Elementary Language Arts

Rapid City Area Schools

300 6th Street

Rapid City, South Dakota57701

Board of Education

Margie Rosario...... President

Leah Lutheran...... 1st Vice President

Sheryl Kirkeby...... 2nd Vice President

Dr. Eric Abrahamson...... Member

Douglas Kinniburgh...... Member

Arnie Laubach ...... Member

Daphne Richards-Cook...... Member

Shanda Preble...... Student Representative, Central HS

Katie Aurand...... Student Representative, Stevens HS

Danielle Calhoun...... Student Representative, RC Academy

Administration

Dr. Peter Wharton...... Superintendent of Schools

Dr. Patricia Peel...... Director of Student Achievement/Staff Development

Dr. Jacqueline Higlin...... Language Arts Curriculum Revision Coordinator

Ms. Kim Webber...... Curriculum Consultant

Community Advisory Committee

Lily Mendoza Deucheneaux...... Prairie Edge Bookstore

Laurel Grove...... Rapid City Journal

Dr. Carol Hess...... Black HillsStateUniversity

Dr. Joanna R. Jones...... Black HillsStateUniversity

Linda Rogers...... Rapid City Public Library

Elementary Language Arts Curriculum Committee

Pat Parks (co-chair)
Linda Grace (co-chair)
Jodie Rufledt (co-chair)
Sara Wishard
Christina Andersen
Karla Herdina
Marsha Ring
Hollie Hoffman
Carmen Huber
Teresa Wolf
Carol Longden
Joan Davis
Melanie Ketterling
Laurie Harris
Kari Jungclaus
Kerry Bishop
Melanie Hurley
Sheila Jensen
Karen Latuchie
Paula Pierce
Katie Purcella
Misty Renner
Debra Rich
Patti Weig
Kristin Miller / First Grade
Literacy
Literacy
Kindergarten
First Grade
First Grade
First Grade
Second Grade
Third Grade
Third Grade
Third Grade
Fourth Grade
Fourth Grade
Fifth Grade
Fifth Grade
Literacy
Literacy
Literacy
Literacy
Literacy
Literacy
Literacy
Literacy
Literacy
Document Design and Production / Black Hawk
Black Hawk
Knollwood
Black Hawk
Robbinsdale
SouthCanyon
Wilson
Corral Drive
Pinedale
Meadowbrook
Wilson
Corral Drive
RapidValley
SouthCanyon
RapidValley
CanyonLake
Knollwood
Corral Drive
Knollwood
Grandview
CanyonLake
Valley View
General Beadle
RapidValley
Black Hawk

Contents

Introduction/Overview.…………………………………………………………………………………………………….....…………1

Grades K-6 Standards Charts.…………………………………………………………………………………………………….....…5

Kindergarten Standards..………………………………………………………………………………………………………………16

First Grade Standards.…………………………………………………………………………………………………………………31

Second Grade Standards…………………………………………………………………………………………………….....………48

Third Grade Standards…………………………………………………………………………………………………..…….....……63

Fourth Grade Standards……………………………………………………………………………………………………….....……80

Fifth Grade Standards…..……..……………………………………………………………………………………………….....……97

Glossary of Terms ………………………………………………….…………………………………………………………………116

INTRODUCTION/OVERVIEW

PHILOSOPHY OF THE LANGUAGE ARTS CURRICULUM

The philosophy underlying this curriculum is founded on the principle that language is central to learning and that language is the facilitator of communication which empowers lifelong learners to construct and convey meaning effectively. A comprehensive balanced language arts program integrates communication skills by blending the reading, writing, speaking, listening, and viewing along with higher order thinking processes. Moreover, the teaching/learning adventure must be reciprocal, participatory, and student-centered.

PURPOSE OF THE RAPID CITY AREA SCHOOLS STANDARDS DOCUMENT

The Rapid City Area Schools’ Language Arts standards provide a listing of core content to be taught and learned. Standards are designed to guide the planning of instruction and to anchor the assessment of learning. The performance descriptors provide specific targets for instruction and learning. Rapid CityAreaSchool standards are aligned with the South Dakota Language Arts standards.

All Language Arts standards can be met within the Rapid City Area Schools’ instructional framework of Reading Workshop, Writing Workshop and Word Study. For further information, see the Literacy Notebook or the District Literacy link on the RCAS website.

FORMAT OF THE STANDARDS DOCUMENT

Standards

To be proficient, students need to meet the standards by the end of each grade level. The standards are first presented across grade levels so that the alignment of standards from grade to grade is immediately apparent. They are then organized by grade level so that a student, parent, classroom teacher, administrator, or local school board member can quickly review whatlearning is expected at each specific grade level.

This document contains indicators, grade level standards, and performance descriptors. Each has a role in shaping the expected outcomes for South Dakota students.

Indicators represent expected outcomes for students graduating from South Dakota schools.
Grade level content standards represent expected outcomes for students completing each grade level. Standards written in italics represent those unique to the Rapid City Area Schools. They did not originate in the South DakotaState standards.
Learning Targets represent pre-requisite skills that students may need to be taught in order to achieve the standards. This is not a comprehensive list, but merely a representation of some of the skills needed to meet the standards.
Examples represent some possible materials, activities, or sub-skills that classroom instructors could use in teaching the standards.

Organization of Comprehensive Standards Document

Performance Descriptors

The Performance Descriptors are organized into proficiency levels. To identify increasing proficiency, the levels are labeled as follows:

Advanced

A student performing at the advanced level exceeds expectations for that grade level. The student is able to perform the content standards for the grade at a high level of difficulty, complexity, or fluency specified by the standards.

Proficient

A student performing at the proficient level meets expectations for that grade level. The student is able to perform the content standards for the grade at the level of difficulty, complexity, or fluency specified by the standards.

Basic

A student performing at the basic level performs below expectations for that grade level. The student is able to perform some of the content standards for the grade below the level of difficulty, complexity, or fluency specified by the standards.

gLOSSARY OF TERMS

The glossary includes terms used throughout the K-12 language arts program.

K-6

Reading Standards

Indicator 1: Students can recognize and analyze words.

Kindergarten / First Grade / Second Grade / Third Grade / Fourth Grade / Fifth Grade / Sixth Grade
K.R.1.1 Students can identify and manipulate phonemes and words in spoken language. / 1.R.1.1 Students can decode words using short vowel sounds. / 2.R.1.1 Students can decode to read and recognize words. / 3.R.1.1 Students can decode using word recognition skills. / 4.R.1.1 Students can analyze complex word patterns. / 5.R.1.1 Students can construct meaning by using word parts and categories. / 6.R.1.1 Students can expand word meanings using word categories and word parts.
K.R.1.2 Students can match letters and sounds and use them in reading and making three-letter (C-V-C) words. / 1.R.1.2 Students can read by decoding word parts. / 2.R.1.2 Students can read contractions and identify the two words which are combined in text. / 4.R.1.2 Students can identify meanings of unfamiliar vocabulary. / 5.R.1.2.Students can determine word meaning using prior knowledge and context clues. / 6.R.1.2 Students can utilize context to comprehend words with multiple meanings.
K.R.1.3 Students can comprehend and use vocabulary from text read aloud. / 1.R.1.3 Students can blend sounds of words to read text.
1.R.1.4 Students can separate two part words orally and in text.
1.R.1.5 Students can identify root words and their inflectional forms in text.
1.R.1.6 Students can interpret vocabulary when reading independently.
1.R.1.7 Students can read high-frequency words in text.

Indicator 2: Students can comprehend and fluently read text.

Kindergarten / First Grade / Second Grade / Third Grade / Fourth Grade / Fifth Grade / Sixth Grade
K.R.2.1 Students can comprehend and respond to text read aloud. / 1.R.2.1 Students can comprehend text by applying reading strategies. / 2.R.2.1 Students can apply strategies to read and comprehend text. / 3.R.2.1 Students can apply comprehension strategies to read and interpret text. / 4.R.2.1 Students can construct meaning from text by applying comprehension strategies. / 5.R.2.1 Students can integrate comprehension strategies while constructing meaning. / 6.R.2.1 Students can identify and use comprehension strategies to construct direct and implied meaning from text.
K.R.2.2 Students can identify all upper-case and lower-case letters and matching sounds with automaticity. / 1.R.2.2 Students can utilize comprehension strategies. / 2.R.2.2 Students can read aloud fluently to comprehend text. / 3.R.2.2 Students can fluently read aloud and silently to comprehend text. / 4.R.2.2 Students can develop fluency by utilizing fluency strategies independently. / 5.R.2.2 Students can apply fluency strategies to gain meaning from text. / 6.R.2.2 Students can read fluently to comprehend grade-level text.
K.R.2.3 Students can red sight words and high-frequency words with automaticity. / 1.R.2.3 Students can read fluently with comprehension. / 4.R.2.3 Students can utilize fluency strategies to comprehend literature and other materials.
K.R.2.4 Students can begin to demonstrate emergent reading behaviors.

Indicator 3: Students can apply knowledge of text structures, literary devices, and literary elements to develop interpretations and form responses.

Kindergarten / First Grade / Second Grade / Third Grade / Fourth Grade / Fifth Grade / Sixth Grade
K.R.3.1 Students can identify concepts of print in text. / 1.R.3.1 Students can identify major literary elements in texts. / 2.R.3.1. Students can recognize different genres of literature. / 3.R.3.1 Students can identify and describe literary elements and devices in literature. / 4.R.3.1 Students can identify organizational and text structures within genres. / 5.R.3.1 Students can distinguish literary genres based on characteristics, structures, and patterns. / 6.R.3.1 Students can recognize text structures to construct meaning in fiction, nonfiction, drama, and poetry.
K.R.3.2 Students can tell what authors and illustrators do. / 1.R.3.2 Students can identify similarities and differences in text written by the same author. / 2.R.3.2 Students can identify the literary elements of character, setting, plot, and theme in literature. / 3.R.3.2 Students can compare and contrast different genres. / 4.R.3.2 Students can identify, explain, and use text features. / 5.R.3.2 Students can interpret literary elements of character, setting, plot, theme, point of view, and mood / 6.R.3.2 Students can recognize literary elements to create meaning in fiction, nonfiction, drama, and poetry.
K.R.3.3 Students can distinguish fiction from nonfiction. / 1.R.3.3 Students can identify the differences between genres including fiction, nonfiction, and poetry. / 2.R.3.3 Students can identify rhyme, rhythm, alliteration, and a simple pattern in poetry. / 4.R.3.3 Students can determine how word choice affects meaning. / 5.R.3.3 Students can identify literary devices within text. / 6.R.3.3 Students can recognize literary devices to create meaning in fiction, nonfiction, and poetry.

Indicator 4: Students can interpret and respond to diverse, multicultural, and time period texts.

Kindergarten / First Grade / Second Grade / Third Grade / Fourth Grade / Fifth Grade / Sixth Grade
K.R.4.1 Students can recognize that literature from various cultures shows differences. / 1R.4.1 Students compare text from different cultures. / 2.R.4.1 Students can compare and contrast different versions of literature from different cultures. / 3.R.4.1Students can respond to ideas and attitudes expressed in multicultural and historical texts by making connections. / 4.R.4.1 Students can identify and distinguish characteristics of multicultural texts, historical texts, and time period text. / 5.R.4.1 Students can examine and compare texts from various cultures, time periods, and geographical locations. / 6.R.4.1 Students can compare and contrast text from different time periods, cultures, and historical events.
2.R.4.2 Students can compare and contrast different stories from various time periods.

Indicator 5: Students can access, analyze, synthesize and evaluate informational texts.

Kindergarten / First Grade / Second Grade / Third Grade / Fourth Grade / Fifth Grade / Sixth Grade
K.R.5.1. Students can locate informational text at school. / 1.R.5.1 Students can locate and utilize a table of contents. / 2.R.5.1 Students can identify and utilize text features to comprehend informational texts. / 3.R.5.1 Students can determine and utilize organizational features of text. / 4.R.5.1 Students can use organizational features of text. / 5.R.5.1 Students can use select information from two or more reference sources to meet a goal. / 6.R.5.1 Students can compare and contrast information on one topic from multiple informational texts.
K.R.5.2 Students can alphabetize letters. / 1.R.5.2 Students can alphabetize words to the first letter. / 2.R.5.2 Students can apply alphabetical order to the second letter when using dictionaries and encyclopedias. / 3.R.5.2 Students can choose reference materials to locate information. / 4.R.5.2 Students can research a topic by gathering information from at least two sources. / 5.R.5.2 Students can identify the author’s purpose in argumentative and persuasive text. / 6.R.5.2 Students can evaluate the credibility of informational texts.
3.R.5.3 Students can collect information from two reference materials. / 5.R.5.3 Students can choose references to meet the needs of an assigned task. / 6.R.5.3 Students can utilize sources to locate information.

K – 6

Writing Standards

Indicator 1: Students can apply the writing process to compose text.

Kindergarten / First Grade / Second Grade / Third Grade / Fourth Grade / Fifth Grade / Sixth Grade
K.W.1.1 Students can draw a picture and write a simple sentence about the picture. / 1.W.1.1 Students can write and illustrate text to express thoughts and ideas. / 2.W.1.1 Students can write short stories, paragraphs and poems of three or more sentences. / 3.W.1.1 Students can write statements, questions, commands, and exclamations. / 4.W.1.1 Students can express ideas, personal thoughts and observations in response to literature. / 5.W.1.1 Students can compose narrative and descriptive texts of one paragraph or more. / 6.W.1.1 Students can apply knowledge of standard grammar and usage.
1.W.1.2 Students can include details in pictures and writing. / 2.W.1.2 Students can write a friendly letter. / 3.W.1.2 Students can identify a topic sentence, supporting details, and a conclusion in a paragraph. / 4.W.1.2 Students can create sentences using words that describe, explain, or provide additional details and connections. / 5.W.1.2 Students can express ideas; reflect on personal thoughts, opinions, and observations; and respond to literature through writing. / 6.W.1.2 Students can revise writing to improve clarity in narrative and descriptive
1.W.1.3 Students can contribute ideas to group writing. / 2.W.1.3 Students can write questions and statements. / 3.W.1.3 Students can write a paragraph using supporting details. / 4.W.1.3 Students can use writing process strategies to write narrative and descriptive pieces with focus and organization. / 6.W.1.3 Students can identify purpose and audience in writing.
2.W.1.4 Students can use the writing process to write narrative and descriptive pieces. / 3.W. 1.4 Students can write a friendly letter, thank you notes, and invitations. / 4.W.1.4 Students can revise writing to improve clarity of meaning and accuracy of content. / 6.W.1.4 Students can summarize information from references to compose text.
3.W.1.5 Students can use writing process strategies to write narrative and descriptive pieces.
3.W.1.6 Students can revise writing to improve clarity of description and action.

Indicator 2: Students can apply Standard English conventions in their writing.

Kindergarten / First Grade / Second Grade / Third Grade / Fourth Grade / Fifth Grade / Sixth Grade
K.W.2.1 Students ccan write a simple sentence using a capital letter and phonetic spelling. / 1.W.2.1 Students can write complete sentences using a capital letter and a period. / 2.W.2.1/2.W.2.2
Students can apply grade appropriate mechanical, grammatical, usage, and spelling conventions in written work. / 3.W.2.1/2.2 Students can apply grade appropriate mechanical, grammatical, usage, and spelling conventions during drafting and editing. / 4.W.2.1/2.2 Students can apply grade appropriate mechanical, grammatical, usage, and spelling conventions during drafting and editing. / 5.W.2.1/2.2 Students can apply grade appropriate mechanical, grammatical, usage, and spelling conventions during drafting and editing. / 6.W.2.1 Students can apply knowledge of standard grammar and usage.
K.W.2.2 Students can write upper- and lower- case letters. / 1.W.2.2 Students can correctly spell three- and four-letter words and high-frequency words. / 2.W.2.3 Students can spell high-frequency as well as words with phonetic elements. / 3.W.2.3 Students can write in manuscript and/or cursive with proper spacing of words and sentences. / 6.W.2.2 Students can employ conventions in the writing process.
1.W.2.3 Students can write legibly and space words within a sentence. / 2.W.2.4 Students can form letters accurately, space words and sentences correctly. / 3.W.2.4 Students can identify and incorporate interjections in the writing process.

Indicator 3: Students can write across content areas to clarify and enhance understanding of information.

Kindergarten / First Grade / Second Grade / Third Grade / Fourth Grade / Fifth Grade / Sixth Grade
K.W.3.1. Students can retell or restate what has been seen or heard. / 1.W.3.1 Students can write to retell information and ideas. / 2.W.3.1 Students can write in all content areas. / 3.W.3.1 Students can gather and organize information and write about simply content area topics. / 4.W.3.1 Students can gather, organize, and explain (using main idea and supporting details) in writing what is known about selected content area topics. / 5.W.3.1 Students can use different sources, gather and organize information, and summarize in writing what is known about selected content area topics.

K-6

Listening, Viewing and Speaking

Indicator 1: Students can listen, view, and speak to communicate, retrieve, interpret, and evaluate information.

Kindergarten / First Grade / Second Grade / Third Grade / Fourth Grade / Fifth Grade / Sixth Grade
K.LVS.1.1 Students can follow simple two-step oral directions. / 1.LVS.1.1 Students can repeat and follow three-step oral directions. / 2.LVS.1.1
Students can repeat and follow four-step oral directions. / 3.LVS.1.1 Students can incorporate listening and viewing strategies to identify the content of the presentation.. / 4.LVS.1.1 Students can identify and explain the purpose of the presentation through listening and viewing. / 5.LVS.1.1 Students can identify the purpose and content of a presentation through listening and viewing. / 6.LVS.1.1 Students can demonstrate specific strategies for listening and viewing in various situations.
K.LVS.1.2 Students can follow rules of conversation in group situations. / 1.LVS.1.2 Students can follow rules of conversation in a group situation. / 2.LVS.1.2 Students can follow rules of conversation and respond appropriately. / 3.LVS.1.2 Students can recall the content of a visual and auditory presentation. / 4.LVS.1.2 Students can record and explain information while listening and viewing. / 5.LVS.1.2 Students can explain the purpose and content of the presentation. / 6.LVS.1.2 Students can use specific strategies to retrieve information.
K.LVS.1.3 Students can identify different facial expressions, body language, and signals. / 1.LVS.1.3 Students can utilize visual organizers which include words for listening and viewing. / 2.LVS.1.3 Students can utilize graphic organizers to organize information gained through listening or viewing. / 3.LVS.1.3 Students can deliver a presentation incorporating descriptive vocabulary. / 4.LVS.1.3/1.4/1.5 Students can express ideas and convey information in an oral presentation. / 5.LVS.1.3 Students can select and organize relevant information gathered through listening and viewing. / 6.LVS.1.3 Students can describe the effect of images, text, and sound in a variety of sources.
K.LVS.1.4 Students can use patterns and picture organizers to remember everyday information. / 1.LVS.1.4 Students can tell stories in sequence with details. / 2.LVS.1.4 Students can deliver information on topics using facts and details. / 3.LVS.1.4 Students can demonstrate presentation skills. / 5.LVS.1.4 Students can deliver a narrative oral presentation. / 6.LVS.1.4 Students can recognize that audience and purpose influence format when designing presentations.
K.LVS.1.5 Students can speak in complete sentences to tell about people, places, or things. / 1.LVS.1.5 Students can express ideas in complete sentences using correct grammar / 2.LVS.1.5 Students can express ideas using content area vocabulary. / 6.LVS.1.5 Students can organize presentations according to main ideas and supporting details.
K.LVS.1.6 Students can contribute to group discussions on a topic. / 1.LVS.1.6 Students can answer questions related to the topic. / 2.LVS.1.6 Students can ask and respond to questions related to the topic. / 6.LVS.1.6 Students can recognize the language and style appropriate to a speaking situation.
K.LVS.1.7 Students can tell about an experience or story in sequence with or without visual aids. / 1.LVS.1.7 Students can tell extended personal information. / 6.LVS.1.7 Students can identify presentation strategies appropriate to audience and purpose.
K.LVS.1.8 Students can recite short poems, rhymes, songs, and stories with repeated patterns.
K.LVS.1.9 Students can identify personal and emergency information.

Kindergarten