,
occurring propositions (e.g.,
of past, present, and future
and choose between them
to, from, in, out, on, off, for,
(e.g., Yesterday I walked
depending on what is to be
of, by, with)
home; Today I walk home;
modified.
Produce and expand
Tomorrow I will walk home).
complete sentences in shared
f.
language activities.
g.
h.
f.
Produce, expand, and
Use frequently occurring
rearrange complete simple
adjectives.
and compound sentences
Use frequently occurring
(e.g., The boy watched the
conjunctions (e.g., and, but,
movie; The little boy watched
or, so, because).
the movie; The action movie
Use determiners (e.g.,
was watched by the little boy).
articles, demonstratives).
c.
myself, ourselves).
and indefinite pronouns (e.g.,
e.
b.
Use reflexive pronouns (e.g.,
words (interrogatives) (e.g.,
Use the most frequently
a.
group).
possessive nouns.
Form regular plural nouns
Grades 3
f.
g.
h.
i.
Explain the function of nouns,
pronouns, verbs, adjectives,
and adverbs in general and
their functions in particular
sentences.
Form and use regular and
irregular plural nouns.
Use abstract nouns (e.g.,
childhood).
Form and use regular and
irregular verbs.
Form and use the simple (e.g.,
I walked; I walk; I will walk)
verb tenses.
Ensure subject-verb and
pronoun-antecedent
agreement.
Form and use comparative
and superlative adjectives and
adverbs, and choose between
them depending on what is to
be modified.
Use coordinating and
subordinating conjunctions.
Produce simple, compound,
and complex sentences.
Grades 4
a.
b.
Use relative pronouns (who,
a.
conjunctions, prepositions,
and relative adverbs (where,
and interjections in general
when, why).
and their function in
Form and use the progressive
particular sentences.
b.
(e.g., I had walked; I have
tenses.
walked; I will have walked)
Use modal auxiliaries (e.g.,
verb tenses.
c.
various conditions.
states, and conditions.
d.
conventional patterns (e.g., a
f.
tense.
e.
Use correlative
Form and use prepositional
conjunctions (e.g.,
phrases.
either/or, neither/nor).
Produce complete sentences,
recognizing and correcting
inappropriate fragments and
run-ons.
g.
Recognize and correct
inappropriate shifts in verb
small red bag rather that a red
small bag).
Use verb tense to convey
various times, sequences,
Order adjectives within
sentences according to
e.
Form and use the perfect
walking; I will be walking) verb
can, may, must) to convey
d.
Explain the function of
whose, whom, which, that)
(e.g., I was walking; I am
c.
Grade 5
Correctly use frequently
confused words (e.g., to, too,
i.
two; there, their).
Use frequently occurring
prepositions (e.g., during,
beyond, towards).
j.
j. Produce and expand
complete simple and
compound declarative,
interrogative, imperative, and
exclamatory sentences in
response to prompts.
Anchor Standard Two: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
2. Demonstrate command of the
2. Demonstrate command of the
2. Demonstrate command of the
2. Demonstrate command of the
2. Demonstrate command of the
2. Demonstrate command of the
conventions of standard English
conventions of standard English
conventions of standard English
conventions of standard English
conventions of standard English
conventions of standard English
capitalization, punctuation, and spelling
capitalization, punctuation, and spelling
capitalization, punctuation, and spelling
capitalization, punctuation, and spelling
capitalization, punctuation, and spelling
capitalization, punctuation, and
when writing.
when writing.
when writing.
when writing.
when writing.
spelling when writing.
a.
a.
a.
a.
Capitalize appropriate words
a.
Use correct punctuation.
in titles.
b.
Use commas and quotation
Capitalize the first word in a
sentence and the pronoun I.
b.
Recognize and name end
b.
punctuation.
c.
d.
Write a letter or letters for
Capitalize dates and names
of people.
names, and geographic
Use end punctuation for
names.
b.
Use commas in addresses.
Use commas in greetings and
c.
Use commas and quotation
sentences.
c.
separate single words in a
vowel sounds (phonemes).
series.
d.
c.
marks in dialogue.
marks to mark direct speech
Use a comma before a
Use an apostrophe to form
d.
Form and use possessives.
coordinating conjunction in a
contractions and frequently
e.
Use conventional spelling
compound sentence.
patterns for high-frequency
Generalize learned spelling
and other studied words and
correctly, consulting
patterns and for frequently
patterns when writing words
for adding suffixes to base
references as needed.
occurring irregular words.
(e.g., cage – badge; boy –
words (e.g., sitting, smiled,
Spell untaught words
boil).
cries, happiness).
knowledge of sound-letter
phonetically, drawing on
d.
e.
Consult reference materials,
f.
b.
d.
c.
Spell grade-appropriate words
d.
Use spelling patterns and
phonemic awareness and
including beginning
generalizations (e.g., word
spelling conventions.
dictionaries, as needed to
families, position-based
check and correct spellings.
spellings, syllable patterns,
ending rules, meaningful word
parts) in writing words.
g.
a.
and quotations from a text.
c.
occurring possessives.
words with common spelling
e.
closings of letters.
Use conventional spelling for
phonetically, drawing on
relationships.
b.
Use commas in dates and to
most consonant and shortSpell simple words
Capitalize holidays, product
Consult reference materials,
including beginning
e.
Use punctuation to
separate items in a series.
Use a comma to separate
an introductory element
from the rest of the
sentence.
Use a comma to set off the
words yes and no (e.g.,
Yes, thank you), to set off a
tag question from the rest
of the sentence (e.g., It’s
true, isn’t it?), and to
indicate direct address
(e.g., Is that you, Steve?)
Use underlining, quotation
marks, or italics to indicate
titles of works.
Spell grade-appropriate
words correctly, consulting
references as needed.
dictionaries, as needed to
check and correct spellings.
Knowledge of Language
Anchor Standard Three: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when
reading or listening.
3 (Begins in grade 2)
3. (Begins in grade 2)
3. Use knowledge of language and its
3.Use knowledge of language and its
3. Use knowledge of language and its
3. Use knowledge of language and its
conventions when writing, speaking,
conventions when writing, speaking,
conventions when writing, speaking,
conventions when writing, speaking,
reading, or listening.
reading, or listening.
reading, or listening.
reading, or listening.
a.
Compare formal and informal
a.
uses of English.
Choose words and phrases
a.
for effect.
b.
b. Recognize and observe
b.
differences between the
conventions of spoken and
Choose words and phrases to
a.
convey ideas precisely.
reduce sentences for
Choose punctuation for
meaning, reader/listener
effect.
c.
written standard English.
Expand, combine, and
Differentiate between
interest, and style.
b.
Compare and contrast the
contexts that call for formal
varieties of English (e.g.,
English (e.g., presenting
dialects, registers) used in
ideas) and situations where
stories, dramas, or poems.
informal discourse is
appropriate (e.g., small-group
discussion).
Vocabulary Acquisition and Use
Anchor Standard Four: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and
specialized reference materials, as appropriate.
4.Determine or clarify the meaning of
Grade K
4. Determine or clarify the meaning of
4. Determine or clarify the meaning of
Grade 3
4 Determine or clarify the meaning of
4. Determine or clarify the meaning of
4. Determine or clarify the meaning of
unknown and multiple-meaning words
unknown and multiple-meaning words
unknown and multiple-meaning words
unknown and multiple-meaning words
unknown and multiple-meaning words
unknown and multiple-meaning words
and phrases based on kindergarten
and phrases based on grade 1 reading
and phrases based on grade 2 reading
and phrases based on grade 3 reading
and phrases based on grade 4 reading
and phrases based on grade 5
reading and content.
and content, choosing flexibly from an
and content, choosing flexibly from an
and content, choosing flexibly from an
and content, choosing flexibly from an
reading and content, choosing flexibly
array of strategies.
array of strategies.
array of strategies.
array of strategies.
from an array of strategies.
a.
Identify new meanings for
familiar words and apply them
accurately (e.g., knowing
Grade 1
a.
Use sentence-level context as
a clue to the meaning of a
Grade 2
a.
Use sentence-level context as
a clue to the meaning of a
a.
Use sentence-level context as
a clue to the meaning of a
word or phrase.
Grade 4
a.
Use context (e.g., definitions,
examples, or restatements in
Grade 5
a.
Use context (e.g.,
cause/effect relationships
duck is a bird and learning the
verb to duck).
b.
word or phrase.
b.
Use the most frequently
Use frequently occurring
word or phrase.
b.
Determine the meaning of the
affixes as a clue to the
new word formed when a
meaning of a word.
know prefix is added to a
Identify frequently occurring
known word (e.g.,
pre-, -ful, -less) as a clue to
root words (e.g., look) and
happy/unhappy, tell/retell).
the meaning of an unknown
their inflectional form (e.g.,
word.
looks, looked, looking).
occurring inflections and
affixes (e.g., -ed, -s, re-, un-,
c.
c.
b.
c.
Use a known root word as a
clue to the meaning of an
unknown word with the same
root (e.g., addition,
d.
additional).
d.
Determine the meaning of the
new word formed when a
know affix is added to a known
word (e.g.,
agreeable/disagreeable,
comfortable/uncomfortable,
care/careless, heat/preheat).
Use a known root word as a
clue to the meaning of an
unknown word with the same
root (e.g., company,
companion).
Use glossaries or beginning
dictionaries, both print and
digital, to determine or clarify
the precise meaning of key
words and phrases.
b.
text) as a clue to the meaning
and comparisons in text)
of a word or phrase.
as a clue to the meaning
Use common, grade-
of a word or phrase.
appropriate Greek and Latin
c.
b.
Use common, grade-
affixes and roots as clues to
appropriate Greek and
the meaning of a word (e.g.,
Latin affixes and roots as
telegraph, photograph,
clues to the meaning or a
autograph).
word (e.g., photograph,
photosynthesis).
Consult reference materials
(e.g., dictionaries, glossaries,
c.
Consult reference
thesauruses), both print and
materials (e.g.,
digital, to find the
dictionaries, glossaries,
pronunciation and determine
thesauruses), both print
to predict the meaning of
or clarify the precise meaning
and digital, to find the
compound words (e.g.,
of key words and phrases.
pronunciation and
Use knowledge of the
meaning of individual words
birdhouse, lighthouse,
determine or clarify the
housefly; bookshelf,
precise meaning of key
notebook, bookmark).
words and phrases.
Anchor Standard Five: Demonstrate understanding of word relationships and nuances in word meanings.
5. With guidance and support from
5. With guidance and support from
5. Demonstrate understanding of word
5. Create engaging audio recordings of
5. Add audio recordings and visual
5. Include multimedia components
adults, explore word relationships and
adults, demonstrate understanding of
relationships and nuances in word
stories or poems that demonstrate fluid
displays to presentations when
(e.g., graphics, sound) and visual
nuances in word meanings.
word relationships and nuances in word
meanings.
reading at an understandable pace; add
appropriate to enhance the development
displays in presentations when
Identify real-life connections
visual displays when appropriate to
of main ideas or themes.
appropriate to enhance the
Sort words into categories
between words and their use
emphasize or enhance certain facts or
foods) to gain a sense of the
(e.g., colors, clothing) to gain
(e.g., describe foods that are
details.
concepts the categories
a sense of the concepts the
spicy or juicy).
represent.
categories represent.
a.
Sort common objects into
categories (e.g., shapes,
b.
c.
Demonstrate understanding of
meanings.
a.
b.
a.
b.
a.
a.
nonliteral meanings of words
development of main ideas or
similes and metaphors (e.g.,
themes.
pretty as a picture) in context.
Distinguish the literal and
Distinguish shades of
Explain the meaning of simple
b.
Define words by category and
meaning among closely
and phrases in context (e.g.,
meaning of common idioms,
frequently occurring verbs and
by one or more key attributes
related verbs (e.g., toss,
take steps).
adages, and proverbs.
adjectives by relating them to
(e.g., a duck is a bird that
throw, hurl) and closely
their opposites (antonyms).
swims; a tiger is a large cat
related adjectives (e.g., thin,
with stripes).
slender, skinny, scrawny).
Identify real-life connections
between words and their use
(e.g., note places at school
c.
b.
Identify real-life connections
between words and their use
c.
Identify real-life connections
c.
a.
Recognize and explain the
Interpret figurative
language, including similes
and metaphors, in context.
b.
Recognize and explain the
Demonstrate understanding of
meaning of common
between words and their use
words by relating them to their
idioms, adages, and
(e.g., describe people who
opposites (antonyms) and to
are friendly or helpful).
words with similar but not
Distinguish shades of
identical meanings
proverbs.
c.
Use the relationship
between particular words
d.
that are colorful).
(e.g., note places at home that
meaning among related
Distinguish shades of
are cozy).
words that describe states of
antonyms, homographs) to
Distinguish shades of
mind or degrees of certainty
better understand each of
describing the same general
meaning among verbs
(e.g., knew, believed,
the words.
action (e.g., walk, march,
differing in manner (e.g., look,
suspected, heard, wondered).
strut, prance) by acting out the
peek, glance, stare, glare,
meanings.
scowl) and adjectives differing
meaning among verbs
d.
(synonyms).
(e.g., synonyms,
in intensity (e.g., large,
gigantic) by defining or
choosing them or by acting
out the meanings.
Anchor Standard Six: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
6. Use words and phrases acquired
6. Use words and phrases acquired
6. Use words and phrases acquired
6. Acquire and use accurately grade-
6. Acquire and use accurately grade-
6. Acquire and use accurately grade-
through conversations, reading and
through conversations, reading and
through conversations, reading and being
appropriate conversational, general
appropriate general academic and
appropriate general academic and
being read to, and responding to texts.
being read to, and responding to texts,
read to, and responding to texts,
academic and domain-specific words
domain-specific words and phrases,
domain-specific words and phrases,
including using frequently occurring
including using adjectives and adverbs to
and phrases, including those that signal
including those that signal precise
including those that signal contrast,
conjunctions to signal simple
describe (e.g., When other kids are
spatial and temporal relationships (e.g.,
actions, emotions, or states of being
addition, and other logical
relationships (e.g., because).
happy that make me happy).
After dinner that night we went looking
(e.g., quizzed, whined, stammered) and
relationships (e.g., however,
for them).
that are basic to a particular topic (e.g.,
although, nevertheless, similarly,
wildlife, conservation, and endangered
moreover, in addition).
when discussing animal preservation).