th
4 Grade
Spanish Language Arts
Curriculum Essentials
Document
Boulder Valley School District
Department of Language, Culture and Equity
August 2011
Introduction
This BVSD Curriculum Essentials Document incorporates all of the Common Core State Standards and the
integrated essentials from the Colorado Academic Standards for Reading, Writing and Communicating.
On December 10, 2009, the Colorado State Board of Education adopted the revised Reading, Writing and
Communicating Academic Standards, along with academic standards in nine other content areas, creating
Colorado’s first fully aligned preschool through high school academic expectations.
Concurrent to the revision of the Colorado standards was the Common Core State Standards (CCSS)
initiative, whose process and purpose significantly overlapped with that of the Colorado Academic
Standards. These standards present a national perspective on academic expectations for students,
Kindergarten through High School in the United States.
In addition to standards in Spanish Language Arts (ELA), the Common Core State Standards offer literacy
expectations for history/social studies, science, and technical subjects. These expectations, beginning in
grade 6 through grade 12, are intended to assist teachers in “use(ing) their content area expertise to help
students meet the particular challenges of reading, writing, speaking, listening, and language in their
respective fields.” (Common Core State Standards for Spanish Language Arts & Literacy in History/Social
Studies, Science, and Technical Subjects, page 3). These expectations are NOT meant to supplant
academic standards in other content areas, but to be used as a literacy supplement.
On August 2, 2010, the Colorado State Board of Education adopted the Common Core State Standards,
and requested the integration of the Common Core State Standards and the Colorado Academic
Standards. All the expectations of the Common Core State Standards are embedded and coded with
CCSS: in the state standards document and in this BVSD Curriculum Essentials Document.
The Boulder Valley Reading, Writing, and Communicating Curriculum Council would like to acknowledge
and thank Dr. Sarah M. Zerwin, a teacher at Fairview High School, who was a member of the state
standards revision team and BVSD Curriculum Essentials Document writing team. The Curriculum Council
would also like to acknowledge and thank the many teachers of BVSD who helped to write and design this
document. The Department of Language, Culture and Equity wants to acknowledge and thank the
expertise of Delia Teresa García, Jorge Rodríguez, Laura Ramírez-De Castro and Catalina Martís who
reviewed the English version of the Reading, Writing & Communicating Essential Document and adapted it
to the teaching of the Spanish Language Arts Instruction.
In December 2011, the Boulder Valley School District Board of Education adopted this as the Curriculum
Essentials Document.
Standards in Reading, Writing, and Communicating
Standards are the topical organization of an academic content area. The four standards of Reading,
Writing, and Communicating are:
1.
Oral Expression and Listening
Learning of word meanings occurs rapidly from birth through adolescence within communicative
relationships. Everyday interactions with parents, teachers, peers, friends, and community members
shape speech habits and knowledge of language. Language is the means to higher mental functioning,
that which is a species-specific skill, unique to humans as a generative means for thinking and
communication. Through linguistic oral communication, logical thinking develops and makes possible
critical thinking, reasoning, development of information literacy, application of collaboration skills, selfdirection, and invention.
Oral language foundation and written symbol systems concretize the way a student communicates. Thus,
students in Colorado develop oral language skills in listening and speaking, and master the written
language skills of reading and writing. Specifically, holding Colorado students accountable for language
mastery from the perspectives of scientific research in linguistics, cognitive psychology, human
information processing, brain-behavior relationships, and socio-cultural perspectives on language
development will allow students to master 21st century skills and serve the state, region, and nation well.
2.
Reading for All Purposes
Literacy skills are essential for students to fully participate in and expand their understanding of today’s
global society. Whether they are reading functional texts (voting ballots, a map, a train schedule, a
driver’s test, a job application, a text message, product labels); reference materials (textbooks, technical
manuals, electronic media); or print and non-print literary texts, students need reading skills to fully
manage, evaluate, and use the myriad information available in their day-to-day lives.
3.
Writing and Composition
Writing is a fundamental component of literacy. Writing is a means of critical inquiry; it promotes problem
solving and mastering new concepts. Adept writers can work through various ideas while producing
informational, persuasive, and narrative or literary texts. In other words, writing can be used as a medium
for reasoning and making intellectual connections. As students arrange ideas to persuade, describe, and
inform, they engage in logical critique, and they are likely to gain new insights and a deeper
understanding of concepts and content.
4.
Research and Reasoning
Research and Reasoning skills are pertinent for success in a postsecondary and workforce setting.
Students need to acquire these skills throughout their schooling. This means students need to be able to
distinguish their own ideas from information created or discovered by others, understand the importance
of creating authentic works, and correctly cite sources to give credit to the author of the original work.
The Common Core State Standards for Spanish Language Arts & Literacy in History/Social Studies,
Science and Technical Subjects include a separate standard for Language. In this document, those
Language expectations are integrated into the four standards above as appropriate.
4th Grade Overview
Course Description
Reading, Writing & Communicating in fourth grade focuses
on the continued expansion of strategic, fluent and
independent readers and writers by referring to more
details and examples in their explanations of text and
requiring more elaboration in written pieces. Readers and
writers will draw evidence from the utilization of multiple
texts to support analysis, reflection and research.
Literacy will include multimedia components throughout
stages of the reading and writing processes.
Assessments
•
•
•
•
•
•
•
•
•
•
CSAP
DRA2/EDL2
DRA2 Word Analysis
Running Records
Writing Samples
Daily Observations
Group / Individual Projects
Tests / Quizzes
Student Self‐Assessments
Reading Responses
Grade Level Expectations
Standard
1. Oral
Expression
and Listening
2. Reading for
All Purposes
1.
1.
2.
3.
3. Writing and
Composition
1.
2.
3.
4. Research
and Reasoning
1.
2.
Big Ideas for Fourth Grade
(Grade Level Expectations)
A clear communication plan is necessary to
effectively deliver and receive information
Comprehension and fluency matter when
reading literary texts in a fluent way
Comprehension and fluency matter when
reading informational and persuasive texts
in a fluent way
Knowledge of complex orthography
(spelling patterns), morphology (word
meanings), and word relationships to
decode (read) multisyllabic words
contributes to better reading skills
The recursive writing process is used to
create a variety of literary genres for an
intended audience
Informational and persuasive texts use the
recursive writing process
Correct sentence formation, grammar,
punctuation, capitalization, and spelling are
applied to make the meaning clear to the
reader
Comprehending new information for
research is a process undertaken with
discipline both alone and within groups
Identifying implications, concepts, and
ideas enriches reasoning skills
Topics at a Glance
•
•
•
•
•
•
•
•
Reading Processes
Writing Processes
Word Recognition and Fluency
Research and Reasoning
Vocabulary
Conventions: Grammar and Usage,
Capitalization, Punctuation and Spelling
Comprehension
Oral Language: Speaking and Listening
Effective components of a Fourth Grade
Reading, Writing & communicating
Program
1. Extended, daily literacy block – 120
minutes
2. Daily Data Driven Balanced Literacy
Instruction
a. Reading & Writing Demonstrations
b. Shared Reading & Writing
c. Guided Reading & Writing
i. Flexible grouping
ii. Focused on needs
iii. Continuous text: both
reading and writing
iv. Promote reciprocity
between reading and
writing through deliberate
attention to both
v. Daily independent reading
and writing
3. Balanced whole group, small group and
individual instruction
4. Opportunities to read and write multiple
genres
5. Provides multi-modal experiences with
various literary material
6. Provide independent and instructional
reading levels for each student
7. Provide authentic opportunities to respond
to what is read both orally and in writing
8. Explicitly and systematically teach essential
skills and strategies in reading and writing
utilizing BVSD adopted resources
9. Students read and write in all content
areas
10. Ensure additional small group instructional
time for student not performing at grade
level
11. Refer to the online version of the BVSD
handbook, Literacy Journey, for best
practices guidance
1. Oral Expression and Listening
Learning of word meanings occurs rapidly from birth through adolescence within communicative relationships.
Everyday interactions with parents, teachers, peers, friends, and community members shape speech habits
and knowledge of language. Language is the means to higher mental functioning, that which is a speciesspecific skill, unique to humans as a generative means for thinking and communication. Through linguistic
oral communication, logical thinking develops and makes possible critical thinking, reasoning, development of
information literacy, application of collaboration skills, self-direction, and invention.
Oral language foundation and written symbol systems concretize the way a student communicates. Thus,
students in Colorado develop oral language skills in listening and speaking, and master the written language
skills of reading and writing. Specifically, holding Colorado students accountable for language mastery from
the perspectives of scientific research in linguistics, cognitive psychology, human information processing,
brain-behavior relationships, and socio-cultural perspectives on language development will allow students to
master 21st century skills and serve the state, region, and nation well.
Prepared Graduate Competencies
The preschool through grade 12 concepts and skills that all students who complete the Colorado education
system must master to ensure their success in a postsecondary and workforce setting.
Prepared Graduate Competencies in the Oral Expression and Listening Standard:

Collaborate effectively as group members or leaders who listen actively and respectfully
pose thoughtful questions, acknowledge the ideas of others, and contribute ideas to
further the group’s attainment of an objective

Deliver organized and effective oral presentations for diverse audiences and varied
purposes

Use language appropriate for purpose and audience

Demonstrate skill in inferential and evaluative listening
Content Area: Spanish Reading, Writing, and Communicating - Fourth Grade
Standard: 1. Oral Expression and Listening
Prepared Graduates:
Use language appropriate for purpose and audience
Grade Level Expectation
Concepts and skills students master:
1. A clear communication plan is necessary to effectively deliver and receive information
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
Inquiry Questions:
a. Engage effectively in a range of collaborative discussions (one-on-one, in
1. Why is important to listen to all members in a group
groups, and teacher-led) with diverse partners on grade 4 topics and
before making a decision about an issue or problem?
2. What are some important things to do when
texts, building on others’ ideas and expressing their own clearly. (CCSS:
presenting ideas to a group?
SL.4.1)
3. Why is paraphrasing someone else’s thinking
i. Come to discussions prepared, having read or studied required
important before sharing other opinions?
material; explicitly draw on that preparation and other information
known about the topic to explore ideas under discussion. (CCSS:
Relevance and Application:
SL.4.1a)
1. Learning how to listen and support ideas with others
ii. Follow agreed-upon rules for discussions and carry out assigned roles.
is a life skill (Businesses of all sizes create
(CCSS: SL.4.1b)
communication plans so all employees are kept
iii. Pose and respond to specific questions to clarify or follow up on
informed and know how and where to offer their
information, and make comments that contribute to the discussion
opinion.)
and link to the remarks of others. (CCSS: SL.4.1c)
2.
Interacting with others by sharing knowledge, ideas,
iv. Review the key ideas expressed and explain their own ideas and
stories, and interests builds positive relationships.
understanding in light of the discussion. (CCSS: SL.4.1d)
For example, when planning a school festival
b. Paraphrase portions of a text read aloud or information presented in
students, parents, and teachers work together to
diverse media and formats, including visually, quantitatively, and orally.
develop ideas and plan the work.
(CCSS: SL.4.2)
3. Using databases to organize information about an
c. Identify the reasons and evidence a speaker provides to support
audience can improve a meeting.
particular points. (CCSS: SL.4.3)
Nature of Discipline:
d. Report on a topic or text, tell a story, or recount an experience in an
1. Good communicators acknowledge the ideas of
organized manner, using appropriate facts and relevant, descriptive
others.
details to support main ideas or themes; speak clearly at an
2. Everyone has a role in contributing to a discussion.
understandable pace. (CCSS: SL.4.4)
e. Add audio recordings and visual displays to presentations when
appropriate to enhance the development of main ideas or themes.
(CCSS: SL.4.5)
f. Differentiate between contexts that call for formal Spanish (e.g.,
presenting ideas) and situations where informal discourse is appropriate
(e.g., small-group discussion); use formal Spanish when appropriate to
task and situation. (CCSS: SL.4.6)
g. Demonstrate command of the conventions of standard Spanish grammar
and usage when writing or speaking. (CCSS: Language standards 4.1)
2. Reading for All Purposes
Literacy skills are essential for students to fully participate in and expand their understanding of today’s global
society. Whether they are reading functional texts (voting ballots, a map, a train schedule, a driver’s test, a
job application, a text message, product labels); reference materials (textbooks, technical manuals, electronic
media); or print and non-print literary texts, students need reading skills to fully manage, evaluate, and use
the myriad information available in their day-to-day lives.
Prepared Graduate Competencies
The preschool through grade 12 concepts and skills that all students who complete the Colorado education
system must master to ensure their success in a postsecondary and workforce setting.
Prepared Graduate Competencies in the Reading for All Purposes Standard:

Interpret how the structure of written Spanish contributes to the pronunciation and
meaning of complex vocabulary

Demonstrate comprehension of a variety of informational, literary, and persuasive texts

Evaluate how an author uses words to create mental imagery, suggest mood, and set
tone

Read a wide range of literature (American and world literature) to understand important
universal themes and the human experience

Seek feedback, self-assess, and reflect on personal learning while engaging with
increasingly more difficult texts

Engage in a wide range of nonfiction and real-life reading experiences to solve problems,
judge the quality of ideas, or complete daily tasks
From the Common Core State Standards for Spanish Language Arts & Literacy in History/Social Studies, Science, and
Technical Subjects (Pages 31 and 57):
Content Area: Spanish Reading, Writing, and Communicating - Fourth Grade
Standard: 2. Reading for All Purposes
Prepared Graduates:
Demonstrate comprehension of a variety of informational, literary, and persuasive texts
Grade Level Expectation
Concepts and skills students master:
1. Comprehension and fluency matter when reading literary texts in a fluent way
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
Inquiry Questions:
a. Use Key Ideas and Details to:
1. How do people use different reading strategies to
i. Refer to details and examples in a text when explaining what the text
better understand different genres (poetry, stories,
says explicitly and when drawing inferences from the text. (CCSS:
nonfiction)?
2. What can readers infer about the main character of a
RL.4.1)
text?
ii. Identify and draw inferences about setting, characters (such as
3. How are you similar or different from the characters
motivations, personality traits), and plot. (CCSS: RL.4.2)
in the text?
iii. Determine a theme of a story, drama, or poem from details in the text;
4. How did the author use events to prepare the reader
summarize the text. (CCSS: RL.4.3)
for the ending?
iv. Describe in depth a character, setting, or event in a story or drama,
5. How would the story be different if the author
drawing on specific details in the text (e.g., a character’s thoughts,
changed the setting?
words, or actions). (CCSS: RL.4.4)
v. Describe the development of plot (such as the origin of the central
Relevance and Application:
conflict, the action of the plot, and how the conflict is resolved)
1. The skills used in reading comprehension transfers to
b. Use Craft and Structure to:
readers’ ability to understand and interpret events.
i. Determine the meaning of words and phrases as they are used in a
2. Analyzing character traits supports working
text, including those that allude to significant characters found in
relationships in the workplace.
mythology (e.g., Herculean). (CCSS: RL.4.4)
3. It is important to be able to identify conflict and how
ii. Explain major differences between poems, drama, and prose, and refer
it occurs and to look for strategies to deal with
to the structural elements of poems (e.g., verse, rhythm, meter) and
conflict.
drama (e.g., casts of characters, settings, descriptions, dialogue, stage
4. Reading with prosody increases comprehension and
directions) when writing or speaking about a text. (CCSS: RL.4.5)
fluency. These are skills of proficient readers.
iii. Compare and contrast the point of view from which different stories are
5. Use of voice recording software to record, listen to
narrated, including the difference between first- and third-person
and follow along with words and texts can enhance
narrations. (CCSS: RL.4.6)
understanding
c. Use Integration of Knowledge and Ideas to:
i. Make connections between the text of a story or drama and a visual or
oral presentation of the text, identifying where each version reflects
specific descriptions and directions in the text. (CCSS: RL.4.7)
ii. Compare and contrast the treatment of similar themes and topics (e.g.,
opposition of good and evil) and patterns of events (e.g., the quest) in
stories, myths, and traditional literature from different cultures. (CCSS:
RL.4.9)
iii. Summarize text by identifying important ideas and sequence and by
providing supporting details, while maintaining sequence.
d. Use Range of Reading and Complexity of Text to:
i. By the end of the year, read and comprehend literature, including
stories, dramas, and poetry, in the grades 4–5 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
(CCSS: RL.4.10)
ii. Read familiar texts orally with fluency, accuracy, and prosody
(expression)
Nature of Discipline:
1. Readers think about the tone and message of the
text. They use the expression to make reading clear.
2. Readers continually monitor their thinking as they
read.
3. Readers think about how the setting of a story can
completely change how they think about the plot.
Readers think about how the story would have been
different in a different setting.
Content Area: Spanish Reading, Writing, and Communicating - Fourth Grade
Standard: 2. Reading for All Purposes
Prepared Graduates:
Engage in a wide range of nonfiction and real-life reading experiences to solve problems, judge the quality of ideas, or complete
daily tasks
Grade Level Expectation
Concepts and skills students master:
2. Comprehension and fluency matter when reading informational and persuasive texts in a fluent way
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
Inquiry Questions:
1. What does informational text tell readers about
a. Use Key Ideas and Details to:
themselves, others, and the world?
i. Refer to details and examples in a text when explaining what the text
2. How do text features help readers gain information
says explicitly and when drawing inferences from the text. (CCSS:
that they need?
RI.4.1)
3. How do readers know if the text is informing them or
ii. Determine the main idea of a text and explain how it is supported by
trying to persuade them?
key details; summarize the text. (CCSS: RI.4.2)
iii. Explain events, procedures, ideas, or concepts in a historical, scientific,
or technical text, including what happened and why, based on specific
Relevance and Application:
information in the text. (CCSS: RI.4.3)
1. Announcers read stylized print with appropriate
iv. Skim materials to develop a general overview of content
inflection.
v. Scan to locate specific information or to perform a specific task (finding
2. Readers interpret the intended message in various
a phone number, locating a definition in a glossary, identifying a
genres (such as fables, billboards, Web pages,
specific phrase in a passage)
poetry, and posters).
b. Use Craft and Structure to:
3. Online comprehension strategies differ from those
i. Determine the meaning of general academic and domain-specific words
used to comprehend printed text due to non-linear
or phrases in a text relevant to a grade 4 topic or subject area. (CCSS:
design and the addition of multimedia clues which
RI.4.4)
can greatly distract or aid in understanding.
ii. 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. (CCSS: RI.4.5)
iii. Compare and contrast a firsthand and secondhand account of the same
event or topic; describe the differences in focus and the information
provided. (CCSS: RI.4.6)
iv. Identify common organizational structures (paragraphs, topic
sentences, concluding sentences) and explain how they aid
comprehension
v. Use text features (bold type, headings, visuals, captions, glossary) to
organize or categorize information
vi. Identify conclusions
c. Use Integration of Knowledge and Ideas to:
i. Interpret information presented visually, orally, or quantitatively (e.g.,
in charts, graphs, diagrams, time lines, animations, or interactive
elements on Web pages) and explain how the information contributes
to an understanding of the text in which it appears. (CCSS: RI.4.7)
ii. Explain how an author uses reasons and evidence to support particular
points in a text. (CCSS: RI.4.8)
iii. Integrate information from two texts on the same topic in order to
write or speak about the subject knowledgeably. (CCSS: RI.4.9)
d. Use Range of Reading and Complexity of Text to:
i. By the end of year, read and comprehend informational texts, including
history/social studies, science, and technical texts, in the grades 4–5
text complexity band proficiently, with scaffolding as needed at the
high end of the range. (CCSS: RI.4.10)
Nature of Discipline:
1. Readers read for enjoyment and information.
2. Readers make connections from what they are
reading to previous selections within text or other
sources.
3. When readers analyze well-written paragraphs, they
support their writing skills.
Content Area: Spanish Reading, Writing, and Communicating - Fourth Grade
Standard: 2. Reading for All Purposes
Prepared Graduates:
Interpret how the structure of written Spanish contributes to the pronunciation and meaning of complex vocabulary
Grade Level Expectation
Concepts and skills students master:
3. Knowledge of complex orthography (spelling patterns), morphology (word meanings), and word relationships to decode (read)
multisyllabic words contributes to better reading skills
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
Inquiry Questions:
a. Know and apply grade-level phonics and word analysis skills in
1. How can analyzing word structures help readers understand
decoding words. (CCSS: RF.4.3)
word meanings?
i. Use combined knowledge of all letter-sound correspondences,
2. How do prefixes (in-, re-) and suffixes (-mente, -ción) change
syllabication patterns, and morphology (e.g., roots and affixes) to
the meaning of a word (meaning, meaningful)?
read accurately unfamiliar multisyllabic words in context and out of
3. Why do root words change their spelling when suffixes are
context. (CCSS: RF.4.3a)
added?
b. Read with sufficient accuracy and fluency to support comprehension.
(CCSS: RF.4.4)
i. Read grade-level text with purpose and understanding. (CCSS:
Relevance and Application:
RF.4.4a)
1. Changing accent changes the meaning of words (Cambio,
ii. Read grade-level prose and poetry orally with accuracy,
cambió).
appropriate rate, and expression. (CCSS: RF.4.4b)
2.
Voice
recording software and tools a iPods provide students
iii. Use context to confirm or self-correct word recognition and
opportunity
to listen to and record multisyllabic words and text
understanding, rereading as necessary. (CCSS: RF.4.4c)
3.
Readers
can
create new words by adding prefixes and suffixes
c. Determine or clarify the meaning of unknown and multiple-meaning
(such
as
pan,
panadero).
words and phrases based on grade 4 reading and content, choosing
4.
The
spelling
of
multisyllabic root words can change when
flexibly from a range of strategies. (CCSS: L.4.4)
suffixes
are
added
(transferir, transferible).
i. Use context (e.g., definitions, examples, or restatements in text)
5. Understanding root words can help readers figure out
as a clue to the meaning of a word or phrase. (CCSS: L.4.4a)
unknown words.
ii. Use common, grade-appropriate Greek and Latin affixes and roots
as clues to the meaning of a word (e.g., telegraph, photograph,
autograph). (CCSS: L.4.4b)
iii. Read and understand words with common prefixes and
derivational suffixes (mente, ción, sión)(des, re, poli)
iv. Read and understand words that change spelling to show past
tense: cabe/quepo, pone/puso, dice/dicho
v. Read multisyllabic words with and without inflectional and
derivational suffixes
vi. Infer meaning of words using explanations offered within a text
vii. Consult reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to determine or clarify the
precise meaning of key words and phrases. (CCSS: L.4.4c)
d. Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings. (CCSS: L.4.5)
i. Explain the meaning of simple similes and metaphors (e.g.,tan
bella como una flor) in context. (CCSS: L.4.5a)
ii. Recognize and explain the meaning of common idioms, adages,
and proverbs. (CCSS: L.4.5b)
iii. Demonstrate understanding of words by relating them to their
opposites (antonyms) and to words with similar but not identical
meanings (synonyms). (CCSS: L.4.5c)
e. 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 (e.g.,calmada,
sorprendida, enfocado)(e.g.,animales salvajes, la conservación, el
peligro de extinción). (CCSS: L.4.6)
Nature of Discipline:
1. The ability to notice accent is essential for successful
communication.
2. Readers use phonemes, graphemes (letters), and morphemes
(suffixes, prefixes) in an alphabetic language.
3. Writing and Composition
Writing is a fundamental component of literacy. Writing is a means of critical inquiry; it promotes problem
solving and mastering new concepts. Adept writers can work through various ideas while producing
informational, persuasive, and narrative or literary texts. In other words, writing can be used as a medium for
reasoning and making intellectual connections. As students arrange ideas to persuade, describe, and inform,
they engage in logical critique, and they are likely to gain new insights and a deeper understanding of
concepts and content.
From the Common Core State Standards Expectations for EACH grade level:
“Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.”
Prepared Graduate Competencies
The preschool through grade 12 concepts and skills that all students who complete the Colorado education
system must master to ensure their success in a postsecondary and workforce setting.
Prepared Graduate Competencies in the Writing and Composition standard:

Write with a clear focus, coherent organization, sufficient elaboration, and detail

Effectively use content-specific language, style, tone, and text structure to compose or
adapt writing for different audiences and purposes

Apply standard Spanish conventions to effectively communicate with written language

Implement the writing process successfully to plan, revise, and edit written work

Master the techniques of effective informational, literary, and persuasive writing
Content Area: Spanish Reading, Writing, and Communicating - Fourth Grade
Standard: 3. Writing and Composition
Prepared Graduates:
Implement the writing process successfully to plan, revise, and edit written work
Grade Level Expectation
Concepts and skills students master:
1. The recursive writing process is used to create a variety of literary genres for an intended audience
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
Inquiry Questions:
a. Plan and write opinion pieces on topics or texts, supporting a
1. How are literary genres different in form and substance?
point of view with reasons and information. (CCSS: W.4.1)
2. How does a graphic organizer assist a writer?
i. Introduce a topic or text clearly, state an opinion, and create
3. How does writing create a visual image for the reader?
an organizational structure in which related ideas are grouped
to support the writer’s purpose. (CCSS: W.4.1a)
Relevance and Application:
ii. Provide reasons that are supported by facts and details.
1. Different forms of literary genre can express the same ideas
(CCSS: W.4.1b)
in different ways.
iii. Link opinion and reasons using words and phrases (e.g., for
2. Learning to write with strong words will increase how
instance, in order to, in addition). (CCSS: W.4.1c)
readers will perceive the messages writers are trying to
iv. Provide a concluding statement or section related to the
convey. (Write about an event using formal and informal
opinion presented. (CCSS: W.4.1d)
language.)
b. Plan and write narratives to develop real or imagined experiences
3. Writers who connect their personal experiences to writing
or events using effective technique, descriptive details, and clear
will increase their skills and engagement.
event sequences. (CCSS: W.4.3)
i. Orient the reader by establishing a situation and introducing a
narrator and/or characters; organize an event sequence that
Nature of Discipline:
unfolds naturally. (CCSS: W.4.3a)
1. Personal experiences can inspire a wide variety of writing.
ii. Choose planning strategies to support text structure and
intended outcome
iii. Use dialogue and description to develop experiences and
events or show the responses of characters to situations.
(CCSS: W.4.3b)
iv. Use a variety of transitional words and phrases to manage the
sequence of events. (CCSS: W.4.3c)
v. Use concrete words and phrases and sensory details to convey
experiences and events precisely. (CCSS: W.4.3d)
vi. Provide a conclusion that follows from the narrated
experiences or events. (CCSS: W.4.3e)
c. Write poems that express ideas or feelings using imagery,
figurative language, and sensory details
Content Area: Spanish Reading, Writing, and Communicating - Fourth Grade
Standard: 3. Writing and Composition
Prepared Graduates:
Implement the writing process successfully to plan, revise, and edit written work
Grade Level Expectation
Concepts and skills students master:
2. Informational and persuasive texts use the recursive writing process
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
Inquiry Questions:
a. Plan and write informative/explanatory texts to examine a topic
1. Which tools are available to assist the writer in planning,
and convey ideas and information clearly. (CCSS: W.4.2)
drafting, and revising personal writing?
i. Introduce a topic clearly and group related information in
2. How is word choice affected by audience and purpose?
paragraphs and sections; include formatting (e.g., headings),
3. How are writers persuasive without being biased?
illustrations, and multimedia when useful to aiding
comprehension. (CCSS: W.4.2a)
Relevance and Application:
ii. Choose planning strategies to support text structure and
1. When preparing for a presentation writers can use electronic
intended outcome
resources to add graphics and visual effects to a project.
iii. Identify a text structure appropriate to purpose (sequence,
2. Businesses use proposals to persuade consumers to buy
chronology, description, explanation, comparison-and-contrast
their products.
iv. Organize relevant ideas and details to convey a central idea or
3. Science laboratories must write proposals to receive
prove a point
funding.
v. Develop the topic with facts, definitions, concrete details,
quotations, or other information and examples related to the
topic. (CCSS: W.4.2b)
Nature of Discipline:
vi. Link ideas within categories of information using words and
1. Writers use transition words in their writing to make
phrases (e.g., another, for example, also, because). (CCSS:
transitions clearer and easier to follow.
W.4.2c)
2. Writers will sometimes use a visual that will help convey
vii. Use precise language and domain-specific vocabulary to
their message.
inform about or explain the topic. (CCSS: W.4.2d)
3. Elements of reasoning, through carefully chosen facts and
viii. Provide a concluding statement or section related to the
details, are necessary to convince an audience.
information or explanation presented. (CCSS: W.4.2e)
Content Area: Spanish Reading, Writing, and Communicating - Fourth Grade
Standard: 3. Writing and Composition
Prepared Graduates:
Apply standard Spanish conventions to effectively communicate with written language
Grade Level Expectation
Concepts and skills students master:
3. Correct sentence formation, grammar, punctuation, capitalization, and spelling are applied to make the meaning clear to the reader
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
Inquiry Questions:
a.
Produce clear and coherent writing in which the development and
1. How is the written word different from the spoken
word?
organization are appropriate to task, purpose, and audience. (CCSS: W.4.4)
2. How do writers use technology to support the writing
b.
With guidance and support from peers and adults, develop and
process?
strengthen writing as needed by planning, revising, and editing. (CCSS:
3. How would you find meaning in a piece of writing that
W.4.5)
used no punctuation?
c. With some guidance and support from adults, use technology, including the
4. What kinds of formatting aid the reader?
Internet, to produce and publish writing as well as to interact and
collaborate with others; demonstrate sufficient command of keyboarding
skills to type a minimum of one page in a single sitting. (CCSS: W.4.6)
Relevance and Application:
d.
Use correct format (indenting paragraphs, parts of a letter, poem, etc.)
1. Writers organize reports differently than literary
for intended purpose
writing.
e.
Use knowledge of language and its conventions when writing,
2. Writers use writing to explore ideas.
speaking, reading, or listening. (CCSS: L.4.3)
3. Proper usage of verbs is important in speaking and
i. Choose words and phrases to convey ideas precisely. (CCSS: L.4.3a)
writing.
ii. Choose punctuation for effect. (CCSS: L.4.3b)
4. Friends and family can sometimes only truly
iii. Differentiate between contexts that call for formal Spanish (e.g.,
understand your feelings when you use accurate
presenting ideas) and situations where informal discourse is appropriate
punctuation and spelling.
(e.g., small-group discussion). (CCSS: L.4.3c)
5. Writers use a range of resources including technology
f. Demonstrate command of the conventions of standard Spanish grammar
as revising and editing tools.
and usage when writing or speaking. (CCSS: L.4.1)
i. Use relative pronouns (quien, de quien, a quien) and relative adverbs
(eso, dónde, cuando y porque). (CCSS: L.4.1a)
ii. Form and use the progressive (e.g., Yo estaba caminando; Estoy
caminando; Estaré caminando) verb tenses. (CCSS: L.4.1b)
iii. Use modal auxiliaries (e.g., poder, deber, haber) to convey various
conditions. (CCSS: L.4.1c)
iv. Order adjectives within sentences according to conventional patterns
(e.g., una bolsa chiquita roja). (CCSS: L.4.1d)
v. Form and use prepositional phrases. (CCSS: L.4.1e)
vi. Use compound subjects (Tomas y Paty van al cine) and compound verbs
(Chuchita y Juanita bailan y cantan al zon de la música) to create
sentence fluency in writing
vii. Produce complete sentences, recognizing and correcting inappropriate
fragments and run-ons. (CCSS: L.4.1f)
viii. Correctly use frequently confused words (e.g., hola, ola, llama, habito,
hábito). (CCSS: L.4.1g)
g.
Demonstrate command of the conventions of standard Spanish
capitalization, punctuation, and spelling when writing. (CCSS: L.4.2)
i. Use correct capitalization. (CCSS: L.4.2a)
ii. Use commas and dialog dash to mark direct speech, quotation mark to
mark quotations from a text or using words from a different language.
(CCSS: L.4.2b)
iii. Use a comma before a coordinating conjunction in a compound sentence.
(CCSS: L.4.2c)
iv. Spell grade-appropriate words correctly, consulting references as
needed. (CCSS: L.4.2d)
v. Demonstrate understanding of the following spelling principles:
Correct use of b,v,h,r,z,s,etc.
Correct use of ca, co, cu, que, qui
Correct use of gue, gui
Correct use of cc (e.g., accidente)
vi. Correct use of diéresis
vii. Uses commas in a series, addresses, closing of lettering
Nature of Discipline:
1. Writers can edit their own work.
2. Writers use dashes in their writing to show dialogue in
their work.
3. Universal conventions are devised to ensure all
readers everywhere will understand a message.
4. Research and Reasoning
Research and Reasoning skills are pertinent for success in a postsecondary and workforce setting. Students
need to acquire these skills throughout their schooling. This means students need to be able to distinguish
their own ideas from information created or discovered by others, understand the importance of creating
authentic works, and correctly cite sources to give credit to the author of the original work.
Prepared Graduate Competencies
The preschool through grade 12 concepts and skills that all students who complete the Colorado education
system must master to ensure their success in a postsecondary and workforce setting.
Prepared Graduate Competencies in the Research and Reasoning standard:

Discriminate and justify a position using traditional lines of rhetorical argument and
reasoning

Articulate the position of self and others using experiential and material logic

Gather information from a variety of sources; analyze and evaluate the quality and
relevance of the source; and use it to answer complex questions

Use primary, secondary, and tertiary written sources to generate and answer research
questions

Evaluate explicit and implicit viewpoints, values, attitudes, and assumptions concealed in
speech, writing, and illustration

Demonstrate the use of a range of strategies, research techniques, and persistence when
engaging with difficult texts or examining complex problems or issues

Exercise ethical conduct when writing, researching, and documenting sources
Content Area: Spanish Reading, Writing, and Communicating - Fourth Grade
Standard: 4. Research and Reasoning
Prepared Graduates:
Use primary, secondary, and tertiary written sources to generate and answer research questions
Grade Level Expectation
Concepts and skills students master:
1. Comprehending new information for research is a process undertaken with discipline both alone and within groups
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
Inquiry Questions:
a. Conduct short research projects that build knowledge through
1. What facts do writers use to support their ideas and
investigation of different aspects of a topic. (CCSS: W.4.7)
opinions?
2. Which text features did you find the most useful as you
i. Identify a topic and formulate open-ended research questions for
wrote your report?
further inquiry and learning
3. As researchers begin a research project, how do they
ii. Present a brief report of the research findings to an audience
organize their resources as they gather them?
b. Recall relevant information from experiences or gather relevant
4. How would you rate your own contributions to your group
information from print and digital sources; take notes and categorize
and why?
information, and provide a list of sources. (CCSS: W.4.8)
5. How does a group resolve conflicts as it works on a group
i. Identify relevant sources for locating information
project?
ii. Locate information using text features, (appendices, indices,
6. What evidence can students use to ensure that all
glossaries, and table of content)
members of a group make a strong contribution?
iii. Gather information using a variety of resources (reference
materials, trade books, online resources, library databases, print
Relevance and Application:
and media resources)
1. Writers plan, write, and present information to an
iv. Read for key ideas, take notes, and organize information read
audience that reflects their point of view.
(using graphic organizer)
2. Good researchers ask good questions.
v. Interpret and communicate the information learned by
3. Researchers who use multiple resources create a stronger
developing a brief summary with supporting details
research project.
vi. Develop relevant supporting visual information (charts, maps,
4. Use electronic tools to summarize and organize your
diagrams, photo evidence, models)
thinking
c. Draw evidence from literary or informational texts to support
5. Use social networking tools to create and share your
analysis, reflection, and research. (CCSS: W.4.9)
information.
i. Apply grade 4 Reading standards to literature (e.g., “Describe in
Nature of Discipline:
depth a character, setting, or event in a story or drama, drawing
1. Researcher plan, present, and evaluate projects that
on specific details in the text [e.g., a character’s thoughts,
define a point of view.
words, or actions].”). (CCSS: W.4.9.a)
2. Before researchers begin a research project, they always
ii. Apply grade 4 Reading standards to informational texts (e.g.,
have materials ready to take notes and highlight key
“Explain how an author uses reasons and evidence to support
ideas so that they can refer to them later.
particular points in a text”). (CCSS: W.4.9.b)
3. Researcher can use the glossary or appendix.
Content Area: Spanish Reading, Writing, and Communicating - Fourth Grade
Standard: 4. Research and Reasoning
Prepared Graduates:
Articulate the position of self and others using experiential and material logic
Grade Level Expectation
Concepts and skills students master:
2. Identifying implications, concepts, and ideas enriches reasoning skills
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
Inquiry Questions:
a. Consider negative as well as positive implications of their
1. What are the implications or what might happen if someone takes
own thinking or behavior, or others thinking or behavior
action on an issue?
b. State, elaborate, and give an example of a concept (for
2. What are the consequences of the action?
example, state, elaborate, and give an example of
3. How do students identify key concepts and ideas?
friendship or conflict)
4. How do students know they clearly understand the concepts and
c. Identify the key concepts and ideas they and others use
topics?
d. Ask primary questions of clarity, significance, relevance,
5. What problems may arise if students use only their own thinking in
accuracy, depth, and breadth
their work?
e. Identify cultural stereotypes in texts
6. How do students include the perspectives, thinking, or opinions of
others as they learn?
7. How does elaborating help others understand a concept with more
clarity?
8. What strategy do readers use to help them identify the key
concepts or main ideas of a text?
Relevance and Application:
1. Concepts and ideas may reflect prior knowledge and experiences.
2. Presenters are able to clarify what is useful when speaking or
writing.
3. When asked to share ideas, presenters must be precise and share
key points so that others will be able to follow their information.
4. People must ask questions of themselves and of others for the
purpose of quality understanding and reasoning.
5. People who put their thinking or the thinking of another aside to
consider other thinking are being fair-minded.
6. Good communicators acknowledge that further reading or research
can increase their depth of understanding.
Nature of Discipline:
Prepared Graduate Competencies
in Reading, Writing, and Communicating
The preschool through twelfth-grade concepts and skills that all students who complete the Colorado
education system must master to ensure their success in a postsecondary and workforce setting.
Prepared Graduates:

Collaborate effectively as group members or leaders who listen actively and respectfully pose
thoughtful questions, acknowledge the ideas of others, and contribute ideas to further the group’s
attainment of an objective

Deliver organized and effective oral presentations for diverse audiences and varied purposes

Use language appropriate for purpose and audience

Demonstrate skill in inferential and evaluative listening

Interpret how the structure of written Spanish contributes to the pronunciation and meaning of
complex vocabulary

Demonstrate comprehension of a variety of informational, literary, and persuasive texts

Evaluate how an author uses words to create mental imagery, suggest mood, and set tone

Read a wide range of literature (American and world literature) to understand important universal
themes and the human experience

Seek feedback, self-assess, and reflect on personal learning while engaging with increasingly more
difficult texts

Engage in a wide range of nonfiction and real-life reading experiences to solve problems, judge the
quality of ideas, or complete daily tasks

Write with a clear focus, coherent organization, sufficient elaboration, and detail

Effectively use content-specific language, style, tone, and text structure to compose or adapt
writing for different audiences and purposes

Apply standard English conventions to effectively communicate with written language

Implement the writing process successfully to plan, revise, and edit written work

Master the techniques of effective informational, literary, and persuasive writing

Discriminate and justify a position using traditional lines of rhetorical argument and reasoning

Articulate the position of self and others using experiential and material logic

Gather information from a variety of sources; analyze and evaluate the quality and relevance of the
source; and use it to answer complex questions

Use primary, secondary, and tertiary written sources to generate and answer research questions

Evaluate explicit and implicit viewpoints, values, attitudes, and assumptions concealed in speech,
writing, and illustration

Demonstrate the use of a range of strategies, research techniques, and persistence when engaging
with difficult texts or examining complex problems or issues

Exercise
ethical
conduct
when
writing,
researching,
and
documenting
sources
Conventions Scope & Sequence

Exposure
Mastery
Use CAPITALIZATION for…
Independent Usage
K
1
2
3
4
5
6
7
8
9
10
11
12
K
1
2
3
4
5
6
7
8
9
10
11
12
K
1
2
3
4
5
6
7
8
9
10
11
12
first word in a sentence
the pronoun I
first and last name
titles used with names (Mr. Mrs. President,
Senator, Dr. etc)
dates (January 3)
names of people
holidays
calendar words (days, months)
product names
geographic names
book/song/story titles
words used as names (Uncle John)
speaker’s first word in dialogue
races and nationalities
religions
languages
names of organizations
historical events
acronyms
Use PERIODS, QUESTION MARKS, AND
EXCLAMATION MARKS to…
recognize and name ending punctuation
end sentences
show abbreviations and after a person’s initials
(e.g., St., R.K)
choose punctuation for effect
write and punctuate compound and complex
sentences
format and punctuate dialogue
Use COMMAS to…
write out dates (January 1, 2011)
separate single words in a series
separate a series of numbers
write greetings and closings in letters
punctuate addresses (e.g., between city and
state)
punctuate dialogue
for effect
mark direct speech and quotations from a text
place before a coordinating conjunction in a
compound sentence
separate an introductory element from the rest
of the sentence
set off interruptions and interjections
set off the words yes and no (e.g., Yes, thank
you)
set off a tag question from the rest of the
sentence (e.g., It’s true, isn’t it?)
indicate direct address (e.g., Is that you,
Steve?)
set off nonrestrictive/parenthetical elements
separate coordinate adjectives (e.g., It was a
fascinating, enjoyable movie but not He wore
an old [,] green shirt)
write and punctuate compound and complex
sentences correctly
indicate a pause or break
format and punctuate dialogue correctly
Use APOSTROPHES for…
K
1
2
3
4
5
6
7
8
9
10
11
12
K
1
2
3
4
5
6
7
8
9
10
11
12
contractions (I’m, we’re, etc.)
frequently occurring possessives (Ashley’s,
Mom’s, etc)
showing ownership: singular, plural, shared
possessives
forming possessives with indefinite pronouns
(everybody’s, others’, anybody’s)
Use ABBREVIATIONS for…
titles of people’s names (Dr., Mrs., etc)
calendar words
states
addresses
acronyms
Use QUOTATION MARKS to…
K
1
2
3
4
5
6
7
8
9
10
11
12
K
1
2
3
4
5
6
7
8
9
10
11
12
K
1
2
3
4
5
6
7
8
9
10
11
12
K
1
2
3
4
5
6
7
8
9
10
11
12
K
1
2
3
4
5
6
7
8
9
10
11
12
choose punctuation for effect
mark direct speech and quotations from a text
indicate titles of works
emphasize special words
write and punctuate compound and complex
sentences correctly
format and punctuate dialogue correctly
Use UNDERLINING & ITALICS for…
titles of works
special words
emphasis
Use PARENTHESES to…
set off nonrestrictive/parenthetical elements
Use HYPHENS to…
choose punctuation for effect
separate numbers (e.g., forty-three)
form compound words (e.g., merry-go-round
editor-in-chief)
separate numbers in a fraction
divide a word
create new words
form an adjective (e.g., family-friendly, etc.)
join letters or words,
avoid confusing or awkward spelling
follow hyphenation conventions
Use COLONS & SEMI COLONS for…
separating items in a series (semi colons)
introduction of a list (colons)
formal introductions (colons)
a business letter (colons)
writing numbers in time (e.g., 4:30)
emphasis (colons)
punctuating compound and complex sentences
joining and setting off two independent clauses
(semicolon)
conjunctive adverbs (semicolon)
introducing a list or quotation
linking two or more closely related independent
clauses (perhaps with a conjunctive adverb)
Use ELLIPSES & DASHES to…
K
1
2
3
4
5
6
7
8
9
10
11
12
K
1
2
3
4
5
6
7
8
9
10
11
12
punctuate for effect
indicate an omission
indicate a pause or a break
show emphasis
Use PROPER FORMATTING for…
paragraphs (e.g., indenting)
parts of a letter
poetry
formatting and punctuating dialogue
identify comma splices and fused sentences in
writing and revise to eliminate them
writing and editing work so that it conforms to
the guidelines in a style manual (e.g., MLA
Handbook, Turabian’s Manual for Writers)
appropriate for the discipline and writing type.
using a style guide to follow the conventions of
Modern Language Association (MLA) or
American Psychological Association (APA) format
Standard
Reading, Writing, and Communicating
Grade Level Expectations at a Glance
Twelfth Grade
1. Oral Expression
and Listening
2. Reading for All
Purposes
3. Writing and
Composition
Grade Level Expectation
1.
2.
1.
2.
1.
2.
3.
4. Research and
Reasoning
1.
2.
Eleventh Grade
1. Oral Expression
and Listening
2. Reading for All
Purposes
1.
2.
1.
2.
3.
3. Writing and
Composition
1.
2.
3.
4. Research and
Reasoning
1.
2.
3.
Effective speaking in formal and informal settings requires
appropriate use of methods and audience awareness
Effective collaborative groups accomplish goals
Literary criticism of complex texts requires the use of analysis,
interpretive, and evaluative strategies
Interpreting and evaluating complex informational texts require the
understanding of rhetoric, critical reading, and analysis skills
Style, detail, expressive language, and genre create a well-crafted
statement directed at an intended audience and purpose
Ideas, evidence, structure, and style create persuasive, academic,
and technical texts for particular audiences and specific purposes
Standard English conventions effectively communicate to targeted
audiences and purposes
Independent research designs articulate and defend information,
conclusions, and solutions that address specific contexts and
purposes
Logical arguments distinguish facts from opinions; and evidence
defines reasoned judgment
Verbal and nonverbal cues impact the intent of communication
Validity of a message is determined by its accuracy and relevance
Complex literary texts require critical reading approaches to
effectively interpret and evaluate meaning
Ideas synthesized from informational texts serve a specific purpose
Knowledge of language, including syntax and grammar, influence
the understanding of literary, persuasive, and informational texts
Stylistic and thematic elements of literary or narrative texts can be
refined to engage or entertain an audience
Elements of informational and persuasive texts can be refined to
inform or influence an audience
Writing demands ongoing revisions and refinements for grammar,
usage, mechanics, and clarity
Self-designed research provides insightful information, conclusions,
and possible solutions
Complex situations require critical thinking across multiple
disciplines
Evaluating quality reasoning includes the value of intellectual
character such as humility, empathy, and confidence
Standard
Reading, Writing, and Communicating
Grade Level Expectations at a Glance
Tenth Grade
Grade Level Expectation
1. Oral Expression
and Listening
1.
2. Reading for All
Purposes
1.
2.
2.
3.
3. Writing and
Composition
4. Research and
Reasoning
1.
2.
3.
1.
2.
Ninth Grade
1. Oral Expression
and Listening
1.
2.
2. Reading for All
Purposes
1.
3. Writing and
Composition
1.
2.
2.
3.
4. Research and
Reasoning
1.
2.
Content that is gathered carefully and organized well successfully
influences an audience
Effectively operating in small and large groups to accomplish a goal
requires active listening
Literary and historical influences determine the meaning of
traditional and contemporary literary texts
The development of new ideas and concepts within informational
and persuasive manuscripts
Context, parts of speech, grammar, and word choice influence the
understanding of literary, persuasive, and informational texts
Literary or narrative genres feature a variety of stylistic devices to
engage or entertain an audience
Organizational writing patterns inform or persuade an audience
Grammar, language usage, mechanics, and clarity are the basis of
ongoing refinements and revisions within the writing process
Collect, analyze, and evaluate information obtained from multiple
sources to answer a question, propose solutions, or share findings
and conclusions
An author’s reasoning is the essence of legitimate writing and
requires evaluating text for validity and accuracy
Oral presentations require effective preparation strategies
Listening critically to comprehend a speaker’s message requires
mental and physical strategies to direct and maintain attention
Increasingly complex literary elements in traditional and
contemporary works of literature require scrutiny and comparison
Increasingly complex informational texts require mature
interpretation and study
Literary and narrative texts develop a controlling idea or theme with
descriptive and expressive language
Informational and persuasive texts develop a topic and establish a
controlling idea or thesis with relevant support
Writing for grammar, usage, mechanics, and clarity requires ongoing
refinements and revisions
Informational materials, including electronic sources, need to be
collected, evaluated, and analyzed for accuracy, relevance, and
effectiveness for answering research questions
Effective problem-solving strategies require high-quality reasoning
Standard
Reading, Writing, and Communicating
Grade Level Expectations at a Glance
Eighth Grade
1. Oral Expression
and Listening
2. Reading for All
Purposes
Grade Level Expectation
1.
2.
1.
2.
3.
3. Writing and
Composition
1.
2.
3.
4. Research and
Reasoning
Seventh Grade
1.
2.
3.
1. Oral Expression
and Listening
1.
2.
2. Reading for All
Purposes
1.
3. Writing and
Composition
2.
3.
1.
2.
3.
4. Research and
Reasoning
1.
2.
3.
Communication skills and interviewing techniques are required to
gather information and to develop and deliver oral presentations
A variety of response strategies clarifies meaning or messages
Quality comprehension and interpretation of literary texts demand
self-monitoring and self-assessment
Quality comprehension and interpretation of informational and
persuasive texts demand monitoring and self-assessment
Context, grammar, and word choice influence the understanding of
literary, persuasive, and informational texts
Stylistic devices and descriptive details in literary and narrative texts
are organized for a variety of audiences and purposes and evaluated
for quality
Ideas and supporting details in informational and persuasive texts
are organized for a variety of audiences and purposes and evaluated
for quality
Editing writing for grammar, usage, mechanics, and clarity is an
essential trait of a well-written document
Individual research projects begin with information obtained from a
variety of sources, and is organized, documented, and presented
using logical procedures
Common fallacies and errors occur in reasoning
Quality reasoning relies on supporting evidence in media
Formal presentations require preparation and effective delivery
Small and large group discussions rely on active listening and the
effective contributions of all participants
Literary elements, characteristics, and ideas are interrelated and
guide the comprehension of literary and fictional texts
Informational and persuasive texts are summarized and evaluated
Purpose, tone, and meaning in word choices influence literary,
persuasive, and informational texts
Composing literary and narrative texts that incorporate a range of
stylistic devices demonstrates knowledge of genre features
Organization is used when composing informational and persuasive
texts
Editing writing for proper grammar, usage, mechanics, and clarity
improves written work
Answering a research question logically begins with obtaining and
analyzing information from a variety of sources
Logical information requires documented sources
Reasoned material is evaluated for its quality using both its logic and
its use of a medium
Standard
Reading, Writing, and Communicating
Grade Level Expectations at a Glance
Sixth Grade
1. Oral Expression
and Listening
2. Reading for All
Purposes
3. Writing and
Composition
Grade Level Expectation
1.
1.
2.
3.
1.
2.
3.
4. Research and
Reasoning
1.
2.
3.
Fifth Grade
1. Oral Expression
and Listening
1.
2. Reading for All
Purposes
1.
2.
2.
3.
3. Writing and
Composition
4. Research and
Reasoning
1.
2.
3.
1.
2.
3.
Successful group discussions require planning and participation by
all
Understanding the meaning within different types of literature
depends on properly analyzing literary components
Organizing structure to understand and analyze factual information
Word meanings are determined by how they are designed and how
they are used in context
Writing literary genres for intended audiences and purposes requires
ideas, organization, and voice
Writing informational and persuasive genres for intended audiences
and purposes require ideas, organization, and voice develop
Specific editing for grammar, usage, mechanics, and clarity gives
writing its precision and legitimacy
Individual and group research projects require obtaining information
on a topic from a variety of sources and organizing it for
presentation
Assumptions can be concealed, and require identification and
evaluation
Monitoring the thinking of self and others is a disciplined way to
maintain awareness
Effective communication requires speakers to express an opinion,
provide information, describe a process, and persuade an audience
Listening strategies are techniques that contribute to understanding
different situations and serving different purposes
Literary texts are understood and interpreted using a range of
strategies
Ideas found in a variety of informational texts need to be compared
and understood
Knowledge of morphology and word relationships matters when
reading
The recursive writing process contributes to the creative and unique
literary genres for a variety of audiences and purposes
The recursive writing process creates stronger informational and
persuasive texts for a variety of audiences and purposes
Conventions apply consistently when evaluating written texts
High-quality research requires information that is organized and
presented with documentation
Identifying and evaluating concepts and ideas have implications and
consequences
Quality reasoning requires asking questions and analyzing and
evaluating viewpoints
Standard
Reading, Writing, and Communicating
Grade Level Expectations at a Glance
Fourth Grade
1. Oral Expression
and Listening
2. Reading for All
Purposes
Grade Level Expectation
1.
1.
2.
3.
3. Writing and
Composition
4. Research and
Reasoning
Third Grade
1. Oral Expression
and Listening
2. Reading for All
Purposes
1.
2.
3.
1.
2.
1.
2.
1.
2.
3.
3. Writing and
Composition
1.
2.
3.
4. Research and
Reasoning
1.
2.
A clear communication plan is necessary to effectively deliver and
receive information
Comprehension and fluency matter when reading literary texts in a
fluent way
Comprehension and fluency matter when reading informational and
persuasive texts in a fluent way
Knowledge of complex orthography (spelling patterns), morphology
(word meanings), and word relationships to decode (read)
multisyllabic words contributes to better reading skills
The recursive writing process is used to create a variety of literary
genres for an intended audience
Informational and persuasive texts use the recursive writing process
Correct sentence formation, grammar, punctuation, capitalization,
and spelling are applied to make the meaning clear to the reader
Comprehending new information for research is a process
undertaken with discipline both alone and within groups
Identifying implications, concepts, and ideas enriches reasoning
skills
Oral communication is used both informally and formally
Successful group activities need the cooperation of everyone
Strategies are needed to make meaning of various types of literary
genres
Comprehension strategies are necessary when reading informational
or persuasive text
Increasing word understanding, word use, and word relationships
increases vocabulary
A writing process is used to plan, draft, and write a variety of
literary genres
A writing process is used to plan, draft, and write a variety of
informational texts
Correct grammar, capitalization, punctuation, and spelling are used
when writing
Researching a topic and sharing findings are often done with others
Inferences and points of view exist
Standard
Reading, Writing, and Communicating
Grade Level Expectations at a Glance
Second Grade
Grade Level Expectation
1. Oral Expression
and Listening
1.
2.
2. Reading for All
Purposes
1.
2.
3.
3. Writing and
Composition
1.
2.
3.
4. Research and
Reasoning
First Grade
1. Oral Expression
and Listening
1.
2.
1.
2.
3.
2. Reading for All
Purposes
1.
2.
3.
4.
3. Writing and
Composition
1.
4. Research and
Reasoning
1.
2.
2.
Discussions contribute and expand on the ideas of self and others
New information can be learned and better dialogue created by
listening actively
Fluent reading depends on specific skills and approaches to
understanding strategies when reading literary text
Fluent reading depends on specific skills and approaches to
understanding strategies when reading informational text
Decoding words with accuracy depends on knowledge of complex
spelling patterns and morphology
Exploring the writing process helps to plan and draft a variety of
literary genres
Exploring the writing process helps to plan and draft a variety of
simple informational texts
Appropriate spelling, capitalization, grammar, and punctuation are
used and applied when writing
Reference materials help us locate information and answer questions
Questions are essential to analyze and evaluate the quality of
thinking
Multiple strategies develop and expand oral vocabulary
Verbal and nonverbal language is used to express and receive
information
Identifying and manipulating phonemes in spoken words allow
people to understand the meaning of speech
Comprehending and fluently reading a variety of literary texts are
the beginning traits of readers
Comprehending and fluently reading a variety of informational texts
are the beginning traits of readers
Decoding words require the application of alphabetic principles,
letter sounds, and letter combinations
Understanding word structure, word relationships, and word families
needs to be demonstrated to begin to read
Exploring the writing process develops ideas for writing texts that
carry meaning
Appropriate spelling, conventions, and grammar are applied when
writing
A variety of resources leads to locating information and answering
questions of interest
Purpose, information, and questions about an issue are essential
steps in early research
Standard
Reading, Writing, and Communicating
Grade Level Expectations at a Glance
Kindergarten
Grade Level Expectation
1. Oral Expression
and Listening
1.
2. Reading for All
Purposes
1.
2.
3.
2.
3.
3. Writing and
Composition
4. Research and
Reasoning
Preschool
1. Oral Expression
and Listening
1.
2.
1.
2.
3.
1.
2.
3.
2. Reading for All
Purposes
1.
2.
3. Writing and
Composition
4. Research and
Reasoning
1.
2.
1.
2.
Oral communication skills are built within a language-rich
environment
Communication relies on effective verbal and nonverbal skills
Vocal sounds produce words and meaning to create early knowledge
of phonemic awareness
A concept of print to read and a solid comprehension of literary texts
are the building blocks for reading
A concept of print to read and a solid comprehension of
informational text are the building blocks for reading
Decoding words in print requires alphabet recognition and
knowledge of letter sounds
Text types and purposes, labels, and familiar words are used to
communicate information and ideas
Appropriate mechanics and conventions are used to create simple
texts
A variety of locations must be explored to find information that
answers questions of interest
Identify purpose, information and question an issue
Quality of thinking depends on the quality of questions
Conceptual understanding conveyed through vocabulary words can
occur using a variety of modalities
Listening and comprehension skills are required to be clearly
understood
Early knowledge of phonemic awareness is the building block of
understanding language
Print conveys meaning
Symbol, object, and letter recognition is a fundamental of reading
and requires accuracy and speed
Pictures express ideas
Letters are formed with accuracy
Relevant information is different from non-relevant information
Problems can be identified and possible solutions can be created
21st Century Skills and Readiness Competencies
in Reading, Writing, and Communicating
The reading, writing, and communicating subcommittee embedded 21st century skills, school readiness,
and postsecondary and workforce readiness skills into the revised standards utilizing descriptions
developed by Coloradans and vetted by educators, policymakers, and citizens.
Colorado's Description of 21st Century Skills
The 21st century skills are the synthesis of the essential abilities students must apply in our rapidly
changing world. Today’s students need a repertoire of knowledge and skills that are more diverse,
complex, and integrated than any previous generation. Drama and theatre arts are inherently
demonstrated in each of Colorado’s 21st century skills, as follows:
Critical Thinking and Reasoning
Critical thinking and reasoning are vital to advance in the technologically sophisticated world we live in. In
order for students to be successful and powerful readers, writers, and communicators, they must
incorporate critical thinking and reasoning skills. Students need to be able to successfully argue a point,
justify reasoning, evaluate for a purpose, infer to predict and draw conclusions, problem-solve, and
understand and use logic to inform critical thinking.
Information Literacy
The student who is information-literate accesses information efficiently and effectively by reading and
understanding essential content of a range of informational texts and documents in all academic areas.
This involves evaluating information critically and competently; accessing appropriate tools to synthesize
information; recognizing relevant primary and secondary information; and distinguishing among fact,
point of view, and opinion.
Collaboration
Reading, writing, and communicating must encompass collaboration skills. Students should be able to
collaborate with each other in multiple settings: peer groups, one-on-one, in front of an audience, in large
and small group settings, and with people of other ethnicities. Students should be able to participate in a
peer review, foster a safe environment for discourse, mediate opposing perspectives, contribute ideas,
speak with a purpose, understand and apply knowledge of culture, and seek others’ ideas.
Self Direction
Students who read, write, and communicate independently portray self-direction by using metacognition
skills. These important skills are a learner’s automatic awareness of knowledge and ability to understand,
control, and manipulate cognitive processes. These skills are important not only in school but throughout
life, enabling the student to learn and set goals independently.
Invention
Appling new ways to solve problems is an ideal in reading and writing instruction. Invention is one of the
key components of creating an exemplary writing piece or synthesizing information from multiple sources.
Invention takes students to a higher level of metacognition while exploring literature and writing about
their experiences.
Academic Vocabulary:
Fourth Grade
Standard 1: Oral Expression and Listening
description, main idea, pace, paraphrase, pitch, recount, supporting details, theme
Standard 2: Reading for All Purposes
analyze (as a strategic action), analyzing a Running Record*, anticipating (reading process),
approximations*, assessment, attending (reading process), automaticity*, background
knowledge/schema, choral reading, character, character traits, checking (reading process), climax,
compare and contrast, comprehension, comprehension strategies, conflict, confirming (reading
process), decoding, demonstration, events, falling action, fiction, fluency, foreshowing, guided
reading, high-frequency words, illustrator, infer ( as a strategic action), key understandings, M
(meaning)*, make connections (as a strategic action), monitor and correct (as a strategic action),
mentor text, monitor/self-monitor, moral (central message), morphology, myth, narrator,
nonfiction, novel, phonemic awareness*, phonics*, phonological awareness*, plot, poetry, point of
view, predict (as a strategic action), protagonist, recount, resolution, retell, rising action, root word,
S (structure)*, scaffolding*, search for and use information (as a strategic action), searching
(reading process), self-corrections, semantic cues, setting, short story, style, summarize (as a
strategic action), synthesize (as a strategic action), theme, tone, traditional literature, V (visual
information)*, vocabulary
Standard 3: Writing and Composition
abstract noun, adjective, adverb, affix, assessment, audience, author, characterization/character
development, conventions, demonstration, description, descriptive poems, dialogue, dictate,
drafting (writing process), editing (writing process), exposition/expository text, figurative language,
forming intentions (writing process), genre, grammar, graphic organizer, guided writing, idea,
idiom/adage, illustration, image/imagery, informational text, main idea, mentor text, metaphor,
meter, mood, narrative, noun, opinion piece, outcomes (writing process), persuasion/persuasive
text, phrase, planning (writing process), plural noun, prompt, pronoun, pronoun-antecedent
agreement, proofreading (writing process), publishing (writing process), relative adverbs, relative
pronouns, revising (writing process), rhythm, sensory details, scaffolding*, sentence, signal words,
simile, subject-verb agreement, transition words, verb, verse, voice
Standard 4: Research and Reasoning
analysis, concluding statement, paragraph, point of view, summary, supporting details
Word
abstract noun
Definition
A type of noun that refers to something a person cannot physically
interact with. A noun that is abstract is an aspect, concept, idea,
experience, state of being, trait, quality, feeling, or other entity that
cannot be experienced with the five senses (e.g. freedom, honesty,
pain, sympathy). Some abstract nouns are formed by adding
suffixes to a noun (child – childhood).
adjective
A word or phrase that is used to describe or modify a noun. Often
called a 'describing word' in primary education.. Old, white, busy,
careful, and horrible are all adjectives. Adjectives either come before
a noun, or after linking verbs (be, seem, look).
A word that modifies a verb, an adjective, or another adverb. An
adverb tells how, when, where, why, how often, or how much.
Adverbs can be cataloged in four basic ways:
time, place, manner, and degree.
A morpheme that is attached to a word stem to form a new word.
Affixes may be derivational, like English -ness and pre-, or
inflectional, like English plural -s and past tense -ed. Affixes include
adverb
affix
prefixes and suffixes.
analyze (as a strategic
action)
analyzing a Running Record
anticipating (reading
process)
approximations
assessment
attending (reading process)
audience
automaticity
author
background
knowledge/schema
choral reading
character
character traits
characterization/character
development
checking (reading process)
climax
To examine the elements of a text in order to know more about how
it is constructed and to notice aspects of the writer’s craft.
Looking at errors, self-corrections, and sources of information and
strategic actions to plan instruction.
When sampling text, predicting alternatives or probabilities of text on
the basis of prior knowledge and information in the text.
Learning through making attempts, even if attempts are not
completely successful.
A means for gathering information or data that reveals what learners
control, partially control, or do not yet control consistently.
When sampling text, paying particular attention to visual information
to construct a sense of the text.
The people who are presented a piece of writing, or listening to a
book.
Rapid, accurate, fluent word decoding without conscious effort or
attention.
A person who writes a novel, poem, essay etc.
Background knowledge/schema is using what the reader already
knows about a subject that will help him gain new information and
bring meaning to new information.
To read aloud in unison with a group.
A person who takes part in the action of a story, novel, or a play.
Sometimes characters can be animals or imaginary creatures, such
as beings from another planet.
Traits are the basic orientation of the character. Bravery, cruelty
and/or intolerance are all examples of character traits.
The method a writer uses to develop characters. There are four basic
methods: (a) a writer may describe a character’s physical
appearance; (b) a character’s nature may be
revealed through his/her own speech, thoughts, feelings, or actions;
(c) the speech, thoughts, feelings, or actions of other characters can
be used to develop a character; and (d) the narrator can make direct
comments about a character.
Reconsidering a response against more than one source of
information.
The high point, or turning point, in a story—usually the most intense
point near the end of a story.
compare and contrast
To compare in order to show similarities and differences of a topic.
comprehension
Using a system of strategic actions, smoothly and in coordination, to
get meaning while reading texts.
Strategies used to teach kids to read strategically, showing them
how to construct meaning when they read. Creating and validating
predictions, questions and inferences, monitoring understanding of
the text, clarifying the confusing parts, summarizing, synthesizing
and connecting text events to their own prior knowledge and
experiences are all examples of comprehension strategies.
The end or termination of piece of writing; may summarize or
otherwise demonstrate insights gained as a result of the writing.
comprehension strategies
concluding statement
conflict
In narration, the struggle between the opposing forces that moves
the plot forward. Conflict can be internal, occurring within a
character, or external, between characters or between a character
confirming (reading
process)
conventions
decoding
demonstration
description
descriptive poems
dialogue
dictate
drafting (writing process)
editing (writing process)
events (story)
exposition/expository text
falling action
fiction
figurative language
fluency
foreshadowing
forming intentions (writing
process)
genre
grammar
and an abstraction such as nature or fate.
Accepting or rejecting the appropriateness of a response.
Formal usage that has become customary in written language.
Grammar, capitalization and punctuation are three categories of
conventions in writing.
Using letter-sound relationships to translate a word from a series of
symbols to a unit of meaning.
Modeling how proficient readers and writers work through all aspects
of the reading and writing process, and the decisions they make
while reading/writing.
The process by which a writer uses words to create a picture of a
scene, an event, or a character. A description contains carefully
chosen details that appeal to the reader’s senses of sight, sound,
smell, touch, or taste.
A poem that describes something that describes something. It uses
imagery and the 5 senses of taste, smell, feel, touch, and sight.
Spoken words, usually set off with quotation marks in text.
To say or read aloud something for another person to transcribe.
Writing fluently, speedily, working through technical barriers such as
handwriting, spelling and punctuation, to get ideas down on paper
from plan.
The process of the teacher correcting the surface features (grammar,
spelling and punctuation) of student writing that the student has yet
to master. The purpose being to bring the piece to conventional
form.
The situations in a story.
Writing that is intended to make clear or to explain something using
one or more of the following methods: identification, definition,
classification, illustration, comparison, and analysis. In a play or a
novel, exposition is that portion that helps the reader to understand
the background or situation in which the work is set.
In the plot of a story, the action that occurs after the climax. During
the falling action conflicts are resolved and mysteries are solved.
Imaginative works of prose, primarily the novel and the short story.
Although fiction draws on actual events and real people, it springs
mainly from the imagination of the writer. The purpose is to
entertain as well as enlighten the reader by providing a deeper
understanding of the human condition.
Language that communicates ideas beyond the ordinary or literal
meaning of the words.
The way an oral reading sounds, including phrasing, intonation,
pausing, stress, rate and integration of the first five factors. It
bridges word decoding and comprehension. Fluency is a set of skills
that allows readers to rapidly decode text while maintaining a high
level of comprehension.
A writer’s use of hints or clues to indicate events that will occur in a
story. Foreshadowing creates suspense and at the same time
prepares the reader for what is to come.
Choosing a topic, determining the audience and form and planning
writing are components of forming intentions.
A category of written text that is characterized by a particular style,
form or content.
Complex rules by which people can generate an unlimited number of
phrases, sentences and longer texts in a language. Conventional
grammar reflects the accepted conventions in a society.
graphic organizer
guided reading/writing
high-frequency words
idea
idiom/adage
illustration
Illustrator
image/imagery
infer (as a strategic action)
informational text
key understandings
main idea
M (meaning)
make connections (as a
strategic action)
monitor and correct (as a
strategic action)
mentor text
metaphor
meter
monitor/self-monitor
mood
moral (central message)
morphology
A visual cross-subject guide that allows students to plan a writing
activity.
Is an instructional setting that enables the teacher to work with a
small group of students to help them learn effective strategies for
processing text with understanding. The purpose of guided
reading/writing is to meet the varying instructional needs of all the
students in your class.
Words which appear frequently in a text for a specific subject and/or
grade.
A plan of action, something imagined or pictured in the mind.
A phrase or expression that means something different from what
the words actually say. An idiom is usually understandable to a
particular group of people. For example, using ‘over his head’ for
‘doesn’t understand.’
Graphic representations of important content (for example, art,
photos, maps, graphs, charts) found in a piece of literature.
An artist who makes illustrations.
Words and phrases that create vivid sensory experiences for the
reader. Most images are visual, but imagery may also appeal to the
senses of smell, hearing, taste, or touch.
To go beyond the literal meaning of a text; to think about what is not
stated but is implied by the writer.
Non-fiction written to inform, explain or persuade that does not use
narrative structure to achieve its purpose. See expository text
Important ideas within (literal), beyond (implied) or about
(determined through critical analysis) the text that are necessary to
comprehension.
In informational writing, the most important thought or overall
position. The main idea or thesis of a piece, written in sentence form,
is supported by details and explanation.
One of the sources of information that readers use (MSV: meaning,
language structure, visual information). Meaning, the semantic
system of language, refers to meaning derived from words, meaning
across a text or texts and meaning from personal experience or
knowledge.
To search for and use connection to knowledge gained through
personal experience, learning about the world and reading other
texts.
To check whether the reading sounds right, looks right and makes
sense, and to solve problems when it doesn’t.
Text that illustrate a particular aspect of craft, text structure, genre,
etc.
A figure of speech in which two things are compared directly to
suggest likeness. (i.e. the clouds are cotton balls)
In poetry, the recurrence of a rhythmic pattern.
When a reader pays attention to their reading, and is aware of a
dissonance between what they are saying and what they are seeing
The feeling or atmosphere that a writer creates for the reader. The
use of connotation, details, dialogue, imagery, figurative language,
foreshadowing, setting, and rhythm can
help establish mood.
The lesson taught in a work such as a fable; a simple type of theme.
For example, ‘Do not count your chickens before they are hatched’
teaches that one should not number one’s fortunes or blessings until
they appear. See theme
In linguistics, the identification, analysis and description of the
myth
narrative
narrator
nonfiction
noun
novel
opinion piece
outcomes (writing process)
pace
paragraph
paraphrase
persuasion/persuasive text
phonemic awareness
phonics
phonological awareness
phrase
pitch
planning (writing process)
plot
plural noun
structure of morphemes and other units of meaning in a language
like words, affixes, and parts of speech and intonation/stress,
implied context.
A traditional story passed down through generations that explains
why the world is the way it is. Myths are essentially religious,
because they present supernatural events and
beings and articulate the values and beliefs of a cultural group.
Characterized by the telling of a story. It describes a sequence of
fictional or non-fictional events.
The person or voice telling the story. The narrator can be a character
in the story or a voice outside the action.
Writing about real people, places, and events. Unlike fiction,
nonfiction is largely concerned with factual information, although the
writer shapes the information according to his or her purpose and
viewpoint. Biography, autobiography, and news articles are
examples of nonfiction.
A word used to name a person, animal, place, thing, and abstract
idea.
An extended work of fiction. Like a short story, a novel is essentially
the product of a writer’s imagination. Because the novel is much
longer than the short story, the writer can develop a wider range of
characters and a more complex plot.
An article that mainly reflects the author's opinion about the subject.
Opinion pieces are featured in many periodicals.
Opportunities for writers to share writing with intended audience.
Writer seeks the response of readers, which is where learning takes
place.
Reading rate (the number of words a child reads per minute); a
component of fluency.
A group of sentences that consists of one or more sentences, deals
with one point or gives the words of one speaker, and begins on a
new usually indented line.
Restating ideas in different words.
Writing intended to convince the reader that a position is valid or
that the reader should take a specific action. Differs from exposition
in that it does more than explain; it takes a
stand and endeavors to persuade the reader to take the same
position.
The ability to hear individual sounds in words and to identify
individual sounds.
The knowledge of letter-sound relationships and how they are used
in reading and writing. Teaching phonics refers to helping children
acquire this body of knowledge about the oral and written language
systems; additionally, teaching phonics helps children use phonics
knowledge as part of the reading and writing process.
The awareness of words, rhyming words, onsets and rimes, syllables
and individual sounds (phonemes).
Sequence of two or more words arranged to act as a unit in a
sentence.
Appropriate sound level when speaking.
Putting ideas down in an organized manner during the forming
intentions process.
The action or sequence of events in a story. Plot is usually a series of
related incidents that builds and grows as the story develops.
More than one of a noun, important in understanding spelling
poetry
point of view
predict (as a strategic
action)
prompt
pronoun
pronoun-antecedent
agreement
proofreading (writing
process)
protagonist
publishing (writing process)
recount
relative adverbs
relative pronouns
resolution
retell
revising (writing process)
rhythm
rising action
root word (base word)
S (structure)
scaffolding
search for and use
information (as a strategic
action)
patterns/suffixes.
An imaginative response to experience reflecting a keen awareness
of language. Its first characteristic is rhythm, marked by regularity
far surpassing that of prose. Poetry’s
rhyme affords an obvious difference from prose. Because poetry is
relatively short, it is likely to be characterized by compactness and
intense unity.
The vantage point from which a story is told. In the first‐person or
narrative point of view, the story is told by one of the characters. In
the third‐person or omniscient point of view, the story is told by
someone outside the story.
To use what is known to think about what will follow while reading
continuous text.
A question, direction or statement designed to encourage the child to
say more about a topic.
A pronoun can replace a noun or another pronoun. Writers use
pronouns like "he," "which, and "you" to make sentences less
cumbersome and less repetitive.
An antecedent is the word or word group a pronoun refers to. A
pronoun and antecedent agree when there is correspondence in
number or person of a subject and verb in a sentence.
Student takes responsibility for correcting the surface features
(grammar, spelling and punctuation) of their own writing for known
(mastered) skills.
The main character or hero of a story.
Preparing and formatting writing for an audience.
To retell the events of an experience or story.
Where, when and why that modify the verb
That, which, who, whom, whose
The portion of a play or story where the problem is solved. The
resolution comes after the climax and falling action and is intended
to bring the story to a satisfactory end.
After hearing or reading a story, a child “retells” the sequence of
events to a listener.
An on-going part of the drafting process in which writer is continually
working to make meaning clear and effective.
The pattern of stressed and unstressed syllables in a line of poetry.
Poets use rhythm to bring out the musical quality of language, to
emphasize ideas, to create mood, to unify a work, or to heighten
emotional response.
The events in a story that move the plot forward. Rising action
involves conflicts and complications, and builds toward the climax of
the story.
A word or word element to which prefixes and suffixes may be added
to make other words. For example, to the root graph, the prefix
di‐and the suffix –ic can be added to create the word, digraphic.
One of the sources of information that readers use (MSV: meaning,
language structure, visual information). Language structure refers
to the way words are put together in phrases and sentences (syntax
or grammar).
Method of providing structure for students to access the information
provided.
To look for and to think about all kinds of content in order to make
sense of text while reading.
searching (reading process)
self-correction
semantic cues
sensory details
sentence (simple,
compound, complex)
setting
short story
signal words
simile
small-group instruction
style
subject-verb agreement
summarize (as a strategic
action)
summary
supporting details
synthesize (as a strategic
action)
theme
tone
traditional literature
transition words
When sampling text, looking purposefully for particular information
in text.
When a reader stops and corrects his/her own error.
Semantic cues are hints based on meaning that help readers decode
and comprehend a text.
Details that use the five senses
A group of words expressing one or more complete thoughts. A
compound sentence contains two independent clauses joined by a
coordinator. (for, and, or, but, etc.) A complex sentence has at least
one independent clause and one dependent clause.
The time and place of the action in a story, play, or poem.
A brief fictional work that usually contains one major conflict and at
least one main character.
In order to be able to lead your reader in the direction you want to
go, you will have to use strong transitions in your writing. See
transition words.
A comparison of two unlike things in which a word of comparison
(often like or as) is used. For example, ‘She stood in front of the
altar, shaking like a freshly caught trout.’
The teacher working with children brought together because they are
similar enough in reading/writing development to teach in a small
group.
The particular way a piece of literature is written. Not only what is
said but how it is said, style is the writer’s unique way of
communicating ideas. Elements contributing to style
include word choice, sentence length, tone, figurative language, and
use of dialogue.
The basic rule states that a singular subject takes a singular verb
while a plural subject takes a plural verb.
To put together and remember important information, while
disregarding irrelevant information, during or after reading.
A synopsis, or recap is a shorter version of the original. Such a
simplification highlights the major points from the much longer
subject, such as a text, speech, film, or event. The purpose is to help
the audience get the gist in a short period of time.
Supporting details are facts and ideas that explain the main idea of a
paragraph. They include key details and minor details.
To combine new information or ideas from reading text with existing
knowledge to create new understandings.
The central idea or concept in a story or the message that the author
is conveying.
An expression of a writer’s attitude toward a subject. Unlike mood,
which is intended to shape the reader’s emotional response, tone
reflects the feelings of the writer. Tone can
be serious, humorous, sarcastic, playful, ironic, bitter, or objective.
The knowledge and beliefs of cultures that are transmitted by word
of mouth. It consists of both prose and verse narratives, poems and
songs, myths, dramas, rituals, fables,
proverbs, riddles, and the like. Folk literature exists side by side with
the growing written record.
Words or phrases that link related thoughts. Their connections make
ideas clear or move the sentence or paragraph along toward its
meaning. In the following example, the transition word is then: We
cooked dinner then we watched a movie on television. See signal
words.
V (visual information)
verb
verse
vocabulary
voice
One of three sources of information that readers use (MSV: meaning,
language structure, visual information). Visual information refers to
the letter that represent the sounds of language and the way they
are combined (spelling patterns) to create words; visual information
at the sentence level includes punctuation.
A word, or set of words, that expresses action or state of being.
Verse is a single metrical line of poetry (as opposed to prose which
uses grammatical units like sentences and paragraphs).
Recognizing and understanding the meaning of words in reading and
writing as well as oral language.
Indicates whether the subject is acting or being acted upon. Active
voice indicates that the subject is acting—doing something.
(Benjamin Franklin discovered the secrets of
electricity.) Passive voice indicates that the subject is being acted
upon (The secrets of electricity were discovered by Benjamin
Franklin). Also, a writer’s unique use of language
that allows a reader to perceive a human personality in his or her
writing. The elements of style that determine a writer’s voice include
sentence structure, diction, and tone. The term can also be applied
to the narrator of a selection.