Vertical Alignment Document

English Language Arts and Reading

Grade 3 – Grade 5

Reading

2012-2013

GRADE 3 / GRADE 4 / GRADE 5
Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to:
3.1A / Decode multisyllabic words in context and independent of context by applying common spelling patterns, including:
Decode
MULTISYLLABIC WORDS IN CONTEXT AND INDEPENDENT OF CONTEXT BY APPLYING COMMON SPELLING PATTERNS
Spelling patterns - letter sequences that frequently occur in certain positions in words, also known as phonograms or rimes
(i) dropping the final “e” and add endings such as -ing, -ed, or -able (e.g., use, using, used, usable)
Rules for adding a suffix to words ending in - e:
· If a word ends in -e, drop the final -e if the suffix begins with a vowel (e.g., make/making)
· If a word ends in -e, keep the final -e if the suffix begins with a consonant (e.g., polite/politely)
· If a word ends in -e, keep the final -e if the final -e is preceded by a vowel (e.g., agree/agreeing)
GRADE 3 / GRADE 4 / GRADE 5
(ii) doubling final consonants when adding an ending (e.g., hop to hopping)
Note:
When adding a suffix beginning with a vowel to a VC pattern word, the final consonant is doubled (e.g., swim/swimming/swimmer).
(iii) changing the final “y” to “I” (e.g., baby to babies)
Rules for changing “y” to “i” when adding a suffix:
· If a word ends in y, change the y to i if the y is preceded by a consonant (e.g., happy/ happier/happiest)
· If a word ends in y, keep the y if it is preceded by a vowel (e.g., play/playful)
· If a word ends in y, keep the y if the suffix begins with i (e.g., carry/carrying)
(iv) using knowledge of common prefixes and suffixes (e.g., dis-, -ly)
Including, but not limited to:
· Prefixes (un-, re-, dis, -in-, non-, pre-, ir-
)
· Suffix (-ful, -less, -er, -able, -ment, -ing,
-ed, -e, -s, -ly)
· Other prefixes and suffixes as found in
GRADE 3 / GRADE 4 / GRADE 5
decodable text
Prefix - one or more sounds or letters placed before a root word or base word that
changes the meaning of the word
Suffix - one or more sounds or letters placed after the root or base word that changes the meaning of the word
(v) using knowledge of derivational affixes (e.g., -de, -ful, -able)
Affix - a word element, such as a prefix or suffix, that occurs before or after a root or base word to modify its meaning (e.g., the prefix un- and the suffix -able in unbelievable)
Derivational affix - an affix added to a word to change the word usage (part of
speech) (e.g., teach/teacher, play/playful/playfulness, rich/enrich/enrichment)
3.1B / Use common syllabication patterns to decode words including:
Use
COMMON SYLLABICATION PATTERNS TO DECODE WORDS
Including, but not limited to:
Identify accented and unaccented syllables in multisyllabic words to the following
GRADE 3 / GRADE 4 / GRADE 5
pattern:
· VC
· CVC
· CCVC
· CVCC
· CVCe (long vowel pattern)
· CCVCe (long vowel pattern)
(i) closed syllables (CVC) (e.g., mag-net, splen-did
Closed syllable - a syllable with a short vowel ending in a consonant
(ii) open syllable (CV) (e.g., ve-to)
Open syllable - a syllable that ends with one vowel that is usually long
Note:
An open syllable is usually the accented syllable.
(iii) final stable syllable (e.g., puz-zle, con- trac-tion
Including, but not limited to:
· -le
· -tion
GRADE 3 / GRADE 4 / GRADE 5
Final stable syllable - consonant -le is a syllable containing a consonant, and -l, and
a silent –e
Note:
The final stable syllable -tion is an unaccented final syllable that is stable (e.g., fiction, transition)
(v) vowel digraphs and diphthongs (e.g., ei-ther)
A vowel pair syllable (digraph or diphthong) is a syllable with two adjacent vowels that make one sound.
(iv) r controlled vowels (e.g., fer-ment, car-pool)
An r-controlled syllable is a syllable in which the vowel is followed by an r, which influences the vowel sound.
3.1C / Decode words applying knowledge of common spelling patterns (e.g., -eigh, -
ought).
Decode
WORDS BY APPLYING KNOWLEDGE OF COMMON SPELLING PATTERNS
Including, but not limited to:
· (-ield, -oint, -ought, -eigh, -ood, -ould, -
GRADE 3 / GRADE 4 / GRADE 5
urse, -ute)
Spelling patterns are letter sequences that frequently occur in certain positions in
words, also known as phonograms or rimes.
3.1D / Identify and read contractions (e.g., I’d, won’t).
Identify, Read
CONTRACTIONS
Including, but not limited to:
· Identify words in contractions
· Know that apostrophes are also used in contractions of other words, such as slang or dialect (e.g., ain't, y'all)
· Identify differences between it's and its, your and you're, there and they're and their
Contraction - a shortened word made by substituting an apostrophe for a letter or letters (e.g., “I am” contracts to “I'm”)
3.1E / Monitor accuracy in decoding.
Monitor
ACCURACY IN DECODING
Reading/Beginning Reading /Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:
3.2A / Use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions.
GRADE 3 / GRADE 4 / GRADE 5
Use
IDEAS TO MAKE AND CONFIRM PREDICTIONS
Including, but not limited to:
· Illustrations
· Titles
· Topic sentences
· Key words
· Foreshadowing clues
Idea - a wide range of tools a student may use to make and confirm predictions
Foreshadowing - the use of hints or clues in
a narrative to suggest what action is to come
3.2B / Ask relevant questions, seek clarification, and locate facts and details
about stories and other texts and support
answers with evidence from text.
Supporting Standard
Ask
RELEVANT QUESTIONS, SEEK CLARIFICATION, AND LOCATE FACTS AND DETAILS ABOUT STORIES AND OTHER TEXTS AND SUPPORT ANSWERS WITH EVIDENCE FROM TEXT
Including, but not limited to:
GRADE 3 / GRADE 4 / GRADE 5
· Literal questions (e.g., Who is the main character? What is the story setting?
What is the topic?)
· Interpretive questions (e.g., What does this mean? What is the author's purpose in writing this text?)
· Evaluative questions (e.g., Do you agree or disagree? What is your feeling or opinion about this?)
· Synthesis questions (e.g., What if...?
How might...? )
· Find specific text evidence such as details or specific facts to support answers
3.2C / Establish purpose for reading selected texts and monitor comprehension,
making corrections and adjustments
when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re- reading a portion aloud).
Establish
PURPOSE FOR READING SELECTED TEXTS
Including, but not limited to:
· To be informed
· To be understand
· To Interpret
· To solve problems
GRADE 3 / GRADE 4 / GRADE 5
· To be entertained
· For enjoyment
Monitor
COMPREHENSION, MAKING CORRECTIONS AND ADJUSTMENTS WHEN THAT UNDERSTANDING BREAKS DOWN
Including, but not limited to:
· Identify clues
· Use background knowledge
· Generate questions
· Re-read a portion aloud
· Ask for help
Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to:
3.3A / Read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.
Read Aloud
GRADE-LEVEL APPROPRIATE TEXT WITH FLUENCY AND COMPREHENSION
Including, but not limited to:
· Independent-level materials - texts in which no more than approximately 1 in
20 words is difficult for the reader
· 110-160 wcpm (words correct per / 4.1A / Read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.
Read Aloud
GRADE-LEVEL STORIES WITH FLUENCY AND COMPREHENSION
Including, but not limited to:
· Independent-level materials - texts in which no more than approximately 1 in
20 words is difficult for the reader
· 120-180 wcpm (words correct per / 5.1A / Read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.
Read Aloud
GRADE-LEVEL STORIES WITH FLUENCY AND COMPREHENSION
Including, but not limited to:
· Independent-level materials - texts in which no more than approximately 1 in
20 words is difficult for the reader
· 135-190 wcpm (words correct per
GRADE 3 / GRADE 4 / GRADE 5
minute) by the end of third grade
· Expression - use raised and lowered voices appropriately, emphasizing words and sentences
· Phrasing - pause appropriately with intonation by paying attention to punctuation, bold print, italics, etc.
· Adjust method and rate to the purpose of the assignment or material (e.g., reading a fiction selection quickly and paying attention to the plot details, reading a nonfiction article more slowly and noting critical concepts)
Rate - the number of words read per minute
Accuracy - the number of words read correctly per minute
Note:
The goal of fluency is the time (not speed)
needed to ensure comprehension. / minute) by the end of fourth grade
· Expression - use raised and lowered voices appropriately, emphasizing words and sentences
· Phrase - pause appropriately with intonation by paying attention to punctuation, bold print, italics, etc.
· Adjust rate to the purpose of the reading (vary rate according to the complexity of the material and the purpose) (e.g., narrative vs. expository)
Rate - the number of words read per minute
Accuracy - the number of words read correctly per minute
Note:
The goal of fluency is the time (not speed)
needed to ensure comprehension. / minute) by the end of fifth grade
· Expression - use raised and lowered voices appropriately, emphasizing words and sentences
· Phrasing - pause appropriately with intonation by paying attention to punctuation, bold print, italics, etc.
· Adjust rate to the purpose of the reading (vary rate according to the complexity of the material and the purpose) (e.g., narrative vs. expository)
Rate - the number of words read per minute
Accuracy - the number of words read correctly per minute
Note:
The goal of fluency is the time (not speed)
needed to ensure comprehension.
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
CCRS / E/LAS: Reading: B. Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing. (Grades 3, 4, 5).
3.4A / Identify the meaning of common prefixes
(e.g., in-, dis-) and suffixes (e.g., -ful, - less) and know how they change the meaning of roots.
Readiness Standard
Identify
THE MEANING OF COMMON PREFIXES / 4.2A / Determine the meaning of grade-level academic English words derived from
Latin, Greek, or other linguistic roots and
affixes.
Readiness Standard
Determine
THE MEANING OF GRADE-LEVEL / 5.2A / Determine the meaning of grade-level academic English words derived from
Latin, Greek, or other linguistic roots and
affixes.
Readiness Standard
Determine
THE MEANING OF GRADE-LEVEL
GRADE 3 / GRADE 4 / GRADE 5
AND SUFFIXES AND KNOW HOW THEY CHANGE THE MEANING OF ROOTS
Including, but not limited to:
· Change in meaning of base words
· Change in meaning of root words
· Common prefixes (de-, non-, pre-, ir-, un-, re-, dis-, in-)
· Common suffixes (-ful, -less, -able, - ment, -ly, -er, -ing, -ed, -s, -es)
· Other prefixes and suffixes as found in appropriate grade-level text
Prefix - one or more sounds or letters placed before a root word or base word that change the meaning of the word
Suffix - one or more sounds or letters placed after the root or base word that may change the meaning of the word (e.g., photograph, autograph)
Base word - word that can stand alone with its own meaning (e.g., school, preschool)
Root word - the basic part of a word that carries meaning (e.g., rupt (erupt, interrupt), graph (photograph, autograph)) / ACADEMIC ENGLISH WORDS DERIVED FROM LATIN, GREEK, OR OTHER
LINGUISTIC ROOTS AND AFFIXES
Including, but not limited to:
· Latin - e.g., audi (audience, auditory), vis (vision, invisible), dict (dictator, contradict), able, ible
· Greek - e.g., auto (autobiography, autograph), bio (biology, biography), tele (telegraph, telepathy), meter (speedometer, perimeter, thermometer), ology, phobia
· Other affixes and roots as found in appropriate grade-level text in multi content areas
Affix - a word element, such as a prefix or suffix, that occurs before or after a root or base word to modify its meaning (e.g., the prefix un- and the suffix -able in unbelievable)
Grade-level academic words - language used in the learning of academic subject matter in a formal schooling context related to content areas (e.g., instruction, exams, and textbooks) / ACADEMIC ENGLISH WORDS DERIVED FROM LATIN, GREEK, OR OTHER
LINGUISTIC ROOTS AND AFFIXES
Including, but not limited to:
· Latin - e.g., rupt (rupture, eruption), port (transport, import, report), spect (spectator, inspector), ject (projection), ence, ance
· Greek - e.g., graph (geography, photograph, graphic), photo (photosynthesis, photocopy), ism, ist
· Other affixes and roots as found in appropriate grade-level text in multi- content areas
Affix - a word element, such as a prefix or suffix, that occurs before or after a root
or base word to modify its meaning (e.g., the prefix un- and the suffix -able in
unbelievable)
Grade-level academic words - language used in the learning of academic subject matter in a formal schooling context related to content areas (e.g., instruction, exams, and textbooks)
3.4B / Use context to determine the relevant meaning of unfamiliar words or
distinguish among multiple meaning words and homographs.
Readiness Standard / 4.2B / Use the context of the sentence (e.g., in- sentence example or definition) to
determine the meaning of unfamiliar words or multiple meaning words.
Readiness Standard / 5.2B / Use context (e.g., in-sentence restatement) to determine or clarify the
meaning of unfamiliar or multiple meaning words.
Readiness Standard