2010 Minnesota Academic Standards – English Language Arts K-12

K-5 Curriculum and Assessment Alignment Form

0=Kindergarten                      

Level

Strand/Sub-strand

 Anchor Standard

Benchmark

Curriculum

Assessment

0

 

1.  READING Literature

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

1. With prompting and support, ask and answer questions about key details in a text.

UNIT 1: 128 UNIT 2: 266, 274, 275, 276, 277, 303, 342, 350, 351, 352, 379,

418, 427, 428, 455 UNIT 3: 540, 692 UNIT 4: 934 UNIT 5: 1083, 1158 UNIT

6: 1325 UNIT 7: 1493 UNIT 9: 1968, 1976, 1977

Treasures Unit Assessment 1-7, 9

0

1.   READING

     Literature

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

2. With prompting and support, retell familiar stories, including key details.

UNIT 1: S15, 34 UNIT 2: 278, 430 UNIT 3: 522, 598 UNIT 4: 764, 840 UNIT 5:

1008, 1084 UNIT 6: 1250, 1326 UNIT 7: 1646, 1664 UNIT 8: 1736, 1812 UNIT

9: 2056, 2132 UNIT 10: 2222

Treasures Unit Assessment 1-10

0

1.   READING

     Literature

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

3. With prompting and support, identify characters, settings, and major events in a story.

UNIT 1: 107, 108, 109 UNIT 2: 266, 275-277, 455 UNIT 3: 616, 662, 670,

671-674 UNIT 4: 913, 915, 916 UNIT 5: 1006, 1148, 1156, 1157, 1158 UNIT

6: 1246, 1325 UNIT 7: 1558, 1566, 1567, 1567-1569 UNIT 8: 1724, 1876

UNIT 10: 2286, 2362, 2370, 2371, 2372, 2373, 2392

Treasures Unit Assessment 1-8, 10

0

1.   READING

     Literature

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

4.  Ask and answer questions about unknown words in a text.

UNIT 1: 73, 147, 223 UNIT 2: 315, 317, 393 UNIT 3: 559, 561, 637 UNIT 4:

761, 803, 879 UNIT 5: 1030, 1047, 1123, 1199 UNIT 6: 1289, 1365, 1441

UNIT 7: 1533, 1609, 1685 UNIT 8: 1775, 1849, 1885 UNIT 9: 2019, 2095,

2171 UNIT 10: 2261, 2337, 2413

Treasures Unit Assessment 1-10

0

1.   READING

     Literature

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

5.    Recognize common types of texts (e.g., storybooks, poems).

UNIT 1: 42, 52, 98 UNIT 2: 296, 362 UNIT 3: 606, 616 UNIT 5: 996, 1026

UNIT 6: 1268, 1314 UNIT 7: 1502, 1512 UNIT 8: 1744, 1754 UNIT 9: 1988,

1998 UNIT 10: 2230, 2240, 2286, 2316

 

 

 

 

 

 

Treasures Unit Assessment 1-3, 5-10

 

0

1.   READING

Literature

6. Assess how point of view or purpose shapes the content and style of a text.

6.   With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

UNIT 1: S7, S12, 22, 98 UNIT 2: 276, 315, 391, 393, 430 UNIT 3: 520, 559,

561, 671, UNIT 4: 752, 762, 828, 904 UNIT 5: 996, 1006, 1072, 1148 UNIT 6: 1238, 1390 UNIT 7: 1482, 1558, 1634, 1644 UNIT 8: 1724, 1800, 1809, 1876 UNIT 9: 1968, 2044, 2120 UNIT 10: 2210, 2286, 2362

Treasures Unit Assessment 1-10

0

1.   READING

     Literature

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

7.  With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

UNIT 1: 32, 33, 72 UNIT 2: 286, 352 UNIT 3: 530, 682 UNIT 4: 772, 773 UNIT 5: 1016, 1168 UNIT 6: 1410 UNIT 7: 1578, 1579, 1654 UNIT 8: 1809, 1820,

1821 UNIT 9: 2053, 2055 UNIT 10: 2306, 2382

Treasures Unit Assessment 1-10

0

1.   READING

     Literature

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

8.   (Not applicable to literature)

(Not applicable to literature)

 

0

1.   READING

     Literature

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

UNIT 1: 59, 211 UNIT 2: 303, 350, 351, 352, 379 UNIT 3: 547, 623 UNIT 4: 789, 865 UNIT 5: 1033, 1109 UNIT 6: 1275, 1427 UNIT 7: 1595, 1671 UNIT 8: 1761, 1837 UNIT 9: 2005, 2081 UNIT 10: 2247, 2323

Treasures Unit Assessment 1-10

0

1.   READING

     Literature

10. Read and comprehend complex literary and information texts independently and proficiently.

10. Actively engage in group reading activities with purpose and understanding, including the appropriate selection of texts for personal enjoyment, interest, and academic tasks.

UNIT 1: 22, 304 UNIT 2: 266, 342 UNIT 3: 518, 586 UNIT 4: 752, 828 UNIT 5: 1004, 1080 UNIT 6: 1238, 1322 UNIT 7: 1482, 1558 UNIT 8: 1724, 1800 UNIT 9: 1968, 2052 UNIT 10: 2210, 2294

Reading Flip Chart: Units 1-10: Activities: Buddy Reading, Reading Buddies

Treasures Reader Response Sheet

Treasures Unit Assessment 1-10

0

2. READING

    Informational

    Text

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

1. With prompting and support, ask and answer questions about key details in a text.

UNIT 1: 128 UNIT 2: 275, 266, 274, 276, 277, 303, 342, 350, 351, 352,

379, 418, 427, 428, 455 UNIT 3: 540, 692 UNIT 4: 934 UNIT 5: 1083, 1158

UNIT 6: 1325 UNIT 7: 1493 UNIT 9: 1968, 1976, 1977

Treasures Unit Assessment 1-7, 9

0

2. READING

    Informational

    Text

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

2. With prompting and support, identify the main topic and retell key details of a text.

UNIT 6: 1246, 1275, 1314, 1322, 1351; DC 1248, 1249, 1323, 1324, 1326 UNIT 7: 1482, 1490, 1491, 1519 UNIT 8: 1735

Treasures Unit Assessment 6-8

0

2.                   2. READING

    Informational

    Text

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

UNIT 1: S27, 59 UNIT 2: 303, 379 UNIT 3: 547, 623 UNIT 4: 789, 865 UNIT 5: 1033, 1109 UNIT 6: 1275, 1351 UNIT 7: 1519, 1595 UNIT 8: 1837, 1913

UNIT 9: 2005, 2081 UNIT 10: 2247, 2323

Treasures Unit Assessment 1-10

0

2.   READING

     Informational

     Text

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

4. With prompting and support, ask and answer questions about unknown words in a text.

UNIT 1: 73, 147, 223 UNIT 2: 315, 317, 393 UNIT 3: 559, 561, 637 UNIT 4: 761, 803, 879 UNIT 5: 1030, 1047, 1123, 1199 UNIT 6: 1289, 1365, 1441

UNIT 7: 1533, 1609, 1685 UNIT 8: 1775, 1849, 1885 UNIT 9: 2019, 2095,

2171 UNIT 10: 2261, 2337, 2413

Treasures Unit Assessment 1-10

0

2. READING

    Informational

    Text

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

5. Identify the front cover, back cover, and title page of a book.

UNIT 1: 30, 40, 56 UNIT 2: 266, 300, 376 UNIT 3: 510, 544, 620 UNIT 4:

772, 828, 904, 912 UNIT 5: 1072, 1106, 1148 UNIT 6: 1238, 1314, 1322

UNIT 7: 1558, 1566, 1592, 1668 UNIT 8: 1758, 1834, 1910 UNIT 9: 2002,

2078, 2154 UNIT 10: 2244, 2320, 2396

Treasures Unit Assessment 1-10

0

2.   READING

     Informational

     Text

6. Assess how point of view or purpose shapes the content and style of a text.

6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

UNIT 1: S7, S12, 22, 98 UNIT 2: 276, 315, 391, 393, 430 UNIT 3: 520, 559,

561, 671, UNIT 4: 752, 762, 828, 904 UNIT 5: 996, 1006, 1072, 1148 UNIT

6: 1238, 1390 UNIT 7: 1482, 1558, 1634, 1644 UNIT 8: 1724, 1800, 1809,

1876 UNIT 9: 1968, 2044, 2120 UNIT 10: 2210, 2286, 2362

 

Treasures Unit Assessment 1-10

0

2. READING

     Informational

     Text

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

UNIT 1: 32, 33, 72 UNIT 2: 286, 352 UNIT 3: 530, 682 UNIT 4: 772, 773

UNIT 5: 1016, 1168 UNIT 6: 1410 UNIT 7: 1578, 1579, 1654 UNIT 8: 1809, 1820, 1821 UNIT 9: 2053, 2055 UNIT 10: 2306, 2382

Treasures Unit Assessment 1-10

0

2. READING

    Informational

    Text

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

8. With prompting and support, identify the reasons an author gives to support points in a text.

 

UNIT 1: 109, 183, 185 UNIT 2: 277, 430 UNIT 3: 597, 598 UNIT 4: 763 UNIT 5: 1083 UNIT 6: 1249, 1402 UNIT 7: 1493 UNIT 8: 1735 UNIT 9: 1979

Treasures Unit Assessment 1-9

0

2. READING

     Informational

     Text

 

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

UNIT 1: 8, 135, 211, 240 UNIT 2: 252, 303, 379, 448 UNIT 3: 496, 547, 726

UNIT 4: 738, 789, 941, 970 UNIT 5: 982, 1033, 1185, 1212 UNIT 6: 1224,

1275, 1427, 1456 UNIT 7: 1468, 1671, 1698 UNIT 8: 1710, 1761, 1837,

1942 UNIT 9: 1954, 2184 UNIT 10: 2196, 2428

Treasures Unit Assessment 1-10

0

2.READING

   Informational

   Text

10. Read and comprehend complex literary and information texts independently and proficiently.

10. Actively engage in group reading activities with purpose and understanding, including the appropriate selection of texts for personal enjoyment, interest, and academic tasks.

UNIT 1: 22, 304 UNIT 2: 266, 342 UNIT 3: 518, 586 UNIT 4: 752, 828 UNIT 5: 1004, 1080 UNIT 6: 1238, 1322 UNIT 7: 1482, 1558 UNIT 8: 1724, 1800

UNIT 9: 1968, 2052 UNIT 10: 2210, 2294

Reading Flip Chart: Units 1-10: Activities: Buddy Reading, Reading Buddies

 

0

3. READING Foundational Skills

 

0. No related anchor standard

1.  Demonstrate understanding of the organization and basic features of print.

a.  Follow words from left to right, top to bottom, and page by page.

b. Recognize that spoken words are represented in written language by specific sequences of letters.

c.  Understand that words are separated by spaces in print.

d.   Recognize and name all upper- and lowercase letters of the alphabet.

UNIT 1: 118, 119 UNIT 2: 286, 438 UNIT 3: 682, 772 UNIT 4: 924 UNIT 5:

1016, 1168 UNIT 6: 1258, 1410 UNIT 7: 1578, 1654 UNIT 8: 1896 UNIT 9:

2140 UNIT 10: 2306, 2382

a) UNIT 1: 56, 132 UNIT 2: 300, 376 UNIT 3: 544, 620, 696 UNIT 4: 786, 862 UNIT 5: 1030, 1106 UNIT 6: 1272, 1348 UNIT 7: 1592, 1668 UNIT 8: 1758, 1834 UNIT 9: 2002, 2078 UNIT 10: 2244, 2320

b) UNIT 1: S8, S10, 60, 136 UNIT 2: 264, 272, 284, 302, 304, 307, 340, 348, 353, 360, 380 UNIT 3: 516, 548, 592, 660, 680 UNIT 4: 758, 910, 940 UNIT 5: 994

c) UNIT 1: S36, 120, 123 UNIT 2: 264, 294, 302 UNIT 3: 516, 660 UNIT 4:

910, 940 UNIT 5: 1070, 1176 UNIT 6: 1332 UNIT 9: 1996

d) UNIT 1: S8, S14, S16, S20, S24, S28, S32, S37, S40, S44, 134 UNIT 2:

269, 345 UNIT 3: 513 UNIT 4: 831 UNIT 5: 999 UNIT 6: 1241 UNIT 7: 1561 UNIT 8: 1727 UNIT 9: 1971 UNIT 10: 2234

 

0

3.   READING

     Foundational Skills

0. No related anchor standard

2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

a.   Recognize and produce rhyming words.

b.  Count, pronounce, blend, and segment syllables in spoken words.

c.   Blend and segment onsets and rimes of single-syllable spoken words.

d.      Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.)

e.    Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

UNIT 1: 25, 36 UNIT 2: 272, 280 UNIT 3: 508, 524 UNIT 4: 766, 842 UNIT

5: 1010, 1086, 1095 UNIT 6: 1252, 1261 UNIT 7: 1496, 1514 UNIT 8: 1738, 1756 UNIT 9: 1982, 2000 UNIT 10: 2224, 2300

a) UNIT 1: S32, 116 UNIT 2: 284, 360 UNIT 3: 528, 538 UNIT 4: 770, 780

UNIT 5: 1090, 1100 UNIT 6: 1236, 1274 UNIT 7: 1480, 1488 UNIT 8: 1742, 1752 UNIT 9: 1996, 1986 UNIT 10: 2360, 2368

b) UNIT 1: 76, 96, 104, 134 UNIT 2: 272, 280, 282 UNIT 3: 542, 557, 566 UNIT 4: 826, 834, 864, 902, 910 UNIT 5: 1172-1173 UNIT 6: 1414-1415, 1422-1423 UNIT 7: 1650, 1658-1659, 1666-1667, 1674 UNIT 8: 1892, 1901,

1908-1909 UNIT 9: 2152-2153, 2170 UNIT 10: 2412, 2386-2387, 2394-

2395

c) UNIT 1: 76, 96, 104, 134 UNIT 2: 272, 280 UNIT 3: 542, 557, 566 UNIT 4: 826, 834, 864, 902, 910 UNIT 5: 1172/1173 UNIT 6: 1414/1415, 1422/1423 UNIT 7: 1650, 1658/1659, 1666/1667, 1674 UNIT 8: 1892, 1901, 1908/1909 UNIT 9: 2170, 2152/2153 UNIT 10: 2412, 2386/2387, 2394/2395

d) UNIT 1: 69, 70, 77, 112, 130, 197 UNIT 2: 280, 282, 322, 471 UNIT 3: 524, 526, 560, 563, 566 UNIT 4: 805, 881, 954, 957 UNIT 5: 1046, 1049, 1052 UNIT 6: 1286, 1291, 1294, 1364, 1370 UNIT 7: 1535, 1538, 1608 UNIT 8: 1780, 1853, 1856, 1929 UNIT 9: 2024, 2172, 2173 UNIT 10: 2342, 2415, 2418

e) UNIT 1: 77, 153 UNIT 2: 321, 397, 473 UNIT 3: 565, 641, 717 UNIT 4: 807, 882, 883, 959 UNIT 5: 1051, 1127, 1203 UNIT 6: 1293, 1369, 1446 UNIT 7: 1537, 1613, 1689 UNIT 8: 1779, 1855, 1931, 1932 UNIT 9: 2023, 2099 UNIT 10: 2410, 2412, 2417

Treasures Unit Assessment 1-10

a)       Treasures Unit Assessment 1-10

b)      Treasures Unit Assessment 1-10

c)       Treasures Unit Assessment 1-10

d)      Treasures Unit Assessment 1-10

e)      Treasures Unit Assessment 1-10

 

0

3. READING

    Foundational

    Skills

0. No related anchor standard

3. Know and apply grade-level phonics and word analysis skills in decoding words.

a.    Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.

b.  Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

c.  Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

d.  Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

UNIT 1: 69, 70, 112, 197 UNIT 2: 280, 471, 473 UNIT 3: 524, 534/535, 600,

602 UNIT 4: 800, 806, 808, 956 UNIT 5: 1012, 1043, 1050, 1051 UNIT 6:

1254, 1278, 1285 UNIT 7: 1529, 1536, 1537 UNIT 8: 1772, 1848, 1853,

1920 UNIT 9: 2016, 2018, 2024 UNIT 10: 2258, 2410, 2412

a) UNIT 1: 24, 176 UNIT 2: 268, 344 UNIT 3: 512, 664 UNIT 4: 830, 906 UNIT 5: 1074, 1150 UNIT 6: 1240, 1316 UNIT 7: 1560, 1581 UNIT 8: 1726, 1802 UNIT 9: 1970, 2046 UNIT 10: 2212, 2233, 2288, 2364

b) UNIT 1: 100, 101, 112, 121, 130, 146 UNIT 2: 306, 382, 473 UNIT 3: 588, 589, 630, 634 UNIT 4: 928/929 UNIT 5: 998, 1040, 1041 UNIT 6: 1285

UNIT 7: 1526, 1527, 1528, 1530 UNIT 8: 1852, 1857, 1858 UNIT 9: 2144,

2152 UNIT 10: 2341, 2409

c) UNIT 1: T6, S9, 23, 44, 145 UNIT 2: 267, 304 UNIT 3: 511, 587 UNIT 4:

753, 774 UNIT 5: 997, 1149 UNIT 6: 1239, 1260 UNIT 7: 1580, 1635 UNIT

8: 1725, 1746 UNIT 9: 1969, 1990 UNIT 10: 2211, 230

d) UNIT 1: 77, 153 UNIT 2: 321, 397, 473 UNIT 3: 565, 641, 717 UNIT 4: 807, 882, 883, 959 UNIT 5: 1051, 1127, 1203 UNIT 6: 1293, 1369, 1446 UNIT 7: 1537, 1613, 1689 UNIT 8: 1779, 1855, 1931, 1932 UNIT 9: 2023, 2099 UNIT 10: 2410, 2412, 2417

 

Treasures Unit Assessment 1-10

a)       Treasures Unit Assessment 1-10

b)      Treasures Unit Assessment 1-10

c)       Treasures Unit Assessment 1-10

d)      Treasures Unit Assessment 1-10

 

0

3. READING

    Foundational

    Skills

0. No related anchor standard

4.  Read emergent-reader texts with purpose and understanding.

UNIT 1: 18, 67, 73 UNIT 2: 286, 362, 387 UNIT 3: 530, 557, 559 UNIT 4:

786, 862, 938 UNIT 5: 1030, 1106, 1182 UNIT 6: 1272, 1348, 1424 UNIT 7: 1516, 1592, 1668 UNIT 8: 1758, 1834, 1910 UNIT 9: 2002, 2078, 2154

UNIT 10: 2244, 2320, 2396

Treasures Unit Assessment 1-10

 

0

6. WRITING

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is ...)

UNIT 1: S7, S31, 98 UNIT 2: 266, 293, 342 UNIT 3: 510, 662 UNIT 4: 828,

904 UNIT 5: 1072, 1148 UNIT 6: 1390 UNIT 7: 1558, 1585, 1593, 1599 UNIT

8: 1800, 1876 UNIT 9: 2120 UNIT 10: 2210, 2286, 2316, 2362

Treasures Unit Assessment 1-10

0

6. WRITING

2. Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

UNIT 1: 27, 49, 63, 125, 201, 209 UNIT 2: 347, 359, 369, 423 UNIT 3: 515, 591, 667 UNIT 4: 787, 833, 845, 855, 931 UNIT 5: 1013, 1023, 1031, 1077, 1175 UNIT 6: 1319, 1331, 1341, 1349, 1355 UNIT 7: 1499, 1509, 1523, 1517, 1639, 1698 UNIT 8: 1729, 1741, 1751, 1759, 1765 UNIT 9: 2049, 2061, 2071, 2079 UNIT 10: 2291, 2303, 2313, 2367

Treasures Unit Assessment 1-10

 

0

6. WRITING

3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

UNIT 2: 414, 445 UNIT 3: 527, 537, 679 UNIT 4: 779 UNIT 5: 1023, 1031

UNIT 6: 1255, 1265, 1273 UNIT 8: 1796, 1817, 1872 UNIT 9: 2116, 2147,

2155 UNIT 10: 2206, 2321

Writing Flip Chart: Units 1-10

Treasures Unit Assessment 2-6, 8-10

0

6. WRITING

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 

4. (Begins in grade 3)

(Begins in grade 3)

 

0

6. WRITING

5. Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach.

5. With guidance and support from adults, respond to questions and suggestions from adults and peers and add details to strengthen writing as needed.

UNIT 1: 63, 133, 139, 215 UNIT 2: 301, 307, 377, 383,453, 459 UNIT 3: 627

UNIT 4: 793, 869, 945 UNIT 5: 1037, 1113 UNIT 6: 1279, 1355, 1431 UNIT 7: 1523, 1599, 1675 UNIT 8: 1765, 1841, 1917 UNIT 9: 2009, 2085 UNIT 10: 2251

Journal Writing

Class Book Publishing

Treasures Unit Assessment 1-10

 

0

6. WRITING

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

UNIT 1: 238-239 UNIT 4: 968-969 UNIT 9: 2161 UNIT 10: 2237, 2327, 2403

Treasures Unit Assessment 1, 4, 9, 10

0

6. WRITING

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

UNIT 1:8 UNIT 2: 252, 287 UNIT 3: 496, 726 UNIT 4: 738, 970 UNIT 5: 982, 1212 UNIT 6: 1224, 1456 UNIT 7: 1468, 1698 UNIT 8: 1710, 1720 UNIT 9: 1954, 2184 UNIT 10: 2196, 2428

Treasures Unit Assessment 1-10

0

6. WRITING

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

UNIT 1: 8, 119, 240 UNIT 2: 252, 287, 484 UNIT 3: 496, 726 UNIT 4: 738, 970 UNIT 5: 982, 1017, 1212 UNIT 6: 1224, 1456 UNIT 7: 1468, 1698 UNIT 8: 1710, 1942 UNIT 9: 1954, 2184 UNIT 10: 2196, 2428

Treasures Unit Assessment 1-10

0

6. WRITING

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

9. (Begins in grade 4)

(Begins in grade 4)

 

0

6. WRITING

 

10. 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 tasks, purposes, and audiences.

10. (Begins in grade 3)

(Begins in grade 3)

 

0

8.  SPEAKING, VIEWING, LISTENING, AND MEDIA LITERACY

1. Prepare for and participate effectively in a range of conversations and collaboration with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

a.      Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

b.     Continue a conversation through multiple exchanges.

c.      Listen to others and name emotions by observing facial expression and other nonverbal cues.

d.     Follow basic oral directions.

UNIT 1: 21, 173 UNIT 2: 287, 341 UNIT 3: 531, 585 UNIT 4: 764, 849, 903 UNIT 5: 1037, 1169 UNIT 6: 1313, 1335 UNIT 7: 1503,1633 UNIT 8: 1753, 1799 UNIT 9: 2043, 2119 UNIT 10: 2285, 2361

a) UNIT 1: 63, 139, 215 UNIT 2: 307, 383, 459 UNIT 3: 551, 627, 703 UNIT 4: 793, 869, 945 UNIT 5: 1037, 1113, 1189 UNIT 6: 1279, 1355, 1431 UNIT 7: 1523, 1599, 1675 UNIT 8: 1765, 1841, 1917 UNIT 9: 2009, 2085, 2161

UNIT 10: 2251, 2327, 2403

b) UNIT 1: 21, 173 UNIT 2: 287, 341 UNIT 3: 531, 585 UNIT 4: 764, 849, 903 UNIT 5: 1037, 1169 UNIT 6: 1313, 1335 UNIT 7: 1503, 1633 UNIT 8: 1753, 1799 UNIT 9: 2043, 2119 UNIT 10: 2285, 2361

c) Responsive Classroom Morning Meeting Daily Routine

d) Treasures Activity Pages – Smart Start through Unit 10

Treasures Unit Assessment 1-10

a)       Treasures Unit Assessment 1-10

b)      Treasures Unit Assessment 1-10

c)       anecdotal notes and checklists

d)      teacher obersvation of successful work habits

 

 

0

8.  SPEAKING, VIEWING, LISTENING, AND MEDIA LITERACY

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

2. Confirm understanding of a text read aloud or information presented orally or through other media (e.g., poems, rhymes, songs) by asking and answering questions about key details and requesting clarification if something is not understood.

UNIT 1: S7, 22 UNIT 2: 266, 418 UNIT 3: 510, 586 UNIT 4: 752, 828 UNIT

5: 996, 1072 UNIT 6: 1238, 1314 UNIT 7: 1482, 1634 UNIT 8: 1724, 1876 UNIT 9: 2044, 2120 UNIT 10: 2210, 2286

Treasures Sing Talk Rhyme Chart: Units SS-10

Treasures Unit Assessment 1-10

0

8.  SPEAKING, VIEWING, LISTENING, AND MEDIA LITERACY

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

UNIT 1: 109, 240 UNIT 2: 266, 275, 303, 342, 350, 484 UNIT 3: 540, 726

UNIT 4: 934 UNIT 5: 1189, 1212 UNIT 6: 1325, 1431 UNIT 8: 1734, 1876,

1942 UNIT 9: 1968, 1976, 1977, 1978, 1995, 2056

Treasures Unit Assessment 1-6, 8-9

0

8.  SPEAKING, VIEWING, LISTENING, AND MEDIA LITERACY

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

UNIT 1: 63, 139, 215 UNIT 2: 307, 383, 459 UNIT 3: 551, 627, 703 UNIT 4: 793, 869, 945 UNIT 5: 1037, 1113, 1189 UNIT 6: 1279, 1355, 1431 UNIT 7: 1523, 1599, 1675 UNIT 8: 1765, 1841, 1917 UNIT 9: 2009, 2085, 2161

UNIT 10: 2251, 2327, 2403

Treasures Unit Assessment 1-10

0

8.  SPEAKNG, VIEWING, LISTENING, AND MEDIA LITERACY

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

5. Add drawings or other visual displays to descriptions as desired to provide additional detail.

 

UNIT 1: 8, 240 UNIT 2: 252, 383, 459, 484 UNIT 3: 496, 551, 627, 726 UNIT

4: 738, 793, 869, 945 UNIT 5: 982, 1037 UNIT 6: 1224, 1279, 1431, 1456

UNIT 7: 1468, 1517, 1599, 1698 UNIT 8: 1710, 1841, 1942 UNIT 9: 1954,

2085, 2161, 2184 UNIT 10: 2196, 2327, 2428

Treasures Unit Assessment 1-10

0

8.  SPEAKING, VIEWING, LISTENING, AND MEDIA LITERACY

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

6. Speak audibly and express thoughts, feelings, and ideas clearly, and respond to poems, rhymes, and songs.

UNIT 1: 240 UNIT 2: 484 UNIT 3: 726 UNIT 5: 1189, 1212 UNIT 6: 1432

UNIT 8: 1942 UNIT 9: 2161

Treasures Sing Talk Rhyme Chart: Units SS-10

Treasures Unit Assessment 1-3, 5-6, 8-9

0

8.  SPEAKING, VIEWING, LISTENING, AND MEDIA LITERACY

7. Critically analyze information found in electronic, print, and mass media and use a variety of these sources.

7.  Distinguish among different types of print, digital, and multimodal media.

a.   Recognize common signs and logos.

b.   Identify commercials or advertisements.

a)       Treasures Writing Flip Chart – Unit 3.3, p. 17

b)      Environmental print in writing center – Unit 6

a)       Teacher Observation

b)      Teacher Observation

0

8.  SPEAKING, VIEWING, LISTENING, AND MEDIA LITERACY

8. Communicate using traditional or digital multimedia formats and digital writing and publishing for a specific purpose.

8. With prompting and support, create an individual or shared multimedia work for a specific purpose (e.g., to share lived or imagined experiences, to present information, to entertain, or as artistic expression.

Powerpoint presentation of Star of the Week show and tell

Teacher Observation

0

10. LANGUAGE

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a.    Print many upper- and lowercase letters.

b.   Use frequently occurring nouns and verbs.

c.    Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

d.   Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

e.    Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

f.      Produce and expand complete sentences in shared language activities.

UNIT 1: S15, 34 UNIT 2: 278, 430 UNIT 3: 522, 598 UNIT 4: 787 UNIT 5:

1107 UNIT 6: 1273, 1425 UNIT 7: 1575, 1593, 1651, 1669 UNIT 8: 1759,

1835 UNIT 9: 1985, 2003, 2079, 2155 UNIT 10: 2227, 2321

a) UNIT 1: 26, 102 UNIT 2: 270, 346 UNIT 3: 590, 666 UNIT 4: 756, 832 UNIT 5: 1000, 1076 UNIT 6: 1242, 1318, 1339 UNIT 7: 1468, 1562 UNIT 8: 1728, 1804 UNIT 9: 1972, 1993 UNIT 10: 2214, 2311

b) UNIT 1: 48, 53, 124, 200 UNIT 2: 292, 368 UNIT 3: 536, 569, 612, 688 UNIT 4: 765, 778, 841, 935 UNIT 9: 2146 UNIT 10: 2236

c) Noun study offers an opportunity to form plurals.

UNIT 1: 48, 53, 124, 200 UNIT 2: 292, 368

d) UNIT 2: 266, 350, 379, 426, 427 UNIT 5: 1098 UNIT 8: 1734, 1876 UNIT 9: 1977, 1978, 1979, 1995 UNIT 10: 2227, 2237, 2251

e) UNIT 1: S73, S77 UNIT 5: 1009, 1027, 1085, 1103, 1161 UNIT 8: 1737,

1755, 1762, 1813, 1831, 1889, 1907

f) UNIT 1: 48, 51, 81, 157, 233 UNIT 2: 325, 477 UNIT 3: 517, 536, 612, 617 UNIT 4: 778, 854, 930 UNIT 5: 1022, 1055, 1098 UNIT 6: 1264, 1340, 1416 UNIT 7: 1508, 1569, 1584, 1660 UNIT 8: 1750, 1826, 1888 UNIT 9: 1994, 2070, 2080 UNIT 10: 2236, 2312, 2388

Treasures Unit Assessment 1-10

a)       Treasures Unit Assessment 1-10

b)      Treasures Unit Assessment 1-4, 9-10

c)       Treasures Unit Assessment 1-2

d)      Treasures Unit Assessment 2,5, 8-10

e)      Treasures Unit Assessment 1,5,8

f)        Treasures Unit Assessment 1-10

 

0

10.   LANGUAGE

 

1.                   2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a.   Capitalize the first word in a sentence and   the pronoun I.

b.  Recognize and name end punctuation.

c.   Write a letter or letters for most consonant and short-vowel sounds (phonemes).

d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

UNIT 1: S19 UNIT 2: UNIT 3: 527 UNIT 4: 787 UNIT 5: 1031, 1089, 1107, 1183 UNIT 6: 1273, 1425 UNIT 7: 1517, 1575, 1593, 1638, 1651, 1669

UNIT 8: 1759, 1835 UNIT 9: 1985, 2003, 2079, 2137, 2155 UNIT 10: 2227, 2245, 2303, 2321, 2245, 2397

a) UNIT 1: S19 UNIT 5: 1183 UNIT 6: 1273, 1425 UNIT 7: 1517, 1593, 1651,

1669 UNIT 8: 1759, 1835 UNIT 9: 2003, 2079, 2155 UNIT 10: 2245, 2397

b) UNIT 1: S15, 34 UNIT 2: 278, 430 UNIT 3: 522, 598 UNIT 4: 787 UNIT 5:

1107 UNIT 6: 1273, 1425 UNIT 7: 1575, 1593, 1651, 1669 UNIT 8: 1759,

1835 UNIT 9: 1985, 2003, 2079, 2155 UNIT 10: 2227, 2321

c) UNIT 1: 26, 57, 102 UNIT 2: 270, 346 UNIT 3: 506, 590, 621, 666, 697 UNIT 4: 756, 832, 939 UNIT 5: 1000, 1076 UNIT 6: 1242, 1318, 1339, 1386 UNIT 7: 1468, 1562 UNIT 8: 1728, 1804 UNIT 9: 1972, 1993 UNIT 10: 2214, 2245, 2311

d) UNIT 3: 527 UNIT 5: 1031, 1089, 1107 UNIT 6: 1425 UNIT 7: 1517, 1593, 1638, 1669 UNIT 9: 2137 UNIT 10: 2245, 2303, 2321, 2397

Treasures Unit Assessment 1-10

a)       Treasures Unit Assessment 1, 5-10

b)      Treasures Unit Assessment 1-10

c)       Treasures Unit Assessment 1-10

d)      Treasures Unit Assessment 3,5-7, 9-10

 

 

 

 

 

 

 

 

 

0

10. LANGUAGE

3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

3. (Begins in grade 2).

(Begins in grade 2)

 

0

10. LANGUAGE

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialize reference materials , as appropriate.

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

a.    Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

b.   Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

UNIT 1: 81, 233 UNIT 2: 325, 401 UNIT 3: 569, 645 UNIT 4: 811, 887 UNIT 5: 1055, 1103, 1131, 1207 UNIT 6: 1297, 1373, 1449 UNIT 7: 1693, 1541, 1617 UNIT 8: 1859, 1935 UNIT 9: 2027, 2103 UNIT 10: 2269, 2320, 2345

a) UNIT 3: 645 UNIT 5: 1055, 1103, 1207 UNIT 6: 1449 UNIT 7: 1617 UNIT 10: 2320

b) UNIT 8: 98, 1836

Treasures Unit Assessment 1-10

a)       Treasures Unit Assessment 3, 5-7, 10

b)      Treasures Unit Assessment 8

0

10. LANGUAGE

5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

5. With guidance and support from adults, explore word relationships and nuances in word meanings to develop word consciousness.

a.      Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

b.      Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

c.      Identify real-life connections between words and their use (e.g., note places at school that are colorful).

d.      Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

UNIT 1: 81, 233 UNIT 2: 355, 401, 477 UNIT 3: 536, 569, 593, 615, 675

UNIT 4: 811 UNIT 5: 1131, 1153 UNIT 6: 1297, 1327 UNIT 7: 1489, 1541,

1647, 1665 UNIT 8: 1783, 1889, 1935 UNIT 9: 2027, 2179 UNIT 10: 2269,

2421

a) UNIT 1: 35, 48 UNIT 2: 292, 297 UNIT 3: 523, 599 UNIT 4: 765, 841 UNIT 5: 1009, 1085 UNIT 6: 1269, 1345 UNIT 7: 1495, 1571 UNIT 8: 1755, 1813 UNIT 9: 1981, 2133 UNIT 10: 2223, 2299

b) UNIT 1: S41, S49 UNIT 2: 295 UNIT 3: 539 UNIT 4: 923 UNIT 6: 1373 UNIT 7: 1511, 1541 UNIT 9: 1981, 1999, 2006, 2063, 2075, 2133, 2151 UNIT 10: 2220, 2239, 2317, 2324

c) UNIT 1: S22, 81, 157, 233 UNIT 2: 279, 325, 355, 371, 401 UNIT 3: 523,

569, 645, 688 UNIT 4: 765, 811, 835, 887 UNIT 5: 1055, 1131 UNIT 6:

1251, 1297, 1373, 1416 UNIT 7: 1693, 1541, 1571, 1589, 1663, 1665 UNIT

8: 1755, 1813, 1831 UNIT 9: 1999, 2179 UNIT 10: 2223, 2299

d) UNIT 2: 477 UNIT 3: 536, 569, 645, 688 UNIT 4: 772, 790, 963 UNIT 5:

1174 UNIT 6: 1269 UNIT 10: 2421

Treasures Unit Assessment 1-10

a)       Treasures Unit Assessment 1-10

b)      Treasures Unit Assessment 1-4, 6-7, 9-10

c)       Treasures Unit Assessment 1-10

d)      Treasures Unit Assessment 2-6, 10

 

0

10. LANGUAGE

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

UNIT 1: 81, 129, 187, 193 UNIT 2: 279, 325, 355, 373 UNIT 3: 523, 536,

599, 617 UNIT 4: 765, 772, 783, 835 UNIT 5: 1009, 1027, 1085, 1103 UNIT

6: 1245, 1251, 1269, 1327 UNIT 7: 1495, 1513, 1589, 1647 UNIT 8: 1737,

1755, 1813, 1831 UNIT 9: 1981, 1999, 2075, 2179 UNIT 10: 2223, 2241,

2393, 2421

Treasures Unit Assessment 1-10

 


 

2010 Minnesota Academic Standards – English Language Arts K-12

K-5 Curriculum and Assessment Alignment Form

Level

Strand/Sub-strand

 Anchor Standard

Benchmark

Curriculum

Assessment

1

1.    READING

    Literature

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

1.  Ask and answer questions about key details in a text.

 

Develop Compression section of Teacher Manual

Weekly unit assessment

1

1.    READING

    Literature

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Retelling cards

Retelling cards

1

1. READING

     Literature

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

3. Describe characters, settings, and major events in a story, using key details.

Comprehension Strategies in several units

Unit Assessment

Verbal Discussion

1

1.    READING Literature

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

4. Indentify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Several Stories have Literary Elements

Verbal Discussion

1

1.  READING

Literature

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

The Authors Purpose

 

 

 

 

Weekly Unit Assessment

1

1. READING

    Literature

6. Assess how point of view or purpose shapes the content and style of a text.

6. Identify who is telling the story at various points in a text.

Fiction Stories

 

1

1. READING

    Literature

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

7. Use illustrations and details in a story to describe its characters, setting, or events.

Picture walk

Weekly Assessment

1

1. READING

   Literature

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

8. (Not applicable to literature)

N/A

 

1

1. READING

    Literature

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

9. Compare and contrast the adventures and experiences of characters in stories.

Make connections across texts for each story

Discussion (small group)

1

1. READING

    Literature

10. Read and comprehend complex literary and information texts independently and proficiently.

10. With prompting and support, read prose and poetry of appropriate complexity for grade as well as select texts for personal enjoyment, interest, and academic tasks.

Supplemental guided readers

Self choice of library books

Informal teacher observation

1

2. READING

    Informational

    Text

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

1. Ask and answer questions about key details in a text.

“Developing Comprehension” in teacher manual

Comprehension section of unit test

1

2.  READING                   Informational

     Text

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

2. Identify the main topic and retell key details of a text.

Retelling picture cards and unit skills

Starts at Unit 6 in curriculum

Weekly Assessment

Observation

Re-stating in one sentence

worksheet (skill)

1

2.    READING

      Informational

      Text

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

 

 

1

2.  READING

      Informational

      Text

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

Teacher guided reading in manual

Informal class discussion

1

2.  READING

     Informational

    Text

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

Study skills taught in units

Observation

Worksheets

1

2.  READING

       Informational

       Text

6. Assess how point of view or purpose shapes the content and style of a text.

6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Prompting with pictures and phonetic awareness

Weekly assessments

Decoding of new words

1

2.   READING

      Informational

      Text

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

7. Use the illustrations and details in a text to describe its key ideas.

Guided questions in manual

Discussion

1

2.  READING

     Informational

     Text

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

8. Identify the reasons an author gives to support points in a text.

“Authors Purpose” is following each story

Class discussion

1

2.  READING

     Informational

      Text

 

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Basic Readers with Leveled Readers

Small group reading and discussion

1

2.  READING

     Informational

     Text

10. Read and comprehend complex literary and information texts independently and proficiently.

10. With prompting and support, read informational texts appropriately complex for grade 1, as well as select texts for personal enjoyment, interest, and academic tasks.

Science/Social Units (informative articles in each of the 5 books)

Observation of Children’s free choice of reading

1

3.   READING Foundational Skills

 

0. No related anchor standard

1.  Demonstrate understanding of the organization and basic features of print.

a.  Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Grammar lessons which accompany each unit

Correction of spelling sentences and journals

1

3.   READING

     Foundational

     Skills       

0. No related anchor standard

2.  Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

a.  Distinguish long from short vowel sounds in spoken single-syllable words.

b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

c.  Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Phonemic  Awareness and phonics is taught in every lesson

Weekly assessments and oral reading and decoding skills

1

3.  READING

     Foundational

     Skills       

0. No related anchor standard

 

3. Know and apply grade-level phonics and word analysis skills in decoding words.

a.     Know the spelling-sound correspondences for common consonant digraphs, and initial and final consonant blends.

b.   Decode regularly spelled one-syllable words.

c.    Know final -e and common vowel team conventions for re-presenting long vowel sounds.

d.   Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

e.   Decode two-syllable words following basic patterns by breaking the words into syllables.

f.     Read words with inflectional endings.

g.   Recognize and read grade-appropriate irregularly spelled words, including high- frequency words.

Spelling lessons that test each skill taught

Taught in spelling and phonics sections of our reading series

3 high-frequency words included in spelling lists

NWEA tests

Weekly spelling tests

Decoding words

Oral reading

1

3. READING

Foundational Skills

0. No related anchor standard

4. Read with sufficient accuracy and fluency to support comprehension.

a. Read grade-level text with purpose and understanding to promote oral and silent reading fluency.

b.            Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

c. Use context and other cues (e.g., phonics, word recognition skills, prior knowledge) to confirm or self-correct word recognition and understanding, rereading as necessary.

Weekly story in our reading series and leveled readers

Weekly assessments

Oral reading of leveled books in small groups

1

6. WRITING

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure

Writing prompts in stories in some units

Journals

 

1

6. WRITING

2. Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

2. Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Science informational units

Class writing

 

1

6. WRITING

3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

3. Write narratives and other creative texts in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

Creative writing of personal choice

Writing projects/story

1

6. WRITING

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 

4. (Begins in grade 3)

Weekly Writing Prompts

Actual Writing Project

1

6. WRITING

5. Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach.

5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from adults and peers, and add details to strengthen writing as needed.

Weekly writing encourage use of adjectives

Actual Writing Project

1

6. WRITING

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

 

Storybook Weaver (computer program)

Final Draft

1

6. WRITING

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

7.  Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

Animal Report

Final Report

1

6. WRITING

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

“Developing Comprehension” questions in manual

Class discussion

1

6. WRITING

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

9. (Begins in grade 4)

Comprehension checks after stories

Weekly tests

 

1

6. WRITING

 

10. 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 tasks, purposes, and audiences.

10. (Begins in grade 3)

Journals

Journals

 

1

8.  SPEAKING, VIEWING, LISTENING, AND MEDIA LITERACY

1. Prepare for and participate effectively in a range of conversations and collaboration with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

a.    Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

b.    Build on others’ talk in con-conversations by responding to the comments of others through multiple exchanges.

c.     Ask questions to clear up any confusion about the topics and texts under discussion.

d.    Listen to others’ ideas and identify others’ points of view.

e.    Follow two-step oral directions.

Morning meeting

Group work activities

Sharing

Teacher observation

1

8.  SPEAKING, VIEWING, LISTENING, AND MEDIA LITERACY

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media (e.g., stories, poems, rhymes, songs).

Comprehension checks after each story

Class discussion

1

8.  SPEAKING, VIEWING, LISTENING, AND MEDIA LITERACY

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Three questions after sharing time

Teacher observation

1

8.  SPEAKING, VIEWING, LISTENING, AND MEDIA LITERACY

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Morning meeting

Picture prompts in textbook at beginning of each unit

Discussion

 

1

8.  SPEAKNG, VIEWING, LISTENING, AND MEDIA LITERACY

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Writing stories and illustrating

Actual product

1

8.  SPEAKING, VIEWING, LISTENING, AND MEDIA LITERACY

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

6. Produce complete sentences when appropriate to task and situation, and respond to stories, poems, rhymes and songs with expression. (See grade 1 Language standards 1and 3 on page 38 for specific expectations.)

Spelling sentences written for each spelling word

Final copy

1

8.  SPEAKING, VIEWING, LISTENING, AND MEDIA LITERACY

7. Critically analyze information found in electronic, print, and mass media and use a variety of these sources.

7. Distinguish among and understand purposes of different types of print, digital, and multimodal media.

a.    Demonstrate understanding of media by asking and answering appropriate questions about what is read, heard or viewed.

b.    Summarize ideas from media in own words.

Science video

Bus safety video

Fire prevention

Fire safety posters

Bus drill and booklet

1

8.  SPEAKING, VIEWING, LISTENING, AND MEDIA LITERACY

8. Communicate using traditional or digital multimedia formats and digital writing and publishing for a specific purpose.

8. With prompting and support, create and share an individual or shared multimedia work for a specific purpose (e.g., to share lived or imagined experiences, to present information, to entertain, or as artistic expression.)

Making and printing stories on Storybook Weaver

Final copy

1

10. LANGUAGE

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a.    Print all upper- and lowercase letters.

b.    Use common, proper, and possessive nouns.

c.    Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

d.     Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).

e.    Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

f.     Use frequently occurring adjectives.

g.    Use frequently occurring conjunctions (e.g., and, but, or, so, because).

h.    Use determiners (e.g., articles, demonstratives).

i.      Use frequently occurring prepositions (e.g., during, beyond, toward).

j.      Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Handwriting series

Grammar skill taught – each in a different unit

Skill taught in grammar spelling sentences

Grammar skill

Grammar skill

Skill taught in grammar

Not taught

Not taught

Not taught

Grammar skill at the end of year

Weekly unit test, writing samples

Weekly tests

1

10. LANGUAGE

 

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a.     Capitalize dates and names of people.

b.    Use end punctuation for sentences.

c.     Use commas in dates and to separate single words in a series.

d.    Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

e.    Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Grammar skill

Grammar skill, spelling sentences

Grammar skill, morning message

Spelling series, weekly list

Weekly spelling sentences and creative writing

 

Weekly tests and spelling sentences

Spelling tests and creative writing samples

1

10. LANGUAGE

3.  Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

3.  (Begins in grade 2)

Reading with expression and fluency

Oral reading

1

10. LANGUAGE

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialize reference materials , as appropriate.

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

a.    Use sentence-level context as a clue to the meaning of a word or phrase.

b.   Use frequently occurring affixes as a clue to the meaning of a word.

c.    Identify frequently occurring base words and root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

Context clues in reading

Prefixes and suffixes are taught in reading

Taught in reading series in many units

Weekly test

1

10. LANGUAGE

5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

 5. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings to develop word consciousness.

a.    Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

b.   Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

c.    Identify real-life connections between words and their use (e.g., note places at home that are cozy).

d.    Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

Categorizing/ classification taught in several units

Classifying with verbal likes and differences

Vocabulary cards with oral

Sentences

Synonyms and adjectives in grammar

 

Weekly tests and worksheets from series

Worksheets

Observation

Worksheets, weekly tests

1

10. LANGUAGE

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary know- ledge when encountering an unknown term important to comprehension or expression.

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

Reflections on books read during story time

Making connections across texts

Basal story to level books

Class discussions

 

 

 

 

 

 

2010 Minnesota Academic Standards – English Language Arts K-12

K-5 Curriculum and Assessment Alignment Form

Level

Strand/Sub-strand

 Anchor Standard

Benchmark

Curriculum

Assessment

2

1.  READING   Literature

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support con- clusions drawn from the text.

1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Retelling Cards

Accelerated Reader (AR) and Comprehension

Teacher Observation

2

1. READING

     Literature

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Read aloud Anthology

Observation

2

1.  READING

      Literature

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

3. Describe how characters in a story respond to major events and challenges.

Flip Flops

Small group discussions

Observation

2

1.  READING

       Literature

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Unit One

“Yellow Sheets”

“Music – Class

Unit Test

NWEA

2

1. READING

    Literature

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

 

Flip Flop

Graphic Organizers

 

 

 

 

 

Teacher Observation

2

1. READING

    Literature

6. Assess how point of view or purpose shapes the content and style of a text.

6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Play, unit 5, Week 2

Performance

2

1. READING

    Literature

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Social Studies Big Books

Unit one Graphic Organizer

Unit Tests

2

1. READING

    Literature

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

8.    (Not applicable to literature)

Saving the Earth

Unit Tests

2

1. READING

    Literature

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures, including those by or about Minnesota American Indians.

“Talking Stone”, related to children’s own family stories

Teacher Observation

2

1.READING

    Literature

10. Read and comprehend complex literary and information texts independently and proficiently.

10. By the end of the year, select, read and comprehend literature including stories and poetry for personal enjoyment, interest, and academic tasks, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

AR

AR Quizzes

2

2. READING

    Informational

    Text

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Expository Writing

Unit one

Teacher Observation

2

2. READING         Informational

    Text

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Unit one  “Tiger”

Unit Test

2

2. READING

    Informational

    Text

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Unit 6  “Inventors”

Timeline

 

2

2. READING

    Informational

    Text

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

Unit one, Week 4

“Disabilities”

Observation

2

2. READING

    Informational

    Text

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

Nonfiction and Research

Small group

Unit test

NWEA

Observation

2

2.    READING

     Informational

     Text

6. Assess how point of view or purpose shapes the content and style of a text.

6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

About the Author

“Weekly”

Observation

2

2.  READING

     Informational

     Text

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text

Flip Flop Books

Reading Sheets

Unit Test

2

2.  READING

     Informational

     Text

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

8. Describe how reasons support specific points the author makes in a text.

 

 

Weekly Stories from text

Teacher Observation

Unit tests

2

2.  READING

     Informational

     Text

 

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

9. Compare and contrast the most important points presented by two texts on the same topic.

Native American theme Unit

“Talking Stone”vs family Stories

Teacher Observation

2

2. READING

    Informational

    Text

10. Read and comprehend complex literary and information texts independently and proficiently.

10. By the end of year, select, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range for personal interest, enjoyment, and academic tasks.

AR

Fiction/Nonfiction

Teacher Observation

2

3.  READING      Foundational Skills

 

0. No related anchor standard

3. Know and apply grade-level phonics and word analysis skills in decoding words.

a.    Distinguish long and short vowels when reading regularly spelled one-syllable words.

b.  Know spelling-sound correspondences for additional common vowel teams.

c.   Decode regularly spelled two-syllable words with long vowels.

d.  Decode words with common prefixes and suffixes.

e.  Identify words with inconsistent but common spelling-sound correspondences.

f.     Recognize and read grade-appropriate irregularly spelled words, including high-frequency words.

Weekly Phonics instruction text

Weekly phonics and word family identification

Unit test

Teacher observation

2

3. READING

    Foundational       Skills

0. No related anchor standard

4.  Read with sufficient accuracy and fluency to support comprehension.

a.   Read grade-level text with purpose and understanding to promote oral and silent reading fluency.

b.  Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

c.   Use context and other cues (e.g., phonics, word recognition skills, prior knowledge) to confirm or self-correct word recognition and understanding, rereading as necessary.

Weekly text book instruction

AIMS Web Screening

2

6. WRITING

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Writing prompts

I like/dislike ___________

I am/am not excited about 3rd grade because…

Teacher Observation

2

6. WRITING

2. Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

2. Write informative/ explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Animal Report

Teacher Observation

2

6. WRITING

3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

3. Write narratives and other creative texts in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide some sense of closure.

“Trip” story

Teacher Observation

2

6. WRITING

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 

 

4. (Begins in grade 3)

 

 

2

6. WRITING

5. Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach.

5. With guidance and support from adults, and peers, focus on a topic and strengthen writing as needed by revising and editing.

 

Animal Reports

Pen Pals

Teacher Observation

2

6. WRITING

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Storybook Weaver

Teacher Observation

2

6. WRITING

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

Animal Report

Teacher Observation

2

6. WRITING

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

8. Recall information from experiences or gather information from provided sources to answer a question.

Animal Report

What adaptations?

Teacher Observation

2

6. WRITING

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

9. (Begins in grade 4)

 

 

2

6. WRITING

 

10. 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 tasks, purposes, and audiences.

10. (Begins in grade 3)

 

 

2

8. SPEAKING, VIEWING, LISTENING, AND MEDIA LITERACY

1. Prepare for and participate effectively in a range of conversations and collaboration with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

a.     Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

b.   Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

c.    Ask for clarification and further explanation as needed about the topics and texts under discussion.

d.   Cooperate for productive group discussion.

e.   Follow two-step oral directions.

Morning Meeting

Teacher Observation

2

8. SPEAKING, VIEWING, LISTENING, AND MEDIA LITERACY

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

Read Aloud

Google Earth

Unit Test

2

8. SPEAKING, VIEWING, LISTENING, AND MEDIA LITERACY

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issues.

Read aloud

Authors Purpose at the end of each story

Morning Meeting

Unit Test

2

8. SPEAKING, VIEWING, LISTENING, AND MEDIA LITERACY

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, avoid plagiarism by identifying sources, and speak audibly in coherent sentences.

Story Telling Cards

Teacher Observation

2

8. SPEAKNG, VIEWING, LISTENING, AND MEDIA LITERACY

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

Plays

Teacher Observation

2

8. SPEAKING, VIEWING, LISTENING, AND MEDIA LITERACY

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on page 38 for specific expectations.)

Morning Meeting

Teacher Observation

2

8. SPEAKING, VIEWING, LISTENING, AND MEDIA LITERACY

7. Critically analyze information found in electronic, print, and mass media and use a variety of these sources.

7. Distinguish, understand, and use different types of print, digital, and multimodal media.

a.  Use tools for locating print and electronic materials appropriate to the purpose.

AR Quiz

NWEA

Stars

School House Rock

NWEA

2

8. SPEAKING, VIEWING, LISTENING, AND MEDIA LITERACY

8. Communicate using traditional or digital multimedia formats and digital writing and publishing for a specific purpose.

8. With prompting and support, create and share an individual or shared multimedia work for a specific purpose (e.g., to create or integrate knowledge, to share experiences or information, to persuade, to entertain, or as artistic expression.)

a.  With prompting and support, critique each found image under consideration for use in a multimedia project for its appropriateness to purpose, its effectiveness in conveying the message, and its effect on the intended audience and justify its use in the project.

b.  Share the work with an audience.

Storybook Weaver

Teacher Observation

2

10. LANGUAGE

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a.    Use collective nouns (e.g., group).

b.   Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

c.    Use reflexive pronouns (e.g., myself, ourselves).

d.   Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

e.   Use adjectives and adverbs, and choose between them depending on what is to be modified.

f.        Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

Weekly Grammar in Reading sheets

Writing process

Animal Reports, Letters

Unit Tests

2

10.   LANGUAGE

 

2.                   2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a.    Capitalize holidays, product names, and geographic names.

b.   Use commas in greetings and closings of letters.

c.    Use an apostrophe to form contractions and frequently occurring possessives.

d.   Generalize learned spelling patterns when writing words (e.g., cage badge; boy boil).

e.    Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Reading Sheets

Unit Test

2

10. LANGUAGE

3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a.    Compare formal and informal uses of English.

 

Figurative Language Books

NWEA

2

10. LANGUAGE

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialize reference materials, as appropriate.

4.  Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

a.    Use sentence-level context as a clue to the meaning of a word or phrase.

b.   Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

c.    Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

d.   Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

e.      Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

Context Clues, Homophone, root/base words

Prefix/suffix

 

Reading sheets

Unit Test

2

10. LANGUAGE

5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

5.     Demonstrate understanding of word relationships and nuances in word meanings to develop word consciousness.

a.     Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

b.   Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

High School Helpers

Figurative language Books

Reading Sheets

Teacher Observation

2

10. LANGUAGE

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Imagery

Expository Writing

Teacher Observation


2010 Minnesota Academic Standards – English Language Arts K-12

K-5 Curriculum and Assessment Alignment Form

Level

Strand/Sub-strand

 Anchor Standard

Benchmark

Curriculum

Assessment

3

1.  READING         Literature

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Accelerated Reader (AR), Independent Reading

Accelerated Reader (AR) Quiz

3

1.  READING

     Literature

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

Reading Series   Treasures   2009 MacMillan/McGraw Hill

Unit 2  *The Wind and the Sun

Video – Tall Tale

Weekly Test

Question and Answers

3

1.  READING

       Literature

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Reading

Unit 1, First Day Jitters

Weekly Test

 

3

1.  READING

     Literature

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language, including figurative language such as similes.

Reading

Unit 3, Saving the Sand Dunes

Weekly Test

 

3

1.  READING

       Literature

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

Reading

Unit 2, The Strongest One

 

 

 

 

 

 

Weekly Test

 

3

1.  READING

       Literature

6. Assess how point of view or purpose shapes the content and style of a text.

6.  Distinguish their own point of view from that of the narrator or those of the characters.

Reading

Unit 2, Author A True Story

Weekly Test

 

3

1.  READING

      Literature

 

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting.)

Reading

Unit 3, What Do Illustrators Do 

 

Weekly Test

 

3

1.  READING

      Literature

 

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

8.  (Not applicable to literature)

Reading

Unit 1, Whose Habitat Is It

 

Weekly Test

 

3

 1.  READING

            Literature

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

Reading

Unit 2, Wolf

Class Discussion

3

1.   READING

       Literature

10. Read and comprehend complex literary and information texts independently and proficiently.

10. By the end of the year, read and comprehend literature and other texts including stories, drama, and poetry, in the grades 2-3 text complexity band proficiently and independently.

a.  Self-select texts for personal enjoyment, interest, and academic tasks.

State Books for State Project

Final Booklet

 

3

2.  READING

     Informational

     Text 

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

State Project

 

Native Reports

Final Booklet

 

Written Reports

3

2. READING       Informational

Text

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

2. Determine the main idea of a text; recount the key details and explain how they support the main idea.

Reading

Unit 1, Whose Habitat Is It

 

 

 

Weekly Test

 

3

2. READING

    Informational

    Text 

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Reading

Unit 3, What Illustrators Do

Weekly Test

 

3

2. READING

    Informational

    Text 

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

4. Determine the meaning of general academic    and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

Reading

Unit 3.1 to 3.3

 

English

6 + 1 Traits of Writing

Weekly Test

 

 

Voice, Word choice

3

2. READING

    Informational

    Text 

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

Reading

Unit 3.1 to3.3

Weekly Test

 

3

2. READING

    Informational

    Text 

6. Assess how point of view or purpose shapes the content and style of a text.

6. Distinguish their own point of view from that of the author of a text.

 

Reading

Unit 3.1 to3.3

Weekly Test

 

3

2. READING

    Informational

    Text 

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Time for Kids

Reading

Unit 3.1 to3.3

Weekly Test

3

2. READING

    Informational

    Text 

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

Reading

Unit 3.1 to3.3

Weekly Test

3

2. READING

    Informational

    Text 

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

9. Compare and contrast the most important points and key details presented in two texts on the same topic.

Reading

Book 2 Unit 4 Author a True Story

Weekly Test

3

2. READING

    Informational

   Text 

10. Read and comprehend complex literary and information texts independently and proficiently.

10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

a.   Self-select texts for personal enjoyment, interest, and academic tasks.

Science Textbook

Scott Foresman 2010 Diamond Edition

 

Social Textbook

Scott Foresman 2003 McMillan/McGraw Hill 1997

Communities

Chapter Tests

3

3. READING     Foundational Skills

 

0. No related anchor standard

3. Know and apply grade-level phonics and word analysis skills in decoding words.

a.  Identify and know the meaning of the most common prefixes and derivational suffixes.

b. Decode words with common Latin suffixes.

c.  Decode multisyllable words.

d. Read grade-appropriate irregularly spelled words, including high-frequency words.

Reading Series Spelling Book

Unit 6

 

Workbook

Unit Test

3

3. READING     Foundational Skills

 

0. No related anchor standard

4. Read with sufficient accuracy and fluency to support comprehension.

a.  Read grade-level text with purpose and understanding.

b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

c.  Use context to confirm or self-correct word recognition and understanding rereading as necessary.

AR

Reading

Unit 4

AR Test

Weekly Test

3

6. WRITING

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

1. Write opinion pieces on topics or texts, supporting a point of view with reasons.

a.    Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

b.   Provide reasons that support the opinion.

c.    Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

d.   Provide a concluding statement or section.

English Text Book

Houghton Mifflin 2001

Unit 10 Section 3

Opinion Paragraph

3

6. WRITING

2. Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

2. Write informative /explanatory texts to examine a topic and convey ideas and information clearly.

a.    Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

b.   Develop the topic with facts, definitions, and details.

c.    Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

d.    Provide a concluding statement or section.

Social

State Report and Booklet

State Paragraph

Parade of States

3

6. WRITING

3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

a.    Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

b.   Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

c.    Use temporal words and phrases to signal event order.

d.    Provide a sense of closure.

English

Unit 7, Personal Narrative & Story

Final Copy of Narrative

3

6. WRITING

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 

4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

English

6 + 1 Traits of Writing

Journaling

3

6. WRITING

5. Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach.

5. With guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on page 41-42.)

English

6 + 1 Traits of Writing

Journaling

3

6. WRITING

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

Social

President Project and States Report

Final Copies

3

6. WRITING

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

7. Conduct short research projects that build knowledge about a topic.

Social

President Project

Final Typed Document

3

6. WRITING

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Social

States report

Final Copy of Research Report

 3

6. WRITING

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

9. (Begins in grade 4)

 

 

3

6. WRITING

 

10. 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 tasks, purposes, and audiences.

10. 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.

 a.  Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.

Book Reports

Journaling

States Reports

Read Book Reports

Journal

Report

3

8. SPEAKING, VIEWING, LISTENING, AND MEDIA LITERACY

1. Prepare for and participate effectively in a range of conversations and collaboration with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussions (e.g.,  gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

c.  Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

d.  Explain their own ideas and understanding in light of the discussion.

e.    Cooperate and compromise as appropriate for productive group discussion.

f.      Follow multi-step oral directions.

Morning Meet

Responsive Classroom

Social Curriculum

Class Interaction

Class Discussion

 

3

8. SPEAKING, VIEWING, LISTENING, AND MEDIA LITERACY

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Science

Solar System

Read Book

Watch Video

3

8. SPEAKING, VIEWING, LISTENING, AND MEDIA LITERACY

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Morning Meeting

Responsive Classroom

Morning Meeting Teacher Evaluation

 

3

8. SPEAKING, VIEWING, LISTENING, AND MEDIA LITERACY

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

4. Report on a topic or text and avoid plagiarism by identifying sources, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

State Project

Final Booklet and Program

3

8. SPEAKNG, VIEWING, LISTENING, AND MEDIA LITERACY

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

Class Novel

Read aloud in Class

3

8. SPEAKING, VIEWING, LISTENING, AND MEDIA LITERACY

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on page 41-42 for specific expectations.)

Book Reports

Read in front of Class

3

8. SPEAKING, VIEWING, LISTENING, AND MEDIA LITERACY

7. Critically analyze information found in electronic, print, and mass media and use a variety of these sources.

7. Distinguish among, understand, and use different types of print, digital, and multimodal media.

a.     Make informed judgments about messages promoted in the mass media (e.g., film, television, radio, magazines, advertisements, newspapers).

b.    Locate and use information in print, non-print, and digital resources, and identify reasons for choosing information used.

c.     Check for accuracy in pictures and images.

d.    Recognize safe practices in personal media communications.

State Report

Booklet

3

8.   SPEAKING, VIEWING, LISTENING, AND MEDIA LITERACY

8. Communicate using traditional or digital multimedia formats and digital writing and publishing for a specific purpose.

8. With prompting and support, create an individual or shared multimedia work for a specific purpose (e.g., to create or integrate knowledge, to share experiences or information, to persuade, to entertain, or as artistic expression.)

a.       With prompting and support, critique each found image under consideration for use in a multimedia project for its appropriateness to purpose, its effectiveness in conveying the message, and its effect on the intended audience and justify its use in the project.

b.      Share the work with an audience.

State Project

State Program

3

10. LANGUAGE

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a.    Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

b.   Form and use regular and irregular plural nouns.

c.    Use abstract nouns (e.g., childhood).

d.    Form and use regular and irregular verbs.

e.   Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

f.     Ensure subject-verb and pronoun-antecedent agreement.*

g.   Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

h.    Use coordinating and subordinating conjunctions.

i.      Produce simple, compound, and complex sentences.

English

6 + 1 Traits of Writing

Unit 1 – 6

Journals

Unit Tests

3

10. LANGUAGE

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

2.  Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a.    Capitalize appropriate words in titles.

b.   Use commas in addresses.

c.    Use commas and quotation marks in dialogue.

d.   Form and use possessives.

e.   Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

f.     Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

g.   Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

English

Unit 5

 

Spelling

Unit 6

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Spelling

Unit 5

 

Reading Series

3.1 to 3.3

Unit test

 

 

Weekly Tests

3

10. LANGUAGE

3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a.    Choose words and phrases for effect.*

b.   Recognize and observe differences between the conventions of spoken and written standard English.

English

6 + 1 Traits of Writing

Weekly Writing in Journal

3

10. LANGUAGE

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialize reference materials , as appropriate.

4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

a.  Use sentence-level context as a clue to the meaning of a word or phrase.

b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

c.  Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

Reading

Unit 1, Dear Juno

Unit 2, The Planet in our Solar System

Unit 3, Saving the Sand Dunes

Weekly Test

Unit Test

3

10. LANGUAGE

5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

5. Demonstrate understanding of word relationships and nuances in word meanings to develop word consciousness.

a.     Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

b.    Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

c.     Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

Reading

Unit 3, One Riddle One Answer

Weekly Test

3

10. LANGUAGE

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

6. Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

Morning Meeting

AR

Independent Reading

Teacher Evaluation

 

Quiz

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2010 Minnesota Academic Standards – English Language Arts K-12

K-5 Curriculum and Assessment Alignment Form

Level

Strand/Sub-strand

 Anchor Standard

Benchmark

Curriculum

Assessment

4

1.  READING    Literature

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Unit 2 & Novels

Weekly Assess

Story Questions

Classroom Discussion

4

1.  READING         Literature

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Weekly Stories & Novel

Orally

Workbook pages

Weekly Assess

 

4

1.  READING      Literature

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Unit 1 & Novel

Orally

Story Questions

Weekly Assess

4

1. READING

    Literature

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

4.  Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

All Units & Novel

Orally

Workbook pages

Smartboard

 

4

 1. READING         Literature

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

5.  Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

MCA test prep-poetry

Unit 2

 

 

 

 

 

 

Orally

Workbook pages

Smartboard

 

4

1.  READING    Literature

6. Assess how point of view or purpose shapes the content and style of a text.

6.  Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

Novels

Oral

 

4

1.  READING    Literature

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

7.  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.

Novel or Read a loud

Journaling

4

1.  READING  Literature

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

8.  (Not applicable to literature)

NA

 

4

1.  READING    Literature

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

9. 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, including American Indian.

Unit 1-3

 

 

 

 

 

Unit 3

Orally

4

1.  READING  Literature

10. Read and comprehend complex literary and information texts independently and proficiently.

10. By the end of the year, read and comprehend literature and other texts including stories, drama, and poetry, in the grades 4-5 text complexity band proficiently and independently with scaffolding as needed at the high end of the range.

a.  Self-select texts for personal enjoyment, interest, and academic tasks.

AR

AR tests

4

2.  READING

     Informational

     Text

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Unit 2

Workbook pages

4

2. READING   Informational

    Text

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Unit 1-2

Nonfiction stories

Workbook pages

Weekly assess

Orally

4

2. READING   Informational

    Text

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Unit 2

Workbook pages

Smartboard

 

4

2. READING   Informational

    Text

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Social & Science Texts

Orally

Vocabulary on tests and quizzes

 

 

 

4

2. READING   Informational

    Text

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

Social Text

Orally

4

2. READING   Informational

    Text

6. Assess how point of view or purpose shapes the content and style of a text.

6. Compare and contrast a firsthand and secondhand account, including those by or about Minnesota American Indians, of the same event or topic; describe the differences in focus and the information provided.

Unit 3 Mystic Horse

Journal

Comparisons/Contrasts

4

2. READING   Informational

    Text

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

7. 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.

Venn Diagrams

Orally

Completed Diagram

4

2. READING   Informational

    Text

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

8. Explain how an author uses reasons and evidence to support particular points in a text.

Novels & unit 1-3

Orally

 

4

2. READING   Informational

    Text

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Animal Research

Research paper

Powerpoint

4

2. READING   Informational

   Text

10. Read and comprehend complex literary and information texts independently and proficiently.

10. 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 independently and proficiently, with scaffolding as needed at the high end of the range.

a.    Self-select texts for personal enjoyment, interest, and academic tasks.

Social & Science Texts

 

 

 

 

 

 

 

AR

AR Quizzes

4

3. READING  Foundational Skills

 

0. No related anchor standard

3. Know and apply grade-level phonics and word analysis skills in decoding words.

a.    Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Spelling

Units 1-3

Novels

Spelling Workbook

Spelling Tests

Reading Workbook pages

Portal Pages for Novels

4

3. READING  Foundational Skills

 

0. No related anchor standard

4.  Read with sufficient accuracy and fluency to support comprehension.

a.   Read grade-level text with purpose and understanding.

b.  Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

AR

MCA test prep

AR Quizzes

Workbook pages for test prep

Oral reading with teacher

4

6. WRITING

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

a.    Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

b.   Provide reasons that are supported by facts and details.

c.    Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

d. Provide a concluding statement or section related to the opinion presented.

English

Text Writing

Units

Final paper

4

6. WRITING

2. Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

2. Write informative /explanatory texts to examine a topic and convey ideas and information clearly.

a.    Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

b.   Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

c.    Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

d.    Use precise language and domain-specific vocabulary to inform about or explain the topic.

e.    Provide a concluding statement or section related to the information or explanation presented.

Animal Research

Research Paper

Power point

4

6. WRITING

3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

a.    Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

b.   Use dialogue and description to develop experiences and events or show the responses of characters to situations.

c.    Use a variety of transitional words and phrases to manage the sequence of events.

d.   Use concrete words and phrases and sensory details to convey experiences and events precisely.

e.   Provide a conclusion (when appropriate to the genre) that follows from the narrated experiences or events

English Text

Writing Units

Written Paper

4

6. WRITING

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 

4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

English Text

Writing Units

Written Paper

4

6. WRITING

5. Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach.

5. With guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on page 41-42.)

 

6 Traits +1

Written Paper

4

6. WRITING

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

6. With some guidance and support from adults, use technology, including the 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.

Animal Research

Final Paper

Power Point

4

6. WRITING

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.

Animal Research

Final Paper

Power Point

4

6. WRITING

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

Animal Research

Final Paper

Power Point

4

6. WRITING

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

a.   Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).

b.  Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

Reading Novels

Teacher modeling of how to use author’s words; context clues, what is  implied, not said

Classroom Discussion

 

4

6. WRITING

 

10. 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 tasks, purposes, and audiences.

10. 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.

 a.   Independently select writing topics and formats for personal, enjoyment interest, and academic tasks.

Animal Research

Journaling

Writing Units is English Texts

Research Paper

Journal

Final Paper

4

8. SPEAKING, VIEWING, LISTENING, AND MEDIA LITERACY

1. Prepare for and participate effectively in a range of conversations and collaboration with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

a.     Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b.    Follow agreed-upon rules for discussions and carry out assigned roles.

c.    Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

d.    Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

e.    Cooperate and problem solve as appropriate for productive group discussion.

Literary Circles of variety of sizes

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Story Question

Teacher Observation in circles

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4

8. SPEAKING, VIEWING, LISTENING, AND MEDIA LITERACY

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Literary Circles of variety of sizes

 

Story Question

Teacher Observation in circles

 

 

4

8. SPEAKING, VIEWING, LISTENING, AND MEDIA LITERACY

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

3. Identify the reasons and evidence a speaker provides to support particular points.

Hatching of Chicks

Red Wiggle Worm Speakers

Teacher Observation

 

4

8. SPEAKING, VIEWING, LISTENING, AND MEDIA LITERACY

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

 4. Report on a topic or text and avoid plagiarism by identifying sources, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Hatching of Chicks

Red Wiggle Worm Speakers

Teacher Observation

 

4

8. SPEAKNG, VIEWING, LISTENING, AND MEDIA LITERACY

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

Smart Board display of unit 1-3 stories

Teacher Observation

 

4

8. SPEAKING, VIEWING, LISTENING, AND MEDIA LITERACY

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 a