Key

Reporting

Category

M

Listen attentively by facing the speaker, asking questions, and paraphrasing what is said.

Paraphrasing ; Paraphrasing ; 

M

Use established rules for conversation (e.g., do not interrupt, ask questions, and provide appropriate feedback).

Learning About Conversation

M

Understand, follow, and give oral, multi-step directions that may include illustrations.

Following Directions

M

Formulate and respond to questions from teachers and other group members.

M

Participate in creative responses to text (e.g., choral reading, discussion, dramatization, and oral presentations).

M

Summarize orally what has been learned or accomplished after completing an activity or assignment.

Reading Quest Strategies

D

Create and deliver an oral presentation (including an introduction and conclusion) that uses visual aids and comes from several sources.

D

Use different voice levels and speech patterns for informal discussions and formal reports.  

D

Interpret and use a variety of nonverbal communication (e.g., gestures, facial expression, and posture).

D

Present and/or perform original or published literary work with a group and/or individually.

D

Participate in recitations of assigned/self-selected passages.

A

T

Locate information using available text features (e.g., maps, charts, graphics, indexes, glossaries, and tables of content)

 Headings Lesson

A

T

Select and use common text features to make meaning from text (e.g., headings, key words, graphics, captions, and sidebars). 

Graphic Organizer

D

Recognize different forms of text (e.g., poems, plays, drama, letters, ads, journalism, historical fiction, biographies, and autobiographies).

D

Develop awareness of the sounds of language through repeated exposure to a variety of auditory experiences (e.g., poetry, music lyrics, sound effects, books on tape, and read alouds).

D

Understand rhyming patterns in printed materials. Giggle Poetry

A

T

Identify the effect of sound within context (e.g., onomatopoeia, alliteration, rhyme and repetition). 

Onomatopoeia

 alliteration

simile

metaphor

A

V

Recognize root words, prefixes, suffixes and syllabication as aids in determining meaning within context. 

Rooting Out Words

Root Words

Prefix/Suffix Game,

Root Word practice,

Root Word Game,

Suffix Game

Prefix Game

D

Understand, recognize, and use spelling patterns and word families to decode words.

D

Decode unknown grade level words using learned strategies and verify word meaning within the context.

Words-In-Context

A

V

Recognize and use grade appropriate vocabulary within context.

Word Jungle,

Homophone Challenge,

Adjective/Adverb Quiz,

Word Meaning Quiz

D

Increase confidence and poise in reading aloud (e.g., paired reading, shared reading, choral reading, echo reading, and reader’s theater).

D

Read with fluency and confidence from a variety of text, (e.g., poetry, drama, newspapers, novels, and textbooks).

D

Participate in guided oral reading.

D

Read orally using appropriate pronunciation, expression, and rate.

D

Adjust speed based on the purpose for reading and reading level.

D

Read independently daily.

D

Build vocabulary by listening to literature, participating in discussions, and reading self-selected texts.

D

Build vocabulary through frequent read alouds.

D

Infer word meaning using roots, prefixes, and suffixes.

A

V

Determine word meanings within context.

Context Clues

Context is Key

Multiple Meanings

More Multiple Meanings

A

V

Identify compound words, contractions, and common abbreviations within text.

Compound Words

Compound Words

Compound Words

Compound Words WS

Contractions Lesson and Quiz

A

V

Select appropriate synonyms, antonyms and homonyms within context.

Synonyms

Antonyms

Antonyms

Homonyms

Homonyms

D

Foster word consciousness (e.g., word play, word walls, and word sorts).

A

V

Determine the correct meaning/usage of multiple-meaning words within context.

Get to the Meaning,

Find the Right Word

Word Clues

A

V

Select a logical word to complete an analogy using synonyms, antonyms, categories, and subcategories.

Analogies

Analogies(more)

D

Explore the impact of vocabulary in evaluating ideas, information, and experience.

I

Use word origins to determine the meaning of unknown words (e.g., Latin and Greek roots, meanings of commonly used foreign words).

D

Build vocabulary by reading from a wide variety of text and literary genres.

D

Set a purpose for reading (e.g., to understand, to interpret, to enjoy, and to solve problems to locate specific information to discover models for writing).

D

Utilize reference sources to build background for reading.

D

Organize prior knowledge using a variety of strategies (e.g., webbing, mapping, brainstorming, listing, and outlining).

D

Explore significant words to be encountered in selected/assigned text.

M

Preview text using text features (e.g., illustrations/pictures, captions, graphs, diagrams, and headings).

D

Make predictions about text using text features (e.g., title, author, illustrations, and text format).

A

MG

Recognize reasonable predictions of future events within a given context.

Predictions

Lesson Plan,

Graphic Organizer

Story Board

D

Relate text to prior personal and historical experiences, current events, as well as previously read print and nonprint media.

A

MG

Select questions used to focus and clarify thinking before, during, and after reading the text.

Before, During, After Reading Strategies ;

Questions

D

Predict outcomes based upon prior knowledge and adjust appropriately.

D

Use metacognitive and self-monitoring strategies to improve comprehension (e.g., rereading identifying miscues, reading ahead, asking for help, and drawing on earlier reading.

D

Create mental images.

D

Express reactions and personal opinions to a selection.

D

Make inferences and recognize unstated assumptions.

D

Verify or modify the pre-reading purpose.

D

Draw conclusions based on evidence gained.

A

C

Identify the sequence of events in fiction and nonfiction selections.

Sequencing Activities

Chronological Order

Sequencing Fun

A

MG

Select stated or implied main idea and supporting details from text.

Find the Main Idea,

Identify Main Idea

 Quiz

A

C

Identify the author’s purposes (i.e., to inform or to entertain).

Author’s Purpose

D

Discuss similarities and differences in events and/or characters using evidence cited in three or more texts.

D

Select, prioritize, and organize information to meet a specific purpose.

D

State reasonable generalizations in reference to two or more texts on a similar topic.

A

T

Identify information to support opinions, predictions, and conclusions.

Game

A

MG

Identify stated or implied cause and effect relationships.

Cause and Effect

A

MG

Distinguish between elements of fact/opinion and reality/fiction.

Fact or Opinion Quiz

Fact/Opinion Quiz2,

Fact/Opinion

A

T

Identify similes, metaphors, personification, and hyperbole in context.

Metaphors

Alliteration or Simile?

Personification

Examples

Hyperbole Ideas

D

Identify idioms and imagery.

 Imagery Lesson Plans and Resources,

D

Recognize a common theme between two passages.

A

C

Determine whether the theme is stated or implied within a passage.

PPT

D

Reflect upon comprehension strategies utilized to make meaning from text.

D

Use appropriate reference sources in various formats (e.g., interviews with family, community leaders, and government leaders; encyclopedias; card/electronic catalogs; almanacs; newspapers; and periodicals.

D

Use media (e.g., photographs, videos, films, the arts, on-line catalogs, nonfiction books, encyclopedias, CD-ROM references, and internet) to view, read, and represent information.

D

Use current technology as a research and communication tool for personal interest, research, and clarification.

D

Understand a variety of informational texts which include primary sources (e.g., autobiographical sketches, letters and diaries, directions, and internet sites).

D

Use the dictionary, glossary, thesaurus, and other word-referenced materials.

D

Skim materials to develop a general overview of content or to locate specific information.

D

Retrieve, organize, and represent information (e.g., charts, maps, graphs, forms, timelines, and outlines).

D

Develop notes that include important concepts, summaries, paraphrase, and identification of reference sources.

D

Develop an awareness of the effects of media (e.g., television, print materials, radio, internet, newspapers, and periodicals) on daily life.

I

Identify the techniques of propaganda (i.e., bandwagon, loaded words, and testimonials).

D

Gather and record information on a research topic using three or more sources.

D

Develop and maintain vocabulary specific to content and to current events.     

D

Apply comprehension skills and strategies to informational text (e.g., pre-reading and active comprehension).

D

Use self correction strategies while reading (e.g., pausing, rereading, consulting other sources, and asking for help).

D

Determine and evaluate the reliability of sources on a given topic (e.g., editorials, newspapers, magazines, biographies, news reports and films).

D

Read for literary experience, to gain information, to perform a task, for enjoyment, to expand vocabulary, and to build fluency.

A

C

Distinguish among various literary genres (e.g., poetry, drama, letters, ads, historical fiction, biographies and autobiographies).

Poetry Quiz

Genre Guide for Students

Lesson Plan

D

Predict and determine the sequence of events in a story including possible problems and solutions.

A

C

Identify setting, characters, and plot in a passage.

Practice

Practice II

Character Outline

Plot Activity

A

C

Identify and interpret the main incidents of a plot, their causes, how they influence future actions, and how they are resolved.

PPT

A

C

Identify, using a graphic organizer, placement of events.

Graphic Organizers

I

Identify the conflict of the plot.

I

Interpret a character’s feelings and identify his motives.

I

Trace changes in the main character and describe how this affects the plot.

A

MG

Determine inferences from selected passages.

Online Activity

Practice

Lesson

I

Identify how cultural, ethnic, and historical eras are represented in print and nonprint texts.          

D

Compare and contrast events and characters using evidence cited from print and nonprint text(s).

D

Compare and contrast different versions of the same stories/events that reflect different cultures and/or different perspectives.

A

C

Select the appropriate summary statement for a given passage.

Make a Long Story Short

D

Retell a story from a different point of view.

A

C

Recognize that a story is told from the first person point of view.

 Quiz

D

Understand the way in which figurative language is used to derive meaning from text (e.g., personification, simile, metaphor, imagery, hyperbole).

D

Visit libraries/media centers and book fairs to explore books.

D

Use personal criteria to select reading material (e.g., personal interest, knowledge of authors, text difficulty, genres, and recommendation of others).

D

Read daily from self-selected materials.

D

Relate literary experiences (e.g., book discussions, literacy circles, writing, oral presentations, and artistic expressions).

D

Maintain a personal reading list or reading log/journal to reflect reading progress and accomplishments.

D

Experience and develop an awareness of literature that reflects a diverse society.

D

Choose to read as a leisure activity.

D

Generate and focus ideas through brainstorming and peer discussions.

D

Use print and nonprint materials along with prior knowledge to provide background for writing.

A

WP

Complete a graphic organizer (i.e., clustering, listing, mapping, and webbing) to group ideas for writing.  Printables

D

Develop notes that include important concepts.

D

Construct an outline with main ideas and supporting details.

A

WO

Supply a missing piece of information in an outline.

Worksheet Understanding Outlines

A

WA

Select, limit, and refine a writing topic.

Handout Selecting a Writing Topic  

D

Determine appropriate audience.

Lesson, Quiz

A

WP

Identify the purpose for writing (i.e., to entertain, to inform, and to report).

Tutorial

D

Select format based on purpose.

A

WP

Identify the audience for which a piece of text is written.

Types of Writing  - BrainPop Movie

A

WA

Develop and write a paragraph topic sentence with supporting details.

D

Maintain focus of topic with specific relevant supporting details.

A

WP

Choose the supporting sentence that best fits the context and flow of ideas in a paragraph.

Lesson

A

WO

Select details that support a topic sentence.

 Supporting Details Lesson, Practice,

Graphic Organizer

A

WO

Select an appropriate concluding sentence for a well-developed paragraph.

Activities

A

WA

Demonstrate syntactic variety when writing.

 Combining Sentences, Compound sentences,

4 Activities

A

WP

Select the best way to combine sentences to provide syntactic variety within context.

Quiz,

BBC Quiz 

Worksheet Combining Sentences

A

WO

Arrange multi-paragraphed work of exposition (e.g., persuasion, compare/contrast) in a logical and coherent order.

Mixed-Up Paragraphs,

A

WO

Rearrange sentences to form a sequential, coherent paragraph.

Worksheet Paragraph Fix-Up

A

WP

Identify the sentence irrelevant to a paragraph’s theme or flow.

Irrelevant sentences, Practice

A

WO

Rearrange paragraphs in a narrative writing selection in sequential or chronological order.

Quia Quiz

A

WO

Select appropriate time order or transitional words/phrases to enhance the flow of a writing sample.

 Lesson, List, Activity Guide with printables

A

WA

Use appropriate transitional words and devices when writing.

List, Lesson Plan

D

Use correct page format (e.g., paragraphs, margins, indentations, and titles).

A

WA

Revise to clarify thought, to refine ideas, and to distinguish between important and unimportant information.

 Extra Info, Practice

D

Use precise language including vivid words and figurative language.

D

Produce multiple drafts.

A

WA

Edit writing for the elements of language.

Editing Practice,

Proofreading Makes Perfect

D

Proofread using reference materials and technology.

Proofreading Makes Perfect

D

Create readable documents.

D

Develop and use classroom rubrics for written work.

D

Use the state assessment rubric to make appropriate suggestions for improvement.

D

Participate in peer review and editing.

D

Review personal collection to determine progress.

D

Acknowledge and discuss diversity of individual writing styles.

D

Incorporate photos, illustrations, charts, tables, or graphs.

A

WO

Select the best title for a written selection.

Classroom Activity ,Online Game

D

Use technology for publishing individual and group work.

D

Identify and explore opportunities for publication (e.g., local and national contests, internet web sites, and newspapers/periodicals).

D

Write with developed characters, setting, and plot.

D

Maintain focus of topic with specific, relevant supporting details.

A

WA

Incorporate figurative language, vivid description, active voice verbs, sensory details, and personal observations to display facility in the use of language.

Active vs. Passive WS

D

Elaborate through the use of sensory details, vivid words, and figurative language to establish a context that enables reader to visualize an event or experience.

A

WA

Explain and/or illustrate key ideas when writing.

D

Develop an identifiable voice.

D

Use classroom/state rubric as a guide for writing narrative accounts.

D

Investigate content specific topics to gather information and write.

A

T

Identify the most reliable sources of information for preparing a report or project.

Quick Check

D

Use experiences from the arts to write creatively and expressively.

A

WA

Express thoughts and feelings using colorful, fully elaborated descriptions using vivid and active words.

A

WP

Choose vivid and active words when writing.

Worksheets, Lesson Plan

D

View, read, or listen to examples of various writing styles.

D

Compare and contrast literary works.

A

WA

Compose narratives (e.g., to entertain, inform, and report).

D

Write frequently in the narrative mode.

A

WA

Write well-developed, organized, and coherent essays in response to narrative prompts.

A

WA

Write an effective concluding paragraph for a well-developed essay.

D

Write to inform a particular audience about a specific issue.

D

Write a descriptive paragraph to create a visual image.

I

Write in the expository mode.

D

Write to acquire knowledge (e.g., clarify thinking, take notes, synthesize information, and enhance communication).

D

Produce a variety of creative works utilizing knowledge from the content areas (e.g., journals, letters to the editor, and historical fiction).

D

Compose and respond to original questions and/or problems from all content areas.

D

Explain procedures used to solve problems encountered in content areas (e.g., science experiments, math problems, and map/globe activities).

D

Write poems and stories based upon personal reflections, observations, and experiences.

D

Write a letter to/as a character in a written work.

D

Create an optional ending for a story.

D

Retell a story from a different point of view.

D

Write a reader’s response to a literary work.

D

Write creative, imaginative, and original responses to literature (e.g., poems, raps, songs, and stories).

D

Write narratives with vivid, sensory details.

D

Write descriptive papers which include vivid words and figurative language.

D

Write expository paragraphs that include multiple steps or examples to support explanation.

D

Write an essay to compare/contrast two or more people, places, things, or ideas.

D

Create a variety of poems.

D

Write a research report using multiple sources and notes taken from those sources citing titles and authors.

D

Write friendly and business letters.

Friendly letter Quiz, Letter Generator

I

Write journalistic articles. 

D

Use journal entries to demonstrate level of understanding.

D

Write an autobiographical account.

A

G

Identify the correct use within context of the following :

·          nouns (i.e., singular/plural; possessives; predicate nouns, nouns as objects);

·          pronouns (i.e., agreement, subject, object);

·          verbs (i.e., action/linking, regular/irregular, agreement, tenses);

·          adjectives (e.g., common/proper, comparative forms, predicate adjectives);

        Snail Race Sportscast,

         Ad for G.O. Travel,

·          adverbs (e.g., comparative forms, negatives).

         The Late, Late Show, Olympic Relay

D

Use nouns appropriately (common/proper).

D

Use pronouns appropriately (agreement with antecedent, reflexive, possessive, and correct pronoun case).

D

Use verbs appropriately (be/have, verb phrases, agreement with subject in person, and number).

D

Use adjectives appropriately (demonstrative adjectives and proper comparative forms).

D

Use adverbs appropriately, adverbs of degree, (e.g., too and very).

A

G

Identify sentences with correct subject-verb agreement (person/number).

Subject Verb Quiz, Worksheet, PPT

I

Use prepositions appropriately (e.g., place prepositional phrases in correct location within the sentence).

D

Use conjunctions appropriately (e.g., coordinating).

A

G

Choose the most appropriate interjections to complete a sentence.

Schoolhouse Rock Song, List, Quiz, Quiz II

A

G

Recognize usage errors occurring within context (e.g., double negatives, troublesome words:  to, too, two; their, there, they’re; lie, lay; sit, set).

 Double Negatives, To, two, too, their, there, they’re, lie/lay, sit/set

D

Recognize usage errors occurring within context (troublesome words {affect/effect, sit/set, lie/lay, may/can, leave/let, teach/learn}).

D

Recognize and appreciate cultural and regional differences signaled by word usage and vocabulary.

D

Capitalize correctly sentence beginnings, proper nouns and adjectives, titles and abbreviations, quotations, and parts of friendly letters and business letters.

M

Use correct end of sentence punctuation (e.g., period, question mark).

A

G

 Identify the correct use of commas (i.e., series, dates, addresses, friendly letters, compound sentences, coordinating conjunctions, and introductory words) within context.

Friendly Letter, The Tanaka Twins, Mixed Practice

A

G

Identify the correct use of colons (i.e., in business letters and preceding a list of items).

When to Use

D

Demonstrate knowledge of the correct use of colons (between the hour and minute and after the greeting of a business letter) and semi-colons (in combining sentences) and quotation marks in titles.

A

G

Choose the correct use of quotation marks and commas in direct quotations.

 Mindy’s Minute Mysteries

A

G

Identify the correct spelling of plurals and possessives.

 Singular plural quiz

D

Form contractions correctly.

D

Abbreviate words correctly.

D

Continue to write legibly.

D

Spell high-frequency words correctly. 

A

G

Identify correctly or incorrectly spelled words in context.

Spellaroo

D

Spell correctly words in content specific vocabulary.

D

Recognize misspelled words in the context of sentences.

D

Use knowledge of root words, prefixes, suffixes, and structural analysis to spell words correctly.

D

Determine correct spelling of words utilizing electronic and print tools (e.g., spell checkers, dictionaries, lists, word walls, and charts).

D

Identify correctly spelled homonyms within the context of sentences of phrases.

D

Proofread and edit for accuracy of spelling using appropriate strategies to confirm spelling and to correct errors.

D

Develop a consciousness toward correct spelling across all subject areas.

D

Use appropriate language structure in oral and written communication (e.g., subject-verb agreement in simple and compound sentences, correct word order, and correct placement of more detailed words and phrases).

A

WP

Select the most appropriate method to correct a run-on sentence (i.e., conjunctions, semi-colons, and periods to join or separate elements) within context.

Run-on repair

A

WP

Identify within context a variety of appropriate sentence-combining techniques (i.e., comma + coordinating conjunction, use of semicolon, and introductory phrases and/or clauses).

Sentence sort  Combining sentences Subject-verb mix-up

D

Combine simple sentences into compound sentences.

D

Combine sentences using compound subjects and/or predicates.

A

WP

Select the best way to correct incomplete sentences within context.

What’s Missing?