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ADVENTIST EDUCATION STANDARDS Standards, what learners should know (content) and be able to do (skills), serve as the framework for curriculum development. Standards in NAD Seventh-day Adventist schools reflect the Adventist worldview across the K-12 curricula as well as the integration of national and provincial/state standards. The Adventist worldview accepts the Bible as the standard by which everything else is measured. Four key concepts emerge from a biblical worldview that can be used as a lens for curriculum development, as well as informing the essential questions and big ideas of any content area: Creation (What is God’s intention?), Fall (How has God’s purpose been distorted?), Redemption (How does God help us to respond?), and Re-creation (How can we be restored in the image of God?). — THE CORE OF ADVENTIST EDUCATION CURRICULUM STUDENTS WHO ARE COLLEGE AND CAREER READY IN READING, WRITING, SPEAKING, LISTENING, AND LANGUAGE: 1. Demonstrate independence. 5. Value evidence. 2. Build strong content knowledge. 6. Use technology and digital media strategically and capably. 3. Respond to the varying demands of audience, task, purpose, and discipline. 7. Come to understand other perspectives and cultures. 4. Comprehend as well as critique. — COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS STANDARDS CODING CREDITS The standards have been coded so that educators can easily refer to them in their curriculum, instruction, and assessment practices. The coding system that precedes each standard begins with the content area abbreviation in letters; all are identified with LA—Language Arts (LA.K.RF.1). The second part of the code refers to the grade level (LA.K.RF.1). The third part of the code refers to the particular language arts domain (LA.K.RF.1), with RF standing for Reading Foundations. The fourth part of the code refers to a particular skill within the language arts domain (LA.K.RF.1). The coding system that follows each standard is the Common Core State Standards for English Language Arts (CCSSELA) that aligns with the NAD standard. Where no CCSSELA is noted, there is no corresponding CCSSELA. The following resources were referenced in developing English Language Arts Standards for Seventh-day Adventist Schools: a sampling of state standards, the International Reading Association (IRA), the National Council of Teachers of English (NCTE), NAD Curriculum Guide for The Integrated Language Arts, Common Core State Standards for English Language Arts (CCSSELA), and the Core of Adventist Education Curriculum. DEVELOPMENT COMMITTEE MEMBERS Betty Bayer Carol Campbell Ileana Espinosa Jerrell Gilkeson Randy Gilliam Martha Havens LouAnn Howard Jim Martz Patti Revolinski Diane Ruff Seventh-day Adventist Church in Canada Associate Director of Education North American Division Director of Elementary Education Columbia Union Associate Director of Elementary Education Atlantic Union Associate Director of Elementary Education Southwestern Union Director of Education Pacific Union Associate Director of Elementary Education Mid-America Union Associate Director of Elementary Education Lake Union Associate Director of Elementary Education North Pacific Union Associate Director of Elementary Education Southern Union Associate Director of Elementary Education language grade Content SkillS (CCSSELA ALignmEnt) note: the inclusion of Language standards in their own domain should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts. Conventions of Standard english k Vocabulary acquisition and use la.k.l.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: use frequently occurring nouns and verbs; form regular plural nouns orally by adding /s/ or /es/; use question words; use prepositions (e.g., to, from, in, out, on off, for, of, by, with); produce and expand complete sentences in shared language activities (L.K.1) la.k.l.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling: capitalize the first word in a sentence, own name, and the pronoun I; recognize and name end punctuation; write a letter or letters for most consonants and short vowel sounds; spell simple words phonetically (L.K.2) la.k.l.3 Determine the meaning of unknown and multiple-meaning words and phrases: identify and apply new meanings for familiar words (e.g., duck as a noun or verb); use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful,-less) as a clue to the meaning of an unknown word (L.K.4) la.k.l.4 With support, explore word relationships and nuances in word meanings: sort common objects into categories; demonstrate understanding of verbs and adjectives by relating them to their antonym; identify real-life connections between words and their use (e.g., words that are colorful); distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out their meanings (L.K.5) la.k.l.5 Use words and phrases acquired through conversations, reading and being read to, and responding to texts (L.K.6) la.1.l.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: use common, proper, and possessive nouns; use singular and plural nouns with matching verbs; use personal, possessive, and indefinite pronouns; use past, present, and future verb tenses; use frequently occurring adjectives, conjunctions (e.g., and, but, or, so, because) determiners (e.g., articles, demonstratives), and prepositions (e.g., during, beyond, toward); with prompting, produce and expand simple and compound declarative, interrogative, imperative, and exclamatory sentences (L.1.1) la.1.l.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling: capitalize dates and names of people; use end punctuation; use commas in dates and to separate words in a series; use conventional spelling for words with common spelling patterns and frequently occurring irregular words; spell unknown words phonetically (L.1.2) la.1.l.3 Determine the meaning of unknown and multiple-meaning words and phrases, choosing from a range of strategies: use sentence-level context and affixes; identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking) (L.1.4) la.1.l.4 With support, demonstrate understanding of word relationships and nuances in word meanings: sort words into categories; define words by category and by one or more attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes); identify real-life connections between words and their use (e.g., note places at home that are cozy); distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them, or by acting out the meanings (L.1.5) la.1.l.5 Use words and phrases, including frequently occurring conjunctions (e.g., and, or, because), acquired through conversations, reading and being read to, and responding to texts (L.1.6) la.2.l.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: use collective nouns, irregular plural nouns (e.g., feet, children, teeth, mice, fish), reflexive pronouns (e.g., myself, ourselves), the past tense of irregular verbs (e.g., sat, hid, told, drew); choose appropriate adjectives and adverbs depending on what is to be modified; produce, and expand complete simple and compound sentences (L.2.1) la.2.l.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling: capitalize proper nouns and initials; use commas in greetings and closings of letters; use apostrophes to form contractions and possessives; generalize learned spelling patterns (e.g., cage > badge, boy > boil); consult reference materials (e.g., beginning dictionary) as needed to check spellings (L.2.2) la.2.l.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening: compare formal and informal uses of English; use correct word and sentence order(L.2.3) la.2.l.4 Determine the meaning of unknown and multiple-meaning words and phrases, choosing from a range of strategies: use sentence-level context; determine the meaning of a word when a known prefix is added to a known word; use a known root word as a clue to the meaning of an unknown word; use knowledge of the meaning of individual words to predict the meaning of compound words; use print and digital glossaries or dictionaries to determine the meaning of words and phrases (L.2.4) la.2.l.5 Demonstrate understanding of word relationships and nuances in word meanings: identify real-life connections between words and their use (e.g., describe foods that are spicy); distinguish shades of meaning among related verbs (e.g., toss, throw, hurl) and related adjectives (e.g., thin, slender, skinny) (L.2.5) la.2.l.6 Use words and phrases, including adjectives and adverbs, acquired through conversations, reading and being read to, and responding to texts (L.2.6) la.3.l.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: explain function of nouns, pronouns, verbs, adjectives, and adverbs in general as well as in particular sentences; form and use regular and irregular plural nouns; use abstract nouns (e.g., childhood); form and use irregular verbs; form and use the simple verb tenses(e.g., I walked, I walk, I will walk); ensure subject-verb and pronoun-antecedent agreement; form and use comparative and superlative adjectives and adverbs; use coordinating and subordinating conjunctions; produce simple, compound, and complex sentences (L.3.1) la.3.l.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: capitalize appropriate words in titles; use commas in addresses; use commas and quotation marks in dialogue; form and use possessives; use conventional spelling for high-frequency and other studied words and for adding suffixes to base words; use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts); consult reference materials (e.g., beginning dictionaries) as needed to check spellings (L.3.2) Conventions of Standard english 1 Vocabulary acquisition and use Conventions of Standard english 2 knowledge of language Vocabulary acquisition and use Conventions of Standard english 2 language la.2.l.4 Determine the meaning of unknown and multiple-meaning words and phrases, choosing from a range of strategies: use sentence-level context; determine the meaning of a word when a known prefix is added to a known word; use a known root word as a clue to the meaning of an unknown word; use knowledge of the meaning of individual words to predict the meaning of compound words; use print and digital glossaries or dictionaries to determine the meaning of words and phrases (L.2.4) la.2.l.5 Demonstrate understanding of word relationships and nuances in word meanings: identify real-life connections between words and their use language grade Vocabulary acquisition Content and use SkillS (e.g., (CCSSELA ALignmEnt) describe foods that are spicy); distinguish shades of meaning among related verbs (e.g., toss, throw, hurl) and related adjectives (e.g., thin, slender, skinny) (L.2.5) la.2.l.6 inUse words anddomain phrases, including adjectives and adverbs, acquired through conversations, and being read to, and responding texts note: the inclusion of Language standards their own should not be taken as an indication that skills relatedreading to conventions, effective languagetouse, (L.2.6) and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts. la.3.l.1 la.k.l.1 Conventions of Standard english Conventions of Standard english k 3 la.k.l.2 la.3.l.2 la.k.l.3 knowledge of Vocabulary language acquisition and use la.3.l.3 la.k.l.4 Vocabulary acquisition and use la.k.l.5 la.3.l.4 la.3.l.5 la.1.l.1 la.3.l.6 Conventions of Standard english 1 4 la.4.l.1 la.1.l.2 Conventions of Standard english Vocabulary knowledge of acquisition language and use Conventions of Standard english 2 5 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: use commas and quotation marks to denote direct speech quotations fromwords a text; usephrases, a comma before afrom coordinating in asentence-level compound sentence; Determine the meaning of unknown and and multiple-meaning and choosing a range ofconjunction strategies: use context spell grade-appropriate words, occurring consultingroot references as needed and affixes; identify frequently words (e.g., look)(L.4.2) and their inflectional forms (e.g., looks, looked, looking) (L.1.4) la.1.l.4 la.4.l.3 With support, demonstrate understanding of word relationships and nuances in word meanings: sort words into categories; define words Usecategory knowledge and its conventions reading, choose precise words andreal-life phrasesconnections to convey by andofbylanguage one or more attributes (e.g., when a duckwriting, is a birdspeaking, that swims; a tigerorislistening: a large cat with stripes); identify ideas; punctuate fortheir effect;use differentiate that for formal English and of informal discourse (L.4.3)differing in manner (e.g., between words and (e.g., note between places at contexts home that arecall cozy); distinguish shades meaning among verbs look, peek, glance) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them, or by acting out the meanings (L.1.5) Determine the meaning of unknown and multiple-meaning words and phrases, choosing from a range of strategies: use context (e.g., Use words and phrases,restatements) including frequently occurring conjunctions or, because), throughphotograph, conversations, reading as andclues definitions, examples, and grade-appropriate Greek and(e.g., Latinand, affixes and roots acquired (e.g., telegraph, autograph) being to, and to texts (L.1.6)print and digital references, including thesauruses, for pronunciation and meaning (L.4.4) to the read meaning of aresponding word or phrase; consult la.4.l.5 la.2.l.1 la.4.l.6 Demonstrate understanding of figurative language, word relationships and nuances in word meanings: explain the meaning of simple similes and metaphors in context; explain the meaning of common idioms, adages, and proverbs; demonstrate understanding of words by relating Demonstrate thesynonyms conventions of standard English grammar and usage when writing or speaking: use collective nouns, irregular them to their command antonyms of and (L.4.5) plural nouns (e.g., feet, children, teeth, mice, fish), reflexive pronouns (e.g., myself, ourselves), the past tense of irregular verbs (e.g., sat, hid, told,and drew); appropriate adjectives and adverbs depending on what to be modified; produce, and expandofcomplete and to a Acquire use choose content-specific words and phrases, including those that signalisprecise actions, emotions, or states being thatsimple are basic compound sentences (L.2.1) particular topic (L.4.6) la.2.l.2 la.5.l.1 Conventions of Standard english knowledge of language Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling: capitalize proper nouns and initials; use commas in greetingsofand of letters; use apostrophes to form and contractions andwriting possessives; generalize learned Demonstrate command theclosings conventions of standard English grammar usage when or speaking: explain the spelling functionpatterns of (e.g., cage > badge, boy > boil); reference materials beginning dictionary) needed tocorrectly, check spellings (L.2.2) conjunctions, prepositions, and consult interjections in general and (e.g., in particular sentences; use as verb tenses including the perfect verb tenses; use correlative conjunctions (e.g., either/or; neither/nor) (L.5.1) la.5.l.2 la.2.l.3 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: use punctuation to Use knowledge of alanguage anda comma its conventions when writing, speaking, reading, or listening: formal and uses of and English; separate items in series; use to separate introductory elements, to set off the wordscompare yes and no, to set offinformal a tag question, to use correct word and sentence order(L.2.3) indicate direct address; use underlining, quotation marks, or italics to indicate titles of works; spell grade-appropriate words, consulting references as needed (L.5.2) knowledge of language la.5.l.3 la.2.l.4 Use knowledge of language and its conventions when writing, speaking, reading,choosing or listening: and use reduce sentences for Determine the meaning of unknown and multiple-meaning words and phrases, fromexpand, a rangecombine, of strategies: sentence-level context; meaning, reader/listener and style; compare contrast varieties of use English used root in stories, dramas, poems (L.5.3)of an determine the meaning ofinterest, a word when a known prefixand is added to the a known word; a known word as a clue or to the meaning unknown word; use knowledge of the meaning of individual words to predict the meaning of compound words; use print and digital glossaries or dictionaries to determine the meaning of words and phrases (L.2.4) Determine the meaning of unknown and multiple-meaning words and phrases, choosing from a range of strategies: use context (e.g., cause/ Demonstrate understanding of word relationships and nuances in word meanings: real-life connections photosynthesis) between words and their to usethe effect relationships and comparison) and grade-appropriate Greek and Latin affixesidentify and roots (e.g., photograph, as clues (e.g., describe foodsorthat are spicy); distinguish shades references of meaningfor among related verbs toss,(L.5.4) throw, hurl) and related adjectives (e.g., meaning of a word phrase; consult print and digital pronunciation and (e.g., meaning thin, slender, skinny) (L.2.5) Demonstrate understanding of word relationships and nuances in word meanings: interpret figurative language, including similes and Use words and phrases,explain including adverbs,idioms, acquired through reading and being read to, and responding to texts metaphors in context; the adjectives meaning ofand common adages, and conversations, proverbs; use the relationship between particular words (e.g., (L.2.6) synonyms, antonyms, homonyms) to better understand each of the words (L.5.5) Vocabulary acquisition and use Vocabulary acquisition and use la.5.l.4 la.2.l.5 la.5.l.5 la.2.l.6 la.5.l.6 la.3.l.1 la.6.l.1 Conventions Conventions of of Standard Standard english english 6 Demonstrate understanding of word relationships and nuances in word meanings: distinguish literal and nonliteral meanings of words and phrases in context; identify real-life connections between words and their use; distinguish shades of meaning among related words that describe statescommand of mind or of certainty (e.g., knew, believed, suspected, heard,when wondered) Demonstrate of degrees the conventions of standard English grammar and usage writing(L.3.5) or speaking: use common, proper, and possessive nouns; use singular and plural nouns with matching verbs; use personal, possessive, and indefinite pronouns; use past, present, Acquire andverb usetenses; conversational and content-specific words and phrases, including signal spatial and temporal relationships and future use frequently occurring adjectives, conjunctions (e.g., and,those but, that or, so, because) determiners (e.g., articles, (L.3.6) demonstratives), and prepositions (e.g., during, beyond, toward); with prompting, produce and expand simple and compound declarative, interrogative, imperative, and exclamatory sentences (L.1.1) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: use relative pronouns (e.g., who, which, that, whoever), relative adverbsof(e.g., where, when,capitalization, why), and modal auxiliariesand (e.g., can, may, must); dates form and names use progressive Demonstrate command of the conventions standard English punctuation, spelling: capitalize of people; verbend tenses (e.g., I wasuse walking, I am will be walking) phrases; correctly use adjectives within use punctuation; commas in walking, dates andI to separate wordsand in aprepositional series; use conventional spelling forhomonyms; words withorder common spelling sentencesand (e.g., a small red bag rather than awords; red small produce complete sentences, correcting inappropriate fragments and run-ons patterns frequently occurring irregular spellbag); unknown words phonetically (L.1.2) (L.4.1) la.4.l.2 la.1.l.3 la.4.l.4 la.1.l.5 Vocabulary acquisition and use Demonstrate explain function of nouns, Demonstrate command command of of the the conventions conventions of of standard standard English English grammar grammar and and usage usage when when writing writing or or speaking: speaking: use frequently occurring nouns pronouns, verbs,regular adjectives, andnouns adverbs in general as well in particular sentences; form and use regular irregular plural and verbs; form plural orally by adding /s/ oras/es/; use question words; use prepositions (e.g., and to, from, in, out, on nouns; off, for,use of, by, abstract nouns (e.g., childhood); form and use irregular verbs; form and use the simple verb tenses(e.g., I walked, I walk, I will walk); ensure with); produce and expand complete sentences in shared language activities (L.K.1) subject-verb and pronoun-antecedent agreement; form and use comparative and superlative adjectives and adverbs; use coordinating and subordinating conjunctions; produce simple, compound, and complex sentences (L.3.1) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling: capitalize the first word in a sentence, own name, and the pronoun recognize and endEnglish punctuation; write a letter or lettersand for spelling most consonants and short vowelappropriate sounds; spell Demonstrate command of theI; conventions of name standard capitalization, punctuation, when writing: capitalize simple words words in titles;phonetically use commas(L.K.2) in addresses; use commas and quotation marks in dialogue; form and use possessives; use conventional spelling for high-frequency and other studied words and for adding suffixes to base words; use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts); consult reference materials (e.g., beginning dictionaries) as needed to check spellings (L.3.2) Determine the meaning of unknown and multiple-meaning words and phrases: identify and apply new meanings for familiar words (e.g., duck as a noun or verb); use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful,-less) as a clue to the meaning of an unknown word (L.K.4) Use knowledge of language and its conventions when writing, speaking, reading, or listening: choose words and phrases for effect; recognize differences between conventions of spokenand andnuances writtenin standard English (L.3.3) With support, explore word relationships word meanings: sort common objects into categories; demonstrate understanding of verbs and adjectives by relating them to their antonym; identify real-life connections between words and their use (e.g., words that are colorful); distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out their meanings Determine(L.K.5) the meaning of unknown and multiple-meaning words and phrases, choosing from a range of strategies: use sentence-level context; determine the meaning of a new word when a known affix is added to a known word; use a known root word as a clue to the meaning of anwords unknown word; use print and digitalconversations, glossaries or beginning dictionaries the meaning words and phrases (L.3.4) Use and phrases acquired through reading and being readtoto,determine and responding to textsof(L.K.6) knowledge of language la.6.l.2 la.3.l.2 la.6.l.3 Acquire and use content-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition) (L.4.6) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: explain function of nouns, pronouns, verbs, adjectives, and adverbs in general as well as in particular sentences; form and use regular and irregular plural nouns; use abstract nounscommand (e.g., childhood); form and use irregularEnglish verbs; form and use simple verb tenses(e.g., I walked, walk, I willinwalk); ensure Demonstrate of the conventions of standard grammar andthe usage when writing or speaking: useI pronouns the proper subject-verb and objective, pronoun-antecedent form and use and superlative adjectives andensure adverbs; use coordinating and case (subjective, possessive),agreement; number, and person; usecomparative intensive pronouns (e.g., I did it myself); pronoun-antecedent subordinating conjunctions; produce anduse complex sentences (L.3.1) agreement; recognize variations from simple, standardcompound, English and strategies to improve expression if required by context (L.6.1) use punctuation (e.g., Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: capitalize appropriate commas, parentheses, brackets, dashes, hyphens) to setand off quotation nonrestrictive/parenthetical correctly (L.6.2) words in titles; use commas in addresses; use commas marks in dialogue;elements; form and spell use possessives; use conventional spelling for high-frequency and other studied words and for adding suffixes to base words; use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts); consult reference materials (e.g., beginning dictionaries) as Use knowledge language(L.3.2) and its conventions when writing, speaking, reading, or listening: vary sentence patterns; maintain consistency in needed to checkofspellings style and tone (L.6.3) 5 knowledge of language language grade Vocabulary Content acquisition and use la.5.l.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening: expand, combine, and reduce sentences for meaning, reader/listener interest, and style; compare and contrast the varieties of English used in stories, dramas, or poems (L.5.3) la.5.l.4 Determine the meaning of unknown and multiple-meaning words and phrases, choosing from a range of strategies: use context (e.g., cause/ effect relationships and comparison) and grade-appropriate Greek and Latin affixes and roots (e.g., photograph, photosynthesis) as clues to the meaning of a word or phrase; consult print and digital references for pronunciation and meaning (L.5.4) la.5.l.5 understanding of word relationships and nuances in word meanings: interpret figurative language, including similes and SkillS Demonstrate (CCSSELA ALignmEnt) metaphors in context; explain the meaning of common idioms, adages, and proverbs; use the relationship between particular words (e.g., synonyms, antonyms, homonyms) to better understand each of the words (L.5.5) note: the inclusion of Language standards their own domain should not beand taken as an indication thatsignal skillscontrast, relatedaddition, to conventions, effective language la.5.l.6 inAcquire and use content-specific words phrases, including those that and other logical relationships (e.g.,use, however,speaking, although, nevertheless, similarly, moreover, addition) (L.4.6) from such contexts. and vocabulary are unimportant to reading, writing, and listening; indeed, they in are inseparable Conventions of Standard english Conventions of Standard english 6 k knowledge of language Vocabulary Vocabulary acquisition acquisition and use and use la.6.l.1 la.k.l.1 la.6.l.2 la.k.l.2 la.6.l.3 la.6.l.4 la.k.l.3 phrases, identify choosingand from a range of strategies: context and(e.g., gradeDetermine the meaning of unknown and multiple-meaning words and phrases: apply new meanings for use familiar words duck appropriate Latin and roots occurring as clues toinflections the meaning a word; consult print referencesasfora pronunciation, meaning, as a noun orGreek verb);or use the affixes most frequently andofaffixes (e.g., -ed, -s, re-,and un-,digital pre-, -ful,-less) clue to the meaning of andunknown part of speech (L.6.4) an word (L.K.4) la.6.l.5 la.k.l.4 Demonstrate of figurative language, word relationships, and nuances in word meanings: interpret figures of speech (e.g., With support,understanding explore word relationships and nuances in word meanings: sort common objects into categories; demonstrate understanding personification) in context; use thethem relationship between particular words to understandbetween their meaning; distinguish the connotations of verbs and adjectives by relating to their antonym; identify real-life connections words and their useamong (e.g., words that are of words with similar definitions (L.6.5) colorful); distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out their meanings (L.K.5) Acquire and use content-specific words and phrases (L.6.6) la.6.l.6 Conventions of Standard english 7 1 Conventions knowledge ofof Standard languageenglish Use words and phrases acquired through conversations, reading and being read to, and responding to texts (L.K.6) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: explain the function of phrases and clauses in general as well as in particular sentences; choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas; correct misplaced and dangling modifiers (L.7.1) la.1.l.1 la.7.l.2 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: use common, proper, to and capitalization, punctuation, and spelling when writing: use commas separate possessive use singular and plural nouns with matching verbs; use personal, possessive, and indefinite use (L.7.2) past, present, coordinatenouns; adjectives; use punctuation (e.g., commas, semicolons, colons) to separate phrases and/or clauses; pronouns; spell correctly and future verb tenses; use frequently occurring adjectives, conjunctions (e.g., and, but, or, so, because) determiners (e.g., articles, demonstratives), and prepositions (e.g., during, beyond, toward); with prompting, produce and expand simple and compound declarative, interrogative, sentences Use knowledgeimperative, of languageand andexclamatory its conventions when (L.1.1) writing, speaking, reading, or listening: express ideas precisely and concisely (L.7.3) la.7.l.3 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling: capitalize dates and names of people; use end punctuation; useofcommas in and datesmultiple-meaning and to separate words a series; usechoosing conventional words withuse common Determine the meaning unknown wordsinand phrases, fromspelling a range for of strategies: contextspelling and gradepatterns andGreek frequently occurring irregular unknown words phonetically appropriate or Latin affixes and roots words; as cluesspell to the meaning of a word; consult(L.1.2) general/specialized print and digital references to determine the pronunciation, meaning, or part of speech of a word (L.7.4) la.7.l.5 la.1.l.3 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings: interpret figures of speech (e.g., allusions) inthe context; useofthe relationship between particularwords wordsand to understand their meaning; distinguish amonguse thesentence-level connotations of Determine meaning unknown and multiple-meaning phrases, choosing from a range of strategies: context words with similar and affixes; identifydefinitions frequently (L.7.5) occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking) (L.1.4) la.7.l.6 la.1.l.4 la.8.l.1 Acquire and use content-specific words andofphrases (L.7.6) With support, demonstrate understanding word relationships and nuances in word meanings: sort words into categories; define words by category and by one or more attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes); identify real-life connections between wordscommand and theirofuse note places at home English that are grammar cozy); distinguish meaning among verbs differing in manner (e.g., Demonstrate the(e.g., conventions of standard and usageshades when of writing or speaking: explain the function of verbals look, peek, glance) and adjectives differing in intensity gigantic) by defining or choosing by acting out thevoice; meanings (e.g, gerunds, participles, infinitives) in general as well (e.g., as in large, particular sentences; form and use verbsthem, in theoractive and passive form and (L.1.5) use the indicative, imperative, interrogative, conditional, and subjunctive mood; correct inappropriate shifts in verb voice and mood (L.8.1) ) la.8.l.2 la.1.l.5 Demonstrate of the conventions standard English capitalization, spelling when writing: use punctuation (e.g., Use words andcommand phrases, including frequentlyofoccurring conjunctions (e.g., and,punctuation, or, because),and acquired through conversations, reading and comma, ellipsis, to indicate a break; use an ellipsis to indicate an omission; spell correctly (L.8.2) being read to, anddash) responding to texts (L.1.6) knowledge of language la.8.l.3 Conventions of Standard english Vocabulary la.8.l.4 Use knowledge of language and its conventions when writing, speaking, reading, or listening: use verbs in the active/passive voice and in the conditional/subjunctive mood to achieve particular effect (e.g., emphasizing the actor or the action, expressing uncertainty or describing a state contrarycommand to fact) (L.8.3) Demonstrate of the conventions of standard English grammar and usage when writing or speaking: use collective nouns, irregular plural nouns (e.g., feet, children, teeth, mice, fish), reflexive pronouns (e.g., myself, ourselves), the past tense of irregular verbs (e.g., sat, hid, told, drew); choose appropriate and adverbs depending what ischoosing to be modified; produce, and expand and Determine the meaning of unknownadjectives and multiple-meaning words andon phrases from a range of strategies: usecomplete context simple and gradecompound (L.2.1)affixes and roots as clues to the meaning of a word; consult general/specialized print and digital references to appropriatesentences Greek or Latin determine the pronunciation, meaning, or part of speech of a word (L.8.4) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling: capitalize proper nouns and initials; Demonstrate understanding figurative language, relationships, nuances inand word meanings:generalize interpret figures speech patterns (e.g., irony) use commas in greetings andofclosings of letters; useword apostrophes to formand contractions possessives; learnedofspelling in context; the relationship particularmaterials words to (e.g., understand theirdictionary) meaning; distinguish connotations (e.g., cage >use badge, boy > boil); between consult reference beginning as needed toamong check the spellings (L.2.2) of words with similar definitions (L.8.5) Vocabulary acquisition and use acquisition and use 2 la.k.l.5 la.7.l.1 la.1.l.2 la.7.l.4 Vocabulary acquisition and use Conventions of Standard english 8 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: use pronouns in the proper Demonstrate command of the conventions of standard English usage when or speaking: usepronoun-antecedent frequently occurring nouns case (subjective, objective, possessive), number, and person; usegrammar intensiveand pronouns (e.g., writing I did it myself); ensure and verbs; form regular plural nouns by adding or /es/; use question words; use prepositions (e.g., to, in,(L.6.1) out, on off, for, of, by, agreement; recognize variations fromorally standard English/s/and use strategies to improve expression if required by from, context with); produce and expand complete sentences in shared language activities (L.K.1) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: use punctuation (e.g., commas, parentheses, dashes, hyphens) to setEnglish off nonrestrictive/parenthetical elements; spell correctly (L.6.2) Demonstrate commandbrackets, of the conventions of standard capitalization, punctuation, and spelling: capitalize the first word in a sentence, own name, and the pronoun I; recognize and name end punctuation; write a letter or letters for most consonants and short vowel sounds; spell simple words phonetically Use knowledge of language(L.K.2) and its conventions when writing, speaking, reading, or listening: vary sentence patterns; maintain consistency in style and tone (L.6.3) knowledge of language Vocabulary acquisition and use Conventions of Standard english la.2.l.1 la.2.l.2 la.8.l.5 la.8.l.6 Acquire and use content-specific words and phrases (L.8.6) la.2.l.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening: compare formal and informal uses of English; use correct word and sentence order(L.2.3) la.2.l.4 Determine the meaning of unknown and multiple-meaning words and phrases, choosing from a range of strategies: use sentence-level context; determine the meaning of a word when a known prefix is added to a known word; use a known root word as a clue to the meaning of an unknown word; use knowledge of the meaning of individual words to predict the meaning of compound words; use print and digital glossaries or dictionaries to determine the meaning of words and phrases (L.2.4) la.2.l.5 Demonstrate understanding of word relationships and nuances in word meanings: identify real-life connections between words and their use (e.g., describe foods that are spicy); distinguish shades of meaning among related verbs (e.g., toss, throw, hurl) and related adjectives (e.g., thin, slender, skinny) (L.2.5) la.2.l.6 Use words and phrases, including adjectives and adverbs, acquired through conversations, reading and being read to, and responding to texts (L.2.6) la.3.l.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: explain function of nouns, pronouns, verbs, adjectives, and adverbs in general as well as in particular sentences; form and use regular and irregular plural nouns; use abstract nouns (e.g., childhood); form and use irregular verbs; form and use the simple verb tenses(e.g., I walked, I walk, I will walk); ensure subject-verb and pronoun-antecedent agreement; form and use comparative and superlative adjectives and adverbs; use coordinating and subordinating conjunctions; produce simple, compound, and complex sentences (L.3.1) la.3.l.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: capitalize appropriate words in titles; use commas in addresses; use commas and quotation marks in dialogue; form and use possessives; use conventional spelling for high-frequency and other studied words and for adding suffixes to base words; use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts); consult reference materials (e.g., beginning dictionaries) as needed to check spellings (L.3.2)