Common+Core+Vertical+Alignments


 * **Grammar Concept** || **Kindergarten** || **Grade 1** || **Grade 2** || **Grade 3** || **Grade 4** || **Grade 5** ||
 * ^  |||||||||||| **Conventions of Standard English: Standards 1 and 2** ||
 * ** Nouns ** || **__ L.K.1b __** – use frequently occurring nouns
 * __ L.K.1c __** – form regular plural nouns orally by adding /s/, or /es/ //(dog ,dogs; wish, wishes)// || **__ L.1.1b __** – Use common, proper and possessive nouns || **__ L.2.1a __** – Use collective nouns //(e.g., group)//
 * __ L.2.1b __** – Form/use frequently occurring irregular plural nouns //(e.g., feet, children, teeth, mice, fish).// || **__ L.3.1a __** – Explain the function of [nouns] in general and their function in particular sentences
 * __ L.3.1b __** – Form/use regular and irregular plural nouns
 * __ L.3.1c __** – Use abstract nouns //(e.g.,// //childhood)//
 * __ L.3.2d __** – Form and use possessives. ||  ||   ||
 * ** Pronouns ** || **__ L.K.1d __** - Understand and use question words (interrogatives) – //e.g., who//, … || **__ L.1.1d __** – Use personal, possessive, and indefinite pronouns //(e.g., I, me, my; they, them, their, anyone, everything)// || **__ L.2.1c __** – Use reflexive pronouns //(myself, ourselves)// || **__ L.3.1a __** – Explain the function of [pronouns] in general and their function in particular sentences
 * __ L.3.2d __** – Form and use possessives. || **__ L.4.1a __** – Use relative pronouns //(e.g., who, whose, whom, which, that)// ||  ||
 * ** Verbs **
 * Verb Tense ** || **__ L.K.1b __** – Use frequently occurring …verbs
 * __ L.K.5b __** – Demonstrate understanding of frequently occurring verbs….by relating them to their opposites
 * __ L.K.5d __** – Distinguish shades of meaning among similar verbs by acting out the meanings || **__ L.1.5d __** – Distinguish shades of meaning among verbs differing in manner.
 * __ L.1.1e __** – 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).// || **__ L.2.1d __** – Form/use past tense of frequently occurring irregular verbs //(e.g., sat, hid, told)//
 * __ L.2.5b __** – Distinguish shades of meaning among closely related verbs… || **__ L.3.1a __** – Explain the function of [verbs] in general and their function in particular sentences
 * __ L.3.1d __** – Form/use regular and irregular verbs //(e.g., I walked; I walk; I will walk)//
 * __ L.3.1e __** – Form/use simple verb tenses || **__ L.4.1b __** – Form and use progressive verb tenses //(e.g., I was walking; I am walking; I will be walking)//
 * __ L.4.1c __** - Use modal auxiliaries to convey various conditions //(e.g., can, may, must)// || **__ L.5.1b __** – Form and use the perfect verb tenses
 * __ L.5.1c __** – Use verb tense to convey various times, sequences, states, and conditions
 * __ L.5.1d __** – Recognize and correct inappropriate shifts in verb tense ||
 * ** Adjectives **
 * - including articles/ **
 * determiners ** ||  || **__ L.1.1f __** – Use frequently occurring adjectives.
 * __ L.1.5d __** – Distinguish shades of meaning among adjectives differing in intensity
 * __ L.1.1h __** – Use determiners (articles, demonstratives) || **__ L.2.1e __** – Use adjectives and adverbs and choose between them depending on what is to be modified.
 * __ L.2.5b __** – Distinguish shades of meaning among closely related … adjectives
 * __ L.2.6 __** – Use words and phrases acquired through conversations, etc…., including using adjectives and adverbs to describe || **__ L.3.1a __** – Explain the function of [adjectives] in general and their function in particular sentences
 * __ L.3.1g __** – Form/use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. || **__ L.4.1d __** – Order adjectives within sentences according to conventional patterns (e.g., a small red bag, rather than a red small bag) ||  ||
 * ** Adverbs ** || **__ L.K.1d __** - Understand and use question words (interrogatives) – e.g., … //__where, when, why, how__// ||  || **__ L.2.1e __** – Use adjectives and adverbs and choose between them depending on what is to be modified.
 * __ L.2.6 __** – Use words and phrases acquired through conversations, etc…., including using adjectives and adverbs to describe || **__ L.3.1a __** – Explain the function of [adverbs] in general and their function in particular sentences
 * __ L.3.1g __** – Form/use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. || **__ L.4.1a __** – Use relative adverbs //(e.g., where, when, why)// ||  ||
 * ** Conjunctions ** ||  || **__ L.1.1g __** – Use frequently occurring conjunctions //(e.g., and, but, or, so, because).// ||   || **__ L.3.1h __** – Use coordinating and subordinating conjunctions ||   || **__ L.5.1a __** – Explain the function of [conjunctions…] in general and their function in particular sentences
 * __ L.5.1e __** – Use correlative conjunctions //(e.g., either/or, neither/nor)// ||
 * ** Prepositions ** || **__ L.K.1e __** – Use frequently occurring prepositions //(eg., to, from, in, out, on, off, for, of, by, with)// || **__ L.1.1i __** – Use frequently occurring prepositions (//e.g., during, beyond, toward)// ||  ||   || **__ L.4.1e __** – Form and use prepositional phrases || **__ L.5.1a __** – Explain the function of [prepositions…] in general and their function in particular sentences ||
 * ** Interjections ** ||  ||   ||   ||   ||   || **__ L.5.1a __** – Explain the function of [interjections…] in general and their function in particular sentences ||
 * ** Agreement ** ||  || **__ L.1.1c __** – Use singular/plural nouns with matching verbs (//He hops. We hop.)// ||   || **__ L.3.1f __** – Ensure subject-verb and pronoun-antecedent agreement ||   ||   ||
 * ** Sentence Structure ** || **__ L.K.1f __** – Produce and expand complete sentences in shared language activities || **__ L.1.1j __** – Produce/expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. || **__ L.2.1f __** – 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).// || **__ L.3.1i __** – Produce simple, compound, and complex sentences || **__ L.4.1f __** – Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons ||  ||
 * ** Capitalization ** || **__ L.K.2a __** – Capitalize first word in sentence and pronoun ‘I’ || **__ L.1.2a __** – Capitalize dates and names of people. || **__ L.2.2a __** – Capitalize holidays, product names, and geographic names. || **__ L.3.2a __** – Capitalize appropriate words in titles. || **__ L.4.2a __** – Use correct capitalization ||  ||
 * ** Punctuation ** || **__ L.K.2b __** – Recognize and name end punctuation || **__ L.1.2.b __** – Use end punctuation for sentences
 * __ L.1.2c __** – Use commas in dates and to separate single words in series || **__ L.2.2b __** – Use commas in greetings and closings of letters.
 * __ L.2.2c __** – Use an apostrophe to form contractions and frequently occurring possessives. || **__ L.3.2b __** – Use commas in addresses.
 * __ L.3.2c __** – Use commas and quotation marks in dialogue || **__ L.4.2b __** – Use commas and quotation marks to mark direct speech and quotations from a text.
 * __ L.4.2c __** – Use a comma before a coordinating conjunction in a compound sentence. || **__ L.5.2a __** – Use punctuation to separate items in a series.
 * __ L.5.2b __** – Use a comma to separate an introductory element from the rest of the sentence.
 * __ L.5.2c __** – Use a comma to set off the words yes and no //(e.g., Yes, thank you.)//, to set off a tag question from the rest of the sentence //(e.g., It’s true, isn’t it?)//, and to indicate direct address //(e.g., Is that you, Steve?)//.
 * __ L.5.2d __** – Use underlining, quotation marks, or italics to indicate titles of works ||
 * ** Spelling ** || **__ L.K.1a __** -
 * __ L.K.2d __** – Spell simple words phonetically || **__ L.1.2d __** – Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
 * __ L.1.2.e __** – Spell untaught words phonetically || **__ L.2.2d __** – Generalize learned spelling patterns when writing words (e.g., cage badge boy boil)
 * __ L.2.2e __** – Consult reference materials, including beginning dictionaries, as needed to check and correct spelling || **__ L.3.2e __** – Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (//e.g. sitting, smiled, cries, happiness)//
 * __ L.3.2f __** – Use spelling patterns and generalizations in writing words
 * __ L.3.2g __** – Consult reference materials, including beginning dictionaries, as needed to check and correct spellings || **__ L.4.1g __** – Correctly use frequently confused words (to, too, two; there, their)
 * __ L.4.2d __** – Spell grade-appropriate words correctly, consulting references as needed. || **__ L.5.2e __** – Spell grade-appropriate words correctly, consulting references as needed. ||

Informational Text
 * ** Key Ideas and Details ** ||
 * K || 1st || 2nd || 3rd || 4th || 5th ||
 * ** 1. ** With **prompting** and **support**, ask and answer questions about **key details** in a text || ** Ask ** and **answer** questions about **key details** in a text || Ask and answer such questions as **who, what, where, when, why, and how** to demonstrate understanding of **key details** in a text || Ask and answer questions to **demonstrate understanding** of a text, referring **explicitly** to the text **as the basis for the answers** || Refer to **details and examples** in a text when explaining what the text says **explicitly** and when **drawing inferences** from a text || ** Quote accurately ** from a text when explaining what the text says **explicitly** and when **drawing inferences** from the text ||
 * ** 2. ** With **prompting** and **support**, identify the **main topic** and **retell key details** of a text || ** Identify ** the main topic and **retell** key details of a text || Identify the main topics of a **multi-paragraph text** as well as the focus of **specific paragraphs** within the text || ** Determin ** e the **main idea** of a text; **recount** the key details and **explain how they support the main idea** || Determine the main idea of a text and **explain how it is supported by the key details;** **summarize** the text || Determine **two or more main ideas** of a text and explain how they are supported by key details; summarize the text ||
 * ** 3. ** With **prompting** and **support**, **describe** the **connection between two individuals, events, ideas, or pieces of information** in a text || ** Describe ** the connection between two individuals, events, ideas, or pieces of information in a text || Describe the connection between a **series of historical events, scientific ideas or concepts, or steps in technical procedures** in a text || 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** || ** 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 || Explain the **relationship or interconnections between two or more** individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text ||

(e.g., **captions, bold print, subheadings**, glossaries, **indexes,** electronic menus, icons) || Use text features and **search tools** to locate information relevant to a **given topic** efficiently (e.g., **key words, sidebars, hyperlinks**) || ** Describe ** the overall structure of events, ideas, concepts, or information **in a text or part of a text** (e.g., **chronology, comparison, cause/effect, problem/solution**) || ** Compare ** **and** **contrast** the overall structure of events, ideas, concepts, or information **in two or more texts** (e.g., chronology, comparison, cause/effect, problem/solution) ||
 * ** Craft and Structure ** ||
 * K || 1st || 2nd || 3rd || 4th || 5th ||
 * ** 4. ** With **prompting** and **support**, **ask** and **answer** questions about **unknown** **words** in a text || ** Ask ** and **answer** questions to help **determine or clarify** the **meaning** of **words** and **phrases** in a text || ** Determine ** the meaning of words and phrases in a text **relevant to a grade 2 topic or subject** area || ** Determine ** the meaning of **general academic and domain-specific words** and phrases in a text **relevant to a grade 3 topic or subject** area || ** Determine ** the meaning **general academic and domain-specific words** and phrases in a text **relevant to a grade 4 topic or subject** area || ** Determine ** the meaning of **general academic and domain-specific words** and phrases in a text **relevant to a grade 5 topic or subject** area ||
 * ** 5. ** Identify the **front cover, back cover**, and **title page** of a book (concepts of print) || ** Know and use ** various **text features** (to **locate key facts or information** in a text e.g., **headings, tables of contents, glossaries, electronic menus, icons**) || Know and use various text features to locate key facts or information in a text **efficiently**
 * ** 6 ** . **Name the author and illustrator** of a text and **define the role of each** in presenting the ideas or information in a text || ** Distinguish between ** **information** provided by **pictures** or other **illustrations** and information provided by the **words** in a text || ** Identify ** the **main purpose of text**, including **what the author wants to answer, explain, or describe** || ** Distinguish ** their **own point of view from that of the author** of a text || ** Compare and contrast ** a **firsthand and secondhand account** of the same event or topic; describe the **differences in focus** and the information provided || ** Analyze mutiple accounts ** of the same event or topic, noting important **similarities and differences** in the point of view they represent ||


 * ** Integration of Knowledge and Ideas ** ||
 * K || 1st || 2nd || 3rd || 4th || 5th ||
 * ** 7. ** With **prompting** and **support**, describe the relationship between i**llustrations and the text** in which they appear (e.g., what **person, place, thing, or idea in the text an illustration depicts**) || ** Use illustrations and details ** in a text to describe its **key ideas** || ** Explain ** how specific **images** **contribute to and clarify** a text (e.g., a diagram showing how a machine works) || ** 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) || ** Interpret ** information presented **visually, orally, or quantitatively** and explain how the information contributes to an understanding of the text in which it appears (e.g., in **charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages**) || ** Draw on information from multiple print or digital sources, ** demonstrating the ability to **locate and answer questions quickly or solve problems efficiently** ||
 * ** 8. ** With **prompting** and **support**, identify the **reasons an author gives** to support points in a text || ** Identify ** the reasons an author gives to support points in a text || ** Describe how ** reasons support specific points the author makes in a text || Describe the **logical connection** between particular sentences and paragraphs in a text (e.g., **comparison, cause/effect, first/second/third in a sequence**) || ** Explain how an author uses reasons and evidence ** to support particular points in a text || Explain how an author uses reasons and evidence to support particular points in a text, **identifying which reasons and evidence support which point** **(s)** ||
 * ** 9. ** With **prompting** and **support,** identify basic **similarities** in and **differences** between **two text on the same topic** (e.g., in **illustrations, descriptions, or procedures**) || ** Identify ** basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures) || ** Compare and contrast ** the **most important points** presented by two texts on the same topic || Compare and contrast the most important points and **key details** presented in two texts on the same topic || ** Integrate information ** from two texts on the same topic in order to **write or speak about the subject knowledgeably** || Integrate information from **several texts** on the same topic in order to write or speak about the subject knowledgeably ||

(e.g., shared reading, interactive read-a-louds, and guided reading) || With **prompting and suppor**t, read **informational text** appropriately complex for **grade 1** (e.g., shared reading, interactive read-a-louds, and guided reading) || By the end of the year, **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 high end of the range (e.g., shared reading, interactive read-a-louds, and guided reading) || By the end of the year, read and comprehend informational text, including history/social studies, science, and technical texts, at the high end of **grades 2-3 text complexity band** **independently and proficiently** (e.g., shared reading, interactive read-a-louds guided reading and independent reading) || By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts in the **grades 4-5** complexity band proficiently, **with scaffolding as needed** at the high end of the range (e.g., shared reading, interactive read-a-louds, guided reading, and independent reading) || 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 4-5** **text complexity band independetly and proficiently** (e.g., shared reading, interactive read-a-louds guided reading and independent reading) ||
 * ** Range of Reading and Level of Text Complexity ** ||
 * K || 1st || 2nd || 3rd || 4th || 5th ||
 * ** 10. ** **Actively engage** **in group reading** activities with purpose and understanding

Literature


 * ** Key Ideas and Details ** ||
 * K || 1st || 2nd || 3rd || 4th || 5th ||
 * ** 1. ** With **prompting** and **support**, ask and answer questions about **key details** in a text || ** Ask ** and **answer** questions about **key details** in text || Ask and answer such questions as **who, what, where, when, why, and how** to demonstrate understanding of **key details** in a text || Ask and answer questions to demonstrate understanding of a text, referring **explicitly** to the text **as a basis for the answers** || Refer to **details and examples** in a text when explaining what the text says **explicitly** and when **drawing inferences** from a text || ** Quote accurately ** from a text when explaining what the text says **explicitly** and when **drawing inferences** from the text ||
 * ** 2. ** With **prompting** and **support**, **retell** familiar stories, including **key events** in a story || Retell stories, including **key details**, and demonstrate understanding of their **central message** or lesson || Recount stories, including **fables** and **folktales** from diverse cultures, and determine their **central message, lesson, or moral** || 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** || Determine a **theme** of a **story, drama, or poem** from details in the text; **summarize the text** || Determine a theme of a story, drama, or poem from details in the text, including **how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic**; summarize the text ||
 * ** 3. ** With **prompting** and **support**, **identify** characters, setting, and major events in a story || ** Describe ** characters, settings, and major events in a story, using **key details** || Describe how characters in a story **respond** to major events and challenges || Describe characters in a story (e.g., their **traits,** **motivations**, or **feelings**) and **explain** how their actions **contribute** to the sequence of events || 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) || ** Compare and contrast ** two or more characters, settings, or events in a story or dramas, drawing on specific details in the text (e.g., how characters **interact**) ||


 * ** Craft and Structure ** ||
 * K || 1st || 2nd || 3rd || 4th || 5th ||
 * ** 4. Ask ** and **answer** questions about **unknown words** in a text || ** Identify words ** and **phrases** in stories or poems that suggest feelings or appeal to the **senses** || ** Describe ** how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) **supply rhythm and meaning** in a story, poem, or song || ** Determine ** the meaning of words and phrases as they are used in a text, **distinguishing literal from non-literal** language || 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) || Determine the meaning of words and phrases as they are used in a text, including **figurative language** such as **metaphors and similes** ||
 * ** 5. ** **Recognize** common **types of texts** (e.g., storybooks, poems) || ** Explain ** major **differences between** books that tell **stories** and books that give **information**, drawing on a wide reading of a range of **text** **types** (genres) || ** Describe ** the overall **structure of a story**, including describing how the **beginning** introduces the story and the **ending** concludes the action || ** 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 || ** 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 text || Explain how a **series of chapters, scenes, or stanzas fit together** to provide the overall structure of a particular story, drama, or poem ||
 * ** 6. ** With **prompting** and **support**, **name** the **author and illustrator** of a story and **define the role of each** in telling the story || ** Identify who is telling the story ** at various points in a text || Acknowledge **differences in the points of view of characters**, including by **speaking in a** **different voice** for each character when **reading** dialogue **aloud** || ** Distinguish ** their **own point of view** from that of the narrator or those of the characters || ** Compare and contrast ** the point of view from which **different stories are narrated**, including the **difference between first-and-third person narrations** || ** Describe ** how a **narrator’s or speaker’s** point of view **influence how events sre described** ||


 * ** Integration of Knowledge and Ideas ** ||
 * K |||| 1st |||| 2nd |||| 3rd || 4th |||||| 5th ||
 * ** 7. ** With **prompting** and **support**, describe the relationship between i**llustrations and the story** in which they appear (e.g., what moment in a story an illustration depicts) |||| ** Use illustrations and details ** in a story to describe its **characters, setting, or events** |||| Use information **gained** from the **illustrations and words** in a **print or digital text** to demonstrate understanding of its characters, setting, or **plot** |||||| ** 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**) || ** Make connections ** **between the text** of a story or drama **and visual or oral presentation** of the text, **identifying** where each version reflects specific descriptions and directions in the text || ** Analyze ** how **visual and multimedia elements** contribute to the meaning, tone, or beauty of a text (e.g., **graphic novel, multimedia presentation of fiction, folktale, myth, poem**) ||
 * ** 8. ** Not applicable to literature |||| Not applicable to literature |||| Not applicable to literature |||||| Not applicable to literature || Not applicable to literature || Not applicable to literature ||
 * ** 9. ** With **prompting** and **support, compare and contrast** the adventures and experiences of characters in **familiar stories** |||| ** Compare and contrast ** the adventures and experiences of characters in **stories** |||| Compare and contrast **two or more versions of the same story** by **different authors** or from **different cultures** (e.g., Cinderella stories) |||||| 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) || 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** || Compare and contrast stories in the **same genre** on their **approaches to similar themes and topics** (e.g., mysteries and adventure stories) ||

(e.g., shared reading, interactive read-a-louds guided reading and independent reading) ||
 * ** Range of Reading and Level of Text Complexity ** ||
 * K || 1st || 2nd || 3rd || 4th || 5th ||
 * ** 10. Actively engage ** **in group reading** activities with purpose and understanding (e.g., shared reading, interactive read-a-louds, and guided reading) || With **prompting and suppor**t, read **prose and poetry** of appropriate complexity for **grade 1** (e.g., shared reading, interactive read-a-louds, and guided reading) || By the end of the year, **read and comprehend** literature, including **stories and poetry**, in the **grades 2-3 text complexity band** proficiency, **with scaffolding as needed** at high end of the range (e.g., shared reading, interactive read-a-louds, and guided reading) || By the end of the year, read and comprehend literature, including **stories, dramas, and poetry**, at the high end of **grades 2-3 text complexity band** **independently and proficiently** (e.g., shared reading, interactive read-a-louds guided reading and independent reading) || By the end of the year, read and comprehend literature, including stories, dramas, and poetry in the **grades 4-5** complexity band proficiently, **with scaffolding as needed** at the high end of the range (e.g., shared reading, interactive read-a-louds guided reading and independent reading) || By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the **grades 4-5** **text complexity band independetly and proficiently**

Speaking and Listening

-Pose and respond to specific questions by making comments that contribute to the discussion and **elaborate** on the remarks of others ||
 * ** Comprehension and Collaboration ** ||
 * K ||  1st  ||  2nd  ||  3rd  ||  4th  ||  5th  ||
 * ** 1. ** Participate in **collaborative conversations with diverse partners** about **kindergarten topics** **and texts** with peers and adults in **small and larger groups**: || Participate in collaborative conversations with diverse partners about **grade 1 topics** **and texts** with peers and adults in small and larger groups: || Participate in collaborative conversations with diverse partners about **grade 2 topics** **and texts** with peers and adults in small and larger groups: || ** 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 other’s ideas and **expressing their own ideas clearly:** || 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 other’s ideas and expressing their own ideas clearly: || Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, on **grade 5** topics and texts, building on other’s ideas and expressing their own ideas clearly: ||
 * a. **Follow agreed-upon rules** for discussions (e.g., **listening to others** and **taking turns speaking** about the topics and texts under discussion) || 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) || a. 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 topics and texts under discussion) || **b. Follow agreed-upon rules for discussion (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topic and texts under discussion) || **b. Follow agreed-upon rules for discussions and **carry out assignments** || **b. Follow agreed-upon rules for discussion and carry out **assigned roles**
 * b. **Continue** a conversation through **multiple exchanges** || b. **Build on others’ talk** in conversation by **responding to the comments of others** through multiple exchanges || b. Build on others’ talk in conversations by **linking their comments to the remarks of others** || **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 || **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 || **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 ||
 * || c. **Ask questions to clear up any confusion** about the topics and texts under discussion || c. Ask **for clarification and further explanation** as needed 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 || 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 || c. Pose and respond to specific questions by making comments that contribute to the discussion and **elaborate** on the remarks of others ||
 * ||  ||   || d. **Explain their own ideas and understanding in light of the discussion** || d. **Review the key ideas expressed** and explain their own ideas and understanding in light of the discussion || d. Review the key ideas expressed and **draw conclusions** in light of **information and knowledge gained from the discussion** ||
 * ** 2. ** Confirm understanding of a **text read aloud or information presented orally** or through other media by **asking and answering questions about key details** and **requesting clarification** if something is not understood || Ask and answer questions about key details in text read aloud or information presented orally or through other media || ** Recount or describe ** key ideas or details from a text read aloud or information presented orally or through other media || 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** || ** Paraphrase portions ** of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally || ** Summarize ** a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally ||
 * ** 3. Ask and answer ** questions in order to **seek help, get information, or clarify** something that is not understood || Ask and answer questions **about what a speaker says** in order to **gather additional information** or clarify something that is not understood || Ask and answer questions about what a speaker says in order to **clarify comprehension**, gather additional information, or **deepen understanding** of a topic or issue || Ask and answer questions about information from a speaker, **offering appropriate elaboration and detail** || ** Identify the reasons and evidence a speaker provides to support particular points ** || ** Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence ** ||


 * ** Presentation of Knowledge and Ideas ** ||
 * K ||  1st  ||  2nd  ||  3rd  ||  4th  ||  5th  ||
 * ** 4. Describe familiar people, places, things, and events ** and, **with prompting and support**, provide **additional details** || Describe people, places, things, and events **with relevant details, expressing ideas and feelings clearly** || ** Tell a story or recount an experience ** with appropriate **facts** and relevant, **descriptive** details, **speaking audibly in coherent sentences** || ** Report ** on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details., **speaking clearly at an understandable pace** || Report on a topic or text, tell a story, or recount an experience **in an organized manner**, using appropriate facts and relevant, descriptive details **to support main ideas or themes**; speak clearly at an understandable pace || Report on a topic or text or **present an opinion sequencing ideas logically** and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace ||
 * ** 5. ** **Add drawings or other visual displays** to descriptions as desired **to provide additional detail** || Add drawings or other visual displays to descriptions **when appropriate to clarify ideas, thoughts, and feelings** || ** 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 || 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** || ** Add audio recording and visual displays to ** **presentations** when appropriate to enhance the **development of main ideas or themes** || ** Include multimedia components ** (e.g., **graphics, sound**) and visual displays in presentations when appropriate to enhance the development of main ideas or themes ||
 * ** 6. Speak audibly ** and **express thoughts, feelings,** and **ideas clearly** || ** Produce complete sentences ** when appropriate **to task and situation,** (see **grade 1** Language Standard 1 & 3, page explanation) || Produce complete sentences when appropriate to task and situation in order **to provide requested detail or clarification,** (see **grade 2** Language Standard 1 through 3 for specific expectations) || ** Speak in complete sentences ** when appropriate to task and situation in order to provide requested detail or clarification, (see **grade 3** Language Standards 1 through 3 for specific expectations) || ** 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 Standard 1 for specific expectations) || ** Adapt speech to a variety of contexts and tasks **, using formal English when appropraite to task and situation (see **grade 5** Language Standards 1 through 3 for specific expectations) ||