Diocese of
ENGLISH/LANGUAGE ARTS
ACADEMIC CONTENT
STANDARDS
LANGUAGE ARTS STANDARDS
Grade Three
1.0 Word
Analysis, Fluency, and Systematic Vocabulary Development
Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.
1.1 Know and use complex word families
when reading (e.g., -ight) to decode unfamiliar
words.
1.2 Decode regular multi-syllabic
words.
1.3 Read aloud narrative and expository
text fluently and accurately and with appropriate pacing, intonation, and
expression.
Vocabulary and Concept Development
1.4 Use knowledge of antonyms,
synonyms, homophones, and homographs to determine the meanings of words.
1.5 Demonstrate knowledge of levels of specificity among grade-appropriate words and explain the importance of these relations (e.g., dog/mammal/animal/living things).
1.6 Use sentence and word context to
find the meaning of unknown words.
1.7 Use a dictionary to learn the
meaning and other features of unknown words.
1.8 Use knowledge of prefixes (e.g.,
un-, re-, pre,- bi-, mis-, dis-)
and suffixes (e.g., -er, -est,
-ful) to determine the meaning of words.
2.0 Reading
Comprehension
Students read and understand grade-level-appropriate material, including grade-level Bibles. They draw upon a variety of comprehension strategies as needed (e.g., generating and
responding to essential questions, making predictions, comparing information from several sources). In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade three, students make substantial progress toward this goal.
2.1 Use titles, tables of contents,
chapter headings, glossaries, and indexes to locate information in text.
Comprehension
and Analysis of Grade-Level-Appropriate Text
2.2 Ask questions and support answers by
connecting prior knowledge with literal information found in, and inferred
from, the text.
2.3 Demonstrate comprehension by
identifying answers in the text.
2.4 Recall major points in the text and
make and modify predictions about forthcoming information.
2.5 Distinguish the main idea and
supporting details in expository text.
2.6 Extract appropriate and significant
information from the text, including problems and solutions.
2.7 Follow simple multiple-step written
instructions (e.g., how to assemble a product or play a board game).
3.0 Literary
Response and Analysis
Students read and respond to a wide variety of significant works of children’s literature and the Bible. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters).
3.1 Distinguish common forms of
literature (e.g., poetry, drama, fiction, nonfiction).
Comprehension
and Analysis of Grade-Level-Appropriate Text
3.2 Comprehend basic plots of classic
fairy tales, myths, folktales, legends, and fables from around the world.
3.3 Determine what characters are like
by what they say or do and by how the author or illustrator portrays them.
3.4 Determine the underlying theme or
author’s message n fiction and nonfiction text.
3.5 Recognize the similarities of
sounds in words and rhythmic patterns (e.g., alliteration, onomatopoeia) in a
selection.
3.6 Identify the speaker or narrator in
a selection.
1.0 Writing
Strategies
Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purposes. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).
1.1 Create a single paragraph:
a. Develop a topic
sentence.
b. Include simple supporting facts and details.
Penmanship
1.2 Write legibly in cursive or joined
italic, allowing margins and correct spacing between letters in a word and
words in a sentence.
Research
and Technology
1.3 Understand the structure and
organization of various reference materials (e.g., dictionary, thesaurus,
atlas, encyclopedia, internet).
Evaluation
and Revision
1.4 Revise drafts to improve the coherence and logical progression of ideas by using an established rubric.
2.0 Writing
Applications (Genres and Their Characteristics)
Students write compositions that describe and explain familiar objects, events, and Christian experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.
Using the writing strategies of grade three outlined in Writing Standard 1.0, students:
2.1 Write narratives:
a. Provide a context
within which an action takes place.
b. Include well-chosen
details to develop the plot.
c. Provide insight into
why the selected incident is memorable.
2.2 Write descriptions that use concrete
sensory details to present and support unified impressions of people, places,
things, and experiences.
2.3 Write personal and formal letters,
thank-you notes, and invitations:
a. Show awareness of the
knowledge and interests of the audience and establish a purpose and context.
b. Include the date, proper salutation, body, closing, and signature.
2.4 Write a Church petition.
The standards for written and oral English language conventions have
been placed between those for writing and for listening and speaking because
these conventions are essential to both sets of skills.
Students write and speak with a command of standard English conventions appropriate to this grade level.
1.1 Understand
and be able to use complete and correct declarative, interrogative, imperative,
and exclamatory sentences in writing and speaking.
1.2 Identify
subjects and verbs that are in agreement and identify and use pronouns,
adjectives, compound words, and articles correctly in writing and speaking.
1.3 Identify
and use past, present, and future verb tenses properly in writing and speaking.
1.4 Identify
and use subjects and verbs correctly in speaking and writing simple sentences.
Punctuation
1.5 Punctuate
dates, city and state, and titles of books correctly.
1.6 Use
commas in dates, locations, and addresses and for items in a series.
Capitalization
1.7 Capitalize
geographical names, holidays, historical periods, and special events correctly.
1.8 Spell
correctly one-syllable words that have blends, contractions, compounds,
orthographic patterns (e.g., qu, consonant doubling,
changing the ending of a word from –y to –ies
when forming the plural), and common homophones (e.g., hair-hare).
1.9 Arrange
words in alphabetic order.
1.0 Listening
and Speaking Strategies
Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation.
1.1 Retell, paraphrase, and explain
what has been said by a speaker.
1.2 Connect and relate prior
experiences, insights, and ideas to those of a speaker.
1.3 Respond to questions with appropriate elaboration.
1.4 Identify the musical elements of literary language (e.g., rhymes, repeated sounds, instances of onomatopoeia).
1.5 Organize ideas chronologically or
around major points of information.
1.6 Provide a beginning, a middle, and an end, including concrete details that
develop a central idea.
1.7 Use clear and specific vocabulary to communicate ideas and establish the tone.
1.8 Clarify and enhance oral presentations through the use of appropriate props (e.g., objects, pictures, charts).
1.9 Read prose and poetry aloud with fluency, rhythm, and pace, using appropriate intonation and vocal patterns to emphasize important passages of the text being read.
Analysis and Evaluation of Oral and Media Communications
1.10 Compare ideas and points of view expressed in broadcast and print media.
1.11 Distinguish between the speaker’s
opinions and verifiable facts.
2.0 Speaking
Applications (Genres and Their Characteristics)
Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.
Using the speaking strategies of grade three outlined in Listening and
Speaking Standard 1.0, students:
2.1 Make brief narrative presentations:
a. Provide a context for
an incident that is the subject of the presentation.
b. Provide insight into
why the selected incident is memorable.
c. Include well-chosen details to develop character, setting, and plot.
2.2 Plan and present dramatic interpretations of experiences, stories, poems, or plays with clear diction, pitch, tempo, and tone.
2.3 Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things, or experiences.
2.4 Read in Mass or present a Mass
reading in class.
LANGUAGE ARTS
STANDARDS
Grade Four
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.
1.1 Read narrative and expository text
aloud with grade-appropriate fluency and accuracy and with appropriate pacing,
intonation, and expression.
Vocabulary
and Concept Development
1.2 Apply knowledge of word origins,
derivations, synonyms, antonyms, and idioms to determine the meaning of words
and phrases.
1.3 Use knowledge of root words to
determine the meaning of unknown words within a passage.
1.4 Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g., international).
1.5 Use a thesaurus to determine
related words and concepts.
1.6 Distinguish and interpret words with multiple meanings.
2.0 Reading Comprehension
Students read and understand grade-level-appropriate material, including grade-level Bibles. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). In addition to their regular school reading, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information).
2.1 Identify structural patterns found in
informational text (e.g., compare and contrast, cause and effect, sequential or
chronological order, proposition and support) to strengthen comprehension.
Comprehension and analysis of
Grade-Level-Appropriate Text
2.2 Use appropriate strategies when reading
for different purposes (e.g., full comprehension, location of information,
personal enjoyment).
2.3 Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, and foreshadowing clues.
2.4 Evaluate new information and hypotheses by testing them against known information and ideas.
2.5 Compare and contrast information on the same topic after reading several passages or articles.
2.6 Distinguish between cause and
effect and between fact and opinion in expository text.
2.7 Follow multiple-step instructions
in a basic technical manual (e.g., how to use computer commands or video
games).
3.0 Literary
Response and Analysis
Students read and respond to a wide variety of significant works of children’s literature and the Bible. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters).
3.1 Describe the structural differences
of various imaginative forms of literature, including fantasies, fables, myths,
legends, and fairy tales.
Narrative
Analysis of Grade-Level-Appropriate Text
3.2 Identify the main events of the
plot, their causes, and the influence of each event on future actions.
3.3 Use knowledge of the situation and
setting and of a character’s traits and motivations to determine the
causes for that character’s actions.
3.4 Compare and contrast tales from
different cultures by tracing the exploits of one character type and develop
theories to account for similar tales in diverse cultures (e.g., trickster
tales).
3.5 Define figurative language (e.g.,
simile, metaphor, hyperbole, personification) and identify its use in literary
works.
1.0 Writing
Strategies
Students write clear, coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).
Organization and Focus
1.1 Select a focus, an organizational
structure, and a point of view based upon purpose, audience, length, and format
requirements.
1.2 Create multiple-paragraph
compositions:
a. Provide an introductory
paragraph.
b. Establish and support a
central idea with a topic sentence at or near the beginning of the first
paragraph.
c. Include supporting
paragraphs with simple facts, details, and explanations.
d. Conclude with a
paragraph that summarizes the points.
e. Use correct indention.
1.3 Use traditional structures for
conveying information (e.g., chronological order, cause and effect, similarity
and difference, and posing and answering a question).
Penmanship
1.4 Write fluidly and legibly in
cursive or joined italic.
Research
and Technology
1.5 Quote or paraphrase information
sources, citing them appropriately.
1.6 Locate information in reference
texts by using organizational features (e.g., prefaces, appendixes).
1.7 Use various reference materials
(e.g., dictionary, thesaurus, card catalog, encyclopedia, online information)
as an aid to writing.
1.8 Understand the organization of
almanacs, newspapers, and periodicals and how to use those print materials.
1.9 Demonstrate basic keyboarding
skills and familiarity with computer terminology (e.g., cursor, software,
memory, disk drive, hard drive).
1.10 Edit and revise selected drafts in improve coherence and progression by adding, deleting, consolidating, and rearranging text.
2.0 Writing Applications (Genres and Their Characteristics)
Students write compositions that describe and explain familiar objects, events, and Christian experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.
Using the writing strategies of grade four outlined in Writing Standard 1.0, students:
2.1 Write narratives:
a. Relate ideas,
observations, or recollections of an event or experience.
b. Provide a context to
enable the reader to imagine the world of the event or experience.
c. Use concrete sensory
details.
d. Provide insight into
why the selected event or experience is memorable.
2.2 Write responses to literature and
the Bible:
a. Demonstrate an
understanding of the literary work.
b. Support judgments
through references to both the text and prior knowledge.
2.3 Write information reports:
a. Frame a central
question about an issue or situation.
b. Include facts and
details for focus.
c. Draw from more than one
source of information (e.g., speakers, books, newspapers, other media sources).
2.4 Write summaries that contain the
main ideas of the reading selection and the most significant details.
2.5 Write a Church petition.
Written and Oral English Language Conventions
The standard for written
and oral English language conventions have been placed between those for
writing and for listening and speaking because these conventions are essential
to both sets of skills.
1.0 Written and Oral English Language Conventions
Students write and
speak with a command of Standard English conventions appropriate to this grade
level.
Sentence
Structure
1.1 Use simple and compound sentences
in writing and speaking.
1.2 Combine short, related sentences
with appositives, participial phrases, adjectives, adverbs, and prepositional
phrases.
Grammar
1.3 Identify and use regular and
irregular verbs, adverbs, prepositions, and coordinating conjunctions in
writing and speaking.
Punctuation
1.4 Use parentheses, commas in direct
quotations, and apostrophes in the possessive case of nouns and in
contractions.
1.5 Use underlining, quotation marks,
or italics to identify titles of documents.
Capitalization
1.6 Capitalize names of magazines,
newspapers, works of art, musical compositions,
organizations, and the first word in quotations when appropriate.
Spelling
1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.
Listening and
Speaking
1.0 Listening and Speaking Strategies
Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation.
Comprehension
1.1 Ask thoughtful questions and
respond to relevant questions with appropriate elaboration in oral settings.
1.2 Summarize major ideas and supporting evidence presented in spoken messages and formal presentations.
1.3 Identify how language usages (e.g., sayings, expressions) reflect regions and cultures.
1.4 Give precise directions and
instructions.
Organization and Delivery of Oral Communication
1.5 Present effective introductions and
conclusions that guide and inform the listener’s understanding of
important ideas and evidence.
1.6 Use traditional structures for
conveying information (e.g., cause and effect, similarity and difference, and posing
and answering a question).
1.7 Emphasize points in ways that help
the listener or viewer to follow important ideas and concepts.
1.8 Use details, examples, anecdotes, or experiences to explain or clarify information.
1.9 Use volume, pitch, phrasing, pace, modulation, and gestures appropriately to enhance meaning.
Analysis and Evaluation of Oral media
Communication
1.10 Evaluate the role of the media in focusing attention on events and in forming opinions on issues.
1.11 Weigh media against religious standards taught.
2.0 Speaking
Applications (Genres and Their Characteristics)
Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.
Using the speaking strategies of grade four, outlined in Listening and Speaking Standard 1.0, students:
2.1 Make narrative presentations:
a. Relate ideas,
observations, or recollections about an event or experience.
b. Provide a context that
enables the listener to imagine the circumstances of the event or experience.
c. Provide insight into
why the selected event or experience is memorable.
2.2 Make informational presentations:
a. Frame a key question.
b. Include facts and
details that help listeners to focus.
c. Incorporate more than
one source of information (e.g., speakers, books, newspapers, television or radio reports).
2.3 Deliver oral summaries of articles
and books that contain the main ideas of the event or article and the most
significant details.
2.4 Recite brief poems (i.e., two or
three stanzas), soliloquies, or dramatic dialogues, using clear diction, tempo,
volume, and phrasing.
2.5 Read in Mass or present a Mass
reading in class.
LANGUAGE ARTS STANDARDS
Grade Five
1.0 Word
Analysis, Fluency, and Systematic Vocabulary Development
Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.
Word Recognition
1.1 Read aloud narrative and expository
text fluently and accurately and with appropriate pacing, intonation, and
expression.
Vocabulary and Concept Development
1.2 Use word origins to determine the meaning of unknown words.
1.3 Understand and explain frequently
used synonyms, antonyms, and homographs.
1.4 Know abstract, derived roots and affixes from Greek and Latin and use this knowledge to analyze the meaning of complex words. (e.g., controversial).
1.5 Understand and explain the figurative and metaphorical use of words in context.
2.0 Reading
Comprehension (Focus on Informational Materials)
Students read and understand grade-level-appropriate material and grade-level Bibles. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade five, students make progress toward this goal.
Structural Features of Informational
Materials
2.1 Understand how text features (e.g.,
format, graphics, sequence, diagrams, illustrations, charts, maps)
make information accessible and usable.
2.2 Analyze text that is organized in
sequential or chronological order.
Comprehension
and analysis of Grade-Level-Appropriate Text
2.3 Discern main ideas and concepts
presented in texts, identifying and assessing evidence that supports those
ideas.
2.4 Draw inferences, conclusions, or
generalizations about text and support them with textual evidence and prior
knowledge.
Expository
Critique
2.5 Distinguish facts, supported
inferences, and opinions in text.
2.6 Analyze and identify the teachings
of parable in the Bible.
3.0 Literary
Response and Analysis
Students read and respond to historically or culturally significant works of literature and the Bible. They begin to find ways to clarify the ideas and make connections between literary works.
Structural Features of Literature
3.1 Identify and analyze the
characteristics of poetry, drama, fiction, and nonfiction and explain the
appropriateness of the literary forms chosen by an author for a specific
purpose.
Narrative
Analysis of Grade-Level-Appropriate Text
3.2 Identify the main problem or
conflict of the plot and explain how it is resolved.
3.3 Contrast the actions, motives
(e.g., loyalty, selfishness, conscientiousness), and appearances of characters
in a work of fiction and discuss the importance of the contrasts to the plot or
theme.
3.4 Understand that theme refers to the
meaning or moral of a selection and recognize themes (whether implied or stated
directly) in sample works.
3.5 Describe the function and effect of
common literary devices (e.g., imagery, metaphor, symbolism).
Literary Criticism
3.6 Evaluate the meaning of archetypal patterns and symbols that are found in myth and tradition by using literature from different eras and cultures.
3.7 Evaluate the author’s use of various techniques (e.g., appeal of characters in a picture book, logic and credibility of plots and settings, use of figurative language) to influence readers’ perspectives.
Writing
1.0 Writing
Strategies
Students write clear, coherent, and focused essays. The writing exhibits the students’ awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.
Organization and Focus
1.1 Create multiple-paragraph narrative
compositions:
a. Establish and develop a
situation or plot.
b. Describe the setting.
c. Present an ending.
1.2 Create multiple-paragraph
expository compositions:
a. Establish a topic,
important ideas, or events in sequence or chronological order.
b. Provide details and
transitional expressions that link one paragraph to another in a clear line of
thought.
c. Offer a concluding
paragraph that summarizes important ideas and details.
Research and Technology
1.3 Use organizational features of printed text (e.g., citations, end notes, bibliographic references) to locate relevant information.
1.4 Create simple documents by using electronic
media and employing organizational features (e.g., passwords, entry and
pull-down menus, word searches, the thesaurus, spell checks).
1.5 Use a thesaurus to identify
alternative word choices and meanings.
Evaluation
and Revision
1.6 Edit and revise manuscripts to
improve the meaning and focus of writing by adding, deleting, consolidating,
clarifying, and rearranging words and sentences.
1.7 Write fluidly and legibly in
cursive or joined italic. Copy scripture passages.
2.0 Writing
Applications (Genres and Their Characteristics)
Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
Using the writing strategies of grade five outlined in Writing Standard 1.0, students:
2.1 Write narratives:
a. Establish a plot, point
of view, setting and conflict.
b. Show,
rather than tell, the events of the story.
2.2 Write responses to literature and
the Bible:
a. Demonstrate an
understanding of a literary work.
b. Support judgments
through references to the text and to prior knowledge.
c. Develop interpretations
that exhibit careful reading and understanding.
2.3 Write research reports about
important ideas, issues, or events by using the following guidelines:
a. Frame questions that
direct the investigation.
b. Establish a controlling
idea or topic.
c. Develop the topic with simple
facts, details, examples, and explanations.
2.4 Write persuasive letters or
compositions:
a. State a clear position
in support of a proposal.
b. Support a position with
relevant evidence.
c. Follow a simple
organizational pattern.
d. Address reader concerns.
e. Use a moral issue
noting Church teachings.
2.5 Write a Church petition.
2.6 Write an original prayer.
Written and
Oral English Language Conventions
The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.
1.0 Written
and Oral English Language Conventions
Students write and speak with a command of Standard English conventions appropriate to this grade level.
Sentence Structure
1.1 Identify and correctly use
prepositional phrases, appositives, and independent and dependent clauses; use
transitions and conjunctions to connect ideas.
Grammar
1.2 Identify and correctly use verbs
that are often misused (e.g., lie/lay, sit/set, rise/raise), modifiers, and
pronouns.
Punctuation
1.3 Use a colon to separate hours and minutes and to introduce a list; use quotation marks around the exact words of a speaker and titles of poems, songs, short stories, and so forth.
1.4 Use correct punctuation for Bible Verses.
Capitalization
1.5 Use correct capitalization.
Spelling
1.6 Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly.
Listening and
Speaking
1.0 Listening
and Speaking Strategies
Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication.
Comprehension
1.1 Ask questions that seek information
not already discussed.
1.2 Interpret a speaker’s verbal and nonverbal messages, purposes, and perspectives.
1.3 Make inferences or draw conclusions based on an oral report.
Organization and Delivery of Oral
Communication
1.4 Select a focus, organizational structure, and point of view for an oral report.
1.5 Clarify and support spoken ideas with evidence and examples.
1.6 Engage the audience with appropriate verbal cues, facial expressions, and gestures.
Analysis and Evaluation of Oral and Media
Communications
1.7 Identify, analyze, and critique persuasive techniques (e.g., promises, dares, flattery, glittering generalities); identify logical fallacies used in oral presentations and media messages.
1.8 Analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture.
1.9 Weigh media messages against the moral and religious standards of the Catholic Church.
2.0 Speaking
Applications (Genres and Their Characteristics)
Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery stages outlined in Listening and Speaking Standard 1.0.
Using the speaking strategies of grade five outlined in Listening and
speaking Standard 1.0, students:
2.1 Deliver narrative presentations:
a. Establish a situation,
plot, point of view, and setting with descriptive words and phrases.
b. Show, rather than tell, the listener what happens.
2.2 Deliver informative presentations about an important idea, issue, or event by the following means:
a. Frame questions to direct the investigation.
b. Establish a controlling idea or topic.
c. Develop the topic with simple facts, details, examples, and explanations.
2.3 Deliver oral responses to
literature:
a. Summarize significant
events and details.
b. Articulate an understanding of several ideas or images communicated by the literary work.
c. Use examples or textual
evidence from the work to support conclusions.
2.4 Read in Mass or present a Mass reading in class.
Language Arts
Tracking Sheet – Third Grade
Language Arts
Tracking Sheet – Fourth Grade
Language Arts
Tracking Sheet – Fifth Grade