Reading Writing Language Speaking and Literature Informational
ConsolidatedFloridaStandards for Reading Writing Language
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Grades K-2 Consolidated Florida Standards for Including the Sample Performance Tasks © 2014 Core Connections Publishing, Inc. Reading Writing Language
Transcript of ConsolidatedFloridaStandards for Reading Writing Language
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Reading Writing Language
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Cluster 1: Key Ideas and DetailsCluster 1: Key Ideas and Details
Standard 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Standard 2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Standard 3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Cluster 2: Craft and StructureCluster 2: Craft and Structure
Standard 4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Standard 5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Standard 6 Assess how point of view or purpose shapes the content and style of a text.
Cluster 3: Integration of Knowledge and IdeasCluster 3: Integration of Knowledge and Ideas
Standard 7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Standard 8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Standard 9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Cluster 4: Range of Reading and Level of Text ComplexityCluster 4: Range of Reading and Level of Text Complexity
Standard 10 Read and comprehend complex literary and informational texts independently and proficiently.
Reading Anchor Standard 1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
LAFS.K.RL.1.1 LAFS.1.RL.1.1 LAFS.2.RL.1.1
With prompting and support, ask and answer questions about key details in a text.
Ask and answer questions about key details in a text.
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Sample Performance Tasks:
Students (with prompting and support from the teacher) when listening to Laura Ingalls Wilder’s Little House in the Big Woods ask questions about the events that occur (such as the encounter with the bear) and answer by offering key details drawn from the text. [LAFS.1.RL.1.1]
For Literary Text:
LAFS.K.RI.1.1 LAFS.1.RI.1.1 LAFS.2.RI.1.1
With prompting and support ask and answer questions about key details in a text.
Ask and answer questions about key details in a text.
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
For Informational Text:
Sample Performance Tasks:
After listening to Gail Gibbons’ Fire! Fire!, students ask questions about how firefighters respond to a fire and answer using key details from the text. [RI.1.1]
Students read Aliki’s description of A Medieval Feast and demonstrate their understanding of all that goes into such an event by asking questions pertaining to who, what, where, when, why, and how such a meal happens and by answering using key details. [RI.2.1]
© 2014 Core Connections Publishing, Inc.
Reading Anchor Standard 2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
LAFS.K.RL.1.2 LAFS.1.RL.1.2 LAFS.2.RL.1.2
With prompting and support retell familiar stories, including key details.
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
Sample Performance Tasks:
Students retell Arnold Lobel’s Frog and Toad Together while demonstrating their understanding of a central message or lesson of the story (e.g., how friends are able to solve problems together or how hard work pays off). [RL.1.2]
Students read fables and folktales from diverse cultures that represent various origin tales, such as Rudyard Kipling’s “How the Camel Got His Hump” and Natalie Babbitt’s The Search for Delicious, and paraphrase their central message, lesson, or moral. [RL.2.2]
For Literary Text:
LAFS.K.RI.1.2 LAFS.1.RI.1.2 LAFS.2.RI.1.2
With prompting and support, identify the main topic and retell key details of a text.
Identify the main topic and retell key details of a text.
Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
For Informational Text:
Sample Performance Tasks:
Students (with prompting and support from the teacher) read “Garden Helpers” in National Geographic Young Explorers and demonstrate their understanding of the main idea of the text—not all bugs are bad—by retelling key details. [RI.K.2]
© 2014 Core Connections Publishing, Inc.
Reading Anchor Standard 3
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
LAFS.K.RL.1.3 LAFS.1.RL.1.3 LAFS.2.RL.1.3
With prompting and support, identify characters, settings, and major events in a story.
Describe characters, settings, and major events in a story, using key details.
Describe how characters in a story respond to major events and challenges.
Sample Performance Tasks:
After listening to L. Frank Baum’s The Wonderful Wizard of Oz, students describe the characters of Dorothy, Auntie Em, and Uncle Henry, the setting of Kansan prairie, and major events such as the arrival of the cyclone. [RL.1.3]
Students describe how the character of Bud in Christopher Paul Curtis’ story Bud, Not Buddy responds to a major event in his life of being placed in a foster home. [RL. 2.3]
For Literary Text:
LAFS.K.RI.1.3 LAFS.1.RI.1.3 LAFS.2.RI.1.3
With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
Describe the connection between two individuals, events, ideas, or pieces of information in a text.
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
For Informational Text:
Sample Performance Tasks:
Students (with prompting and support from the teacher) describe the connection between drag and flying in Fran Hodgkins and True Kelley’s How People Learned to Fly by performing the “arm spinning” experiment described in the text. [RI.K.3]
© 2014 Core Connections Publishing, Inc.
Reading Anchor Standard 4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
LAFS.K.RL.2.4 LAFS.1.RL.2.4 LAFS.2.RL.2.4
With prompting and support, ask and answer questions about unknown words in a text.
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
Sample Performance Tasks:
Students identify words and phrases within Molly Bang’s The Paper Crane that appeal to the senses and suggest the feelings of happiness experienced by the owner of the restaurant (e.g., clapped, played, loved, overjoyed). [RL.1.4]
For Literary Text:
LAFS.K.RI.2.4 LAFS.1.RI.2.4 LAFS.2.RI.2.4
With prompting and support ask and answer questions about unknown words in a text.
Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
For Informational Text:
Sample Performance Tasks:
Students ask and answer questions about animals (e.g., hyena, alligator, platypus, scorpion) they encounter in Steve Jenkins’ and Robin Page’s What Do You Do With a Tail Like This? [RI.K.4]
Students determine the meanings of words and phrases encountered in Sarah L. Thomson’s Where Do Polar Bears Live?, such as cub, den, , and the Arctic. [RI.2.4]
© 2014 Core Connections Publishing, Inc.
Reading Anchor Standard 5
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
LAFS.K.RL.2.5 LAFS.1.RL.2.5 LAFS.2.RL.2.5
Recognize common types of texts (e.g., storybooks, poems).
Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
Sample Performance Tasks:
Students read two texts on the topic of pancakes (Tomie DePaola’s Pancakes for Breakfast and Christina Rossetti’s “Mix a Pancake”) and distinguish between the text that is a storybook and the text that is a poem. [RL.K.5]
Students describe the overall story structure of The Thirteen Clocks by James Thurber, describing how the interactions of the characters of the Duke and Princess Saralinda introduce the beginning of the story and how the suspenseful plot comes to an end. [RL.2.5]
For Literary Text:
LAFS.K.RI.2.5 LAFS.1.RI.2.5 LAFS.2.RI.2.5
Identify the front cover, back cover, and title page of a book.
Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
For Informational Text:
Sample Performance Tasks:
Students locate key facts or information in Claire Llewellyn’s Earthworms by using various text features (headings, table of contents, glossary) found in the text. [RI.1.5]
© 2014 Core Connections Publishing, Inc.
Reading Anchor Standard 6
Assess how point of view or purpose shapes the content and style of a text.
LAFS.K.RL.2.6 LAFS.1.RL.2.6 LAFS.2.RL.2.6
With prompting and support, identify the author and illustrator of a story and define the role of each in telling the story.
Identify who is telling the story at various points in a text.
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
Sample Performance Tasks:
Students identify the points at which different characters are telling the story in the Finn Family Moomintroll by Tove Jansson. [RL.1.6]
For Literary Text:
LAFS.K.RI.2.6 LAFS.1.RI.2.6 LAFS.2.RI.2.6
Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
For Informational Text:
Sample Performance Tasks:
Students read Selby Beeler’s Throw Your Tooth on the Roof: Tooth Traditions Around the World and identify what Beeler wants to answer as well as explain the main purpose of the text. [RI.2.6]
© 2014 Core Connections Publishing, Inc.
Reading Anchor Standard 7
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
LAFS.K.RL.3.7 LAFS.1.RL.3.7 LAFS.2.RL.3.7
With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
Use illustrations and details in a story to describe its characters, setting, or events.
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Sample Performance Tasks:
Students (with prompting and support from the teacher) describe the relationship between key events of the overall story of Little Bear by Else Holmelund Minarik to the corresponding scenes illustrated by Maurice Sendak. [RL.K.7]
For Literary Text:
LAFS.K.RI.3.7 LAFS.1.RI.3.7 LAFS.2.RI.3.7
With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
Use the illustrations and details in a text to describe its key ideas.
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
For Informational Text:
Sample Performance Tasks:
Students use the illustrations along with textual details in Wendy Pfeffer’s From Seed to Pumpkin to describe the key idea of how a pumpkin grows. [RI.1.7]
© 2014 Core Connections Publishing, Inc.
Reading Anchor Standard 8
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
LAFS.K.RL.3.8 LAFS.1.RL.3.8 LAFS.2.RL.3.8
There is no RL.K.8 as the standard is not applicable to literature.
There is no RL.1.8 as the standard is not applicable to literature.
There is no RL.2.8 as the standard is not applicable to literature.
For Literary Text:
LAFS.K.RI.3.8 LAFS.1.RI.3.8 LAFS.2.RI.3.8
With prompting and support, identify the reasons an author gives to support points in a text.
Identify the reasons an author gives to support points in a text.
Describe how an author uses reasons to support specific points in a text.
For Informational Text:
Sample Performance Tasks:
Students identify the reasons Clyde Robert Bulla gives in his book A Tree Is a Plant in support of his point about the function of roots in germination. [RI.1.8]
Students describe the reasons behind Joyce Milton’s statement that bats are nocturnal in her Bats: Creatures of the Night and how she supports the points she is making in the text. [RI.2.8]
© 2014 Core Connections Publishing, Inc.
Reading Anchor Standard 9
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
LAFS.K.RL.3.9 LAFS.1.RL.3.9 LAFS.2.RL.3.9
With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
Compare and contrast the adventures and experiences of characters in stories.
Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. !
Sample Performance Tasks:
Students (with prompting and support from the teacher) compare and contrast the adventures and experiences of the owl in Arnold Lobel’s Owl at Home to those of the owl in Edward Lear’s poem “The Owl and the Pussycat.” [RL.K.9]
For Literary Text:
LAFS.K.RI.3.9 LAFS.1.RI.3.9 LAFS.2.RI.3.9
With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Compare and contrast the most important points presented by two texts on the same topic.
For Informational Text:
Reading Anchor Standard 10
Read and comprehend complex literary and informational texts independently and proficiently.
LAFS.K.RL.4.10 LAFS.1.RL.4.10 LAFS.2.RL.4.10
Actively engage in group reading activities with purpose and understanding.
With prompting and support, read prose and poetry of appropriate complexity for grade 1.
By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
For Literary Text:
LAFS.K.RI.4.10 LAFS.1.RI.4.10 LAFS.2.RI.4.10
Actively engage in group reading activities with purpose and understanding.
With prompting and support, read informational texts appropriately complex for grade 1.
By the end of year, read and comprehend informational texts, including history/ social studies, science, and technical texts, in the grades 2–3 text !complexity band proficiently, with scaffolding as needed at the high end of the range.
For Informational Text:
Writing Anchor Standards Strand: Writing Standards
© 2014 Core Connections Publishing, Inc.
Cluster 1: Text Types and PurposesCluster 1: Text Types and Purposes
Standard 1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Standard 2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Standard 3 Write narratives to develop real or imagined experiences or events using effective technique, well- chosen details, and well-structured event sequences.
Cluster 2: Production and Distribution of WritingCluster 2: Production and Distribution of Writing
Standard 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Standard 5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Standard 6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Cluster 3: Research to Build and Present KnowledgeCluster 3: Research to Build and Present Knowledge
Standard 7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Standard 8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Standard 9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Cluster 4: Range of WritingCluster 4: Range of Writing
Standard 10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Writing Anchor Standard 1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
LAFS.K.W.1.1 LAFS.1.W.1.1 LAFS.2.W.1.1
Use a combination of drawing, dictating, and 1. writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .)
Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
© 2014 Core Connections Publishing, Inc.
Writing Standards 1 & 2 Notes:
Writing Anchor Standard 2
LAFS.K.W.1.2 LAFS.1.W.1.2 LAFS.2.W.1.2
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
Write informative/explanatory texts in which name a topic, supply some facts about the topic, and provide some sense of closure.
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Writing Anchor Standard 3
Write narratives to develop real or imagined experiences or events using effective technique, well- chosen details, and well-structured event sequences.
LAFS.K.W.1.3 LAFS.1.W.1.3 LAFS.2.W.1.3
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
Write narratives in which they recount a well- elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
© 2014 Core Connections Publishing, Inc.
Writing Standards 3 & 4 Notes:
Writing Anchor Standard 4
(Begins in grade 3)
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Writing Anchor Standard 5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
LAFS.K.W.2.5 LAFS.1.W.2.5 LAFS.2.W.2.5
With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
© 2014 Core Connections Publishing, Inc.
Writing Standards 5 & 6 Notes:
Writing Anchor Standard 6
LAFS.K.W.2.6 LAFS.1.W.2.6 LAFS.2.W.2.6
With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Writing Anchor Standard 7
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
LAFS.K.W.3.7 LAFS.1.W.3.7 LAFS.2.W.3.7
Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions.)
Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
© 2014 Core Connections Publishing, Inc.
Writing Standards 7 & 8 Notes:
Writing Anchor Standard 8
LAFS.K.W.3.8 LAFS.1.W.3.8 LAFS.2.W.3.8
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Recall information from experiences or gather information from provided sources to answer a question.
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Writing Anchor Standard 9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
LAFS.K.W.3.9 LAFS.1.W.3.9 LAFS.2.W.3.9
(Begins in grade 4) (Begins in grade 4) (Begins in grade 4)
© 2014 Core Connections Publishing, Inc.
Writing Standards 9 & 10 Notes:
Writing Anchor Standard 10
LAFS.K.W.4.10 LAFS.1.W.4.10 LAFS.2.W.4.10
(Begins in grade 3) (Begins in grade 3) (Begins in grade 3)
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Language Anchor Standards
Strand: Language Standards
Cluster 1: Conventions of Standard EnglishCluster 1: Conventions of Standard English
Standard 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Standard 2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Cluster 2: Knowledge of LanguageCluster 2: Knowledge of Language
Standard 3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Cluster 3: Vocabulary Acquisition and UseCluster 3: Vocabulary Acquisition and Use
Standard 4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
Standard 5 Demonstrate understanding of word relationships and nuances in word meanings.
Standard 6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Language Anchor Standard 1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LAFS.K.L1.1 LAFS.1.L.1.1 LAFS.2.L.1.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Print many upper- and lowercase letters.
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
f. Produce and expand complete sentences in shared language activities.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Print all upper- and lowercase letters.
b. Use common, proper, and possessive nouns.
c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
f. Use frequently occurring adjectives.
g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).
h. Use determiners (e.g., articles, demonstratives).
i. Use frequently occurring prepositions (e.g., during, beyond, toward).
j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Demonstrate legible printing skills.
b. Use collective nouns (e.g., group).
c. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
d. Use reflexive pronouns (e.g., myself, ourselves).
e. Form and use the past tense of frequently occurring irregular verbs (e.g., sate, hid, told).
f. Use adjectives and adverbs, and choose between them depending on what is to be modified.
g. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
© 2014 Core Connections Publishing, Inc.
© 2014 Core Connections Publishing, Inc.
Language Anchor Standard 2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize the first word in a sentence and the pronoun I.
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).
d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize dates and names of people.
b. Use end punctuation for sentences.
c. Use commas in dates and to separate single words in a series.
d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize holidays, product names, and geographic names.
b. Use commas in greetings and closings of letters.
c. Use an apostrophe to form contractions and frequently occurring possessives.
d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Language Anchor Standard 3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
LAFS.K.L.2.3 LAFS.1.L.2.3 LAFS.2.L.2.3
(Begins in grade 2) (Begins in grade 2) Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Compare formal and informal uses of English.
© 2014 Core Connections Publishing, Inc.
Language Anchor Standard 4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference
LAFS.K.L.3.4 LAFS.1.L.3.4 LAFS.2.L.3.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
b. 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.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Use frequently occurring affixes as a clue to the meaning of a word.
c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
© 2014 Core Connections Publishing, Inc.
Language Anchor Standard 5
Demonstrate understanding of word relationships and nuances in word meanings.
LAFS.K.L.3.5 LAFS.1.L.3.5 LAFS.2.L.3.5
With guidance and support from adults, explore word relationships and nuances in word meanings.
a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).
d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
With guidance and support from adults, demonstrate understanding, word relationships and nuances in word meanings.
a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
c. Identify real-life connections between words and their use (e.g., note places at home that are cozy).
d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
Demonstrate understanding of word relationships and nuances in word meanings.
a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
© 2014 Core Connections Publishing, Inc.
Language Anchor Standard 6
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in
LAFS.K.L.3.6 LAFS.1.L.3.6 LAFS.2.L.3.6
Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because she nibbles too much because she likes that).
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
© 2014 Core Connections Publishing, Inc.
Reading Writing Language
© 2014
Cluster 1: Key Ideas and DetailsCluster 1: Key Ideas and Details
Standard 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Standard 2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Standard 3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Cluster 2: Craft and StructureCluster 2: Craft and Structure
Standard 4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Standard 5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Standard 6 Assess how point of view or purpose shapes the content and style of a text.
Cluster 3: Integration of Knowledge and IdeasCluster 3: Integration of Knowledge and Ideas
Standard 7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Standard 8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Standard 9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Cluster 4: Range of Reading and Level of Text ComplexityCluster 4: Range of Reading and Level of Text Complexity
Standard 10 Read and comprehend complex literary and informational texts independently and proficiently.
Reading Anchor Standard 1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
LAFS.K.RL.1.1 LAFS.1.RL.1.1 LAFS.2.RL.1.1
With prompting and support, ask and answer questions about key details in a text.
Ask and answer questions about key details in a text.
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Sample Performance Tasks:
Students (with prompting and support from the teacher) when listening to Laura Ingalls Wilder’s Little House in the Big Woods ask questions about the events that occur (such as the encounter with the bear) and answer by offering key details drawn from the text. [LAFS.1.RL.1.1]
For Literary Text:
LAFS.K.RI.1.1 LAFS.1.RI.1.1 LAFS.2.RI.1.1
With prompting and support ask and answer questions about key details in a text.
Ask and answer questions about key details in a text.
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
For Informational Text:
Sample Performance Tasks:
After listening to Gail Gibbons’ Fire! Fire!, students ask questions about how firefighters respond to a fire and answer using key details from the text. [RI.1.1]
Students read Aliki’s description of A Medieval Feast and demonstrate their understanding of all that goes into such an event by asking questions pertaining to who, what, where, when, why, and how such a meal happens and by answering using key details. [RI.2.1]
© 2014 Core Connections Publishing, Inc.
Reading Anchor Standard 2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
LAFS.K.RL.1.2 LAFS.1.RL.1.2 LAFS.2.RL.1.2
With prompting and support retell familiar stories, including key details.
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
Sample Performance Tasks:
Students retell Arnold Lobel’s Frog and Toad Together while demonstrating their understanding of a central message or lesson of the story (e.g., how friends are able to solve problems together or how hard work pays off). [RL.1.2]
Students read fables and folktales from diverse cultures that represent various origin tales, such as Rudyard Kipling’s “How the Camel Got His Hump” and Natalie Babbitt’s The Search for Delicious, and paraphrase their central message, lesson, or moral. [RL.2.2]
For Literary Text:
LAFS.K.RI.1.2 LAFS.1.RI.1.2 LAFS.2.RI.1.2
With prompting and support, identify the main topic and retell key details of a text.
Identify the main topic and retell key details of a text.
Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
For Informational Text:
Sample Performance Tasks:
Students (with prompting and support from the teacher) read “Garden Helpers” in National Geographic Young Explorers and demonstrate their understanding of the main idea of the text—not all bugs are bad—by retelling key details. [RI.K.2]
© 2014 Core Connections Publishing, Inc.
Reading Anchor Standard 3
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
LAFS.K.RL.1.3 LAFS.1.RL.1.3 LAFS.2.RL.1.3
With prompting and support, identify characters, settings, and major events in a story.
Describe characters, settings, and major events in a story, using key details.
Describe how characters in a story respond to major events and challenges.
Sample Performance Tasks:
After listening to L. Frank Baum’s The Wonderful Wizard of Oz, students describe the characters of Dorothy, Auntie Em, and Uncle Henry, the setting of Kansan prairie, and major events such as the arrival of the cyclone. [RL.1.3]
Students describe how the character of Bud in Christopher Paul Curtis’ story Bud, Not Buddy responds to a major event in his life of being placed in a foster home. [RL. 2.3]
For Literary Text:
LAFS.K.RI.1.3 LAFS.1.RI.1.3 LAFS.2.RI.1.3
With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
Describe the connection between two individuals, events, ideas, or pieces of information in a text.
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
For Informational Text:
Sample Performance Tasks:
Students (with prompting and support from the teacher) describe the connection between drag and flying in Fran Hodgkins and True Kelley’s How People Learned to Fly by performing the “arm spinning” experiment described in the text. [RI.K.3]
© 2014 Core Connections Publishing, Inc.
Reading Anchor Standard 4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
LAFS.K.RL.2.4 LAFS.1.RL.2.4 LAFS.2.RL.2.4
With prompting and support, ask and answer questions about unknown words in a text.
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
Sample Performance Tasks:
Students identify words and phrases within Molly Bang’s The Paper Crane that appeal to the senses and suggest the feelings of happiness experienced by the owner of the restaurant (e.g., clapped, played, loved, overjoyed). [RL.1.4]
For Literary Text:
LAFS.K.RI.2.4 LAFS.1.RI.2.4 LAFS.2.RI.2.4
With prompting and support ask and answer questions about unknown words in a text.
Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
For Informational Text:
Sample Performance Tasks:
Students ask and answer questions about animals (e.g., hyena, alligator, platypus, scorpion) they encounter in Steve Jenkins’ and Robin Page’s What Do You Do With a Tail Like This? [RI.K.4]
Students determine the meanings of words and phrases encountered in Sarah L. Thomson’s Where Do Polar Bears Live?, such as cub, den, , and the Arctic. [RI.2.4]
© 2014 Core Connections Publishing, Inc.
Reading Anchor Standard 5
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
LAFS.K.RL.2.5 LAFS.1.RL.2.5 LAFS.2.RL.2.5
Recognize common types of texts (e.g., storybooks, poems).
Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
Sample Performance Tasks:
Students read two texts on the topic of pancakes (Tomie DePaola’s Pancakes for Breakfast and Christina Rossetti’s “Mix a Pancake”) and distinguish between the text that is a storybook and the text that is a poem. [RL.K.5]
Students describe the overall story structure of The Thirteen Clocks by James Thurber, describing how the interactions of the characters of the Duke and Princess Saralinda introduce the beginning of the story and how the suspenseful plot comes to an end. [RL.2.5]
For Literary Text:
LAFS.K.RI.2.5 LAFS.1.RI.2.5 LAFS.2.RI.2.5
Identify the front cover, back cover, and title page of a book.
Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
For Informational Text:
Sample Performance Tasks:
Students locate key facts or information in Claire Llewellyn’s Earthworms by using various text features (headings, table of contents, glossary) found in the text. [RI.1.5]
© 2014 Core Connections Publishing, Inc.
Reading Anchor Standard 6
Assess how point of view or purpose shapes the content and style of a text.
LAFS.K.RL.2.6 LAFS.1.RL.2.6 LAFS.2.RL.2.6
With prompting and support, identify the author and illustrator of a story and define the role of each in telling the story.
Identify who is telling the story at various points in a text.
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
Sample Performance Tasks:
Students identify the points at which different characters are telling the story in the Finn Family Moomintroll by Tove Jansson. [RL.1.6]
For Literary Text:
LAFS.K.RI.2.6 LAFS.1.RI.2.6 LAFS.2.RI.2.6
Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
For Informational Text:
Sample Performance Tasks:
Students read Selby Beeler’s Throw Your Tooth on the Roof: Tooth Traditions Around the World and identify what Beeler wants to answer as well as explain the main purpose of the text. [RI.2.6]
© 2014 Core Connections Publishing, Inc.
Reading Anchor Standard 7
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
LAFS.K.RL.3.7 LAFS.1.RL.3.7 LAFS.2.RL.3.7
With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
Use illustrations and details in a story to describe its characters, setting, or events.
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Sample Performance Tasks:
Students (with prompting and support from the teacher) describe the relationship between key events of the overall story of Little Bear by Else Holmelund Minarik to the corresponding scenes illustrated by Maurice Sendak. [RL.K.7]
For Literary Text:
LAFS.K.RI.3.7 LAFS.1.RI.3.7 LAFS.2.RI.3.7
With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
Use the illustrations and details in a text to describe its key ideas.
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
For Informational Text:
Sample Performance Tasks:
Students use the illustrations along with textual details in Wendy Pfeffer’s From Seed to Pumpkin to describe the key idea of how a pumpkin grows. [RI.1.7]
© 2014 Core Connections Publishing, Inc.
Reading Anchor Standard 8
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
LAFS.K.RL.3.8 LAFS.1.RL.3.8 LAFS.2.RL.3.8
There is no RL.K.8 as the standard is not applicable to literature.
There is no RL.1.8 as the standard is not applicable to literature.
There is no RL.2.8 as the standard is not applicable to literature.
For Literary Text:
LAFS.K.RI.3.8 LAFS.1.RI.3.8 LAFS.2.RI.3.8
With prompting and support, identify the reasons an author gives to support points in a text.
Identify the reasons an author gives to support points in a text.
Describe how an author uses reasons to support specific points in a text.
For Informational Text:
Sample Performance Tasks:
Students identify the reasons Clyde Robert Bulla gives in his book A Tree Is a Plant in support of his point about the function of roots in germination. [RI.1.8]
Students describe the reasons behind Joyce Milton’s statement that bats are nocturnal in her Bats: Creatures of the Night and how she supports the points she is making in the text. [RI.2.8]
© 2014 Core Connections Publishing, Inc.
Reading Anchor Standard 9
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
LAFS.K.RL.3.9 LAFS.1.RL.3.9 LAFS.2.RL.3.9
With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
Compare and contrast the adventures and experiences of characters in stories.
Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. !
Sample Performance Tasks:
Students (with prompting and support from the teacher) compare and contrast the adventures and experiences of the owl in Arnold Lobel’s Owl at Home to those of the owl in Edward Lear’s poem “The Owl and the Pussycat.” [RL.K.9]
For Literary Text:
LAFS.K.RI.3.9 LAFS.1.RI.3.9 LAFS.2.RI.3.9
With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Compare and contrast the most important points presented by two texts on the same topic.
For Informational Text:
Reading Anchor Standard 10
Read and comprehend complex literary and informational texts independently and proficiently.
LAFS.K.RL.4.10 LAFS.1.RL.4.10 LAFS.2.RL.4.10
Actively engage in group reading activities with purpose and understanding.
With prompting and support, read prose and poetry of appropriate complexity for grade 1.
By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
For Literary Text:
LAFS.K.RI.4.10 LAFS.1.RI.4.10 LAFS.2.RI.4.10
Actively engage in group reading activities with purpose and understanding.
With prompting and support, read informational texts appropriately complex for grade 1.
By the end of year, read and comprehend informational texts, including history/ social studies, science, and technical texts, in the grades 2–3 text !complexity band proficiently, with scaffolding as needed at the high end of the range.
For Informational Text:
Writing Anchor Standards Strand: Writing Standards
© 2014 Core Connections Publishing, Inc.
Cluster 1: Text Types and PurposesCluster 1: Text Types and Purposes
Standard 1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Standard 2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Standard 3 Write narratives to develop real or imagined experiences or events using effective technique, well- chosen details, and well-structured event sequences.
Cluster 2: Production and Distribution of WritingCluster 2: Production and Distribution of Writing
Standard 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Standard 5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Standard 6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Cluster 3: Research to Build and Present KnowledgeCluster 3: Research to Build and Present Knowledge
Standard 7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Standard 8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Standard 9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Cluster 4: Range of WritingCluster 4: Range of Writing
Standard 10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Writing Anchor Standard 1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
LAFS.K.W.1.1 LAFS.1.W.1.1 LAFS.2.W.1.1
Use a combination of drawing, dictating, and 1. writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .)
Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
© 2014 Core Connections Publishing, Inc.
Writing Standards 1 & 2 Notes:
Writing Anchor Standard 2
LAFS.K.W.1.2 LAFS.1.W.1.2 LAFS.2.W.1.2
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
Write informative/explanatory texts in which name a topic, supply some facts about the topic, and provide some sense of closure.
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Writing Anchor Standard 3
Write narratives to develop real or imagined experiences or events using effective technique, well- chosen details, and well-structured event sequences.
LAFS.K.W.1.3 LAFS.1.W.1.3 LAFS.2.W.1.3
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
Write narratives in which they recount a well- elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
© 2014 Core Connections Publishing, Inc.
Writing Standards 3 & 4 Notes:
Writing Anchor Standard 4
(Begins in grade 3)
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Writing Anchor Standard 5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
LAFS.K.W.2.5 LAFS.1.W.2.5 LAFS.2.W.2.5
With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
© 2014 Core Connections Publishing, Inc.
Writing Standards 5 & 6 Notes:
Writing Anchor Standard 6
LAFS.K.W.2.6 LAFS.1.W.2.6 LAFS.2.W.2.6
With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Writing Anchor Standard 7
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
LAFS.K.W.3.7 LAFS.1.W.3.7 LAFS.2.W.3.7
Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions.)
Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
© 2014 Core Connections Publishing, Inc.
Writing Standards 7 & 8 Notes:
Writing Anchor Standard 8
LAFS.K.W.3.8 LAFS.1.W.3.8 LAFS.2.W.3.8
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Recall information from experiences or gather information from provided sources to answer a question.
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Writing Anchor Standard 9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
LAFS.K.W.3.9 LAFS.1.W.3.9 LAFS.2.W.3.9
(Begins in grade 4) (Begins in grade 4) (Begins in grade 4)
© 2014 Core Connections Publishing, Inc.
Writing Standards 9 & 10 Notes:
Writing Anchor Standard 10
LAFS.K.W.4.10 LAFS.1.W.4.10 LAFS.2.W.4.10
(Begins in grade 3) (Begins in grade 3) (Begins in grade 3)
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Language Anchor Standards
Strand: Language Standards
Cluster 1: Conventions of Standard EnglishCluster 1: Conventions of Standard English
Standard 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Standard 2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Cluster 2: Knowledge of LanguageCluster 2: Knowledge of Language
Standard 3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Cluster 3: Vocabulary Acquisition and UseCluster 3: Vocabulary Acquisition and Use
Standard 4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
Standard 5 Demonstrate understanding of word relationships and nuances in word meanings.
Standard 6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Language Anchor Standard 1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LAFS.K.L1.1 LAFS.1.L.1.1 LAFS.2.L.1.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Print many upper- and lowercase letters.
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
f. Produce and expand complete sentences in shared language activities.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Print all upper- and lowercase letters.
b. Use common, proper, and possessive nouns.
c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
f. Use frequently occurring adjectives.
g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).
h. Use determiners (e.g., articles, demonstratives).
i. Use frequently occurring prepositions (e.g., during, beyond, toward).
j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Demonstrate legible printing skills.
b. Use collective nouns (e.g., group).
c. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
d. Use reflexive pronouns (e.g., myself, ourselves).
e. Form and use the past tense of frequently occurring irregular verbs (e.g., sate, hid, told).
f. Use adjectives and adverbs, and choose between them depending on what is to be modified.
g. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
© 2014 Core Connections Publishing, Inc.
© 2014 Core Connections Publishing, Inc.
Language Anchor Standard 2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize the first word in a sentence and the pronoun I.
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).
d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize dates and names of people.
b. Use end punctuation for sentences.
c. Use commas in dates and to separate single words in a series.
d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize holidays, product names, and geographic names.
b. Use commas in greetings and closings of letters.
c. Use an apostrophe to form contractions and frequently occurring possessives.
d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Language Anchor Standard 3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
LAFS.K.L.2.3 LAFS.1.L.2.3 LAFS.2.L.2.3
(Begins in grade 2) (Begins in grade 2) Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Compare formal and informal uses of English.
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Language Anchor Standard 4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference
LAFS.K.L.3.4 LAFS.1.L.3.4 LAFS.2.L.3.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
b. 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.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Use frequently occurring affixes as a clue to the meaning of a word.
c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
© 2014 Core Connections Publishing, Inc.
Language Anchor Standard 5
Demonstrate understanding of word relationships and nuances in word meanings.
LAFS.K.L.3.5 LAFS.1.L.3.5 LAFS.2.L.3.5
With guidance and support from adults, explore word relationships and nuances in word meanings.
a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).
d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
With guidance and support from adults, demonstrate understanding, word relationships and nuances in word meanings.
a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
c. Identify real-life connections between words and their use (e.g., note places at home that are cozy).
d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
Demonstrate understanding of word relationships and nuances in word meanings.
a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
© 2014 Core Connections Publishing, Inc.
Language Anchor Standard 6
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in
LAFS.K.L.3.6 LAFS.1.L.3.6 LAFS.2.L.3.6
Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because she nibbles too much because she likes that).
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
© 2014 Core Connections Publishing, Inc.
