Vertical Progressions, Grades PK–5

Oklahoma Academic Standards for English Language Arts Grades Pre-K–5

Table of Contents

Introduction 2

Standard 1: Listening & Speaking 3

Standard 2: Reading & Writing Foundations 5

Standard 2: Reading & Writing Process 16

Standard 3: Critical Reading & Writing 19

Standard 4: Vocabulary 24

Standard 5: Language 26

Standard 6: Research 31

Standard 7: Multimodal Literacies 33

Standard 8: Independent Reading & Writing 34

ELA 2021 Vertical Progressions, Grades Pre-K–5 1


Vertical Progressions, Grades Pre-K–5 Introduction

When the 2021 Oklahoma Academic Standards for English Language Arts were revised, one of the major shifts was to group the objectives by individual grade level rather thangrade band to provide educators with an easily accessible list of skills for the learners in their charge. With this new format, educators still needed an additional resource thatwould show the progression of skills from grade to grade. These vertical progressions are available in three different groups: elementary (PK–Grade 5), middle grades (Grades3–8), and secondary (Grades 6–12). This collection of documents allows educators to track when a skill is introduced, how it changes from grade to grade, and in some instanceswhen mastery should occur.

The document is organized by standard, with the reading strand occurring first, followed by the writing strand.Objectives in each strand appear in numerical order. If a skill is repeated in more than one grade, the objective codewill include all the grades and a hyphen. For example, a Standard 3 reading objective that is the same for grades 3and 4 is shown as 3-4.3.R.2 in the chart. Additionally, merged cells in the chart indicate that an objective remains thesame from grade to grade. (See the third row of the sample table to the right.)

Although English language arts is normally recursive in nature and skills are often repeated from grade to grade, someskills, including foundational literacy objectives, need to be mastered and will not appear in later grades. On the otherhand, earlier grades will not always include a particular skill because it is more advanced and begins in later grades.Therefore, when an objective does not exist for a particular grade or grades, an explanation is given in a gray box.(See the fourth row of the sample table to the right.)

Teachers and school districts can use these progressions to plan vertically, to identify a student’s skill level on acontinuum, and to track the evolution of a particular skill. Ideally, elementary teachers will not only examine the Grades Pre-K–5 vertical progression but will also examine theGrades 6-12 vertical progression, and vice versa. Doing so will give teachers a deeper understanding of the standards and provide a more comprehensive view of theexpectations for English language arts in Oklahoma.

Visit the ELA Standards page at sde.ok.gov/ela-standards for more standards resources:● Complete Standards Document● Appendix● Elementary & Secondary Crosswalks


https://sde.ok.gov/ela-standards

Oklahoma Academic Standards for English Language Arts Pre-K–Grade 5

Standard 1: Listening and SpeakingStudents will listen and speak effectively in a variety of situations.

Listening Students will develop and apply effective communication skills through active listening.

Pre-K Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

PK.1.L.1 Students willactively listen usingagreed-upon rules withprompting.

K.1.L.1 Students willactively listen usingagreed-upon discussionrules with prompting.

1-4.1.L.1 Students will actively listen using agreed-upon discussion rules. 5.1.L.1 Students willactively listen usingagreed-upon discussionrules with awareness ofverbal and nonverbalcues.

PK.1.L.2 Students willfollow simple one-steporal directions.

K.1.L.2 Students willfollow simple one- andtwo-step oral directions.

1.1.L.2 Students willfollow simple two- andthree-step oraldirections.

2.1.L.2 Students willfollow multi-step oraldirections.

3-5.1.L.2 Students will actively listen and interpret a speaker’s verbalmessages and ask questions to clarify the speaker’s purpose.

Speaking Students will develop and apply effective communication skills to share ideas through speaking.

PK-K.1.S.1 Students will work respectfully withpeers with prompting.

1.1.S.1 Students willwork respectfully withpeers.

2.1.S.1 Students willwork respectfully ingroups by sharingresponsibility forcollaborative work andrecognizing individualcontributions made byeach group member.

3-5.1.S.1 Students will work effectively and respectfully in diverse groups bysharing responsibility for collaborative work and recognizing individualcontributions made by each group member.




PK-K.1.S.2 Students will engage in collaborativediscussions about various topics and texts,including their own writing, with peers andadults in small and large groups with prompting.

1-2.1.S.2 Students will engage in collaborativediscussions about various topics and texts,including their own writing, with peers insmall and large groups.

3-5.1.S.2 Students will engage in collaborative discussions about whatthey are reading and writing, expressing their own ideas clearly in pairs, diversegroups, and whole-class settings.

PK.1.S.3 Students willask and answerquestions withprompting.

K.1.S.3 Students will askand answer relevantquestions withprompting.

1-2.1.S.3 Students will ask and answer relevantquestions to seek help or get information to confirmunderstanding.

This objective does not exist in Grades 3-5.

PK.1.S.4 Students willorally describe personalinterests or tell stories topeers and adults withprompting.

K.1.S.4 Students willorally describe personalinterests or tell stories topeers and adults usingagreed-upon rules (e.g.,taking turns, staying ontopic).

1.1.S.4 Students willorally describe people,places, things, andevents with relevantdetails expressing theirideas.

2.1.S.4 Students willreport on a topic or text,tell a story, or recount anexperience with relevantfacts descriptive details,speaking audibly incoherent sentences.

3.1.S.3 Students willreport in a group orindividually on a topic ortext, tell a story, orrecount an experiencewith relevant facts,descriptive details,speaking audibly andclearly in coherentsentences.

4.1.S.3 Students willgive informalpresentations in a groupor individually, organizinginformation anddetermining content forthe audience, speakingaudibly and clearly incoherent sentences.

5.1.S.3 Students willgive formal and informalpresentations in a groupor individually, organizinginformation anddetermining content forthe audience, speakingaudibly and clearly incoherent sentences.



Standard 2: Reading and Writing FoundationsStudents will develop foundational skills for reading and writing proficiency by working with sounds, letters, and text.

Phonological Awareness Students will recognize, count, and manipulate the parts of spoken words, including syllables, onset/rimes, and phonemes without using text.


PK.2.PA.1 Studentswill count spoken wordsin a three- to four-wordsentence withone-syllable words.

K.2.PA.1 Students willcount one-syllable andmultisyllabic spokenwords in a sentence (e.g.,I see an elephant.).

Students will continue to review and apply earlier grade-level expectations for this standard.

If phonological skills are not mastered, students will address skills from previous grades.

PK.2.PA.2 Studentswill recognize spokenwords that rhyme (e.g.,wall & fall).

K.2.PA.2 Students willdistinguish rhyming andnon-rhyming pairs andproduce a rhyme whengiven a word.

PK.2.PA.3 Studentswill recognize syllablesin spoken words (e.g.,pony = po + ny).

K.2.PA.4 Students willcount, segment, andblend syllables in spokenwords.

1.2.PA.1 Students willcount, segment, blend,and delete syllables inspoken words.

PK.2.PA.4 Studentswill isolate the commoninitial sound when givena set of alliterativespoken words (e.g., thepuppy pounces).

K.2.PA.3 Students willisolate and pronounceinitial and final sounds inspoken words.

1.2.PA.3 Students willisolate and pronouncemedial sounds in spokenwords.





These objectives beginin Kindergarten.

K.2.PA.5 Students willblend and segment onsetand rime in one-syllablespoken words (e.g.,blending: /ch/ + at = chat;segmenting: cat = /c/+ at).

1.2.PA.2 Students willblend and segmentonset and rime in spokenwords (e.g., /ch/+ /at/ =chat).


If phonological skills are not mastered, students will address skills from previous grades.

K.2.PA.6 Students willblend phonemes to formone-syllable spokenwords with 2-4 phonemes(e.g., /f/ /l/ /a/ /t/= flat).

1.2.PA.4 Students willblend phonemes to formspoken words with 4-6phonemes, includingconsonant blends(e.g., /s/ /t/ /r/ /i/ /ng/ =string).

K.2.PA.7 Students willsegment phonemes inone-syllable spokenwords with 2-4 phonemes(e.g., flat = /f/ /l/ /a/ /t/).

1.2.PA.5 Students willsegment phonemes inspoken words with 4-6phonemes into individualphonemes (e.g., string =/s/ /t/ /r/ /i/ /ng/).





This objective beginsin Grade 1.

1.2.PA.6 Students willadd*, delete*, andsubstitute* phonemes inone-syllable spokenwords with 3-5phonemes (e.g., add /c/to the beginning of at tosay cat; delete the /p/from pin, to say in;substitute the /o/ in stopwith /e/ to say step).

*Manipulation does notinvolve consonantblends.

2.2.PA Students willadd, delete, andsubstitute phonemes inspoken words with 5-6phonemes (e.g., add /th/to the beginning ofrowing to say throwing;delete the /r/ in trips tosay tips; substitute the /l/in clank with /r/ to saycrank).

3.2.PA Students willadd, delete, substitute,and reverse phonemesin spoken words (e.g.,add /g/ to the beginningof listen to say glisten;delete the /b/ in bridgesto say ridges; substitutethe /f/ in frighten with /b/to say brighten; reversethe initial and finalsounds in safe to sayface).

Students will continue to review and apply earliergrade-level expectations for this standard.

If phonological skills are not mastered, students willaddress skills from previous grades.



Print Concepts Students will demonstrate their understanding of the organization and basic features of print.


PK.2.PC.1 Studentswill begin to understandthat print carries amessage byrecognizing labels,signs, and other print inthe environment.

K.2.PC.1 Students willdemonstrate theirunderstanding that printcarries a message byrecognizing labels, signs,and other print in theenvironment.


If print concepts skills are not mastered, students will address skills from previous grades.

PK.2.PC.2 Studentswill demonstrate correctbook orientation andidentify the front andback covers of a book.

K.2.PC.2 Students willdemonstrate correct bookorientation and identifythe title, title page, andthe front and back coversof a book.

PK.2.PC.3 Studentswill begin to understandthat print moves fromtop to bottom, left toright, and front to back.

K.2.PC.3 Students willrecognize that printmoves from top tobottom, left to right, andfront to back.

PK.2.PC.4 Studentswill begin to recognizethat written words aremade up of letters andare separated byspaces.

K.2.PC.4 Students willrecognize that writtenwords are made up ofletters and are separatedby spaces.



Print Concepts Students will demonstrate their understanding of the organization and basic features of print.


PK.2.PC.5 Studentswill begin to recognizeending punctuationmarks in print duringshared reading or othertext experiences.

K.2.PC.5 Students willrecognize thedistinguishing features ofa sentence (e.g.,capitalization of the firstword, ending punctuation:period, exclamation point,question mark) withprompting.

1.2.PC.1 Students willrecognize thedistinguishing features ofa sentence (e.g.,capitalization of the firstword, endingpunctuation: period,exclamation point,question mark).


If print concepts skills are not mastered, students will address skills from previous grades.

PK.2.PC.6 Studentswill begin to write someuppercase andlowercase lettersincluding the majority ofthe letters in their firstname with prompting.

K.2.PC.6 Students willcorrectly form letters towrite their first and lastname and mostuppercase and lowercaseletters correctly.

1.2.PC.2 Students willcorrectly form letters anduse appropriate spacingfor letters, words, andsentences usingleft-to-right andtop-to-bottomprogression.

2.2.PC Students willcorrectly form letters inprint and use appropriatespacing for letters,words, and sentences.

3-5.2.PC Students will correctly form words in print and cursive and useappropriate spacing for letters, words, and sentences.



Phonics and Word Study Students will decode words by applying phonics and word analysis skills in context and isolation.


PK.2.PWS.1 Studentswill name the letters intheir first name.

K.2.PWS.1 Students willname all uppercase andlowercase letters. Students will continue to review and apply earlier grade-level expectations for this standard.

If phonics and word study skills are not mastered, students will address skills from previous grades.PK.2.PWS.2 Studentswill name a majority ofuppercase andlowercase letters.

K.2.PWS.2 Students willsequence the letters ofthe alphabet.

This objective beginsin Kindergarten.

K.2.PWS.4 Students willblend letter sounds todecode simpleVowel/Consonant (VC)andConsonant/Vowel/Consonant (CVC) words(e.g., VC words = at, in,up; CVC words = pat,hen, lot).

1.2.PWS.1* Studentswill decode one-syllablephonetically-regularwords by using theirknowledge of thefollowing phonics skills:

A. singleconsonants (e.g.,b = /b/, f = /f/, t =/t/)

B. short vowelsounds (i.e., a, e,i, o, u)

C. consonant blends(e.g., bl, br, cr)

D. consonantdigraphs andtrigraphs (e.g.,sh-, -tch)

continued on next page

2.2.PWS.1* Studentswill decode one- andtwo-syllable words byusing their knowledge ofthe following phonicsskills:

A. singleconsonants,including thosewith two differentsounds (e.g., softand hard c [cent,cat] and g [gem,goat])

B. consonant blends(e.g., bl, br, cr,spr, spl)

continued on next page

3.2.PWS.3 Students willuse decoding skills andsemantics in contextwhen reading new wordsin a text, includingmultisyllabic words.

4.2.PWS.1 Students willdecode unfamiliar andmultisyllabic words usingtheir combinedknowledge of thefollowing phonics skills:

● letter-soundcorrespondences

● all major syllabletypes (i.e.,closed,consonant +le,open, voweldigraphs, vowelsilent e,r-controlled)

Students will continue toreview and apply earliergrade-level expectations

for this standard.

If phonics and wordstudy skills are not

mastered, students willaddress skills fromprevious grades.

3.2.PWS.1 Students willdecode multisyllabicwords using theirknowledge of thefollowing phonics skills:

● vowel diphthongs● all major syllable

types (i.e.,closed,consonant +le,open, voweldigraphs, vowelsilent e,r-controlled)



Grade 1 Grade 2

continued from previouspage

E. vowel-consonant-silent e (e.g.,lake)

F. r-controlledvowels (i.e., ar,er, ir, or, ur)

G. vowel digraphs(e.g., ea, oa, ee)

*sequential skills

continued from previouspage

C. consonantdigraphs andtrigraphs (e.g.,sh-, -tch)

D. vowel-consonant-silent e (e.g.,lake)

E. r-controlledvowels (i.e., ar,er, ir or, ur)

F. vowel digraphs(e.g., ea, oa, ee)

G. vowel diphthongs(i.e., vowelcombinationshaving two vowelsounds [e.g., oias in boil, oy asin boy])

H. schwa (e.g.,banana)

I. silent lettercombinations(knew, could,ghost)

*sequential skills



Phonics and Word Study Students will decode words by applying phonics and word analysis skills in context and isolation.


This objective begins in Grade 1.

1.2.PWS.2* Studentswill decode words byapplying knowledge ofsyllable types inone-syllable words:

A. closedB. open

*sequential skills

2.2.PWS.2* Studentswill decode words byapplying knowledge of allmajor syllable types:

A. closedB. openC. vowel digraphsD. vowel-consonant-

silent eE. r-controlledF. consonant +le

*sequential skills

3.2.PWS.1 Students willdecode multisyllabicwords using theirknowledge of thefollowing phonics skills:

● vowel diphthongs● all major syllable

types (i.e.,closed,consonant +le,open, voweldigraphs, vowelsilent e,r-controlled)

4.2.PWS.1 Students willdecode unfamiliar andmultisyllabic words usingtheir combinedknowledge of thefollowing phonics skills:

● letter-soundcorrespondences

● all major syllabletypes (i.e.,closed,consonant +le,open, voweldigraphs, vowelsilent e,r-controlled)

Students will continue toreview and apply earliergrade-level expectations

for this standard.

If phonics and wordstudy skills are not

mastered, students willaddress skills fromprevious grades.

PK.2.PWS.3Students will producesome soundsrepresented by letters.

K.2.PWS.3 Students willproduce the sounds forshort and long vowelsand the most commonsound for consonants(e.g., a = /ă/ & /ā/, f = /f/, s= /s/, x = /ks/).

1.2.PWS.3* Studentswill decode words byapplying knowledge ofstructural analysis:

A. compound wordsB. inflectional

endings (e.g., -s,-ed, -ing)

*sequential skills

2.2.PWS.3* Studentswill decode words byapplying knowledge ofstructural analysis:

A. compound wordsB. inflectional

endings (e.g., -s,-ed, -ing)

C. contractionsD. abbreviationsE. common roots

and relatedprefixes andsuffixes

*sequential skills

3.2.PWS.2 Students willdecode words byapplying knowledge ofstructural analysis:

● contractions● abbreviations● common roots

and relatedprefixes andsuffixes

● morphology

4.2.PWS.2 Students willdecode words byapplying knowledge ofstructural analysis:

● contractions● abbreviations● common roots

and relatedaffixes

● morphology● semantics



Spelling/Encoding Students will encode and write words in context and isolation by applying phonics, spelling patterns, and structural analysis skills.



K.2.SE.1 Students willrepresent majorconsonants logically inphonetic spelling(e.g., “lefnt” for elephantor “apl” for apple).

1.2.SE.1* Students willuse correct spellingwhen writing thefollowing sounds inwords:

A. consonantsB. short vowelsC. digraphsD. consonant blendsE. vowel-consonant-

silent e

*sequential skills

2.2.SE.1* Students willuse correct spellingwhen writing thefollowing sounds inwords:

A. digraphsB. trigraphsC. vowel digraphsD. r-controlled

*sequential skills

3.2.SE.1 Students willuse correct spellingwhen writing thefollowing sounds inwords:

● diphthongs● schwa (i.e., /ə/)● silent letter

combinations(e.g., knew,could, ghost)

● hard/soft c, g(e.g., cover,celebrate, gorilla,general)

4-5.2.SE.1 Students will use correct spelling whenwriting unfamiliar and multisyllabic words, using theircombined knowledge of the following skills:

● letter-sound correspondences● all major syllable types (i.e., closed,

consonant +le, open, vowel digraphs, vowelsilent e, r-controlled)

K.2.SE.2 Students willrepresent all of thesounds in aConsonant/Vowel/Consonant (CVC) wordlogically in phoneticspelling (e.g., "kat" for cator "fer" for fur).

1.2.SE.2 Students willcorrectly spellhigh-frequency andirregularly-spelled wordsby using commonletter/soundcorrespondences andrecalling the irregularparts of words (e.g., the:this a commonletter/soundcorrespondence, -e isirregular).

2.2.SE.2* Students willuse correct spellingwhen writing thefollowing syllable typesin single-syllable andmultisyllabic words:

A. closedB. openC. vowel-consonant-

silent eD. r-controlled

*sequential skills

3.2.SE.2 Students willuse correct spellingwhen writing thefollowing syllable typesin single-syllable andmultisyllabic words:

● vowel digraphs● consonant + -le



Spelling/Encoding Students will encode and write words in context and isolation by applying phonics, spelling patterns, and structural analysis skills.



2.2.SE.3* Students willuse structural analysis tocorrectly spell thefollowing parts of words:

A. common prefixesB. common suffixesC. common spelling

rules related toadding prefixesand suffixes (e.g.,dropping the final-e, doubling aconsonant)

*sequential skills

3.2.SE.3 Students willuse structural analysis tocorrectly spell thefollowing parts of words:

● common prefixes● common suffixes● common spelling

rules related toadding prefixesand suffixes(e.g., changing yto i, doubling aconsonant)

4-5.2.SE.2 Students will use structural analysis tocorrectly spell the following parts of words:

● contractions● abbreviations● common spelling rules related to adding

prefixes and suffixes



Fluency Students will read grade-level text smoothly and accurately, with appropriate expression.


PK.2.F.1 Students willread their first name inprint.

K.2.F.1 Students willread their first and lastname in print. Students will continue to review and apply earlier grade-level expectations for this standard.

If fluency skills are not mastered, students will address skills from previous grades.PK.2.F.2 Students willchorally recite familiartexts (e.g., rhymes,songs, poetry, etc.).

K.2.F.2 Students willrecite familiar texts (e.g.,rhymes, songs, poetry,etc.).


K.2.F.3 Students willbegin to develop a sightword vocabulary bydecoding and readingregularly- andirregularly-spelled wordsin isolation and contextwith increasingautomaticity.

1-5.2.F.1 Students will expand their sight word vocabulary by reading regularly- and irregularly-spelled words in isolation and contextwith increasing automaticity.

This objective begins in Grade 1. 1-5.2.F.2 Students will orally and accurately read grade-level text at a smooth rate with expression that connotes comprehension.



Standard 2: Reading and Writing ProcessStudents will use a variety of recursive reading and writing processes.

Reading Students will read and comprehend inclusive, diverse, and increasingly complex literary and informational texts.


PK.2.R Students willbegin to retell or reenactmajor events or detailsfrom a read-aloud.

K.2.R.1 Students willidentify the topic or mainidea with a supportingdetail of a text withprompting.

1.2.R.1 Students willidentify the topic or mainidea with somesupporting details of atext.

2.2.R.1 Students willidentify the main ideaand supporting details ofa text.

3.2.R.1 Students willdetermine the main ideaand supporting details ofa text.

4.2.R.1 Students willdetermine the key detailsthat support the mainidea of a text.

5.2.R.1 Students willexplain how keysupporting detailssupport the main idea ofa text.


K.2.R.2 Students willdiscriminate betweenfiction and nonfiction textwith prompting.

1.2.R.2 Students willdiscriminate betweenfiction and nonfictiongenres.

2.2.R.2 Students willidentify elements ofvarious genres in fictionand nonfiction texts.

3.2.R.2 Students willidentify elements ofvarious genres in fiction,poetry, and nonfictiontexts.

4.2.R.2 Students willcompare fiction, poetry,and nonfiction todistinguish variousgenres.

5.2.R.2 Students willidentify details in fiction,poetry, and nonfictiontexts to distinguishvarious genres.

K.2.R.3 Students willsequence the plot (i.e.,beginning, middle, andend) of a story withprompting.

1.2.R.3 Students willsequence the plot (i.e.,beginning, middle, andend) of a story.

2.2.R.3 Students willbegin to summarize theplot of a story to includethe beginning, middle,and end.

3-5.2.R.3 Students will summarize and sequence the important events of astory.

K.2.R.4 Students willbegin to retell facts anddetails from aninformational text.

1.2.R.4 Students willretell facts and detailsfrom an informationaltext.

2.2.R.4 Students willbegin to summarize factsand details from aninformational text.

3-5.2.R.4 Students will summarize facts and details from an informational text.



Writing Students will engage in a recursive process that may include prewriting, drafting, revising, editing, and publishing.


PK.2.W Students willbegin to expressthemselves throughdrawing and emergentwriting.

K.2.W.1 Students willexpress themselvesthrough drawing andemergent writing.

1.2.W.2 Students willdevelop drafts bysequencing the action ina story or details about atopic through writingsentences.

2.2.W.1 Students willprewrite and developdrafts by sequencing theaction in a story ordetails about a topicthrough writingsentences.

3-4.2.W.1 Students will routinely use a recursiveprocess to prewrite, organize, and developnarrative, informative, and opinion drafts thatdisplay evidence of paragraphing.

5.2.W.1 Students willroutinely use a recursiveprocess to prewrite,organize, and draftmulti-paragraphnarrative, informative,and opinion drafts.


K.2.W.2 Students willsequence the action ordetails of stories/textswith prompting.

K.2.W.4 Students willadd to their drawing andemergent writing.

1.2.W.3 Students willrevise drafts by addingand/or deleting text.

2.2.W.3 Students willrevise drafts by adding,deleting, and/or movingtext.

3-5.2.W.2 Students will routinely use a recursive process to revise contentfor clarity, coherence, and organization (e.g., logical order and transitions).



Pre-K Kindergarten Grade 1 Grade 2 Grades 3-5


K.2.W.3 Students willuse appropriate spacingbetween letters andwords in emergentwriting.

1.2.W.1 Students willdevelop and edit draftsusing appropriatespacing between letters,words, and sentencesusing left-to-right andtop-to-bottomprogression.

2.2.W.2 Students will editdrafts using appropriatespacing between letters,words, and sentences.

3-5.2.W.3 Students will routinely and recursively edit drafts for punctuation,capitalization, and correctly-spelled grade-level words, using resources asneeded.


1.2.W.4 Students willcorrectly spellgrade-level, highlydecodable words (e.g.,cup, like, cart) andcommon, irregularlyspelled sight words (e.g.,the) while editing usingresources as needed.

2.2.W.4 Students willcorrectly spellgrade-level words whileediting using resourcesas needed.


.

K.2.W.5 Students willshare their stories/textswith authenticaudiences.

1-2.2.W.5 Students will routinely use a recursiveprocess to publish final drafts for an authenticaudience (e.g., reading aloud, author’s chair).

3-5.2.W.4 Students will routinely use a recursive process to publish finaldrafts for an authentic audience (e.g., reading aloud, posting on blog,displaying, entering contest).



Standard 3: Critical Reading and WritingStudents will apply critical thinking skills to reading and writing.

Reading Students will analyze, interpret, and evaluate increasingly complex literary and informational texts that include a wide range of historical, cultural, ethnic, and global perspectivesfrom a variety of genres.


PK.3.R.1 Students willdescribe the roles of anauthor and illustrator withprompting.

K.3.R.1 Students willdescribe the roles of anauthor and illustrator invarious texts.

1.3.R.1 Students willidentify the author’spurpose (i.e., tell a story,provide information) withprompting.

2.3.R.1 Students willdetermine the author’spurpose (i.e., tell a story,provide information).

3.3.R.1 Students willdetermine if the author’spurpose is to entertain,inform, or persuade.

4.3.R.1 Students willdetermine the author’spurpose (i.e., entertain,inform, persuade) byidentifying key details.

5.3.R.1 Students willdetermine the author’spurpose (i.e., entertain,inform, persuade), anddraw conclusions todetermine if the author’spurpose was achieved.

PK.3.R.2 Students willanswer basic questions(e.g., who, what, where,and when) about texts,photographs, orillustrations duringshared reading or othertext experiences withprompting.

K.3.R.2 Students willask and answer basicquestions (e.g., who,what, where, and when)about texts,photographs, orillustrations duringshared reading or othertext experiences withprompting.

1.3.R.2 Students willdescribe who is telling astory with prompting.

2.3.R.2 Students willdetermine whether agrade-level literary text isnarrated in first- orthird-person point of viewwith prompting.

3-4.3.R.2 Students will determine whether agrade-level literary text is narrated in first- orthird-person point of view.

5.3.R.2 Students willdetermine whether agrade-level literary text isnarrated in first- orthird-person point of view(limited and omniscient)and describe its effect.

1.3.R.4 Students will askand answer basicquestions (e.g., who,what, where, why, andwhen) about texts.

These objectives do not exist in Grades 3-5.




PK.3.R.3 Students willidentify characters in astory with prompting.

K.3.R.3 Students willdescribe characters andsetting in a story withprompting.

1.3.R.3 Students will findtextual evidence whenprovided with examplesof literary elements:

● setting ( i.e., timeand place)

● main charactersand their traits

2.3.R.3 Students will findexamples of literaryelements:

● setting (i.e., timeand place)

● plot (i.e.,beginning,middle, end)

● characters andtheir traits

3.3.R.3 Students will findexamples of literaryelements:

● setting● plot● characters● characterization

4.3.R.3 Students will findtextual evidence ofliterary elements:

● setting● plot● characters (i.e.,

protagonist,antagonist)

● characterization● conflict

5.3.R.3 Students willdetermine how literaryelements contribute tothe meaning of a literarytext:

● setting● plot● characters (i.e.,

protagonist,antagonist)

● characterization● conflict● theme


2.3.R.4 Students will findexamples of literarydevices:

● simile● alliteration● onomatopoeia

3.3.R.4 Students will findexamples of literarydevices:

● personification● hyperbole● simile● alliteration● onomatopoeia

4.3.R.4 Students will findtextual evidence ofliterary devices:

● metaphor● idiom● personification● hyperbole● simile● alliteration● onomatopoeia

5.3.R.4 Students willdetermine how literarydevices contribute to themeaning of a text:

● imagery● metaphor● idiom● personification● hyperbole● simile● alliteration● onomatopoeia


1.3.R.5 Students willbegin to use details froma text to drawconclusions and makepredictions.

2.3.R.5 Students will usedetails from the literaryor informational text todraw conclusions andmake predictions.

3.3.R.5 Students willanswer inferentialquestions, using a text tosupport answers.

4.3.R.5 Students willanswer inferentialquestions usingevidence from one ormore texts to supportanswers.

5.3.R.5 Students willanalyze ideas in one ormore texts, providingtextual evidence tosupport their inferences.





1.3.R.6 Students willbegin to locate facts thatare clearly stated in atext.

2.3.R.6 Students willlocate facts that areclearly stated in aninformational text.

3.3.R.6 Students willdistinguish fact fromopinion in aninformational text.

4-5.3.R.6 Students will distinguish fact from opinionin an informational text and explain how reasonsand facts support specific points.


2.3.R.7 Students willdescribe the structure ofan informational text withprompting:

● description● sequential

3.3.R.7 Students willdescribe the structure ofan informational text:

● problem/solution● description● sequential

4.3.R.7 Students willdistinguish the structuresof an informational text:

● cause/effect● problem/solution● description● sequential

5.3.R.7 Students willdistinguish the structuresof informational texts:

● compare/contrast● cause/effect● problem/solution● description● sequential

Writing Students will thoughtfully and intentionally write, addressing a range of modes, purposes, and audiences.

PK.3.W Students willuse drawing and labelingto tell a story or shareinformation withprompting.

K.3.W Students will usedrawing, labeling, andwriting to tell a story,share information, orexpress an opinion withprompting.

1.3.W.1 Students willwrite narrativesincorporating characters,plot (i.e., beginning,middle, end), and a basicsetting (i.e., time, place)with prompting.

2.3.W.1 Students willwrite narrativesincorporating characters,plot (i.e., beginning,middle, end), and a basicsetting (i.e., time, place).

3.3.W.1 Students willwrite narrativesincorporating:

● plot● setting● characters● characterization

4-5.3.W.1 Students will compose narrativesreflecting real or imagined experiences that:

● include plots with a climax and resolution● include developed characters who overcome

conflicts and use dialogue● use a consistent point of view● unfold in chronological sequence● use sentence variety, sensory details, and

vivid language to create interest● model literary elements and/or literary

devices from mentor texts





1.3.W.2 Students willbegin to write facts abouta topic in response to atext read aloud todemonstrateunderstanding withprompting.

2.3.W.2 Students willwrite facts about a topicand include a main ideawith supporting details ina paragraph.

3.3.W.2 Students willwrite facts about asubject, including a mainidea with supportingdetails, in multipleparagraphs withtransitional words andphrases.

4.3.W.2 Students willcompose informativeessays that:

● introduce anddevelop a topic

● incorporateevidence (e.g.,specific facts,examples)

● maintain anorganizedstructure withtransitional wordsand phrases

● use sentencevariety and wordchoice to createinterest

● model literarydevices frommentor texts

5.3.W.2 Students willcompose informativeessays that

● introduce anddevelop a topic

● incorporateevidence (e.g.,specific facts,examples, charts,and graphs)



● model literarydevices frommentor texts





1.3.W.3 Students willwrite an opinion about atopic and provide areason to support theopinion with prompting.

2.3.W.3 Students willwrite an opinion about atopic and providereasons as support in aparagraph.

3.3.W.3 Students willwrite an opinion about atopic and providerelevant evidence assupport in multipleparagraphs withtransitional words andphrases.

4.3.W.3 Students willwrite opinion essaysthat:

● introduce a topicand state anopinion

● incorporaterelevant,text-basedevidence tosupport theopinion



5.3.W.3 Students willwrite opinion essaysthat:

● introduce a topicand state a clearopinion

● incorporaterelevant,text-basedevidence tosupport theopinion


● organize writingin a logicalsequence withtransitional wordsand phrases



Standard 4: VocabularyStudents will expand and apply their spoken and reading vocabularies to speak, read, and write effectively.

Reading Students will expand their grade-level vocabularies through reading, word study, and class discussion.


PK-K.4.R.1 Students will name and sort familiarobjects into categories based on similarities anddifferences with prompting.

1.4.R.1 Students willbegin to determinerelationships amongwords, includingsynonyms andantonyms.

2.4.R.1 Students willdetermine relationshipsamong words, includingsynonyms, antonyms,and simplemultiple-meaning words.

3.4.R.1 Students willidentify relationshipsamong words, includingsynonyms, antonyms,homophones, andhomographs.

4-5.4.R.1 Students will identify relationshipsamong words, including synonyms, antonyms,analogies, homophones, and homographs.

PK-K.4.R.2 Students will begin to develop anawareness of context clues throughread-alouds and other text experiences.

1.4.R.2 Students willuse context clues todetermine the meaningof words with prompting.

2.4.R.2 Students willuse context clues todetermine the meaningof words.

3-5.4.R.2 Students will use context clues to clarify the meaning of words.

These objectives begin in Grade 1.

1.4.R.3 Students will useword parts (e.g., affixes,Anglo-Saxon roots,stems) to defineunfamiliar words withprompting.

2-3.4.R.3 Students will use word parts (e.g., affixes,Anglo-Saxon roots, stems) to define anddetermine the meaning of new words.

4-5.4.R.3 Students will use word parts (e.g., affixes,Latin roots, stems) to define and determine themeaning of new words.

1.4.R.4 Students willbegin to use grade-levelresource materials (e.g.,simple dictionary,glossary) to clarify themeaning of words.

2.4.R.4 Students will usegrade-level resourcematerials (e.g., simpledictionary, glossary) toclarify the meaning ofwords.

3-5.4.R.4 Students will consult reference materials (e.g., dictionaries,glossaries, thesauruses) to comprehend the words in a text.




PK-K.4.R.3 Students will begin to acquire newvocabulary and relate new words to priorknowledge.

1-2.4.R.5 Students will acquire new grade-levelvocabulary, relate new words to prior knowledge,and apply vocabulary in new situations.

3-5.4.R.5 Students will acquire new grade-level vocabulary, relate new words toprior knowledge, and apply vocabulary in various contexts.

Writing Students will apply knowledge of vocabulary to speak and write effectively.

PK.4.W.1 Studentswill begin to use newvocabulary to produceand expand completesentences in sharedlanguage activities.

K.4.W.1 Students willuse new vocabulary toproduce and expandcomplete sentences inshared languageactivities.

1-2.4.W.1 Students will use grade-level vocabularyto communicate ideas through speaking andwriting.

3-5.4.W.1 Students will use grade-level vocabulary in writing to clearlycommunicate ideas.

PK.4.W.2 Studentswill begin to uselanguage according topurpose in shared writingexperiences.

K.4.W.2 Students willuse language accordingto purpose in sharedwriting experiences.

1.4.W.2 Students willuse language inspeaking and writingaccording to purposewith prompting.

2.4.W.2 Students will uselanguage in speakingand writing according topurpose and audience.

3.4.W.2 Students will useprecise vocabulary inwriting for the intendedmode and effect on theaudience.

4-5.4.W.2 Students will use precise and vividvocabulary in writing for the intended mode andeffect on the audience.



Standard 5: LanguageStudents will expand and apply knowledge of grammar, usage, mechanics, and style to comprehend texts and communicate effectively.

Reading Students will expand and apply knowledge of grammar, usage, mechanics, and style to comprehend, analyze, and/or evaluate a variety of texts.


PK.5.R.1 Students willhear different sentencestructures throughconversations,read-alouds, andinteractive reading.

K.5.R.1 Students willrecognize simplesentences withprompting.

1.5.R.1 Students willrecognize simplesentences.

2-4.5.R.1 Students will recognize simple and compound sentences. 5.5.R.1 Students willrecognize simple,compound, and complex(i.e., independent &dependent clauses)sentences.




PK.5.R.2 Students willhear different parts ofspeech throughconversations,read-alouds, andinteractive reading:

● concrete objectsas persons,places, or things(i.e., nouns)

● words as actions(i.e., verbs)

● color adjectives● spatial and time

relationshipssuch as up,down, before,and after

K.5.R.2 Students willrecognize parts ofspeech in sentences withprompting:

● concrete objectsas persons,places, or things(i.e., nouns)

● words as actions(i.e., verbs)

● color and sizeadjectives

● the pronoun I● spatial and time

relationshipssuch as up,down, before,and after

1.5.R.2 Students willrecognize parts ofspeech in sentences:

● nouns asconcrete objects(i.e., people,places, andthings)

● regular pluralnouns

● present-tenseverbs as actions

● color, size, andnumberadjectives

● prepositions● the pronouns I,

me, you, and we● the conjunctions

and, or, and but● the adverbs too

and very


● common, proper,and irregularplural nouns

● tenses of verbs(i.e., past,present, future)

● the simplesubject andsimple predicateof a sentence

● descriptiveadjectives andarticles (i.e., a,an, the) asadjectives

● prepositions● singular and

plural personalpronouns and thenouns theyreplace

● the conjunctionsand, or, and but

● -ly adverbs


● concrete,abstract, andpossessivenouns

● different types ofverbs (i.e., action,linking, helping)and their roles ina sentence

● the completesubject andcompletepredicate of asentence

● possessiveadjectives

● prepositionalphrases

● possessivepronouns and thenouns theyreplace

● coordinatingconjunctions (i.e.,for, and, nor, but,or, yet, so)

● adverbs offrequency (e.g.,always, often,never)


● irregularpossessivenouns (e.g.,children’s)

● irregular and pastparticiple verbsand verb tense toidentify settings,times, andsequences

● subject and verbagreement

● comparative andsuperlativeadjectives

● prepositionalphrases

● possessivepronouns and thenouns theyreplace (i.e.,antecedents)

● coordinatingconjunctions

● comparative andsuperlativeadverbs

● interjections

5.5.R.2 Students willrecognize and explainthe impact on meaningof parts of speech insentences:

● nouns● verb tense to

identify settings,times,sequences, andconditions

● subject and verbagreement

● adjectives● prepositional

phrases● intensive

pronouns andtheir antecedents

● coordinatingconjunctions

● adverbs● interjections



Writing Students will expand and apply knowledge of grammar, usage, mechanics, and style to speak and write effectively, demonstrating standard usage when appropriate.


This objective begins inKindergarten.

K.5.W.1 Students willbegin to compose simplesentences that beginwith a capital letter andconclude with an endmark.

1.5.W.1 Students willcompose simplesentences that concludewith an end mark.

2.5.W.1 Students willcompose simple andcompound declarative,interrogative, imperative,and exclamatorysentences that beginwith a capital letter andconclude with an endmark.

3-4.5.W.1 Students will compose simple andcompound declarative, interrogative, imperative, andexclamatory sentences, avoiding and correctingfragments.

5.5.W.1 Students willcompose simple,compound, and complex(i.e., independent anddependent clauses)sentences.


1-2.5.W.2 Students will use nouns, verbs, andadjectives to add clarity and variety to theirwriting.

3-4.5.W.2 Students will use nouns, verbs,adjectives, prepositions, and adverbs to add clarityand variety to their writing.

5.5.W.2 Students will usenouns, verbs, adjectives,prepositions, adverbs,and pronouns to addclarity and variety to theirwriting.


4.5.W.3 Students willrecognize and correcterrors in subject andverb agreement.

5.5.W.3 Students willrecognize and correctthe following: run-ons,errors in subject andverb agreement,inappropriate shifts inverb tense, andinappropriate shifts inpronoun number andperson.





K.5.W.2 Students willcapitalize their first nameand the pronoun I withprompting.

1.5.W.3 Students willcapitalize the first letterof a sentence, propernames, and months anddays of the week.

2.5.W.3 Students willpunctuate initials andcapitalize holidays,product names, initials,and months and days ofthe week.

3.5.W.3 Students willcapitalize and punctuatetitles of respect, words intitles, and geographicalnames.

4.5.W.4 Students willcapitalize familialrelations, properadjectives, conventionsof letter writing, andthe first letter of aquotation.

5.5.W.4 Students willwrite using correctcapitalization mechanics.

Grade of Mastery: 4

K.5.W.3 Students willrecognize and begin touse periods, questionmarks, and exclamationpoints.

1.5.W.4 Students will useperiods, question marks,and exclamation points.

2-4.5.W.4 Students will use periods with declarative and imperative sentences,question marks with interrogative sentences, and exclamation points withexclamatory sentences.

5.5.W.5 Students willwrite using correct endmark mechanics.

Grade of Mastery: 4

These objectives begin in Grade 2.

2.5.W.5 Students will useapostrophes to formsimple contractions (e.g.,isn’t, aren’t, can’t).

3.5.W.5 Students will useapostrophes to formcomplex contractions(e.g., should’ve, won’t,y’all) and to showpossession.

4.5.W.6 Students will useapostrophes to showpossession of singularand plural nouns andrecognize and removeapostrophes used toform plurals.

5.5.W.6 Students will usethe correct forms ofit's/its, you’re/your, andthey’re/there/their.

2.5.W.6 Students will usecommas in dates (e.g.,September 6, 2020).

3.5.W.6 Students will usecommas before acoordinating conjunctionand to separateindividual words in aseries.

4.5.W.7 Students will usecommas in greetings andclosings in letters andemails, to separateindividual words in aseries, and to indicatedialogue.

5.5.W.7 Students will usecommas to separateindividual words in aseries, to indicatedialogue, and toseparate theindependent anddependent clauses in acomplex sentence.




This objective begins in Grade 2.2-3.5.W.7 Students will use a colon to indicate time(e.g., The bell rings at 3:15.).

4-5.5.W.8 Students will use a colon to introduce alist (e.g., Deb only needed three things from thegrocery store: milk, eggs, and bread.).

This objective begins in Grade 3.3.5.W.8 Students will usequotation marks toindicate dialogue.

4-5.5.W.9 Students will use quotation marks toindicate dialogue, quoted material, and titles ofworks.

This objective begins in Grade 4. 4-5.5.W.10 Students will use underlining or italicsto indicate titles of works.


5.5.W.11 Students willuse a semicolon topunctuate compoundsentences.



Standard 6: ResearchStudents will engage in inquiry to acquire, refine, and communicate accurate information.

Reading Students will gather, comprehend, evaluate, and synthesize researched information to acquire and refine knowledge.


PK.6.R Students willbegin to identify pictures,charts, grade-level texts,or people as sources ofinformation on a topic ofinterest.

K.6.R.1 Students willidentify relevant pictures,charts, grade-level texts,or people as sources ofinformation on a topic ofinterest.

1.6.R.1 Studentswill identify who cananswer questions abouttheir topic or whatresources they will needto find the information.

2.6.R.1 Students willcreate their ownquestions to findinformation on theirtopic.

3.6.R.1 Students willconduct research toanswer questions,including self-generatedquestions, and to buildknowledge.

4-5.6.R.1 Students will conduct research to answerquestions, including self-generated questions, andto build knowledge, using multiple sources (e.g.,visual and text reference sources, electronicresources, and/or interviews).

This objective begins inKindergarten.

K.6.R.2 Students willidentify and usegraphic and textfeatures tounderstand texts:

● photos● illustrations● titles

1.6.R.2 Students willidentify and use graphicand text features tounderstand texts:

● photos● illustrations● titles● labels● headings● charts● graphs

2.6.R.2 Students willidentify and use graphicand text features tounderstand texts:

● photos● illustrations● titles● labels● headings● charts● graphs● captions● subheadings

3.6.R.2 Students willidentify and use textfeatures (e.g., graphics,captions, subheadings,italics, charts, tables,legends) to comprehendinformational texts.

4.6.R.2 Students willidentify and use textfeatures (e.g., graphics,captions,headings/subheadings,bold/italicized words,charts, tables, legends)to comprehendinformational texts.

5.6.R.2 Students willidentify and use textfeatures (e.g., graphics,captions,headings/subheadings,bold/italicized words,charts, tables, legends)to analyze the structureof informational texts.


1.6.R.3 Students willidentify the location andpurpose of the table ofcontents and glossary.

2.6.R.3 Students willconsult various textreference sources togather information (i.e.,title page, table ofcontents, glossary,index).

3.6.R.3 Students willbegin to determine therelevance of theinformation gathered.

4.6.R.3 Students willdetermine the relevanceof the informationgathered.

5.6.R.3 Students willdetermine the relevanceand reliability of theinformation gathered.



Writing Students will synthesize information ethically through speaking and writing.


PK.6.W/K.6.W.1 Students will generate topics ofinterest and decide if a friend, teacher, or expert cananswer their questions with prompting.

1.6.W.1 Students willgenerate questionsabout topics of interestfor research.

2.6.W.1 Students willgenerate a list of topicsand questions about anarea of interest forresearch.

3.6.W.1 Students willchoose a topic of interestand generate severalquestions about it forresearch.

4.6.W.1 Students willgenerate a viableresearch question abouta topic.

5.6.W.1 Students willformulate a viableresearch question.


K.6.W.2 Students willfind information fromprovided sources duringgroup research withprompting.

1.6.W.2 Students willorganize informationfound during group orindividual research,using graphic organizersor other aids withprompting.

2.6.W.2 Students willorganize informationfound during group orindividual research,using graphic organizersor other aids.

3.6.W.2 Students willbegin to organizeinformation found duringresearch, following amodified citation style(i.e., author, title,publication year).

4.6.W.2 Students willorganize informationfound during research,following a modifiedcitation style (i.e., author,title, publication year).

5.6.W.2 Students willorganize informationfound during research,following a modifiedcitation style (i.e., author,title, publication date).

K.6.W.3 Students willshare relevantinformation for variouspurposes with prompting.

1.6.W.3 Students willshare relevantinformation for variouspurposes.

2.6.W.3 Students willorganize and sharerelevant information forvarious purposes.

3.6.W.3 Students willwrite informative textsindependently for shorttimeframes (e.g., asingle sitting or a day ortwo) that organizerelated information abouta topic and conveydetails from a singlesource.

4.6.W.3 Students willwrite informative textsindependently for shorttimeframes (e.g., asingle sitting or a day ortwo) that organizerelated information abouta topic and conveydetails and quotationsfrom two or moresources.

5.6.W.3 Students willwrite informative textsindependently for shorttimeframes (e.g., asingle sitting or a day ortwo) that organizerelated informationlogically and convey keydetails, quotations, orother relevantinformation from multiplesources.



Standard 7: Multimodal LiteraciesStudents will comprehend and communicate knowledge through alphabetic, aural, visual, spatial, and/or gestural content.

Reading Students will comprehend and evaluate multimodal content.


PK.7.R Students willexplore ideas and topicsin a variety of media andformats with prompting.

K.7.R Students willexplore ideas and topicsin multimodal content.

1.7.R Students willexplain how ideas andtopics are depicted inmultimodal content.

2.7.R Students willexplore and compareideas and topics inmultimodal content.

3.7.R Students willlocate and useinformation from avariety of alphabetic,aural, visual, spatial,and/or gestural contentto compare perspectivesabout ideas and topics.

4.7.R Students willlocate and useinformation from avariety of alphabetic,aural, visual, spatial,and/or gestural contentto compare and contrastperspectives about ideasand topics.

5.7.R Students willanalyze thecharacteristics andeffectiveness of a varietyof alphabetic, aural,visual, spatial, and/orgestural content fromvarious perspectives.

Writing Students will create multimodal content to communicate effectively.

PK.7.W Students willbegin to combinemovement with relevantprops, images, orillustrations to supporttheir writing andspeaking.

K.7.W Students willcombine movement withrelevant props, images,or illustrations to supporttheir writing andspeaking.

1-2.7.W Students will use a combination of writing,sound, visual content, and/or movement tocommunicate ideas, thoughts, and feelings.

3-4.7.W Students will communicate their ideas,thoughts, and feelings by combining two or morekinds of content:

● writing/alphabetic● sound, visual, and/or spatial● movement

5.7.W Students willcreate multimodalcontent (i.e., alphabetic,aural, visual, gesturaland/or spatial) thatcommunicates ideas,thoughts, and feelingsfor an intendedaudience.



Standard 8: Independent Reading and WritingStudents will read and write independently for a variety of purposes and periods of time.

Reading Students will read self-selected texts independently, choosing genres to suit and expand their personal preferences and purposes.


PK-K.8.R Students will listen and respond toread-alouds, participate in shared reading, andinteract independently with texts.

1-2.8.R Students will select texts for academicand personal purposes and read independentlyfor extended periods of time.

3-5.8.R Students will read selected texts independently and for various lengthsof time, choosing genres to suit and expand their personal preferences andpurposes.

Writing Students will write independently, intentionally selecting modes, purposes, and audiences.

PK.8.W Students willbegin to express theirideas using acombination of drawingand emergent writingwith prompting.

K.8.W Students willexpress their ideas usinga combination of drawingand emergent writingwith prompting.

1.8.W Students will writeindependently using acombination of emergentand conventional writingwith prompting.

2.8.W Students will writeindependently using printand/or typing overvarious lengths of timefor a variety of purposes.

3-5.8.W Students will write independently using print, cursive, and/ortyping for various lengths of time, choosing modes and genres to suit theiraudience and purpose.


Vertical Progressions, Grades PK–5

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