Language Arts
Filename
Subject
Area/Topic
Standards
Objectives
5th grade reading
autobiographies
Reading-Literary Text Standard 5:6 Describe the
defining characteristics of literary forms and
genres,, including poetry, drama, autobiographies,
biographies, fiction, nonfiction.
Writing applications 5:1: Writing narratives with a
consistent point of view using sensory details and
dialogue to develop characters and setting
-student will read and analyze several books on
autobiographies
-students will check a criteria chart for writing an
autobiography
-students will write their own autobiographies
Af am scientists
African
American
Scientists,
Science and
Literacy
1. Summarize information from texts,
recognizing that there is more than one
main idea and supporting details.
2. List questions and search for answers
within a text.
3. Group related ideas into paragraphs,
including topic sentences following
paragraph form, and maintain a consistent
focus throughout paragraph.
4. Proofread, edit and identify run-ons and
fragments.
1. To implement research skills.
2. To write an informational report.
3. To be able to analyze a text and create a
main idea with details in paragraph form.
Arrington1
Language
Arts/Compare
and Contrast
Jones1
Literacy/MathData Analysis
Page 1
Grade Three-Reading Process: concepts of print,
comprehension strategies and self-monitoring
strategies.
Reading Process: Concepts of Print,
Comprehension Strategies and Self-Monitoring
Strategies for Early Childhood
Visualize and represent understanding of text
through a variety of media and play.
Data Analysis and Probability
Select the category or categories that have the
The students will compare and contrast
information between texts.
Write responses to novels, stories, and poems
that demonstrate an understanding of the text and
support judgments with specific references to the
text.
 Students will respond to text by identifying
the color of clothing they are wearing.
 Students will demonstrate one to one
correspondence as the dictate how to
develop a graph based on the clothing
color of each child.
Language Arts
Filename
Subject
Area/Topic
Architecture
Architecture,
Social Studies
and Literacy
Author study
Literacy, Author
Study
Page 2
Standards
most or fewest objects in a floor or table graph.
1. Determine the meanings and pronunciations of
unknown words by using dictionaries,
thesauruses, glossaries, technology, and textual
features, such as definitional footnotes or
sidebars.
2. Establish and adjust purposes for reading,
including to find out, to understand, to interpret to
enjoy and to solve problems.
3. Compare the geographic and social
characteristics of the river civilizations of the Tigris
and Euphrates (Mesopotamia), the Nile (Egypt),
the Huang Ho (China) and the Indus (Pakistan)
before 1000 B.C., including the location,
government, religion, agriculture, and
cultural/scientific contributions.
1. Analyze techniques authors use to describe
characters, including narrator or other characters’
point of view, characters’ own thoughts, words or
actions.
2. Identify the features of setting and explain their
importance in texts.
3. Identify the main and minor events of the plot
and explain how each incident gives rise to the
next.
4. Explain first, third and omniscience points of
view and explain how voice affects text.
5. Identify recurring themes, patterns and symbols
found in literature from different eras and cultures.
6. Explain defining characteristics of literary forms
and genres.
7. Distinguish how an author establishes mood
and meaning through word choice, figurative
language and syntax.
Objectives
1. Students will create a dictionary to use for
researching different types of architecture from
different periods of history, including, but not
limited to, the river civilizations in the Tigris.
Euphrates (Mesopotamia), the Nile, the Huang
Ho, and the Indus Valley.
2. Students will create a model of a home from
one of the above mentioned river civilizations,
writing a descriptive paragraph explaining how it
relates to the standards.
1. Students will read a minimum of 3 books by
the same author, analyzing each text for the
standards listed.
2. Students will create a thesis statement that
evaluates the author’s writing and includes an
understanding of the texts read.
3. Students will submit their publications to
literary criticism magazines.
Language Arts
Filename
Grade 3 descriptive
paragraph
Grade 3 birthday
invitation
Ecosystems
Page 3
Subject
Area/Topic
Writing Habits
and Processes.
Follow-up
lesson to Grade
3 Social
Studies
Birthdays
Lesson
Writing
Applications:
Grade 3. A
follow-up lesson
to the previous
third grade
Social Studies
and Writing
Habits and
Processes
lesson.
Ecosystems
Research,
Science and
Literacy
Standards
8.Estabish a thesis statement for informational
writing or a plan for narrative writing.
Write in response to an on-demand task.
Use resources and reference materials, including
dictionaries, to select more effective vocabulary.
Write formal and informal letters that include
important details and follow correct letter format.
1. Describe the role of producers in the
transfer of energy entering ecosystems as
sunlight to chemical energy through
photosynthesis.
2. Explain how almost all animals’ food can
be traced back to plants.
3. Trace the organization of a simple food
chain and food webs.
4. Summarize that organisms can only
survive in ecosystems in which their needs
can be met.
5. Support how an organism’s patterns of
behavior are related to the nature of that
Objectives
Students will write a paragraph describing a
birthday celebration which combines traditions
and customs from their family and the country
which they researched for the previous Social
Studies lesson.
Students will use a thesaurus to choose effective
vocabulary.
Students will write an invitation to a birthday party
describing the songs, games, food, and other
activities will take place.
1. Students will research an ecosystem from
a list of ecosystems (pond, lake, march,
ocean, prairie, wetland, etc.) and answer a
series of research questions, based on the
stated standards.
2. Students will compose a research paper
and present it to a peer or other grade
level student.
Language Arts
Filename
Subject
Area/Topic
Standards
Objectives
organism’s ecosystem, including the kinds
and numbers of other organisms present,
the availability of food and resources, and
the changing physical characteristics of
the ecosystem.
Country research
Colonization,
Social Studies
and Literacy
Collaborative lesson
plan template 2
literature
Literature- Tall
Tales
Collaborative lesson
plan template 2
language arts &
science
Language Arts /
Science
1. Describe the lasting effects of Spanish, French
and English colonization in North America
including cultural patterns evident today such as
language, food, traditions, and architecture.
2. Write informational essays or reports, including
research that organize information with a clear
introduction, body, and conclusion following
common expository structure when appropriate
and includes facts, details and examples to
illustrate important ideas.
2. Generate a topic for research and develop a
plan for gathering information.
3. Compare and contrast important findings and
select sources to support central ideas, concepts
and themes.
Reading Process:
Concepts of print
Comprehension Strategies
1. Students will research the effects of French,
Spanish and English colonization in North and
South America, including, but not limited to
Canada, Haiti, Cuba, Dominican Republic,
Louisiana, Argentina, Venezuela.
2. Students will be asked to analyze how this
colonization affected them directly and why.
3. Students will present their findings to families at
a party.
Writing Application
*write a response to story showing interpretation
of text.
The student will
-Summarize main ideas in text with supporting
details.
-Describe how organisms interact with one
another and environment.
-Write a friendly letter following correct format.
Students answer literal questions to demonstrate
Reading applications – Informational text
Life science
Writing applications
Collaborative lesson
Page 4
Helga
Reading Process/ Comprehension Strategies
The student will
*summarize important information from text to
demonstrate comprehension.
Language Arts
Filename
plan Sheppard lesson
1
Collaborative lesson
plan Sheppard 9
Subject
Area/Topic
Standards
Objectives
Sheppard/
Reading
Comprehension
Strategies/
Mouse Mess
Sheppard/
Reading/
Comprehension
Benchmark C: Identify the central ideas and
supporting details of informational text
comprehension of text
Reading Applications: Literary Text
Standard 2.3 Retell or re-enact a story that has
been heard.
Benchmark A: Compare and contrast plot across
literary works.
Reading Phonemic Awareness, Word Recognition
and Fluency Standard KR1.2 Hear and say the
separate phonemes in words, such as identifying
the initial consonant sound in a word and blend
phonemes to say words.
Benchmark A: Use letter-sound correspondence
knowledge and structural analysis to decode
words.
Reading Phonemic Awareness, Word Recognition
and Fluency
Standard R1.2 Identify and complete rhyming
words and patterns.
Benchmark A Use letter-sound correspondence
knowledge and structural analysis to decode
words.
Reading Standard R: 1.1 Recognize, say and
write common sound of letters
Benchmark A. Use letter-sound correspondence
knowledge and structural analysis to decode
words
Reading Standard R3.3 Identify favorite books
and stories
BenchmarkA: Compare and contrast plot across
literary works.
Students will tell beginning, middle and end of
story.
Students will act out the story.
Collaborative lesson
plan Sheppard 8
Sheppard/Phon
emic
Awareness/
CVC pattern
Collaborative lesson
plan Sheppard 7
Sheppard/
Reading/
Rhyme
Collaborative lesson
plan Sheppard 6
Sheppard/
Phonemic
Awareness/Sou
nds of Letters
Collaborative lesson
plan Sheppard 10
Page 5
Sheppard/
Reading/
Literary Text
Students will decode CVC pattern words.
To recognize rhyming words.
Recognize letter sounds y, w, x and z
Students will tell what authors and stories they like
best and graph the results.
Language Arts
Filename
Subject
Area/Topic
Standards
Objectives
Collaborative lesson
plan literacy number 2
Collaborative lesson
plan literacy 5
Literacy
Concepts of Print, Comprehension Strategies, and
Self- Monitoring Strategies.
Phonemic Awareness, Word Recognition and
Fluency
Recall information from a story by sequencing
pictures and events.
Identify and complete rhyming words and
patterns.
Collaborative lesson
plan diamonte poems
Literacy
Literacy
5-6:R2.1 Comprehend nonfiction, fiction, poetry,
and drama using interpretive, critical, and
evaluative processes.
*** Analyze the qualities of characters and the
actions that demonstrate those qualities.
*** Determine the credibility of characters in a
story, citing evidence to support conclusions
about the characters.
Collaborative lesson
plans acrostic poems
Literacy
5-6:R2.1 Comprehend nonfiction, fiction, poetry,
and drama using interpretive, critical, and
evaluative processes.
*** Analyze the qualities of characters and the
actions that demonstrate those qualities.
*** Determine the credibility of characters in a
story, citing evidence to support conclusions
about the characters.
Collaborative lesson
plan 1
Jones2
Page 6
Literacy
Phonemic
Awareness
Literacy/Readin
g
Comprehension
K:R1.1
Recognize, say and write common sounds of
letters.
Reading Process: Concepts of Print,
Comprehension Strategies and Self-Monitoring
Strategies
Begin to represent text sequences through media
and play.
K:R1.2
After reading chapter the book entitled, The
Chocolate Touch by Patrick Skene Catling as well
as reading the Greek myth entitled, King Midas
and the Golden Touch students will analyze and
compare the actions of the characters.
After reading chapter the book entitled, The
Chocolate Touch by Patrick Skene Catling as well
as reading the Greek myth entitled, King Midas
and the Golden Touch students will analyze and
compare the character traits of the two characters.
To recognize the relationship between letters and
sounds.
Students will create their own mask of a character
from The Mitten.
Students will participate in a re-enactment of the
story The Mitten.
Language Arts
Filename
Subject
Area/Topic
Math&altasgr4
Grade 4:
Math/Social
Studies/Literacy
Adaptable
grades 3 - 6
Literacy social stdy
lesson plan
Literacy / Social
Studies
Lesson plan 9
Writing/Campbel
l/Grade 6
Linda Winegar/
Language
Arts/Writing/
Write friendly
Lesson plan 9
winegar
Page 7
Standards
Reading Applications: Literary Text
Retell or re-enact events from a story through a
variety of media and play events.
Math: Measurement: Write, solve and verify
solutions to multi-step problems involving
measurement Social Studies:
Geography: Use a linear scale to measure the
distance between places on a map.
ELA: Research: Identify information found in
sources…
Social Studies Skills and Methods #2 Locate
information in a variety of sources using key
words, related articles and cross-references.
Reading Process#4 Summarize information in
texts, recognizing that there may be several
important ideas rather than just one main ides and
supporting details. #6 Select, create and use
graphic organizers to interpret textual information.
Reading applications #1 Use text features, such
as chapter titles, headings and subheadings: parts
of books including the index and table of contents
and online tools to locate information. Writing
Processes #8 Group related ideas into
paragraphs, including topic sentences following
paragraph form, maintain a consistent focus
across paragraphs Writing Conventions #11 Use
conjunctions Communication #8 Deliver
informational presentations
6WA6 Produce informal writings (e.g. journals,
notes and poems for various purposes.
English Language Arts-1 Writing
Benchmark C: Write a friendly letter
Indicator 3: Write friendly letters or invitations that
follow a simple letter format.
Objectives
Math: Solve and verify solutions to multi-step
problems involving measurement. Social Studies:
Use the scale and a ruler to determine distances
on a map. ELA: Use an atlas as an information
source.
Students will listen to the reading of a biography
trade book of MLK (in the media center) as a
spring-board to using the writing process to
generate a research report on a famous black
American.
Students will write their own poems using different
formats
Students will fill out a web to organize their ideas.
Students will refer to their web as they write.
Students write a friendly letter using at least three
complete sentences.
Language Arts
Filename
Lesson plan 8
Lesson plan 8
winegar
Lesson plan 7
Lesson plan 7
winegar
Lesson plan 6w
Page 8
Subject
Area/Topic
letter to a
character in a
story.
Reading/Campb
ell/Grade 3
Linda Winegar/
English
Language Arts1/Introduction to
Alphabetical
Order
Language
Arts/Acrostic
Poetry/Campbell
/Grade 6
Linda Winegar/
English
Language Arts 1 Writing Write a
descriptive
paragraph about
your best friend.
Linda Winegar/
English
Language Arts1/Writing Poetry
Standards
Objectives
Students will listen as others are reading.
3RA1 Use the table of contents, chapter
headings, glossary, index, captions and
illustrations to locate information and to
comprehend texts.
Acquisition of Vocabulary
Benchmark E: Use resources to determine the
meanings and pronunciation of unknown words.
Indicator 9: Determine the meaning of unknown
words using a beginner’s dictionary.
Students will:
-identify text features and their use
-select representative features
-demonstrate findings in group presentations
Listen and discuss the story The Z was Zapped
Determine the meaning of the unknown words
using a beginner’s dictionary.
WA 6 Produce informal writings(e.g. journals,
notes and poems) for various purposes.
-Students will construct acrostic poems.
-Students will determine character traits.
=Students will use synonyms.
Writing Process Standard
Benchmark C: Use organizers to clarify ideas for
writing assignments.
Benchmark D: Use revision strategies and
resources to improve ideas and content,
organization, word choices and detail.
Establish a purpose for reading
Create and use graphic organizers such as Venn
diagrams or webs, with teacher assistance, to
demonstrate comprehension.
Use legible handwriting, spell high frequency
words correctly, use strategies to spell unfamiliar
words, correct capitalization, use nouns, verbs,
and adjectives (descriptive words)
Students will listen and discuss numerous stories
about friendship
Listen and discuss the story The Giving Tree by
Shel Silverstein.
Write responses to stories that include simple
judgments about the text.
Create phonetically-spelled written work that can
usually be read by the writer and others.
Use adjectives (descriptive word) appropriately.
Writing Conventions Standard
Benchmarks A, B, and C.
Indicators 1-7
Writing Applications Standard
Benchmark B: Compose writings that convey a
clear message and include well chosen details.
Indicator 2: Write responses to stories that
include simple judgments about the text. Writing
Conventions Standard
Benchmark D: Use grammatical structures in
Language Arts
Filename
Lesson plan 6
Lesson plan 6
winegar
Lesson plan 5
Lesson plan 4
Lesson plan 3
Lesson plan 11
Page 9
Subject
Area/Topic
Reading/Writing/
Campbell/Grade
6
Language Arts/
Contractions/Wi
negar
Poetry/Cinquain/
Abi-Ezzi/Grade
5
Reading:
Finding and
summarizing
main idea and
supporting
details in a
paragraph/AbiEzzi/Grade 5
Literacy/Writing/
Science
Reading/Campb
ell/Grade 6
Standards
Objectives
written work.
Indicator 8: Use nouns, verbs, and adjectives
(descriptive words).
Communication: Oral and Visual Standard
Benchmark D: Speak clearly and at an
appropriate pace and volume.
Indicator 6: Speak clearly and understandably.
WA 6 Produce informal writings(e.g. journals,
notes and poems) for various purposes.
Speak clearly and understandably.
Deliver brief informal presentation
Acquisition of Vocabulary Gr.1
To recognize contractions and common
abbreviations.
Reading and Writing grade 5: R:2.1 Comprehend
nonfiction, fiction, poetry and drama using
interpretive, critical and evaluative processes.
Grade 5:W1.1 Develop writing through a process
which includes initial plans and multiple drafts.
-Students will be able to define characteristics of
cinquain poetry
-Students will write a cinquain using a graphic
organizer.
-Students will edit poems and present to class.
-Students will write a winter cinquain.
-Students will identify and summarize main idea
and supportive details in a paragragh.
-Students will delete information not relative to the
main idea
-Students will rewrite information in their own
words.
5:2 Gathering meaning: Students read with
accuracy to comprehend a variety of texts
Life Science #8 Compare Ohio animals during
different seasons describing changes in behavior
and body coverings.
Writing/Research #4 Identify important
information
6RALT6 Explain the defining characteristics of
literary forms and genres including poetry, drama,
-Students will review the concept of metaphor
-Students will apply writing extended metaphors
-To research an animal of their choice.
-Visit an animal website.
-To write an informational report.
Students will:
-recognize similes and metaphors
Language Arts
Filename
Lesson plan 10w
Lesson plan 10
Lesson plan 1
Lesson 5 – letter
recognition
Jones5
Subject
Area/Topic
Linda Winegar
Literacy/
Introductory
Lesson for
Sequencing
Parts of a Story
Writing/Campbel
l/Grade 6
Writing/Health/S
ocial
Studies/Masylk/
Grade 2
Literacy:
Phonemic
Awareness,
Word
Recognition,
and Fluency:
Introducing
letter G
Literacy/Math/S
cience
Page 10
Standards
Objectives
myths, biographies, autobiographies, fiction and
nonfiction.
English Language Arts-1 Writing Process
Benchmark C. Use organizers to clarify ideas for
writing assignments
Indicator 5: Organize writing to include a
beginning, middle, and end.
-explain the inferential meaning
6WA2 Write responses to novels, stories, poems
and plays that provide an interpretation, critique or
reflection and support judgments with specific
references to text.
Writing Applications #3
Write letters that include information and follow
letter format
Students will
-analyze two poems
-identify literary devices
-critique literary merit of poems
To list ways to keep a community clean.
To write a friendly letter.
Literacy Standard Grade K: Phonemic Awareness
Benchmark A: Use letter-sound correspondence
knowledge and structural analysis to decode
words.
Indicators:
4: Distinguish and name all upper-and lower-case
letters.
5: Recognize, say and write common sounds of
letters.
Reading Applications: Informational, Technical
and Persuasive Text
 Use pictures and illustrations to aid
comprehension.
 Tell the topic of a selection that has been read
aloud (e.g., What is the book about?).
Patterns, Functions and Algebra
Identify, copy, extend and create simple patterns
or sequences of sound, shapes and motions in
The children will identify the given letter in upper
and lower case form.
The students will recognize and say the sound of
the given letter.
The students will identify and write and/or draw
two objects that start with the identified letter.
The students will listen and discuss a story read
by the teacher.
The students will write three sentences using a
graphic organizer telling about the beginning,
middle and end of a story.
Students will determine what seeds need to grow
as outlined in text.
Students will design a garden using pictures of
plants.
Students will create a pattern in the “garden” with
the pictures of plants.
Language Arts
Filename
Subject
Area/Topic
Jones4
Literacy/Math
Jones3
Literacy/Social
Studies
Mathlitconnectiongr3l
Page 11
Grade 3:
Standards
the context of daily activities and play.
Life Sciences Standard
Observe and begin to recognize the ways that
environments support life by meeting the unique
needs of each organism (e.g., plant/soil, birds/air,
fish/water)
Reading Applications: Informational, Technical
and Persuasive Text
Gain text information from pictures, photos, simple
charts and labels.
Research
Share findings of information through retelling,
media and play.
Data Analysis and Probability
Data Collection
Gather, sort and compare objects by similarities
and differences in the context of daily activities
and play.
Acquisition of Vocabulary
Name items in common categories (e.g., animals,
food, clothing, , etc.).
Writing Applications
Dictate stories or produce simple stories using
pictures, mock letters or words.
Scientific Ways of Knowing Standard
Recognize the difference between helpful and
harmful actions toward living things.
Economics Standard
Demonstrate an understanding of the concepts of
production, distribution and consumption through
play (e.g., food from the farm, to the grocery
store) and concrete experiences (e.g., food
purchased from the store and cooked at home).
Math: Number, Number Sense and Operations:
Objectives
Students will respond to text.
Students will, given a set of animal pictures, sort
pictures using a dichotomous key (farm animals or
not farm animals).
Students will orally state what they know about
farm animals.



Students will identify common object that
could be considered “gifts”.
Using the story as a model, students will use
pictures to create their own story.
Students will demonstrate a minimal
understanding of some of the sources for
common objects.
Math: Model division and translate contextual
Language Arts
Filename
Subject
Area/Topic
Standards
Objectives
esson
Math/Literacy/
Adaptable
grades 2-5
situation involving division into conventional
mathematical symbols. ELA: Listen to a story and
identify the main idea of division and the details of
sharing equally.
Mathlitconnectiongr5l
esson
Grade 5:
Math/Literacy/
Adaptable gr. 57
Model, represent and explain division; e.g.,
sharing equally, repeated subtraction, rectangular
arrays and area model. Example: a. translate
contextual situations involving division into
conventional mathematical symbols. b. explain
how a remainder may impact an answer in a realworld situation. ELA: Communication: Identify the
main idea, supporting details….
Math: Measurement: Draw circles, and identify
and determine relationships among the radius,
diameter, center, and circumference. ELA:
Literacy: Demonstrate active listening strategies…
Winegar lesson plan
13
Language Arts/er/- est endings/
Winegar
Winegar lesson plan
11
Language
Arts/Beginning,
middle and
end/Winegar
Vocab lesson
Literacy
Poetry lesson
Literacy /
Writing
Page 12
Acquisition of Vocabulary Gr.1
Benchmark C: Apply structural analysis skills to
build and extend vocabulary and to determine
word meaning.
Indicator 8: Read root words and their inflectional
endings. (e.g., walk, walked, walking)
Reading Applications-Literary Text Gr.1
Benchmark B: Use supporting details to identify
and describe main ideas, characters and setting.
Indicator 3: Retell the beginning, middle and
ending of a story including its important events.
Acquisition of Vocabulary:
#2 Use context clues to determine the meaning
of synonyms and antonyms
#6 Apply Knowledge of prefixes, suffixes and
roots and their various inflections to analyze the
meanings of words.
Writing Processes #1 Generate writing ideas
through discussions with others and from printed
Math: Determine the diameter and circumference
of a given circle using string. Measure string
lengths. Identify the relationship (that ratio is an
approximation of pi.) ELA: Listen to a story
focusing on visual contact and language clues to
determine word meaning in a non-conventional
way.
Students will be able to demonstrate an
understanding of the difference between -er and –
est endings.
The students will listen to a story and then identify
and retell the beginning, middle and end.
To expose students to root words and affixes and
synonyms and antonyms, using library reference
materials.
The Media Center sponsored poetry reading of
Lyrical Poetess Sara Holbrook; then students
Language Arts
Filename
Subject
Area/Topic
Standards
Objectives
material. #3 Vary language and style as
appropriate to the audience and purpose Writing
Applications #5 Produce informal writings
(journals, notes and poems) for various purposes.
Penpal
Subject:
Language Arts
participated in a writing workshop with her. She
explained that her goal was to make poetry an
enjoyable experience for children. She also
explained that her house was always chaotic
while her neighbors seemed to have the perfect
house and children. So, her goal and ours was to
write a poem with a humorous look at a less than
perfect event in a child’s life.
3: W2.1 Students will write in a variety of genres for Focus: Students will learn the different parts of a
a variety of purposes.
friendly letter, while writing to a “Pen Pal.” writing
and autobiographical.
Performance Indicator: Write formal and informal
letters (e.g., thank you notes, letters of request)
that include relevant information and date, proper
salutation, body, closing and signature.
Mathtechnologygr3les
son
Grade 3:
Math/Technolog
y Adaptable
grades 3-5
Winegar lesson plan 6 Language Arts/
Contractions/Wi
negar
Page 13
Purpose: Students will write a friendly letter to a
“Pen Pal.” while sharing events through and stories
through narrative
Math: Measurement: Identify and select
Math: Identify temperatures using degrees
appropriate units for measuring….d. temperature-- Fahrenheit and compare those temperatures
degrees (Fahrenheit or Celsius) Number, Number using symbols <, >, =. Technology ELA: Use a
Sense, and Operations: Use mathematical
website to gather timely temperature information
language and symbols to compare and order;
e.g., less than, greater than, at most, at least,
<,>,=, ≤, ≥. Technology ELA: Research Acquire
information from multiple sources
Acquisition of Vocabulary Gr.1
To recognize contractions and common
abbreviations.