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Language Standards Expectations K-5---from the MCCS, November 2011
Topic
K
1
2
3
4
Nouns
-use frequently
occurring nouns
-common
-proper
-possessive
-collective nouns
-form irregular & plural
nouns (teeth)
-explain function
-form & use regular & irregular
nouns
Verbs
-use frequently
occurring verbs
-singular & plural nouns
w/verb
-verbs for past, present, and
future
-distinguish shades of
meaning of verbs
-past tense of irregular
verbs
-use modal auxiliaries
(can, may, must)
-explain function
-form & use regular & irregular
verbs
-form & use simple verb tenses
-form & use progressive verb
tenses
-personal
-possessive
-indefinite
-use frequently occurring
(during, beyond, toward)
-reflexive pronouns
(myself, ourselves)
-explain function
-use relative pronouns (who,
whom, etc.)
Adjectives
-use frequently occurring
-use adj. differing in intensity
(large, gigantic)
-use (choosing between
adj. and adv.)
-distinguish meaning of
related adj. (thin,
slender…)
-use adj. acquired to
describe
Conjunctions
-use frequently occurring
(and, but, so, because…)
Determiners
Adverbs
-use (articles, demonstratives)
Interrogatives
Interjections
Pronouns
Prepositions
5
-explain function
-form and use the perfect verb
tenses
-use verb tense to convey times,
sequences, states, and
conditions
-understand & use (5W ?s)
-explain function
-use frequently
occurring (to, from, in,
out…)
-produce/expand
complete simple and
compound declarative,
interrogative, imperative, and
explanatory
-dates and names of people
-form and use prepositional
phrases
-explain function
-form and use comparative and
superlative adj.
-order within sentences in
common patterns
-use coordinating &
subordinating conjunctions
-explain function
-use correlative conjunctions
(either/or)
-use (choosing between
adj. and adv.)
-use adv. acquired to
describe
-produce, expand,
rearrange complete
simple and compound
-explain function
-form and use comparative &
superlative adj.
-ensure subject-verb &
pronoun/antecedent agreement
-produce simple, compound,
and complex sentences
-produce complete sentences
(recognizing & correcting runons & fragments)
-holidays, product
names, geographic
names
-use commas in
greetings and closings of
letters
-use apostrophes for
contractions and
frequently occurring
possessives
-words in titles
-use correct capitalization
Sentence Types
-produce/expand
complete sentences
(shared)
Capitalization
-first word in sentence
-pronoun I
Punctuation
-recognize and name
end punctuation
-use end punctuation
Spelling
-write letter or letters
for most consonant and
short vowel sounds
-simple words
phonetically
-conventional spelling for
common patterns or
frequently irregular words
-spell untaught words
phonetically
-generalize spelling
patterns
-consult reference
materials to check
spelling
Vocabulary
-new meanings for
familiar words (i.e.
duck/bird, duck/to duck)
-use common affixes for
meaning help
-use words or phrases
acquired
-use sentences for word
context clues
-use affixes for meaning help
-identify frequent root words
& their forms
-use words or phrases
acquired (including
conjunctions like because…)
-use sentences for word
context clues
-use prefixes for
meaning help
-use root words to help
with meaning
-use individual words to
help with compound
word meaning
-use words or phrases
(including adj. & adv.)
-use glossaries &
dictionaries (print &
digital)
-use commas in addresses
-use commas & quotation
marks in dialogue
-form & use possessives
-use conventional spelling for
high frequency & studied
word
-add suffixes to base words
-use spelling patterns &
generalizations
-consult reference materials
-use sentences for word
context clues
-known affix to known word
-known root to unknown
word w/ same root
-use glossaries & dictionaries
(print & digital) for meaning
-literal and nonliteral meaning
of words
-shades of meaning of related
words (knew, believed,
suspected…)
-use grade-appropriate vocab.
(inc. signals of spatial &
temporal relationships)
Compiled by the Northwest Montana Educational Cooperative (updated 10-2-14)
*For full description of the standards, please refer to the MCCS document.
-explain function
-use commas and quotation
marks for speech and quotes
-choose punctuation for effect
-correctly use frequently
confused word (their, there,
two, to, etc.)
-spell grade-appropriate
-use sentences for word
context clue
-use common Greek & Latin
affixes and roots for
meaning help
-consult reference materials
(print & digital) for
pronunciation and meaning
-explain simple similes &
metaphors
-explain common idioms,
adages, & proverbs
-antonyms & synonyms
-use grade-appropriate
vocab. (inc. signals of
actions, emotions, states of
being)
-use punctuation to separate
items
-use comma to separate
introductory element
-use commas to set off words
yes, no, tag a question, and
indicate a direct address
-use underlining, quotation
marks, or italics for titles
-spell grade-appropriate words
-consulting reference materials
-use sentences for word context
clues
-use common Greek & Latin
affixes and roots for meaning
help
-consult reference materials
(print & digital) for
pronunciation and meaning
-figurative language (similes and
metaphors in context)
-explain common idioms,
adages, & proverbs
-antonyms, synonyms,
homographs
-use grade-appropriate vocab.
(inc. signals to contrast,
additions, and logical
relationships.
Language Standards Expectations K-5---from the MCCS, November 2011
Topic
Pronouns
6
7
8
-explain function of phrases &
clauses (generally & in specific
sentences)
-place phrases & clauses w/in
sentences
-recognize & correct dangling
modifiers
-choose among simple,
compound, compound-complex
Sentences,
Phrases &
Clauses
Verbals
Verbs
11-12
-use parallel structure
-vary phase types (noun, verb,
adjectival, adverbial, participial,
prepositional, absolute)
-vary clauses (independent, dependent;
noun, relative, adverbial)
-explain the function (gerands,
participles, infinitives) in general
and in specific sentences
-form and use verbs in active and
passive voice
-form and use verbs in indicative,
imperative, interrogative,
conditional, and subjunctive
mood
-recognize & correct verb voice &
mood
-use punctuation to indicate a
break (comma, ellipsis, dash)
--use ellipsis for an omission
Punctuation
-use commas, parenthesis, dashes
to set off non
restrictive/parenthetical elements
-use a comma to separate
coordinate adjectives
Spelling
Knowledge
of Language
-spell correctly
-spell correctly
-spell correctly
-vary sentence patterns
-maintain consistency in style and
tone
-choose precise & concise
language
Vocabulary
-use context
-grade level Greek & Latin affixes
and roots
-reference materials (print &
digital)
-verify preliminary meaning
-acquire and use grade
appropriate vocabulary
-interpret figures of speech
(personification)
-relationship between words
(cause/effect, etc.)
-connotations (associations) &
denotations (definitions)
Figurative
Language
9-10
-proper case (subjective,
objective, possessive)
-intensive (myself, ourselves)
-recognize & correct shifts in
pronoun # and person
-recognize & correct vague
pronouns
-use semicolon to link two or more
closely related independent clauses
-use a colon to introduce a list or
quotation
-spell correctly
-observe hyphenation conventions
-use above mentioned verbs to
achieve effects
-write and edit work to conform to
guidelines appropriate for discipline
and writing type
-use context
-grade level Greek & Latin
affixes and roots
-consult general & specialized
reference materials (print &
digital)
-verify preliminary meaning
-acquire and use grade
appropriate vocabulary
-use context
-grade level Greek & Latin affixes
and roots
-consult general & specialized
reference materials (print &
digital)
-very preliminary meaning
-acquire and use grade
appropriate vocabulary
-interpret figures of speech
(literary, biblical, & mythological
allusions)
-use synonym, antonym,
analogy for understanding
-connotations (associations) &
denotations (definitions)
-influence of time, culture,
gender, and social relationships
on words
-interpret figures of speech
(verbal irony, puns)
-use relationships between words
for meaning
- connotations (associations) &
denotations (definitions)
-influence of time, culture,
gender, and social relationships
on words
-use context
-identify and use patterns of words to
indicate different meanings or parts of
speech
--consult general & specialized
reference materials (print & digital)including etymology
-verify preliminary meaning
-acquire and use college and career
ready vocabulary, demonstrate
independence
-interpret figures of speech
(euphemism, oxymoron) and analyze
their role
-analyze nuances in words w/ similar
denotations
-understand and apply that usage is a
matter of convention and can be contested
-use reference materials to resolve issues
of complex or contested usage
-vary syntax for effect (using references as
needed)—apply knowledge to reading
-use context
-identify and use patterns of words to
indicate different meanings or parts of
speech
-consult general & specialized reference
materials (print & digital)-including
etymology & standard use
-verify preliminary meaning
- acquire and use college and career ready
vocabulary, demonstrate independence
Compiled by the Northwest Montana Educational Cooperative (updated 10-2-14)
*For full description of the standards, please refer to the MCCS document.
-spell correctly
-interpret figures of speech (hyperbole,
paradox) and analyze their role
- analyze nuances in words w/ similar
denotations
Language Standards Expectations K-5---from the MCCS, November 2011
This page is available in the MCCS document, pg. 57.
Compiled by the Northwest Montana Educational Cooperative (updated 10-2-14)
*For full description of the standards, please refer to the MCCS document.