69
APPENDIX I MTSS/RTII STRATEGIES
Area Of Concern Strategy
Co
mp
reh
ensi
on
3-2-1 Summarizer
3 things you learned; 2 things you found interesting; 1 question you still have (modify the categories as needed)
Activating Non-Fiction Comprehension
K-W-L, Summarizing, Coding (marking up text), Questioning
Activating Prior Knowledge
K-W-L, Brainstorming, Mapping, Class Discussions, Organizers
Click or Clunk
A self-check technique for comprehension
Daily Guided Reading
Students are provided with "good fit" books so that they are able to accurately read and comprehend a text. Students are provided with
reading instruction that is tailored to their unique reading needs.
Directed Reading/Thinking Activities
Encourages students to make predictions while they are reading. After reading segments of a text, students stop, confirm or revise previous
predictions, and make new predictions about what they will read next.
Expository Text Structure
Multi-Step Text Review: headings, subheadings, asking questions, locate key information; self-questioning
Use of Graphic Organizers
Graphically representing the relationship between ideas and facts. Horizontal, vertical, and diagonal lines link the cells to represent logical
relationships between ideas or concepts.
Interactive Charts
The teacher and students interact with the chart manipulating pieces of text. The text that moves might be an individual word, an entire line
of text, or a phrase. What changes in the selection depends on the text.
Interactive Reading Logs
Students write reflections on texts read silently. These logs can be exchanged with other students or with the teacher who can write questions
or responses to what students have written.
Partner Reading and Summarization
A cooperative learning strategy in which two students work together to read an assigned text.
Prediction Strategy
Readers use information from a text (including titles, headings, pictures, and diagrams) and their own personal experiences to anticipate
what they are about to read (or what comes next).
QAR (Question/Answer Relationships)
A questioning strategy that emphasizes that a relationship exists between the question, the text, and the background of the reader. Students
use four (QAR’s) to find the information they need to answer the question. (Think & Share; Right There; Author & You; On My Own)
70
Area Of Concern Strategy
Flu
ency
Buddy Reading
Students read aloud to each other
Choral Reading
Reading aloud in unison with a whole class or group of students
Chunking the Text
Breaking and organizing the text into shorter, more manageable units.
Echo Reading
After a reader reads a line or sentence modeling pace and expression, the students read it out loud. They try to imitate the way the leader
reads the text.
Books available for students’ independent reading level
Students should read materials that can be read accurately (95 to 98% accuracy). Material should be carefully selected so that the student is
not frustrated by reading text that is too difficult.
Oral Reading
A passage is read aloud, modeling fluent reading. Then students reread the text quietly, on their own, sometimes several times. The text
should be at the student's independent reading level. Next, the students read aloud and then reread the same passage.
Area Of Concern Strategy
Voca
bu
lary
Frayer Model
A graphic organizer used for word analysis and vocabulary building. This four-square model prompts students to think about and describe
the meaning of a word or concept (definition, essential characteristics, examples, non-examples)
Use of Graphic Organizers
Graphically representing the relationship between ideas and facts. Horizontal, vertical, and diagonal lines link the cells to represent logical
relationships between ideas or concepts
Interactive Charts
The teacher and students interact with the chart manipulating pieces of text. The text that moves might be an individual word, an entire line
of text, or a phrase. What changes in the selection depends on the text.
Juxtaposition Strategies
Unassociated ideas, words, or phrases are placed next to one another
Labeling Objects and Activities
Meaningful print is displayed throughout the room; Objects that children see and use are labeled; Print is placed at children’s eye level.
Making Words
Students are guided through the process of using a limited number of letters to make a series of words. They begin by creating short words
and end with longer ones.
Personal Dictionary
Create “personal dictionaries” in which to write words they want to remember, together with their own definitions of the words
71
Area of Concern Strategy
Word
Rec
ogn
itio
n:
Dec
od
ing,
Ph
on
ics,
Ph
on
emic
Aw
are
nes
s
Alphabetic Principles Activities
The understanding that there are systematic and predictable relationships between written letters and spoken sounds
Blending and Segmenting Games
Blending is the ability to smoothly combine, or pull together, individual phonemes or syllables into words. Segmenting is the
opposite of blending. When children are segmenting words or sentences, they are breaking them apart.
Elkonin Box
The goal of Elkonin boxes or sound boxes is to help children hear the individual phonemes in a word. They help students
build phonological awareness by segmenting words into sounds or syllables.
Use of Graphic Organizers
Graphically representing the relationship between ideas and facts. Horizontal, vertical, and diagonal lines link the cells to
represent logical relationships between ideas or concepts.
Interactive Charts
The teacher and students interact with the chart manipulating pieces of text. The text that moves might be an
individual word, an entire line of text, or a phrase. What changes in the selection depends on the text.
78
Language
Transfer Issue Languages
Sample Transfer
Errors in English
There are no definite articles.
Chinese
Hmong
Korean
Vietnamese
He goes to one class on Wednesdays.
=He goes to a class on Wednesdays.
I bought one cake from bakery.
=I bought a cake from a bakery.
The article can be omitted. Hmong
Do you have book?
=Do you have the book?
=Do you have a book?
The indefinite article is not
used before a profession.
Chinese
Haitian Creole (article is optional if the predicate contains the
verb be)
Korean
Spanish
Vietnamese
He is teacher.
=He is a teacher
My sister is famous doctor.
=My sister is a famous doctor.
The definite article is used
before a title. Spanish
The Professor Ruiz is helpful.
=Professor Ruiz is helpful.
Singular and plural definite
articles follow the nouns.
Haitian Creole Examples:
zanmi an = friend (the)
zanmi yo = friend (the)
Note: Students may place definite articles incorrectly.
There is no plural form for nouns (plurals
can be expressed through an adjective
quantifier).
Chinese
Hmong
Korean (plurals are used for "people" nouns,
such as my friends)
Vietnamese
I have many good idea.
=I have a many good ideas.
The paper has several problem.
=The paper has several problems.
There is no plural form after a number.
Chinese
Haitian Creole (plural form is often omitted)
Hmong
Korean
Vietnamese
There are three new student.
=There are three new students.
Vacation is four week.
=Vacation is four weeks.
A plural is formed by placing a plural
marker after the nouns.
Haitian Creole (indefinite plurals are unmarked)
Korean
Note: Students may add an additional word rather than
adding -s to the noun.
79
Language
Transfer Issue Languages
Sample Transfer
Errors in English
In English, -es is added only after the
consonants s,x,ch,sh, and z. Also y is
changed to i before adding -es.
In other languages, -es is added to nouns
that end in y or any consonant to form the
plural.
Spanish walles = walls
rayes =rays
English contains noncount nouns that do
not have plural form (i.e. fishing, money,
bread, honesty, water, snow).
Chinese
Haitian Creole
Hmong
Korean
Vietnamese
I like dancings.
=I like dancing
She wears jewelrys.
=She wears jewelry.
Proper names can be listed last name first.
Chinese example:
Chan Fu Kwan is written last name first
without a comma.
Vietnamese example:
Tran My Boa is written last, middle, first.
Chinese (always last name first)
Hmong (in Asia)
Korean
Vietnamese
Note: Teachers and students may confuse first and last
names.
A first name is preferred when repeating a
person's name. Hmong
Vietnamese
Mr. Kou Xiong is a teacher.
Mr. Kou (first name) speaks many languages.
Possessive nouns are formed with an of
phrase.
Haitian Creole (Southern Haiti only)
Spanish
Vietnamese
This is the chair of Jamie.
=This is Jamie's chair.
There is no distinction between subject
and object pronouns.
Chinese
Haitian Creole
Hmong
Vietnamese
I gave the forms to she.
=I gave the forms to her.
Him helped I.
=He helped me.
There is no gender difference for third
person singular pronouns.
Chinese (spoken language only)
Haitian Creole
Hmong (uses the pronoun it)
Vietnamese (uses familiar form of third person singular)
Talk to the girl and give it advice.
=Talk to the girl and give her advice.
80
Language
Transfer Issue Languages
Sample Transfer
Errors in English
There is no distinction between simple,
compound, subject, object, and reflexive
pronouns. Hmong
The book is I.
=The book is mine.
She is I sister
=She is my sister.
I go I
=I go by myself.
There are no relative pronouns.
Korean (modifying clause can function as a relative
clause)
Vietnamese
Look at the backpack is on the floor.
=Look at the backpack that is on the floor.
It is possible to omit the pronoun it as a
subject
Chinese
Hmong
Korean
Vietnamese
What time?
=What time is it?
Three o'clock already.
=It is three o'clock already.
A possessive pronoun is formed by
placing a separate word or character
before the pronoun. Vietnamese
This car is (of) him.
=This car is his.
A possessive pronoun is placed after the
noun. Haitian Creole
That book is (for) me.
=That is my book.
The verb be can be omitted with
adjectives and prepositional phrases.
Chinese
Haitian Creole
Hmong
Korean
Vietnamese
We always cheerful.
=We are always cheerful.
I hungry.
=I am hungry.
You at home.
=You are at home.
The verb be is not used for adjectives or
places. Hmong
Vietnamese
She beautiful.
=She is beautiful.
The book on the table.
=The book is on the table.
81
Language
Transfer Issue Languages
Sample Transfer
Errors in English
A verb is not inflected for person and
number.
Chinese
Haitian Creole
Hmong
Korean (verbs are inflected to reflect age or status)
Vietnamese
That house have a big door.
=That house has a big door.
Everyone like you.
=Everyone likes you.
Several verbs can be used together with
no words or punctuation to separate them. Hmong
Vietnamese
I cook eat at home.
=I cook and eat at home.
There is no gerund form (-ing) and/or no
distinctions between gerunds and
infinitives.
Chinese (no form to show that an actions is ongoing)
Haitian Creole
Hmong
Korean
Spanish
Vietnamese
She hates to read.
=She hates reading.
The verb be can be used in place of have. Korean I am car.
=I have one car.
Infinitives are not used to indicate
purpose. Haitian Creole
I want learn English.
=I want to learn English
I go to the library for study.
=I go to the library to study.
A that clause is used rather than an
infinitive. Hmong
Spanish
I want that they try harder.
=I want them to try harder.
Have is used in place of there is, there
are, or there was, there were. Hmong
Vietnamese
In the library have many books.
=In the library, there are many books.
The verb have is used to express states of
being (such as age or hunger). Have
(tener) is followed by a noun. Spanish
She has ten years.
=She is ten years old.
I have hunger.
=I am hungry.
I have heat.
=I am hot.
82
Language
Transfer Issue Languages
Sample Transfer
Errors in English
Two-words verbs, or phrasal verbs, exist
in very few languages. (in addition to
English, they are found in a few other
languages, such as Dutch, German, and
Scandinavian languages.
Note: Most ESL students find two-word verbs difficult, but
it is necessary to learn them in order to understand informal
conversational English.
There are no tense inflections. Tense is
usually indicated through context or by
adding an expression of time.
Chinese
Hmong (infinitive form of the verb used with an
expression of time)
Vietnamese
When I am small, I ask many questions.
=When I was small, I asked many questions.
She teach math next semester.
=She will teach math next semester.
Verb tense does not change within the
same sentence. Haitian Creole
Hmong
When we finish, we leave.
=When we finish, we will leave.
Present perfect tense can be used in place
of past tense. Haitian Creole
I have seen Lucas yesterday.
=I saw Lucas yesterday.
Present tense can be used in place of
future tense.
The present tense is used in place of the
present perfect.
Haitian Creole
Hmong
Spanish
I finish it tomorrow.
=I will finish it tomorrow.
I live here a long time.
=I have lived here a long time.
Adverbs are not used. Two adjectives or
two verbs can be used to describe an
adjective or verb. Hmong
I run fast fast.
=I run really fast.
I run run to school.
=I run quickly to school.
Adjectives follow the nouns they modify.
Hmong
Spanish (The position of the adjective can also indicate
meaning. In Spanish, limiting adjectives go
before the noun, descriptive adjectives go after
noun)
Vietnamese
They have a house big.
=They have a big house.
We live in a village Laotian.
=We live in a Laotian village.
Adjectives can reflect number and gender. Spanish I have kinds parents.
=I have kind parents.
83
Language
Transfer Issue Languages
Sample Transfer
Errors in English
Some nouns and adjectives share the same
form. Chinese
Note: Students may have difficulty choosing between noun
and adjectives forms.
She wants to be independence.
=She wants to be independent.
Comparative adjectives do not change
form. They are expressed with the
equivalent of more and most.
Hmong (add adverbs after the adjective)
Korean
She is fast more.
=She is faster.
A definitive article is used in place of a
possessive adjective.
Spanish
(definite article used for parts of the body and
articles of clothing)
Ana broke the leg.
=Ana broke her leg.
A possessive adjective is formed by
placing a separate word, character, or
article between the pronoun and the noun.
Chinese (suffix may be omitted in some cases)
Hmong
he (possessive character) book
=his book
Possessive adjectives are omitted when
the association is clear. Korean
Vietnamese
He raised hand.
=He raised his hand.
There is no distinction between personal
pronouns and possessive adjectives. Vietnamese
It is book I.
=It is my book.
Meanings of prepositions do not always
correspond to those in English. Spanish
I like the songs in the CD.
=I like the songs on the CD.
The verb may precede the subject. Spanish Arrived the teacher late.
=The teacher arrived late.
Verbs are placed last in a sentence. The
usual word order is subject-object-verb. Korean
The teacher the assignment gave.
=The teacher gave the assignment.
Subject and verb order is rarely changed. Chinese
Haitian Creole
Korean
She is content and so I am.
=She is content and so am I.
84
Language
Transfer Issue Languages
Sample Transfer
Errors in English
A subject pronoun can be omitted when
the subject is understood.
Chinese
Korean (can omit the subject pronoun you)
Spanish
Is crowded.
=It is crowded.
Am hungry.
=I am hungry.
A direct object precedes an indirect object
when the indirect object is a pronoun. Chinese (Cantonese only)
I gave an apple him.
=I gave him an apple.
Adverbs and adverbial phrases can
precede verbs. Chinese
Korean
I hard study.
=I study hard.
He by train goes to school.
=He goes to school by train.
Yes/No questions can be formed by
adding an element to the end of
declarative statement.
Chinese
Hmong
Korean
Vietnamese (statement followed by phrase "or not")
The book is interesting, yes?
=Is the book interesting?
You like that color no?
=Do you like that color?
Yes/No questions can be formed by
adding a verb followed by its negative
within a statement.
Chinese
Vietnamese
You want not want watch movie?
=Do you want to watch a movie or not?
Yes/No questions can be formed by
adding the question word between the
pronoun and the verb. Hmong
You (question word) like the school?
=Do you like the school?
Question words are placed according to
the position of the answer. For example, if
the answer functions as an object, the
question words are placed in the regular
object position.
Chinese
Korean
He told you what?
=What did he tell you?
Tell me he is where?
=Tell me where is he is?
The answers yes and no vary depending
upon the verb used in the question. Hmong
Note: Students may substitute a verb for a yes or no answer.
Do you speak English? Speak.
=Do you speak English? Yes.
Do you speak English? No speak.
Do you speak English? No.
85
Language
Transfer Issue Languages
Sample Transfer
Errors in English
Commands can be formed by adding an
adverb after the verbs to be emphasized.
Hmong (add the adverb now)
Vietnamese (add the adverb right now)
Do now.
=Do it!
Commands can be formed by adding a
time indicator after the verbs to be
emphasized. Hmong
Fix the car at 3:00.
=Fix the car.
Commands can be formed by adding the
verb go for emphasis at the end of the
sentence. Vietnamese
Buy my groceries, go!
=Buy my groceries.
Commands can be formed by changing
the verb ending. Korean
Bring(ing) it over here.
=Bring it over here.
Double negatives are routinely used. Haitian Creole
Spanish
They don't like nothing.
=They don't like anything.
The negative marker goes before the verb
phrase.
Korean (especially in informal situations)
Spanish (when using perfect tense)
Joey not has finished the homework.
=Joey has not finished the homework.
Sentences do not always include a subject. Spanish
Is fun cook?
=Is it fun to cook?
Is raining.
=It is raining.
Is your mother? Yes is.
=Is she your mother? Yes, she is.
87
APPENDIX III PA CORE ELA STANDARDS BY GRADE BAND (PreK-2)
1.1 Foundational Skills: Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions.
PreK Kindergarten Grade 1 Grade 2
Book
Handling
CC.1.1.PK.A Practice appropriate
book handling skills.
CC.1.1.K.A Utilize book handling skills.
Intentionally left blank. Intentionally
left blank.
Concepts
CC.1.1.PK.B Identify basic features of print.
Differentiate between
numbers and letters and letters
and words.
Recognize and name some
uppercase and lowercase
letters of the alphabet.
CC.1.1.K.B Demonstrate understanding of the organization
and basic features of print.
Follow words left to right, top to
bottom, and page by page.
Recognize that spoken words are
represented in written language by
specific sequences of letters.
Understand that words are separated
by spaces in print.
Recognize and name all upper and
lower case letters of the alphabet.
CC.1.1.1.B Demonstrate understanding of the
organization and basic features of
print.
Recognize the
distinguishing features of a
sentence. Intentionally
left blank.
88
Grade Band Skill Progression: PA Core Standard Area: English Language Arts (PreK - Grades 2)
1.1 Foundational Skills: Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions.
PreK Kindergarten Grade 1 Grade 2
Phonological
Awareness
CC.1.1.PK.C Demonstrate understanding of spoken
words, syllables, and sounds
(phonemes).
Recognize rhyming words and
when two or more words begin
with the same sound
(alliteration).
Count syllables in spoken
words.
Segment single-syllable
spoken words.
Isolate and pronounce initial
sounds.
CC.1.1.K.C Demonstrate understanding of spoken
word, syllables, and sounds (phonemes).
Recognize and produce rhyming
words.
Count, pronounce, blend and
segment syllables in spoken
words.
Blend and segment onsets and
rimes of single-syllable spoken
words.
Isolate and pronounce the initial,
medial, vowel, and final sound
(phonemes) in three phoneme
(CVC) words.
CC.1.1.1.C Demonstrate understanding of spoken
word, syllables, and sounds
(phonemes).
Distinguish long from short
vowel sounds in spoken single-
syllable words.
Count, pronounce, blend, and
segment syllables in spoken and
written words.
Orally produce single-syllable
words, including consonant
blends and digraphs.
Isolate and pronounce medial
vowel, and final sounds
(phonemes) in spoken single-
syllable words.
Add or substitute individual
sounds (phonemes) in one-
syllable words to make new
words.
Intentionally
left blank.
89
Grade Band Skill Progression: PA Core Standard Area: English Language Arts (PreK - Grades 2)
1.1 Foundational Skills: Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions.
PreK Kindergarten Grade 1 Grade 2
Phonics and
Word
Recognition
CC.1.1.PK.D Develop beginning
phonics and word
skills.
Associate some
letters with their
names and
sounds.
Identify familiar
words and
environmental
print.
CC.1.1.K.D Know and apply grade level phonics
and word analysis skills in decoding
words.
Demonstrate basic knowledge
of one-to-one letter-sound
correspondence.
Associate the long and short
sounds with common
spellings for the five major
vowels.
Read grade level high-
frequency sight words with
automaticity.
Distinguish between similarly
spelled words by identifying
the sounds of the letters that
differ.
CC.1.1.1.D Know and apply grade level
phonics and word analysis
skills in decoding words.
Identify common
consonant digraphs,
final e, and common
vowel teams.
Decode one and two-
syllable words with
common patterns.
Read grade level
words with
inflectional endings.
Read grade
appropriate
irregularly spelled
words.
CC.1.1.2.D Know and apply grade level phonics
and word analysis skills in decoding
words.
Distinguish long and short
vowels when reading regularly
spelled one-syllable words.
Decode two-syllable words with
long vowels and words with
common prefixes and suffixes.
Read grade level high frequency
sight words and words with
inconsistent but common
spelling sound correspondences.
Read grade appropriate
irregularly spelled words.
90
Grade Band Skill Progression: PA Core Standard Area: English Language Arts (PreK - Grades 2)
1.1 Foundational Skills: Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions.
PreK Kindergarten Grade 1 Grade 2
Fluency
Intentionally
left blank.
CC.1.1.K.E Read emergent reader text
with purpose and
understanding.
CC.1.1.1.E Read with accuracy and fluency to support
comprehension:
Read on-level text with purpose and
understanding.
Read on-level text orally with
accuracy, appropriate rate, and
expression on successive readings.
Use context to confirm or self-correct
word recognition and understanding,
rereading as necessary.
CC.1.1.2.E Read with accuracy and fluency to support
comprehension:
Read on-level text with purpose and
understanding.
Read on-level text orally with
accuracy, appropriate rate, and
expression on successive readings.
Use context to confirm or self-correct
word recognition and understanding,
rereading as necessary.
91
Grade Band Skill Progression: PA Core Standard Area: English Language Arts (PreK - Grades 2)
1.2 Reading Informational Text: Students read, understand, and respond to informational text-with emphasis on comprehension, making connections
among ideas and between texts with focus on textual evidence.
PreK Kindergarten Grade 1 Grade 2
Key Ideas &
Details: Main Idea
CC.1.2.PK.A With prompting and support, retell key
details of text that support a provided
main idea.
CC.1.2.K.A With prompting and support,
identify the main idea and
retell key details of the text.
CC.1.2.1.A Identify the main idea
and retell key details of
the text.
CC.1.2.2.A Identify the main idea of a multi-
paragraph text as well as the focus
of specific paragraphs within the
text.
Key Ideas &
Details: Text Analysis
CC.1.2.PK.B Answer questions about a
text.
CC.1.2.K.B With prompting and support,
answer questions about key
details in a text.
CC.1.2.1.B Ask and answer
questions about key
details in a text.
CC.1.2.2.B Ask and answer questions such as
who, what, where, when, why,
and how to demonstrate
understanding of key details in a
text.
Key Ideas &
Details: Text Analysis
CC.1.2.PK.C With prompting and support, make connections between
information in a text and
personal experiences.
CC.1.2.K.C With prompting and support,
make a connection between
two individuals, events,
ideas, or pieces of
information in a text.
CC.1.2.1.C Describe the connection
between two individuals,
events, ideas, or pieces
of information in a text.
CC.1.2.2.C Describe the connection between
a series of events, concepts, or
steps in a procedure within a text.
Craft &
Structure:
Point of View Intentionally left blank. Intentionally left blank. Intentionally left blank. Intentionally left blank.
Craft &
Structure: Text Structure
CC.1.2.PK.E Identify the front cover, back cover,
and title page of a book.
CC.1.2.K.E Identify parts of a book (title,
author) and parts of a text
(beginning, end, details).
CC.1.2.1.E Use various text features
and search tools to
locate key facts or
information in a text.
CC.1.2.2.E Use various text features and
search tools to locate key facts or
information in a text efficiently.
Craft &
Structure:
Vocabulary
CC.1.2.PK.F With prompting and support, answer questions
about unfamiliar words read aloud from a text.
CC.1.2.K.F With prompting and support,
ask and answer questions
about unknown words in a
text.
CC1.2.1.F Ask and answer
questions to help
determine or clarify the
meaning of words and
phrases in a text.
CC.1.2.2.F Determine the meaning of words
and phrases as they are used in
grade level text including
multiple-meaning words.
92
Grade Band Skill Progression: PA Core Standard Area: English Language Arts (PreK - Grades 2)
1.2 Reading Informational Text: Students read, understand, and respond to informational text-with emphasis on comprehension, making connections
among ideas and between texts with focus on textual evidence.
PreK Kindergarten Grade 1 Grade 2
Integration of
Knowledge &
Ideas: Diverse
Media
CC.1.2.PK.G With prompting and support, answer
questions to connect illustrations to the
written word.
CC.1.2.K.G Answers questions to
describe the relationship
between illustrations and
the text in which they
appear.
CC.1.2.1.G Use the illustrations and details in
a text to describe its key ideas.
CC.1.2.2.G Explain how graphic
representations contribute to and
clarify a text.
Integration of
Knowledge &
Ideas: Evaluating
Arguments
Intentionally left blank.
CC.1.2.K.H With prompting and
support, identify the
reasons an author gives to
support points in a text.
CC.1.2.1.H Identify reasons an author gives to
support points in a text.
CC.1.2.2.H Describe how reasons support
specific points the author makes
in a text.
Integration of
Knowledge &
Ideas: Analysis
Across Texts
CC.1.2.PK.I With prompting and support, identify
basic similarities and differences
between two texts read aloud on the
same topic.
CC.1.2.K.I With prompting and
support, identify basic
similarities and differences
between two texts (read or
read aloud) on the same
topic.
CC.1.2.1.I Identify basic similarities in and
differences between two texts on
the same topic.
CC.1.2.2.I Compare and contrast the most
important points presented by two
texts on the same topic.
Vocabulary
Acquisition and Use
CC.1.2.PK.J Use new vocabulary and phrases
acquired in conversations and from
being read to.
CC.1.2.K.J Use words and phrases
acquired through
conversations, reading, and
being read to, and
responding to texts.
CC.1.2.1.J Use words and phrases acquired
through conversations, reading,
and being read to, and responding
to texts, including words that
signal connections and
relationships between the words
and phrases.
CC.1.2.2.J Acquire and use accurately grade-
appropriate conversational,
general academic and domain-
specific words and phrases.
Vocabulary
Acquisition and Use
CC.1.2.PK.K With prompting and support, clarify
unknown words or phrases read aloud.
CC.1.2.K.K Determine or clarify the
meaning of unknown or
multiple-meaning words
and phrases based upon
grade level reading content.
CC.1.2.1.K Determine or clarify the meaning
of unknown and multiple-meaning
words and phrases based on grade
level reading and content.
CC.1.2.2.K Determine or clarify the meaning
of unknown and multiple-
meaning words and phrases based
on grade level reading and
content, choosing from a range of
strategies and tools.
Range of
Reading
CC.1.2.PK.L With prompting and support, actively
engage in group reading activities with
purpose and understanding.
CC.1.2.K.L Actively engage in reading
group activities with
purpose and understanding.
CC.1.2.1.L Read and comprehend literacy of
fiction and informational text on
grade level, reading independently
and efficiently.
CC.1.2.2.L Read and comprehend literacy
and non-fiction and informational
text on grade level reading,
reading independently and
proficiently.
93
Grade Band Skill Progression: PA Core Standard Area: English Language Arts (PreK - Grades 2)
1.3 Reading Literature: Students read and respond to works of literature-with emphasis on comprehension, making connections among ideas and
between texts with a focus on textual evidence.
PreK Kindergarten Grade 1 Grade 2
Key Ideas &
Details: Theme
CC.1.3.PK.A With prompting and
support, retell a familiar
story in sequence with
picture support.
CC.1.3.K.A With prompting and support,
retell familiar stories including
key details.
CC.1.3.1.A Retell stories, including key
details, and demonstrate
understanding their central
message or lesson.
CC.1.3.2.A Recount stories and determine their central
message, lesson, or moral.
Key Ideas &
Details: Text Analysis
CC.1.3.PK.B Answer questions about a
particular story (who,
what, how, when, and
where).
CC.1.3.K.B Answer questions about key
details in a text.
CC.1.3.1.B Ask and answer questions
about key details in a text.
CC.1.3.2.B Ask and answer questions such as who,
what, where, when why, and how to
demonstrate understanding of key details in
a text.
Key Ideas &
Details: Literary
Elements
CC.1.3.PK.C With prompting and
support, answer
questions to identify
characters, settings, and
major events in a story.
CC.1.3.K.C With prompting and support,
identify characters, settings, and
major story elements.
CC.1.3.1.C Describe characters, settings,
major events in a story using
key details.
CC.1.3.2.C Describe how characters in a story respond
to major events and challenges.
Craft &
Structure:
Point of View
CC.1.3.PK.D With prompting and
support, name the author
and illustrator of a story.
CC.1.3.K.D Name the author and illustrator
of a story and define the role of
each in telling the story.
CC.1.3.1.D Identify who is telling the story
at various points in a text.
CC.1.3.2.D Acknowledge differences in the points of
view of characters, including by speaking in
a different voice for each character when
reading dialogue aloud.
Craft &
Structure: Text Structure
CC.1.3.PK.E With prompting and
support, recognize
common types of text.
CC.1.3.K.E Recognize common types of
texts.
CC.1.3.1.E Explain major differences
between books that tell stories
and books that give
information, drawing on a wide
reading or range of text types.
CC.1.3.2.E Describe the overall structure of a story,
including describing how the beginning
introduces the story and the ending
concludes the action.
Craft &
Structure:
Vocabulary
CC.1.3.PK.F Answer questions about
unfamiliar words read
aloud from a story.
CC.1.3.K.F Ask and answer questions about
unknown words in a text.
CC.1.3.1.F Identify words and phrases in
stories or poems that suggest
feelings of appeal to the senses.
CC.1.3.2.F Describe how words and phrases supply
rhythm and meaning in a story, poem, or
song.
Integration of
Knowledge &
Ideas: Sources of
Information
CC.1.3.PK.G Describe pictures in
books using details.
CC.1.3.K.G Make connections between the
illustrations and the text in a
story (read or read aloud).
CC.1.3.1.G Use illustrations and details in a
story to describe characters,
setting, or events.
CC.1.3.2.G Use information from illustrations and
words, in print or digital texts to
demonstrate understanding of characters,
setting and plot.
94
Grade Band Skill Progression: PA Core Standard Area: English Language Arts (PreK - Grades 2)
1.3 Reading Literature: Students read and respond to works of literature-with emphasis on comprehension, making connections among ideas and
between texts with a focus on textual evidence.
PreK Kindergarten Grade 1 Grade 2
Integration of
Knowledge &
Ideas: Analysis
Across Texts
CC.1.3.PK.H Answer questions to
compare and contrast
the adventures and
experiences of
characters in familiar
stories.
CC.1.3.K.H Compare and contrast the
adventures and experiences of
characters in familiar stories.
CC.1.3.1.H Compare and contrast the
adventures and experiences of
characters in stories.
CC.1.3.2.H Compare and contrast two or more versions
of the same story by different authors or
from different cultures.
Vocabulary
Acquisition &
Use Strategies
CC.1.3.PK.I With prompting and
support, clarify
unknown words or
phrases read aloud.
CC.1.3.K.I Determine or clarify the meaning
of unknown or multiple meaning
words and phrases, based upon
grade level reading and content.
CC.1.3.1.I Determine or clarify the
meaning of unknown and
multiple-meaning words and
phrases based on grade level
reading and content.
CC.1.3.2.I Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases based on grade level reading and
content, choosing from a range of strategies
and tools.
Vocabulary
Acquisition
and Use
CC.1.3.PK.J Use new vocabulary and
phrases acquired in
conversations and being
read to.
CC.1.3.K.J Use words and phrases acquired
through conversations, reading,
and being read to, and
responding to texts.
CC.1.3.1.J Use words and phrases
acquired through conversations,
reading and being read to, and
responding to texts, including
words that signal connections
and relationships between the
words and phrases.
CC.1.3.2.J Acquire and use grade-appropriate
conversational, general academic and
domain-specific words and phrases.
Range of
Reading
CC.1.3.PK.K With prompting and
support, actively engage
in group reading
activities with purpose
and understanding.
CC.1.3.K.K Actively engage in group reading
activities with purpose and
understanding.
CC.1.3.1.K Read and comprehend literature
on grade level, reading
independently and proficiently.
CC.1.3.2.K Read and comprehend literature on grade
level, reading independently and
proficiently.
95
Grade Band Skill Progression: PA Core Standard Area: English Language Arts (PreK - Grades 2)
1.4 Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and
appropriate content.
PreK Kindergarten Grade 1 Grade 2
Informational &
Explanatory
CC.1.4.PK.A Draw/Dictate to compose
informative/explanatory
texts examining a topic.
CC.1.4.K.A Use a combination of drawing,
dictating, and writing to compose
informative/explanatory texts.
CC.1.4.1.A Write informative/explanatory
texts to examine a topic and
convey ideas and information.
CC.1.4.2.A Write informative/explanatory texts to
examine a topic and convey ideas and
information clearly.
Informational &
Explanatory: FOCUS
CC.1.4.PK.B With prompting and
support, draw/dictate
about one specific topic.
CC.1.4.K.B Use a combination of drawing,
dictating, and writing to focus on
one specific topic.
CC1.4.1.B Identify and write about one
specific topic.
CC.1.4.2.B Identify and introduce the topic.
Informational &
Explanatory: CONTENT
CC.1.4.PK.C With prompting and
support, generate ideas to
convey information.
CC.1.4.K.C With prompting and support,
generate ideas and details to
convey information that relates to
the chosen topic.
CC.1.4.1.C Develop the topic with two or
more facts.
CC.1.4.2.C Develop the topic with facts and/or
definitions.
Informational &
Explanatory: ORGANIZATION
CC.1.4.PK.D With prompting and
support, make logical
connection between
drawing and details.
CC.1.4.K.D Make logical connections between
drawing and dictation/writing.
CC.1.4.1.D Group information and
provide some sense of
closure.
CC.1.4.2.D Group information and provide a
concluding statement or section.
Informational &
Explanatory: STYLE
Intentionally left blank.
CC.1.4.K.E With prompting and support,
illustrate using details and
dictate/write using descriptive
words.
CC.1.4.1.E Choose words and phrases for
effect.
CC.1.4.2.E Choose words and phrases for effect.
96
Grade Band Skill Progression: PA Core Standard Area: English Language Arts (PreK - Grades 2)
1.4 Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and
appropriate content.
PreK Kindergarten Grade 1 Grade 2
Informational &
Explanatory: CONVENTIONS
OF LANGUAGE
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CC.1.4.K.F Demonstrate a grade appropriate
command of the conventions of
standard English grammar, usage,
capitalization, punctuation, and
spelling.
Capitalize the first word in
a sentence and pronoun I.
Recognize and use end
punctuation.
Spell simple words
phonetically.
CC.1.4.1.F Demonstrate a grade
appropriate command of the
conventions of standard
English grammar, usage,
capitalization, punctuation,
and spelling.
Capitalize dates and
names of people.
Use end punctuations;
use commas in dates
and words in a series.
Spell words drawing
on common spelling
patterns, phonemic
awareness and
spelling conventions.
CC.1.4.2.F Demonstrate a grade appropriate
command of the conventions of standard
English grammar, usage, capitalization,
punctuation, and spelling.
Capitalize proper nouns.
Use commas and apostrophes
appropriately.
Spell words drawing on
common spelling patterns.
Consult reference material as
needed.
97
Grade Band Skill Progression: PA Core Standard Area: English Language Arts (PreK - Grades 2)
1.4 Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective
and appropriate content.
PreK Kindergarten Grade 1 Grade 2
Opinion &
Argumentative Intentionally left blank.
CC.1.4.K.G
Use a combination of
drawing, dictating, and
writing to compose opinion
pieces on familiar topics.
CC.1.4.1.G
Write opinion pieces on
familiar topics.
CC.1.4.2.G
Write opinion pieces on familiar topics
or texts.
Opinion &
Argumentative:
FOCUS
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CC.1.4.K.H
Form an opinion by
choosing between two given
topics.
CC.1.4.1.H
Form an opinion by
choosing among given
topics.
CC.1.4.2.H
Identify the topic and state an opinion.
Opinion &
Argumentative:
CONTENT
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CC.1.4.K.I
Support the opinion with
reasons.
CC.1.4.1.I
Support the opinion with
reasons related to the
opinion.
CC.1.4.2.I
Support the opinion with reasons that
include details connected to the
opinion.
Opinion &
Argumentative:
ORGANIZATION
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CC.1.4.K.J
Make logical connections
between drawing and
writing.
CC.1.4.1.J
Create an organizational
structure that includes
reasons and provides some
sense of closure.
CC.1.4.2.J
Create an organizational structure that
includes reasons and includes a
concluding statement.
Opinion &
Argumentative:
STYLE
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CC.1.4.1.K
Use a variety of words and
phrases.
CC.1.4.2.K
Use a variety of words and phrases to
appeal to the audience.
98
Grade Band Skill Progression: PA Core Standard Area: English Language Arts (PreK - Grades 2)
1.4 Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective
and appropriate content.
PreK Kindergarten Grade 1 Grade 2
Opinion &
Argumentative CONVENTIONS
OF LANGUAGE
Intentionally left blank.
CC.1.4.K.L Demonstrate a grade
appropriate command of the
conventions of standard
English grammar, usage,
capitalization, punctuation, and
spelling.
Capitalize the first
word in a sentence and
the pronoun I.
Recognize and use end
punctuation.
Spell simple words phonetically.
CC.1.4.1.L Demonstrate a grade
appropriate command of the
conventions of standard
English, grammar, usage,
capitalization, punctuation
and spelling.
Capitalize dates and names of people.
Use end punctuation; use commas in dates and words in series.
Spell words drawing on common
spelling patterns,
phonemic awareness,
and spelling
conventions.
CC.1.4.2.L Demonstrate a grade appropriate command
of the conventions of standard English,
grammar, usage, capitalization,
punctuation and spelling.
Capitalize proper nouns.
Use commas and apostrophes appropriately.
Spell words drawing on common spelling patterns.
Consult reference material
as needed.
99
Grade Band Skill Progression: PA Core Standard Area: English Language Arts (PreK - Grades 2) 1.4 Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and
appropriate content.
PreK Kindergarten Grade 1 Grade 2
Narrative
CC.1.4.PK.M Dictate narratives to
describe real or imagined experiences or events.
CC.1.4.K.M Use a combination of drawing,
dictating, and writing to
compose narratives that
describe real or imagined
experiences or events.
CC.1.4.1.M Write narratives to develop real
or imagined experiences or
events.
CC.1.4.2.M Write narratives to develop real or imagined
experiences or events.
Narrative: FOCUS
CC.1.4.PK.N Establish “who” and
“what” the narrative
will be about.
CC.1.4.K.N Establish “who” and “what”
that narrative will be about.
CC.1.4.1.N Establish “who” and “what”
that narrative will be about.
CC.1.4.2.N Establish a situation and introduce a narrator
and/or characters.
Narrative: CONTENT
CC.1.4.PK.O With prompting and
support, describe experiences and
events.
CC.1.4.K.O Describe experiences and
events.
CC.1.4.1.O Include thoughts and feelings
to describe experiences and
events.
CC.1.4.2.O Include thoughts and feeling to describe
experience and events to show the response
of characters to situations.
Narrative: ORGANIZATION
CC.1.4.PK.P Recount a single event
and tell about the
events in the order in
which they occurred.
CC.1.4.K.P Recount 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.
CC.1.4.1.P Recount two or more
appropriately sequenced events
using temporal words to signal
event order and provide some
sense of closure.
CC.1.4.2.P Organize a short sequence of events, using
temporal words to signal event order;
provide a sense of closure.
Narrative: STYLE
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CC.1.4.1.Q Use a variety of words and
phrases.
CC.1.4.2.Q Choose words and phrases for effect.
100
Grade Band Skill Progression: PA Core Standard Area: English Language Arts (PreK - Grades 2)
1.4 Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and
appropriate content.
PreK Kindergarten Grade 1 Grade 2
Narrative: CONVENTIONS
OF LANGUAGE Intentionally left blank.
CC.1.4.K.R Demonstrate a grade
appropriate command of the
conventions of standard
English grammar, usage,
capitalization, punctuation,
and spelling.
Capitalize the first
word in the sentence
and the pronoun I.
Recognize and use
end punctuation.
Spell simple words
phonetically.
CC.1.4.1.R Recount two or more
appropriately sequenced events
using temporal words to signal
event order and provide some
sense of closure.
Capitalize dates and
names of people.
Use end punctuation;
use commas in dates
and words in a series.
Spell words and draw
on common spelling
patterns, phonemic
awareness and spelling
conventions.
CC.1.4.2.R Organize a short sequence of events, using
temporal words to signal event order;
provide a sense of closure.
Capitalize proper nouns.
Use commas and apostrophes
appropriately.
Spell words drawing on common
spelling patterns.
Consult reference materials as
needed.
101
Grade Band Skill Progression: PA Core Standard Area: English Language Arts (PreK - Grades 2)
1.4 Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective
and appropriate content.
PreK Kindergarten Grade 1 Grade 2
Responses to
Literature Intentionally left blank. Intentionally left blank. Intentionally left blank. Intentionally left blank.
Production &
Distribution
of Writing:
Writing
Process
CC.1.4.PK.T
With guidance and
support from adults
and peers, respond to
questions and
suggestions, add details
as needed.
CC.1.4.K.T
With guidance and support
from adults and peers, respond
to questions and suggestions
from peers, and add details to
strengthen writing as needed.
CC.1.4.1.T
With guidance and support
from adults and peers, focus
on a topic, respond to
questions and suggestions
from peers, and add details
to strengthen writing as
needed.
CC.1.4.2.T
With guidance and support from adults
and peers, focus on a topic and
strengthen writing as needed by
revising, and editing.
Technology
and
Publication
Intentionally left blank.
CC.1.4.K.U
With guidance and support,
explore a variety of digital
tools to produce and publish
writing including in
collaboration with peers.
CC.1.4.1.U
With guidance and support,
use a variety of digital tools
to produce and publish
writing including in
collaboration with peers.
CC.1.4.2.U
With guidance and support, use a
variety of digital tools to produce and
publish writing including in
collaboration with peers.
Conducting
Research
CC.1.4.PK.V
Ask questions about
topics of personal
interest to gain
information; with teacher
guidance and support,
locate information on the
chosen topic.
CC.1.4.K.V
Participate in individual or
shared research projects on a
topic of interest.
CC.1.4.1.V
Participate in individual or
shared research and writing
projects.
CC.1.4.2.V
Participate in individual or shared
research and writing projects.
Credibility,
Reliability,
& Validity of
Sources
CC.1.4.PK.W
With guidance and
support, recall
information from
experiences or books.
CC.1.4.K.W With guidance and support,
recall information from
experiences or gather
information from provided
sources to answer a question.
CC.1.4.1.W With guidance and support,
recall information from
experiences or gather
information from provided
sources to answer a
question.
CC.1.4.2.W Recall information from experiences or
gather information from provided
sources to answer a question.
102
Grade Band Skill Progression: PA Core Standard Area: English Language Arts (PreK - Grades 2)
1.4 Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective
and appropriate content.
PreK Kindergarten Grade 1 Grade 2
Range of
Writing Intentionally left blank.
CC.1.4.K.X Write routinely over a short
time frame.
CC.1.4.1.X 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
discipline-specific tasks,
purposes and audiences.
CC.1.4.2.X 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 discipline-specific tasks,
purposes and audiences.
103
Grade Band Skill Progression: PA Core Standard Area: English Language Arts (PreK - Grades 2)
1.5 Speaking & Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as
individuals or in a group discussion.
PreK Kindergarten Grade 1 Grade 2
Comprehension
&
Collaboration:
Collaborative
Discussions
CC.1.5.PK.A
Participate in
collaborative
conversations with
peers and adults in
small and larger
groups.
CC.1.5.K.A
Participate in collaborative
conversations with peers and
adults in small and larger
groups.
CC.1.5.1.A
Participate in collaborative
conversations with peers
and adults in small and
larger groups.
CC.1.5.2.A
Participate in collaborative conversations
with peers and adults in small and larger
groups.
Comprehension
&
Collaboration:
Critical
Listening
CC.1.5.PK.B
Answer questions
about key details in a
text read aloud or
information presented
orally or through other
media.
CC.1.5.K.B
Ask and answer questions
about key details in a text
read aloud or information
presented orally or through
other media.
CC.1.5.1.B
Confirm understanding of a
text read aloud or
information presented orally
or through other media by
asking and answering
questions about key details
and requesting clarification
if something is not
understood.
CC.1.5.2.B
Recount or describe key ideas or details
from a text read aloud or information
presented orally or through other media.
Comprehension
&
Collaboration:
Evaluating
Information
CC.1.5.PK.C
Respond to what a
speaker says in order to
follow directions, seek
help, or gather
information.
CC.1.5.K.C
Ask and answer questions in
order to seek help, get
information, or clarify
something that is not
understood.
CC.1.5.1.C
Ask and answer questions
about what a speaker says in
order to gather additional
information or clarify
something that is not
understood.
CC.1.5.2.C
Ask and answer questions about what a
speaker says in order to clarify
comprehension, gather additional
information, or deepen understanding of
a topic or issue.
Presentation of
Knowledge
& Ideas:
Purpose,
Audience &
Task
CC.1.5.PK.D
Using simple sentences,
share stories, familiar
experiences, and
interests, speaking
clearly enough to be
understood by most
audiences.
CC.1.5.K.D
Share stories, familiar
experiences, and interests
speaking clearly enough to be
understood by all audiences
using appropriate volume.
CC.1.5.1.D
Describe people, places,
things and events with
relevant details, expressing
ideas and feelings clearly.
CC.1.5.2.D
Tell a story or recount an experience with
appropriate facts and relevant,
descriptive details, speaking audibly in
coherent sentences.
104
Grade Band Skill Progression: PA Core Standard Area: English Language Arts (PreK - Grades 2)
1.5 Speaking & Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as
individuals or in a group discussion.
PreK Kindergarten Grade 1 Grade 2
Presentation of
Knowledge
& Ideas:
Context
CC.1.5.PK.E
Using simple sentences,
express thoughts,
feelings, and ideas,
speaking clearly
enough to be
understood by most
audiences.
CC.1.5.K.E
Speak audibly and express
thoughts, feelings and ideas
clearly.
CC.1.5.1.E
Produce complete sentences
when appropriate to task
and situation.
CC.1.5.2.E
Produce complete sentences when
appropriate to task and situation in order
to provide requested detail or
clarification.
Integration of
Knowledge
& Ideas:
Multimedia
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CC.1.5.1.F
Add drawings or other
visual displays when
sharing aloud to
clarify ideas, thoughts,
and feelings.
CC.1.5.2.F
Add drawings or other visual displays to
presentations when appropriate to clarify
ideas, thoughts, and feelings.
Conventions of
Standard
English
CC.1.5.PK.G
Demonstrate command
of the conventions of
standard English when
speaking, based on
prekindergarten level
and content.
CC.1.5.K.G
Demonstrate command of the
conventions of standard
English when speaking,
based on kindergarten level
and content.
CC.1.5.1.G
Demonstrate command of
the conventions of standard
English when speaking
based on grade 1 level and
content.
CC.1.5.2.G
Demonstrate command of the
conventions of standard English when
speaking based on grade 2 level and
content.
105
APPENDIX III PA CORE ELA STANDARDS BY GRADE BAND (3 - 5)
1.1 Foundational Skills: Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions.
Grade 3 Grade 4 Grade 5
1.1.3.A Book Handling &
1.1.3.B Print Concepts Intentionally left blank. Intentionally left blank. Intentionally left blank.
1.1.3.C Phonological
Awareness Intentionally left blank. Intentionally left blank. Intentionally left blank.
Phonics and Word
Recognition
CC.1.1.3.D
Know and apply grade level phonics and word
analysis skills in decoding words:
Identify and know the meaning of the
most common prefixes and
derivational suffixes.
Decode words with common Latin
suffixes.
Decode multi-syllable words.
Read grade-appropriate irregularly
spelled words.
CC.1.1.4.D
Know and apply grade level phonics
and word analysis skills in decoding
words:
Use combined knowledge of
all letter-sound
correspondences, syllabication
patterns, and morphology to
read accurately unfamiliar
multisyllabic words.
CC.1.1.5.D
Know and apply grade level phonics
and word analysis skills in decoding
words:
Use combined knowledge of
all letter-sound
correspondences,
syllabication patterns, and
morphology to read
accurately unfamiliar
multisyllabic words.
Fluency
CC.1.1.3.E
Read with accuracy and fluency to support
comprehension:
Read on-level text with purpose and
understanding.
Read on-level text orally with
accuracy, appropriate rate, and
expression on successive readings.
Use context to confirm or self-
correct word recognition and
understanding, rereading as
necessary.
CC.1.1.4.E
Read with accuracy and fluency to
support comprehension:
Read on-level text with
purpose and understanding.
Read on-level text orally with
accuracy, appropriate rate, and
expression on successive
readings.
Use context to confirm or self-
correct word recognition and
understanding, rereading as
necessary.
CC.1.1.5.E
Read with accuracy and fluency to
support comprehension:
Read on-level text with
purpose and understanding.
Read on-level text orally with
accuracy, appropriate rate, and
expression on successive
readings.
Use context to confirm or self-
correct word recognition and
understanding, rereading as
necessary.
106
Grade Band Skill Progression: PA Core Standard Area: English Language Arts (Grades 3 – 5)
1.2 Reading Informational Text: Students read, understand, and respond to informational text-with emphasis on comprehension, making connections
among ideas and between texts with focus on textual evidence.
Grade 3 Grade 4 Grade 5
Key Ideas & Details:
Main Idea
CC.1.2.3.A
Determine the main idea of a text; recount the
key details and explain how they support the
main idea.
CC.1.2.4.A
Determine the main idea of a text and
explain how it is supported by key
details; summarize the text.
CC.1.2.5.A
Determine two or more main ideas in
a text and explain how they are
supported by key details; summarize
the text.
Key Ideas & Details:
Text Analysis
CC.1.2.3.B
Ask and answer questions about the text and
make inferences from text; refer to text to
support responses.
CC.1.2.4.B
Refer to details and examples in text
to support what the text says explicitly
and make inferences.
CC.1.2.5.B
Cite textual evidence by quoting
accurately from the text to explain
what the text says explicitly and make
inferences.
Key Ideas & Details:
Text Analysis
CC.1.2.3.C
Explain how a series of events, concepts, or
steps in a procedure is connected within a
text, using language that pertains to time,
sequence, and cause/effect.
CC.1.2.4.C
Explain events, procedures, ideas, or
concepts in a text, including what
happened and why, based on specific
information in the text.
CC.1.2.5.C
Explain the relationships or
interactions between two or more
individuals, events, ideas, or concepts
in a text based on specific information
in the text.
Craft & Structure: Point of
View
CC.1.2.3.D
Explain the point of view of the author. CC.1.2.4.D
Compare and contrast an event or
topic told from two different points of
view.
CC.1.2.5.D
Analyze multiple accounts of the same
event or topic, noting important
similarities and differences in the
point of view they represent.
Craft & Structure:
Text Structure
CC.1.2.3.E
Use text features and search tools to locate
and interpret information.
CC.1.2.4.E
Use text structure to interpret
information (e.g., chronology,
comparison, cause/effect,
problem/solution).
CC.1.2.5.E
Use text structure, in and among texts,
to interpret information (e.g.,
chronology, comparison, cause/effect,
problem/solution).
107
Grade Band Skill Progression: PA Core Standard Area: English Language Arts (Grades 3 – 5)
1.2 Reading Informational Text: Students read, understand, and respond to informational text-with emphasis on comprehension, making connections
among ideas and between texts with focus on textual evidence.
Grade 3 Grade 4 Grade 5
Craft & Structure:
Vocabulary
CC.1.2.3.F
Determine the meaning of words and phrases
as they are used in grade level text,
distinguishing literal from non-literal meaning
as well as shades of meaning among related
words.
CC.1.2.4.F
Determine the meaning of words and
phrases as they are used in grade level
text, including figurative language.
CC.1.2.5.F
Determine the meaning of words and
phrases as they are used in grade level
text, including interpretation of
figurative language.
Integration of Knowledge &
Ideas:
Diverse Media
CC.1.2.3.G
Use information gained from text features to
demonstrate understanding of a text.
CC.1.2.4.G
Interpret various presentations of
information within a text or digital
source and explain how the
information contributes to an
understanding of text in which it
appears.
CC.1.2.5.G
Draw on information from multiple
print or digital sources, demonstrating
the ability to locate an answer to a
question quickly or to solve a problem
efficiently.
Integration of Knowledge &
Ideas:
Evaluating Arguments
CC.1.2.3.H
Describe how an author connects sentences
and paragraphs in a text to support particular
points.
CC.1.2.4.H
Explain how an author uses reasons
and evidence to support particular
points in a text.
CC.1.2.5.H
Determine how an author supports
particular points in a text through
reasons and evidence.
Integration of Knowledge &
Ideas:
Analysis Across Texts
CC.1.2.3.I
Compare and contrast the most important
points and key details presented in two texts
on the same topic.
CC.1.2.4.I
Integrate information from two texts
on the same topic to demonstrate
understanding of that topic.
CC.1.2.5.I
Integrate information from several
texts on the same topic to demonstrate
understanding of that topic.
108
Grade Band Skill Progression: PA Core Standard Area: English Language Arts (Grades 3 – 5)
1.2 Reading Informational Text: Students read, understand, and respond to informational text-with emphasis on comprehension, making connections
among ideas and between texts with focus on textual evidence.
Grade 3 Grade 4 Grade 5
Vocabulary Acquisition
and Use
CC.1.2.3.J
Acquire and use accurately grade-appropriate
conversational, general academic, and
domain-specific words and phrases, including
those that signal spatial and temporal
relationships.
CC.1.2.4.J
Acquire and use accurately grade-
appropriate conversational, general
academic, and domain-specific words
and phrases, including those that
signal precise actions, emotions, or
states of being and that are basic to a
particular topic.
CC.1.2.5.J
Acquire and use accurately grade-
appropriate conversational, general
academic, and domain-specific words
and phrases, including those that
signal contrast, addition, and other
logical relationships.
Vocabulary Acquisition
and Use
CC.1.2.3.K
Determine or clarify the meaning of unknown
and multiple-meaning words and phrases
based on grade level reading and content,
choosing flexibly from a range of strategies
and tools.
CC.1.2.4.K
Determine or clarify the meaning of
unknown and multiple-meaning words
and phrases based on grade level
reading and content, choosing flexibly
from a range of strategies and tools.
CC.1.2.5.K
Determine or clarify the meaning of
unknown and multiple-meaning words
and phrases based on grade level
reading and content, choosing flexibly
from a range of strategies and tools.
Range of Reading
CC.1.2.3.L
Read and comprehend literary non-fiction and
informational text on grade level, reading
independently and proficiently.
CC.1.2.4.L
Read and comprehend literary non-
fiction and informational text on grade
level, reading independently and
proficiently.
CC.1.2.5.L
Read and comprehend literary non-
fiction and informational text on grade
level, reading independently and
proficiently.
109
Grade Band Skill Progression: PA Core Standard Area: English Language Arts (Grades 3 – 5)
1.3 Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making
connections among ideas and between texts with focus on textual evidence.
Grade 3 Grade 4 Grade 5
Key Ideas & Details:
Theme
CC.1.3.3.A
Determine the central message, lesson,
or moral in literary text; explain how it is
conveyed in text.
CC.1.3.4.A
Determine a theme of a text from
details in the text; summarize the text.
CC.1.3.5.A
Determine a theme of a text from
details in the text, including how
characters in a story or drama respond
to challenges or how the speaker in a
poem reflects upon a topic; summarize
the text.
Key Ideas & Details:
Text Analysis
CC.1.3.3.B
Ask and answer questions about the text
and make inferences from text, referring
to text to support response.
CC.1.3.4.B
Cite relevant details from text to
support what the text says explicitly
and make inferences.
CC.1.3.5.B
Cite textual evidence by quoting
accurately from the text to explain
what the text says explicitly and make
inferences.
Key Ideas & Details:
Literary Elements
CC.1.3.3.C
Describe characters in a story and
explain how their actions contribute to
the sequence of events.
CC.1.3.4.C
Describe in depth a character, setting
or event in a story or drama, drawing
on specific details in the text.
CC.1.3.5.C
Compare and contrast two or more
characters, settings or events in a story
or drama, drawing on specific details
in the text.
Craft & Structure: Point of View
CC.1.3.3.D
Explain the point of view of the author. CC.1.3.4.D
Compare and contrast an event or
topic told from two different points of
view.
CC.1.3.5.D
Analyze multiple accounts of the same
event or topic, noting important
similarities and differences in the
point of view they represent.
Craft & Structure:
Text Structure
CC.1.3.3.E
Refer to parts of texts when writing or
speaking about a text using such terms as
chapter, scene and stanza and describe
how each successive part builds upon
earlier sections.
CC.1.3.4.E
Explain major differences between
poems, drama and prose and refer to
the structural elements of each when
writing or speaking about a text.
CC.1.3.5.E
Explain how a series of chapters,
scenes or stanzas fits together to
provide the overall structure of a
particular story, drama or poem.
110
Grade Band Skill Progression: PA Core Standard Area: English Language Arts (Grades 3 – 5)
1.3 Reading Literature: Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making
connections among ideas and between texts with focus on textual evidence.
Grade 3 Grade 4 Grade 5
Craft & Structure: Vocabulary
CC.1.3.3.F
Determine the meaning of words and
phrases as they are used in grade level
text, distinguishing literal from non-
literal meaning as well as shades of
meaning among related words.
CC.1.3.4.F
Determine the meaning of words and
phrases as they are used in grade level
text, including figurative language.
CC.1.3.5.F
Determine the meaning of words and
phrases as they are used in grade level
text, including interpretation of
figurative language.
Integration of Knowledge & Ideas:
Sources of Information
CC.1.3.3.G
Explain how specific aspects of a
text’s illustrations contribute to what
is conveyed by the words in a story
(e.g., create mood, emphasize aspects
of a character or setting).
CC.1.3.4.G
Make connections between the text of
a story or drama and a visual or oral
presentation of the text, identifying
where each version reflects specific
descriptions and directions in the text.
CC.1.3.5.G
Analyze how visual and multimedia
elements contribute to the meaning,
tone, or beauty of a text (e.g., graphic
novel, multimedia presentation of
fiction, folktale, myth, poem).
Integration of Knowledge & Ideas:
Analysis Across Texts
CC.1.3.3.H
Compare and contrast the themes,
settings, and plots of stories written by
the same author about the same or
similar characters.
CC.1.3.4.H
Compare and contrast similar themes,
topics, and patterns of events in
literature, including texts from
different cultures.
CC.1.3.5.H
Compare and contrast texts in the
same genre on their approaches to
similar themes and topics as well as
additional literary elements.
Vocabulary Acquisition & Use
Strategies
CC.1.3.3.I
Determine or clarify the meaning of
unknown and multiple‐meaning words
and phrases based on grade‐level
reading and content, choosing flexibly
from a range of strategies and tools.
CC.1.3.4.I
Determine or clarify the meaning of
unknown and multiple‐meaning words
and phrases based on grade‐level
reading and content, choosing flexibly
from a range of strategies and tools.
CC.1.3.5.I
Determine or clarify the meaning of
unknown and multiple‐meaning words
and phrases based on grade‐level
reading and content, choosing flexibly
from a range of strategies and tools.
111
Grade Band Skill Progression: PA Core Standard Area: English Language Arts (Grades 3 – 5)
1.3 Reading Literature: Students read and respond to works of literature-with emphasis on comprehension, vocabulary acquisition, and making
connections among ideas and between texts with focus on textual evidence.
Grade 3 Grade 4 Grade 5
Vocabulary Acquisition and Use
CC.1.3.3.J
Acquire and use accurately grade‐ appropriate conversational, general
academic, and domain‐specific words
and phrases, including those that
signal spatial and temporal
relationships.
CC.1.3.4.J
Acquire and use accurately grade‐ appropriate conversational, general
academic, and domain‐specific words
and phrases, including those that
signal precise actions, emotions, or
states of being and that are basic to a
particular topic.
CC.1.3.5.J
Acquire and use accurately grade‐ appropriate conversational, general
academic, and domain‐ specific words
and phrases, including those that
signal contrast, addition, and other
logical relationships.
Range of Reading
CC.1.3.3.K
Read and comprehend literary fiction
on grade level, reading independently
and proficiently.
CC.1.3.4.K
Read and comprehend literary fiction
on grade level, reading independently
and proficiently.
CC.1.3.5.K
Read and comprehend literary fiction
on grade level, reading independently
and proficiently.
112
Grade Band Skill Progression: PA Core Standard Area: English Language Arts (Grades 3 – 5)
1.4 Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and
appropriate content.
Grade 3 Grade 4 Grade 5
Informational & Explanatory
CC.1.4.3.A
Write informative/explanatory texts to
examine a topic and convey ideas and
information clearly.
CC.1.4.4.A
Write informative/explanatory texts to
examine a topic and convey ideas and
information clearly.
CC.1.4.5.A
Write informative/explanatory texts to
examine a topic and convey ideas and
information clearly.
Informational & Explanatory:
FOCUS
CC.1.4.3.B
Identify and introduce the topic.
CC.1.4.4.B
Identify and introduce the topic
clearly.
CC.1.4.5.B
Identify and introduce the topic
clearly.
Informational & Explanatory:
CONTENT
CC.1.4.3.C
Develop the topic with facts,
definitions, details, and illustrations,
as appropriate.
CC.1.4.4.C
Develop the topic with facts,
definitions, concrete details,
quotations, or other information and
examples related to the topic; include
illustrations and multimedia when
useful to aiding comprehension.
CC.1.4.5.C
Develop the topic with facts,
definitions, concrete details,
quotations, or other information and
examples related to the topic;
include illustrations and multimedia
when useful to aiding
comprehension.
Informational & Explanatory:
ORGANIZATION
CC.1.4.3.D
Create an organizational structure
that includes information grouped
and connected logically with a
concluding statement or section.
CC.1.4.4.D
Group related information in
paragraphs and sections, linking ideas
within categories of information using
words and phrases; provide a
concluding statement or section;
include formatting when useful to
aiding comprehension.
CC.1.4.5.D
Group related information logically
linking ideas within and across
categories of information using words,
phrases, and clauses; provide a
concluding statement or section;
include formatting when useful to
aiding comprehension.
113
Grade Band Skill Progression: PA Core Standard Area: English Language Arts (Grades 3 – 5)
1.4 Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and
appropriate content.
Grade 3 Grade 4 Grade 5
Informational & Explanatory:
STYLE
CC.1.4.3.E
Choose words and phrases for effect.
CC.1.4.4.E
Use precise language and domain-
specific vocabulary to inform about or
explain the topic.
CC.1.4.5.E
Write with an awareness of style.
Use precise language and
domain-specific vocabulary to
inform about or explain the
topic.
Use sentences of varying
length.
Informational & Explanatory:
CONVENTIONS
OF LANGUAGE
CC.1.4.3.F Demonstrate a grade-appropriate
command of the conventions of
standard English grammar, usage,
capitalization, punctuation, and
spelling.
CC.1.4.4.F
Demonstrate a grade-appropriate
command of the conventions of
standard English grammar, usage,
capitalization, punctuation, and
spelling.
CC.1.4.5.F
Demonstrate a grade-appropriate
command of the conventions of
standard English grammar, usage,
capitalization, punctuation, and
spelling.
114
Grade Band Skill Progression: PA Core Standard Area: English Language Arts (Grades 3 – 5)
1.4 Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and
appropriate content.
Grade 3 Grade 4 Grade 5
Opinion & Argumentative
CC.1.4.3.G
Write opinion pieces on familiar topics
or texts.
CC.1.4.4.G
Write opinion pieces on topics or texts. CC.1.4.5.G
Write opinion pieces on topics or texts.
Opinion & Argumentative: FOCUS
CC.1.4.3.H
Introduce the topic and state an
opinion on the topic.
CC.1.4.4.H
Introduce the topic and state an
opinion on the topic.
CC.1.4.5.H
Introduce the topic and state an
opinion on the topic.
Opinion & Argumentative:
CONTENT
CC.1.4.3.I
Support an opinion with reasons. CC.1.4.4.I
Provide reasons that are supported by
facts and details.
CC.1.4.5.I
Provide reasons that are supported by
facts and details; draw from credible
sources.
Opinion & Argumentative:
ORGANIZATION
CC.1.4.3.J
Create an organizational structure
that includes reasons linked in a
logical order with a concluding
statement or section.
CC.1.4.4.J
Create an organizational structure
that includes related ideas grouped to
support the writer's purpose and
linked in a logical order with a
concluding statement or section
related to the opinion.
CC.1.4.5.J
Create an organizational structure that
includes related ideas grouped to
support the writer's purpose; link
opinion and reasons using words,
phrases, and clauses; provide a
concluding statement or section
related to the opinion.
Opinion & Argumentative:
STYLE
CC.1.4.3.K
Use a variety of words and sentence
types to appeal to the audience.
CC.1.4.4.K
Choose words and phrases to
convey ideas precisely.
CC.1.4.5.K
Write with an awareness of style.
Use sentences of varying
length.
Expand, combine, and reduce
sentences for meaning,
reader/listener interest, and
style.
Opinion & Argumentative:
CONVENTIONS
OF LANGUAGE
CC.1.4.3.L
Demonstrate a grade- appropriate
command of the conventions of
standard English grammar, usage,
capitalization, punctuation, and
spelling.
CC.1.4.4.L
Demonstrate a grade- appropriate
command of the conventions of
standard English grammar, usage,
capitalization, punctuation, and
spelling.
CC.1.4.5.L
Demonstrate a grade- appropriate
command of the conventions of
standard English grammar, usage,
capitalization, punctuation, and
spelling.
115
Grade Band Skill Progression: PA Core Standard Area: English Language Arts (Grades 3 – 5)
1.4 Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and
appropriate content.
Grade 3 Grade 4 Grade 5
Narrative
CC.1.4.3.M
Write narratives to develop real or
imagined experiences or events.
CC.1.4.4.M
Write narratives to develop real or
imagined experiences or events.
CC.1.4.5.M
Write narratives to develop real or
imagined experiences or events.
Narrative:
FOCUS
CC.1.4.3.N
Establish a situation and introduce
a narrator and/or characters.
CC.1.4.4.N
Orient the reader by establishing a
situation and introducing a narrator
and/or characters.
CC.1.4.5.N
Orient the reader by establishing a
situation and introducing a narrator
and/or characters.
Narrative:
CONTENT
CC.1.4.3.O
Use dialogue and descriptions of
actions, thoughts, and feelings to
develop experiences and events or
show the response of characters to
situations.
CC.1.4.4.O
Use dialogue and descriptions to
develop experiences and events or
show the responses of characters to
situations; use concrete words and
phrases and sensory details to convey
experiences and events precisely.
CC.1.4.5.O
Use narrative techniques such as
dialogue, description, and pacing, to
develop experiences and events or show
the responses of characters to situations;
use concrete words and phrases and
sensory details to convey experiences
and events precisely.
Narrative:
ORGANIZATION
CC.1.4.3.P
Organize an event sequence that
unfolds naturally, using temporal
words and phrases to signal event
order; provide a sense of closure.
CC.1.4.4.P
Organize an event sequence that
unfolds naturally, using a variety of
transitional words and phrases to
manage the sequence of events;
provide a conclusion that follows from
the narrated experiences and events.
CC.1.4.5.P
Organize an event sequence that unfolds
naturally, using a variety of transitional
words and phrases to manage the
sequence of events; provide a
conclusion that follows from the
narrated experiences and events.
Narrative:
STYLE
CC.1.4.3.Q
Choose words and phrases for effect. CC.1.4.4.Q
Choose words and phrases to convey
ideas precisely.
CC.1.4.5.Q
Write with an awareness of style.
Use sentences of varying
length.
Expand, combine, and reduce
sentences for meaning,
reader/listener interest, and style.
Narrative:
CONVENTIONS OF LANGUAGE
CC.1.4.3.R
Demonstrate a grade- appropriate
command of the conventions of
standard English grammar, usage,
capitalization, punctuation, and
spelling.
CC.1.4.4.R
Demonstrate a grade- appropriate
command of the conventions of
standard English grammar, usage,
capitalization, punctuation, and
spelling.
CC.1.4.5.R
Demonstrate a grade- appropriate
command of the conventions of standard
English grammar, usage, capitalization,
punctuation, and spelling.
116
Grade Band Skill Progression: PA Core Standard Area: English Language Arts (Grades 3 – 5)
1.4 Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and
appropriate content.
Grade 3 Grade 4 Grade 5
Responses to Literature
CC.1.4.3.S
Draw evidence from literary or
informational texts to support analysis,
reflection, and research, applying
grade-level reading standards for
literature and informational texts.
CC.1.4.4.S
Draw evidence from literary or
informational texts to support analysis,
reflection, and research, applying
grade-level reading standards for
literature and informational texts.
CC.1.4.5.S
Draw evidence from literary or
informational texts to support analysis,
reflection, and research, applying
grade-level reading standards for
literature and informational texts.
Production & Distribution of
Writing: Writing Process
CC.1.4.3.T
With guidance and support from peers
and adults, develop and strengthen
writing as needed by planning,
revising, and editing.
CC.1.4.4.T
With guidance and support from peers
and adults, develop and strengthen
writing as needed by planning,
revising, and editing.
CC.1.4.5.T
With guidance and support from peers
and adults, develop and strengthen
writing as needed by planning,
revising, editing, rewriting, or trying a
new approach.
Technology and Publication
CC.1.4.3.U
With guidance and support, use
technology to produce and publish
writing (using keyboarding skills) as
well as to interact and collaborate with
others.
CC.1.4.4.U
With some guidance and support, use
technology, including the Internet, to
produce and publish writing as well as
to interact and collaborate with others;
demonstrate sufficient command of
keyboarding skills to type a minimum
of one page in a single sitting.
CC.1.4.5.U
With some guidance and support, use
technology, including the Internet, to
produce and publish writing as well as
to interact and collaborate with others;
demonstrate sufficient command of
keyboarding skills to type a minimum
of two pages in a single sitting.
Conducting Research
CC.1.4.3.V
Conduct short research projects that
build knowledge about a topic.
CC.1.4.4.V
Conduct short research projects that
build knowledge through investigation
of different aspects of a topic.
CC.1.4.5.V
Conduct short research projects that
use several sources to build knowledge
through investigation of different
aspects of a topic.
Credibility, Reliability,
& Validity of Sources
CC.1.4.3.W
Recall information from experiences
or gather information from print and
digital sources; take brief notes on
sources and sort evidence into
provided categories.
CC.1.4.4.W Recall relevant information from
experiences or gather relevant
information from print and digital
sources; take notes and categorize
information, and provide a list of
sources.
CC.1.4.5.W Recall relevant information from
experiences or gather relevant
information from print and digital
sources; summarize or paraphrase
information in notes and finished
work, and provide a list of sources.
Range of Writing
CC.1.4.3.X 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 discipline-specific tasks,
purposes, and audiences.
CC.1.4.4.X 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 discipline-specific tasks,
purposes, and audiences.
CC.1.4.5.X 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 discipline-specific tasks,
purposes, and audiences.
117
Grade Band Skill Progression: PA Core Standard Area: English Language Arts (Grades 3 – 5)
1.5 Speaking & Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in a
group discussion.
Grade 3 Grade 4 Grade 5
Comprehension
& Collaboration:
Collaborative Discussions
CC.1.5.3.A
Engage effectively in a range of
collaborative discussions on grade-
level topics and texts, building on
others' ideas and expressing their own
clearly.
CC.1.5.4.A
Engage effectively in a range of
collaborative discussions on grade-
level topics and texts, building on
others' ideas and expressing their own
clearly.
CC.1.5.5.A
Engage effectively in a range of
collaborative discussions on grade-
level topics and texts, building on
others' ideas and expressing their own
clearly.
Comprehension
& Collaboration:
Critical Listening
CC.1.5.3.B
Determine the main ideas and
supporting details of a text read aloud
or information presented in diverse
media formats, including visually,
quantitatively, and orally.
CC.1.5.4.B
Paraphrase portions of a text read
aloud or information presented in
diverse media and formats, including
visually, quantitatively, and orally.
CC.1.5.5.B
Summarize the main points of written
text read aloud or information
presented in diverse media and
formats, including visually,
quantitatively, and orally.
Comprehension & Collaboration:
Evaluating Information
CC.1.5.3.C
Ask and answer questions about
information from a speaker, offering
appropriate detail.
CC.1.5.4.C
Identify the reasons and evidence a
speaker provides to support particular
points.
CC.1.5.5.C
Summarize the points a speaker makes
and explain how each claim is
supported by reasons and evidence.
Presentation of Knowledge
& Ideas: Purpose, Audience & Task
CC.1.5.3.D
Report on a topic or text, tell a story,
or recount an experience with
appropriate facts and relevant,
descriptive details; speak clearly with
adequate volume, appropriate pacing,
and clear pronunciation.
CC.1.5.4.D
Report on a topic or text, tell a story,
or recount an experience in an
organized manner, using appropriate
facts and relevant, descriptive details
to support main ideas or themes; speak
clearly with adequate volume,
appropriate pacing, and clear
pronunciation.
CC.1.5.5.D
Report on a topic or present an
opinion, sequencing ideas logically
and using appropriate facts and
relevant, descriptive details to support
main ideas or themes; speak clearly
with adequate volume, appropriate
pacing, and clear pronunciation.
118
Grade Band Skill Progression: PA Core Standard Area: English Language Arts (Grades 3 – 5)
1.5 Speaking & Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in a
group discussion.
Grade 3 Grade 4 Grade 5
Presentation of Knowledge
& Ideas:
Context
CC.1.5.3.E
Speak in complete sentences when
appropriate to task and situation in
order to provide requested detail or
clarification.
CC.1.5.4.E
Differentiate between contexts that
require formal English versus informal
situations.
CC.1.5.5.E
Adapt speech to a variety of contexts
and tasks, using formal English when
appropriate to task and situation.
Integration of Knowledge
& Ideas:
Multimedia
CC.1.5.3.F
Create engaging audio recordings of
stories or poems that demonstrate fluid
reading at an understandable pace; add
visual displays when appropriate to
emphasize or enhance certain facts or
details.
CC.1.5.4.F
Add audio recordings and visual
displays to presentations when
appropriate to enhance the
development of main ideas or themes.
CC.1.5.5.F
Include multimedia components and
visual displays in presentations when
appropriate to enhance the
development of main ideas or themes.
Conventions of Standard English
CC.1.5.3.G
Demonstrate command of the
conventions of standard English when
speaking, based on Grade 3 level and
content.
CC.1.5.4.G
Demonstrate command of the
conventions of standard English when
speaking, based on Grade 4 level and
content.
CC.1.5.5.G
Demonstrate command of the
conventions of standard English when
speaking, based on Grade 5 level and
content.
119
APPENDIX IV COMPONENTS OF THE READING BLOCK ACROSS THE GRADES
Pre K Kindergarten Grade 1 Grade 2 Grade 3 ELL Learning
Support
Read Aloud &
Literature
Discussions Fountas&Pinnell: The
Continuum of Literacy Learning Grades Prek-8
Read Aloud conducted
whole group
Anytime
throughout the day
Texts have simple
plots with easy to understand
problems and
solutions.
Books can have
rhyme, rhythm, and repetition with
sentences or
dialogue that is simple and easy for
children to follow.
Illustrations are
large, clear, and
colorful and add to the meaning of a
story.
Illustrations offer
high support for comprehension.
Informational texts have simple
illustrations or
sometimes labels.
Teacher notices
when students:
- acquire new words,
- use words in
discussion of the text,
- understand and talk about
interesting
information from a text or retell a story
using the pictures
after hearing several times.
Anytime throughout the
day
Text can be short poems, nursery rhymes, and
songs, traditional
folktales, memoirs, realistic fiction, factual
texts with language and
word play, familiar
topics, everyday events,
and a few topics beyond
children’s immediate experiences.
Illustrations offer high
support for
comprehension. Plots will be simple with easy
to understand problems
and solutions.
Teacher notices when
students:
- acquire new
vocabulary from
listening and use in discussion,
- follow the events and
remember the plot,
- notice and derive
information from
pictures and mimic intonation,
- acquire an
understanding of new words from context, use
words in discussion of text, understand and talk
about simple problems or
interesting information learned from text,
- can retell a story using
the pictures after hearing several times,
- show awareness of a
topic from a text and make connections.
Anytime throughout the
day
Text can be short poems,
nursery rhymes, songs, traditional tales, animal
fantasy, realistic fiction,
factual text, informational books
with a simple sequence
description sometimes repeating patterns.
Illustrations offer high
support for comprehension.
Teacher notices when
students:
- follow the events of the
plot with multiple
events, use important information from the
story in discussions,
- acquire understanding
of new words from
content,
- acquire new vocabulary from
listening, and use in
discussion,
- recall the events of a
story and remember after
reading,
- mimic teacher’s
intonation on refrains or
repetitive text, notice and respond to stress and
tone of voice,
- use details from
illustrations to support
points in discussion,
- understand simple
problems and talk about
them,
- show awareness of a
topic and make related
comments or pose related questions.
Anytime throughout the
day
Text can be poems, traditional literature,
fantasy, traditional folk
and fairy tales with repeating patterns,
realistic fiction,
informational text with
simple description,
simple biographies,
memoirs, factual texts with a sequence that
includes description,
compare and contrast, etc.
Illustrations have details
and add more to the meaning of the text.
Chapter books have few
black and white illustrations, texts center
on problems related to
family, friends, and school.
Teacher notices when
students:
- remember facts,
concepts, or ideas from a
text,
-provide an oral
summary of a text,
- remember story events in sequence, understand
the problem and solutions,
- self monitor,
- ask questions when meaning is lost,
- recognize new
meanings for known words and use them in
discussion and in
writing,
- follow multiple events
in stories to understand the plot.
Anytime throughout the day
Text can be poems,
traditional literature, fantasy,
traditional folk and fairy tales with more repeating patterns,
realistic fiction, simple
biographies on well-known subjects, memoirs, mysteries,
informational text with
simple descriptions and factual texts with sequence
and clearly defined
categories, compare and contrast, etc.
Text structure and text
features help readers understand / navigate through
non-fiction texts.
Some illustrations are complicated with many
details and require
interpretations, some needing description while the teacher
is reading.
Teacher notices when
students:
- recognize and work to solve
new vocabulary words, use
new vocabulary words in discussion and in writing,
- recognize and actively work to learn the meaning of
complex, specialized, and technical vocabulary words,
- follow multiple events and multiple characters in a
story,
- understand how one event
builds on another throughout
the text,
- access information and
develop new concepts and ideas from reading.
Anytime throughout the day
Before reading:
Generate background
knowledge with picture walks, talk about the meaning of
pictures, and make predictions.
Review parts of the book, front-load vocabulary by
presenting pictures or oral
definitions of key words from the story, list words and have
students decide with a partner
which words might be in the book. Make connections with
the story and students’ lives.
Partner students to maximize learning and language
development, and assess
understanding by listening to their conversations.
During reading: Think aloud and provide
opportunities for conversation,
e.g., turn and talk. Prompt students to use thumbs up
when pre-taught vocabulary is
heard. Gesture actions in the book to explain words without
having to stop the reading.
After reading:
Recap the story or ask
questions that extend comprehension, have students
make personal connections to the story or with characters.
Students can draw or write in a
journal about their favorite part, character, or setting from
the story independently, with a
partner, or in a group. .
Level 1 ELLs can be paired
with two partners for extra linguistic support.
Anytime
throughout the day
All students with
disabilities have an
IEP. Please read
the IEP at a glance
to review each
child’s specific
reading needs.
Always begin
where the child is
instructionally.
After the teacher
reads the story
aloud with discussion of the
vocabulary,
characters and plot, (s)he may:
First, provide the student with the
opportunity to
follow the text through audio tape
or CD or internet.
Next, provide the
student with the
opportunity to sub-vocalize along with
the text being read.
Last, provide the
student with the opportunity to read
and reread the text.
The teacher should
stop often to check
for understanding and comprehension.
Teacher:
Reads from texts of all
genres: literature, magazines, newspapers,
poems, letters, and
informational text to model fluent, expressive
reading.
Promotes reading as a
learning and thinking
tool, provides models of the English language.
Develops and encourages active listening, shares
information and builds
background knowledge.
Demonstrates problem-
solving strategies readers use.
Provides exposure to a variety of genres and
purposes for reading;
focuses on meaning or comprehension.
Selects texts that are above the students’
instructional level.
120
Pre K Kindergarten Grade 1 Grade 2 Grade 3 ELL Learning
Support
Shared Reading Fountas&Pinnell: The
Continuum of Literacy Learning
Grades Prek-8
Texts have simple
plots that are easy
to understand.
Texts can have
language and word play, rhyme,
alliteration, short,
simple sentences that are easy to
understand.
Illustrations are
bright, clear,
colorful and provide high
support for
comprehension and language.
Teacher notices
when students:
- recognize simple
punctuation, notice some
letters, remember and use repeating
language patterns,
- mimic teacher’s
expression, talk
about story, make predictions,
express personal
connections with texts,
- recognize and talk about the
beginning and
ending of story, understand and
begin to use the
term “illustrator” talk about whether
or not they liked a
book, talk about favorite parts.
Texts have predictable
plots with some
figurative language that is easy to
understand. Stories are
simple with a clear beginning, middle, and
end.
Text can have simple
rhyme and rhythm
with some memorable
characters, and simple
dialogue.
Teacher notices when
students:
- can recognize a few high-frequency
words, remember
and use repeated language,
- ask questions, notice information in
pictures, talk about characters,
problems, and events,
- recognize and use
simple punctuation,
make predictions, use background
knowledge,
- use details from
illustrations, recognize
and identify beginning and ending, recognize
when texts are
realistic, fantasy, or
true informational
texts,
- notice how layout of
pictures or print
affects the way you read it – for example,
larger font or bold,
- check information in
the text against their
own experiences.
Texts have predictable
plots and stories with
some figurative language that is easy to
understand.
Stories are more
complex with a definite
beginning middle, end.
Teacher notices when
students:
- can track print,
acquire understanding
of new words, participate in more
complex reading with
alternate parts,
- read aloud with
fluency, talk about characters,
problems, and events,
express personal connections, make
connections between texts that they have
read, heard read, or read
in unison with others,
- use details from
illustrations to support points made in
discussion, predict what
a character, infer a character’s feelings or
motivations,
- understand and
discuss title, author, and
illustrator,
- notice and understand
texts are based on established sequences
such as numbers, days
of the week, or seasons.
Texts have predictable
plots and stories with
some figurative language and play on words.
Stories with multiple episodes offering
selection for readers’
theatre.
Text with rhyme and
rhythm and characters
who learn and change.
Teacher notices when
students:
- use high frequency
words to monitor accuracy, read aloud
with fluency,
self-correct,
- show interpretation of
character’s intentions or feelings in the voice
while reading, express personal connections,
infer a character’s
feelings or motivations,
- recognize and identify
parts of stories, begin to understand the subtle
changes in meaning that
a writer can convey through word choice,
- notice when the writer has used words with
different connotations
and reflect understanding
in the voice.
Texts have predictable plots
and stories with figurative
language and play on words.
Stories with multiple
episodes offering selection
for readers’ theatre.
Text with rhyme and
rhythm, poetic texts that do not rhyme, characters who
learn and change.
Teacher notices when
students:
- understand the meaning of words,
- notice that words have multiple meanings,
- read with accuracy,
fluency, and phrasing in unison with others and in
solo parts,
- reflect meaning with the
voice through pause, stress, and phrasing,
- self-correct intonation, phrasing, and pausing while
reading aloud,
- automatically recognize
and use a full range of punctuation, reflecting it in
the voice while reading,
- make connections between
texts that they have read
before and use knowledge
to inform oral reading,
- begin to understand the subtle changes in meaning
that a writer can convey
through word choice,
- demonstrate mastery of
written response using the
Short Answer Response
Rubric.
Before reading:
Select texts with familiar topics
to draw on students’ prior knowledge. Take a picture
walk, make predictions, and ask
questions to tune the students into the text. Build vocabulary
lists and use pictures to promote
topic discussion. Provide explicit strategy lessons.
During reading:
Initially read the story from
beginning to end. Model aspects of English grammar to build
ability to use structural cues,
allow for exploration of sound-letter relationships, Involve the
students in discussions focused
on the language and organizational features of the
texts. Pause reading to expand
academic vocabulary and allow personal connections with text
using turn and talk, stop and jot,
or stop and think. Think aloud to remind students of strategies.
Quick sketch to aid comprehension. Make
connections between cognates
in the first language and English.
After reading:
Use graphic organizers,
sequence events, write responses in journal, have a
whole-group or partner
discussion, cloze activity focusing on a grammar element.
Allow students to reread the
text.
Considerations:
Beginner ELLs may listen or mouth the words as the story is
being read and reread. Use
highly repetitive texts for exposure to the sounds, rhythm
and intonation of English. Ask
either-or questions, and questions that require one word
answers.
All students
with disabilities
have an IEP.
Please read the
IEP at a glance
to review each
child’s specific
reading needs.
Always begin
where the child
is
instructionally.
Many of the
strategies listed for ELL can
also be used for
students with IEPs.
Provide background
support for
students to make a
connection to the story.
Read the story multiple times.
The first time-
read it straight through;
the second
time- read it and leave out
the last word;
the third time-the teacher and
the child can
read the story
together.
Provide tactile support so that
the child can
experience the story through
multisensory
experiences.
Shared Reading is when students
read from a common text. It can be enlarged such as a big book,
chart or projected text, or
students can have their own copy of the text. The teacher leads the
group or reading can be in
unison. The teacher shares the reading with the students.
Allows everyone to participate and feel successful as a reader,
make accessible text that may be
too difficult for students to read alone.
Lays the foundation for reading and writing skills, strategies, and
behaviors.
Teaches the structure and
organization of different genres
of text to help with comprehension.
Serves as a bridge between read aloud and independent reading
and as the foundation for
teaching comprehension skills further reinforced during guided
reading.
Provides opportunities for
reinforcing and developing oral
language.
Provides opportunities for
students to cite evidence from the text when responding to a prompt
(some prompts may require
students to provide a written response).
Develops reading fluency and aids in learning decoding skills.
121
Pre K Kindergarten Levels Pre-Reading - D
Grade 1 Levels E-J
Grade 2 Levels K-M
Grade 3 Levels N-P
ELL Learning
Support
Guided Reading Fountas&Pinnell: The
Continuum of Literacy
Learning Grades Prek-8
Students are
beginning to notice
print in environment and
books.
Engage in shared
reading and group
reading of enlarged texts read with
support of teacher.
After shared reading of text,
students may use
pointer to read independently or
with partner.
Students depend on
picture, memory
and awareness of language.
Teacher points out
directionality, letter
formation, spaces,
words, and aspects of language.
Teachers notice and encourage emergent
literacy behaviors.
Build strong oral language
foundation, engage students in wide
variety of read
aloud texts and many opportunities
for exploring
writing and drawing.
The teacher notices
when students:
Pre-Reading:
- locate words that
begin with particular
letters - engage in choral
reading of texts
- track spaces and words - oral language
vocabulary is
developing
LEVELS A & B:
- use the picture as a source for information
- work on one to one
matching - can continue a pattern
after reading the first
page
LEVELS C & D:
- similar to Levels A&B
- unknown words can be
figured out using
graphophonic cues (decoding) and longer
patterns
- sight word bank is developing
The teacher notices when
students:
LEVEL E:
- recognize many high
frequency words - look through the word to
begin chunking
- build comprehension by predicting, making
connections, synthesizing,
inferring, summarizing
LEVELS F & G:
- build comprehension by predicting, making
connections, synthesizing,
inferring - figure out difficult
vocabulary
- self –monitor by using all cuing system
LEVELS H & I:
- develop inferencing skills
- recognize features of the
text - maintain fluency when
reading compound
sentences
LEVEL J:
- understand sentence structures that get more
complex - decode many words with
complex letter sound
relationships - continue to refine and
master dealing with
meaning, structure and visual changes
The teacher notices
when students:
LEVELS K-L-M:
- recall what the
problem is across more pages of text
- retell a simple, clear
plot structure (what happened in the
beginning, middle,
and end) - recognize one
problem and one
solution - decode
multisyllabic words
and deal with context clues
- hypothesize about
how characters could have behaved
differently
- recognize dialogue
- compare and
contrast two or more
versions of the same story
The teacher notices
when students:
LEVELS: N-O-P
- recognize that the
plot structure has layers - one central
problem with smaller
problems surrounding it
- recognize that
characters change from beginning to end
- work around
figurative language (use visualization)
- recognize the author
will show not tell about the character
- pay attention to
character actions, speech, and thinking
- pay attention to how
secondary characters
treat the main
character
- recognize problem-resolution (i.e.
problem doesn’t get
solved, it may just resolve)
- draw conclusions
from information - notice that graphics
provide information to support
comprehension
- use table of contents, glossary,
headings, etc.
Before reading:
Introduce the text with a picture
walk, provide a brief summary from beginning to end, preview
key and unfamiliar vocabulary,
read the first section of the text for or with students to establish
the sentence structure or patterns
that will help students make predictions based on prior
knowledge.
Provide a purpose for reading,
using visual strategy cards.
Model the use of the strategy. Point out a particular aspect of
language ELLs may have
difficulty reading such as certain sounds, high-frequency words, or
language structures.
During reading:
Provide guiding questions to
focus the reading of a selected
section of text,
listen to students’ use of
strategies, monitor decoding, fluency, and reading
comprehension.
Considerations:
Look at the features or layout of
the text to determine if they might support or confuse the
students, including captions, speech bubbles, text is top to
bottom, etc.
Ensure the illustrations support
the text.
Students may be familiar with words in their first language, but
not English. This limits their
ability to draw on semantic cues.
Guidelines for
Students with
IEPs include:
Please read the
IEP at a glance to
review each
child’s specific
reading needs.
Always begin
where the child is
instructionally.
Many of the
strategies ELL listed can be also
be used for
students with IEPs.
Students with learning
disabilities have
difficulties with
perceiving, storing
and recalling
information. Therefore pre-
teach all
vocabulary especially Tier 2
words and key
concepts with multiple
exposures.
Guided Reading involves the
teacher working with a small group of students (4 to 6) for
approximately 15 - 20
minutes. All students in the group should be at the same
instructional level.
The same leveled text is used with all students in the group.
Before Reading:
Develop students’ background knowledge by providing a
strong book introduction that
will help students make meaning from the text.
Introduce concepts and
vocabulary that may cause a
problem to the students as
they read.
During Reading:
Listen to, record behaviors
and scaffold each student as
the student reads text aloud (to the teacher).
Teach with a selected focus.
After Reading:
Discuss with students what
skills and strategies they used
in order to make meaning from the text.
Students who are fluent in grade 3 may engage in small
group instruction though
literature circles.
122
Pre K Kindergarten Grade 1 Grade 2 Grade 3 ELL Learning
Support
Independent
Reading Fountas&Pinnell: The
Continuum of Literacy
Learning Grades Prek-8
Students choose any
book
Excellent classroom
library
Time is spent
looking at books.
Students gain confidence as readers
by browsing,
interacting and
enjoying text that
they choose.
Students choose any book at their
“just-right-level”.
Students read mostly “just right”
books
Excellent classroom library
Teacher may guide selection
Daily time to read
Time is spent looking at books.
Students gain confidence as
readers by browsing, interacting and enjoying text that they
choose.
Students may read with a buddy
or partner.
Time is used to become familiar
with the way books work,
concepts of print, informational books, authors, fiction books and
poetry to develop positive
attitudes about reading.
Teacher walks around the room
informally assessing students by listening in and making notes as
students read.
Students
choose any
book at their “just-right-
level”.
Students read
mostly “just
right” books
Excellent
classroom
library
Teacher may guide
selection
Daily time to
read
Teaching occurs during
a conference
Partner
Reading
Students choose
any book at their
“just-right-level”.
Students read
mostly “just right” books
Excellent classroom library
Teacher may
guide selection
Daily time to read
Students keep a
reading record
Teacher monitors
comprehension
Teaching occurs
during a conference
Teacher and
student set
reading goals
Partner Reading
Students read mostly “just
right” books
Students read fluently and
enjoy reading
Excellent classroom library
Teacher may guide selection
Daily time to read examine,
and critically evaluate
narrative and expository
texts
Students keep a reading
record
Teacher monitors
comprehension
Teaching occurs during a
conference
Teacher and student set
reading goals
Partner Reading
Reading Clubs
Continue to create a climate that fosters critical reading
and personal response
Teach children to:
- examine ideas in texts
- use word identification
strategies appropriately and
automatically when encountering unknown
words
- recognize and discuss
elements of different text structures
- make critical connections between texts
Allow students to explore
and self-select books at
his or her independent reading level.
Help student understand what makes a book easy
or hard, so they choose
just right books.
Provide books that relate
to students’ culture and
interests.
Sit next to students and listen to them read.
Talk with student briefly
about the text, review a strategy and help the
student put that strategy
into practice right then while you’re sitting side
by side.
Take notes about what
you taught each ELL
about reading and about
language.
Pair student with a reading buddy, a supportive
partner who can model
language and literacy.
Provide reading materials
in students’ first language. It will increase
knowledge, especially
when related to content taught in the classroom,
cognitive ability, and will
strengthen English language development.
All students with disabilities
have an IEP. Please read
the IEP at a glance to review
each child’s specific reading
needs. Always begin where
the child is instructionally.
Many of the strategies listed
for ELL can be also be used
for students with IEPs.
Ensure that leveled text is at
students’ independent level.
Provide ample opportunities for student to reread story.
Students with disabilities
need explicit strategies taught one at a time.
Strategies must be pre-taught,
modeled and practiced until mastered.
Students choose books they
are interested in to develop
a love of reading.
Teachers provide students
with opportunities to practice and try strategies
demonstrated and worked
on in class.
Teacher provides students
with opportunities to build fluency by reading books at
their independent level.
123
Grades 4 – 5 ELL Learning Support
Read-Aloud
& Literature
Discussion Fountas&Pinnell: The Continuum of
Literacy Learning
Grades Prek-8
The Text and
The Teacher
Shared
Reading Fountas&Pinnell: The
Continuum of Literacy
Learning Grades Prek-8
The Text and
The Teacher
Read Aloud conducted whole
group anytime throughout the
day.
Teacher:
Reads from texts
of all genres: literature,
magazines,
newspapers, poems, letters, and
informational text
to model fluent, expressive
reading.
Promotes reading
as a learning and
thinking tool,
provides models of
the English
language.
Develops and
encourages active listening, shares
information and builds background
knowledge.
Demonstrates
problem-solving
strategies readers use.
Provides exposure to a variety of
genres and
purposes for reading, and
focuses on
meaning or comprehension.
Texts can be short stories, realistic fiction, historical
fiction, informational texts, poems, memoirs, satire allegory
monologue, some topics that go
beyond the listeners’ personal experience, themes can be
complex with multiple
perspectives.
Texts being read are often beyond the instructional level of
the student.
Illustrations may have complex
graphics requiring study, picture book illustrations that reflect
theme, author’s tone, and
contribute to mood.
Teacher notices when
students:
-add new vocabulary to their
own speaking and writing
-recognize subtle meanings of words in context
-self monitor understanding and
ask questions
-gather and understand details
while listening to the text
-keep mental summaries
-use evidence from the text to support thinking
-use specific vocabulary to talk
about the text (plot, character
development, etc.)
-think critically about historical fiction with accurate reflection
of historical events
-recognize the narrator of the
text and how the choice of 1st or 3rd person contributes to the
effectiveness of writing
Shared Reading is when students read
from a common text. It can be enlarged such
as a big book, chart or
projected text, or students can have their
own copy of the text.
The teacher leads the group or reading can
be in unison.
Allows everyone to
participate and feel successful as a reader;
makes accessible text
that may be too difficult for students to
read alone.
Lays the foundation
for reading and writing
skills, strategies, and
behaviors.
Teaches the structure
and organization for
different genres of text to help with
comprehension.
Serves as a bridge
between read-aloud and independent
reading and as the
foundation for preparing students
with skills for guided
reading.
Provides opportunities for reinforcing and
developing oral
language.
Develops reading fluency and aids in
learning decoding.
Texts have predictable plots and stories with figurative language and play on words.
Stories may have multiple episodes offering
selection for readers’ theatre.
Text may have rhyme and rhythm, poetic
texts that do not rhyme, and characters who learn and change.
Nonfiction texts will have content specific
vocabulary and distinctive text features.
Teacher notices when students:
-understand the meaning of Tier II
vocabulary and notice that words have multiple meanings
-read with accuracy, fluency, and phrasing
in unison with others and in solo parts
-reflect meaning with the voice through
pause, stress, and phrasing,
self-correct intonation, phrasing, and
pausing while reading aloud,
-automatically recognize and use a full
range of punctuation, reflecting it in the voice while reading,
-make connections between texts that they have read before and use knowledge to
inform oral reading
-begin to understand the subtle changes in
meaning that a writer can convey through
word choice
-find a common theme throughout the story
-look for structures within a non-fiction text
-determine main ideas of a text and explain
how they are supported by key details
-compare, analyze, evaluate, synthesize
literary components in both fiction and non-fiction texts through close reading
-demonstrate mastery in written responses to Text Dependent Analysis (TDA)
questions using the PDE TDA rubric (Gr.4-
8)
Read-Aloud & Shared Reading
Before reading:
Generate background knowledge with picture walks, talk about the meaning of pictures, and make predictions. Review parts of the book,
front-load vocabulary by presenting pictures or oral definitions of key
words from the story, list words and have students decide with a
partner which words might be in the book. Make connections with the
story and students’ lives. Partner students to maximize learning and
language development, assess understanding by listening to their conversations.
During reading:
Think aloud and provide opportunities for conversation, e.g., turn and talk. Prompt students to use thumbs up when pre-taught vocabulary is
heard. Gesture actions in the book to explain words without having to
stop the reading.
After reading:
Recap the story or ask questions that extend comprehension, have
students make personal connections to story or with characters. Students can draw or write in a journal about their favorite part,
character, or setting from the story independently, with a partner, or in
a group.
Level 1 ELLs can be paired with two partners for extra linguistic support.
Shared Reading Before reading: Select texts with familiar topics to draw on students’
prior knowledge. Take a picture walk, make predictions, and ask
questions to tune the students into the text. Build vocabulary lists and use pictures to promote topic discussion. Provide explicit strategy lessons. During reading: Initially read the story from beginning to end.
Model aspects of English grammar to build ability to use structural
cues, allow for exploration of sound-letter relationships. Involve the students in discussions focused on the language and
organizational features of the texts. Pause reading to expand academic
vocabulary and allow personal connections with text using turn and talk, stop and jot, or stop and think. Think aloud to remind students of
strategies. Quick sketch to aid comprehension. Make connections
between cognates in the first language and English. After Reading: use graphic organizers, sequence events, write
responses in journal, have a whole-group or partner discussion, cloze
activity focusing on a grammar element. Allow students to reread. Considerations: Beginner ELLs may listen or mouth the words as it is
being read and reread. Use highly repetitive texts for exposure to the
sounds, rhythm and intonation of English. Ask either-or questions, or questions that require one word answers.
Read-Aloud All students with
disabilities have an IEP.
Read the IEP at a glance
to review each child’s
specific reading needs.
Always begin where the
child is instructionally.
First, provide the student with the opportunity to
follow the text through
tape, CD or internet. Next, provide the student
with the opportunity to
sub-vocalize along with the text being read.
Last, provide the student
with the opportunity to read and reread the text.
The teacher should stop
often to check for understanding and
comprehension.
Shared Reading Many of the strategies
listed for ELL can also be used for students with
IEPs.
Provide background
support for students to
make a connection to the story.
Read the story multiple times, the first time-read it
straight through,
the second time- read it and leave out the last word,
the third time-the teacher
and the child can read the story together.
Provide tactile support so
that the child can experience the story
through multisensory
experiences.
124
Grades 4 – 5 ELL Learning
Support
(Guided) Small
Group
Instruction Fountas&Pinnell: The
Continuum of Literacy
Learning Grades Prek-8
The Text and
The Teacher
Independe
nt Reading Fountas&Pinnell
The Continuum
of Literacy Learning Grades
Prek-8
The Text and
The Teacher
Teacher works with a small (4 to 6) group of
students using the same
leveled text or adapted
anthology resources.
Spend approximately 20
minutes per group.
Before Reading:
Develop students’
background knowledge
by providing a strong book introduction that
will help students make
meaning from the text.
Introduce concepts and
vocabulary that may
cause a problem to the
students as they read.
During Reading:
Listen to, record
behaviors and scaffold each student as the
student reads text aloud
(to the teacher).
Teach with a selected
focus.
After Reading:
Discuss with students what skills and strategies
they used in order to
make meaning from the text.
Fluent readers may
participate in Literature
Circles or Book Clubs using a common text.
Content of the text is carried mostly by print, not pictures.
Content in most informational
texts is supported or extended
by illustrations (diagrams, maps, scales with legend).
Some texts have deeper
meaning and require reader to
take on diverse perspectives.
Texts have multiple points of
view revealed through characters’ behavior.
Texts have many words with prefixes, suffixes, multi-
syllable proper nouns.
The teacher notices when
students:
- monitor accuracy and understanding, self-correcting
when meaning is interrupted,
- apply problem solving
strategies to technical words or
proper nouns that are challenging,
- search for information in graphics,
- process long sentences,
- form implicit questions and
search for answers while reading,
- demonstrate phrasing, fluent
oral reading.
Students choose books they are
interested in to
develop a love
of reading.
Teachers provide students
with
opportunities to practice and try
strategies
demonstrated and worked on
in class.
Teacher
provides
students with opportunities to
build fluency by
reading books at their
independent
level.
The “just right” text will have been
self selected by students.
The text should be at least one grade
level below the students’
instructional level.
The texts should have strong interest
for students.
When conferring with students
during independent reading, the
teacher will notice:
- how students apply strategies for
new vocabulary and comprehension,
- how students interact in peer teams
as they share their reading, asking
questions and finding evidence,
- if students are making progress
with various genre as recorded in
their reading logs.
Guided Reading
Before Reading: Introduce the text with a picture walk, provide a brief summary from
beginning to end, preview key and unfamiliar vocabulary, read the first
section of the text for or with students to establish the sentence structure or patterns that will help students make predictions based on prior
knowledge.
Provide a purpose for reading, using visual strategy cards. Model the
use of the strategy. Point out a particular aspect of language ELLs may have difficulty reading such as certain sounds, high-frequency words, or
language structures.
During Reading: Provide guiding questions to focus the reading of a selected section of
text, listen to students’ use of strategies, monitor decoding, fluency, and
reading comprehension.
Considerations: Look at the features or layout of the text to determine if they might
support or confuse the students, including captions, speech bubbles, text
is top to bottom, etc.
Ensure the illustrations support the text.
Students may be familiar with words in their first language, but not English. This limits their ability to draw on semantic cues.
Independent Reading Allow students to explore and self-select books at his or her independent reading level.
Help student understand what makes a book easy or hard, so they choose
just right books.
Provide books that relate to students culture and interests.
Sit next to students and listen to them read.
Talk with student briefly about the text, review a strategy and help the student put that strategy into practice right then while you’re sitting side
by side.
Take notes about what you taught each ELL about reading and about
language.
Pair student with a reading buddy, a supportive partner who can model language and literacy.
Provide reading materials in students’ first language. It will increase
knowledge, especially when related to content taught in the classroom,
cognitive ability, and will strengthen English language development.
Guided Reading
Guidelines for Students
with IEPs include:
Please read the IEP at a
glance to review each
child’s specific reading
needs. Always begin
where the child is
instructionally.
Many of the strategies
listed for ELL can also be used for students with
IEPs.
Students with learning
disabilities have
difficulties with
perceiving, storing and
recalling information.
Therefore pre-teach all vocabulary especially
Tier 2 words and key
concepts with multiple exposures.
Independent Reading Many of the strategies
listed for ELL can also be
used for students with IEPs.
Ensure that leveled text is
at students’ independent
level.
Provide ample opportunities for student
to reread story.
Students with disabilities
need explicit strategies taught one at a time.
Strategies must be pre-
taught, modeled and
practiced until mastered.
125
Pre K Kindergarten Grade 1 Grade 2 Grade 3-4-5 ELL Learning
Support
Home Connections Read aloud to
your child on a
regular basis.
Let your child
pretend to read
to you.
Let your child
listen to
recorded stories
and retell what
they heard.
Read aloud to
your child on a
regular basis.
Talk about the
characters and
the setting in a
story that your
child has heard
or read.
Have your child
use pictures and
words to
understand a
story.
Have your child
retell a story in
the order that
they heard or
read.
Read aloud to
your child on a
regular basis.
Have your child
retell a story in the
order that they
heard or read that
includes important
details.
Have your child
talk and write
about what
happened at the
beginning, the
middle and the
end of a story that
they heard or read.
Have your child
make predictions
about what might
happen next in a
story.
Have your child
read aloud to you
on a regular basis.
Read aloud to
your child on
regular basis.
Have your child
read aloud to you
on a regular
basis.
Have your child
talk about the big
ideas in the
stories and books
that they read.
Have your child
make connections
between new
information from
a story or book
and what the
child already
knows about the
subject or another
book, movie or
television
program.
Have your child
read aloud to you
on a regular basis.
Have your child
read silently most
of the time and then
talk about what
they read.
Have your child
identify the main
idea and important
events and details
in a story or book.
Have your child
read a wide variety
of stories, books
and magazine
articles.
Have your child
read to siblings.
Read to your child
on a regular basis.
Have your child
read aloud to you.
Have your child
talk about what
they read.
Have your child
write about what
they read.
Read to your child
on a regular basis.
Read with your
child nightly.
Talk with your
child about the
stories read.
Have your child
read to you or
their siblings.
Have your child
retell a story in
order.
126
APPENDIX V COMPONENTS OF THE WRITING BLOCK ACROSS THE GRADES
Pre K Kindergarten Grade 1 Grade 2 Grade 3-4-5 ELL Learning Support
Modeled Writing Morning Message
Teacher writes
two/three
sentences related
to the lesson, or
the day’s events.
Thematic Word
Teacher writes one
or two words
related to the
current unit of
study.
Song
Teacher has a song
partially written
on a chart and
then models
“thinking out loud”
to remember
which word comes
next in the song and
then fills in the
blanks.
Today’s Menu
Teacher writes the
lunch menu on the
wipe off board.
Graphs
The teacher writes a
question and
possible responses
on a wipe off
board or chart
paper. Children
participate by
identifying the
answer he/she
prefers. Counting
and discussion
follows.
Any time
throughout the
day including
during math,
science, social
studies.
- classroom
chants, songs,
poems
- reminder notes
for what should go
home or schedule
changes
- any time the
teacher needs to
write, s/he can
think aloud to
model authentic
writing
- taking attendance.
“This student is
absent so I will
write ‘A’ for
absent. This
student is late so I
will write ‘L’ for
late.
- Mini lesson
- Anchor Chart
- Handwriting
instruction occurs outside of writing
workshop.
Modeled Writing
takes place daily,
during Message
Time Plus, and/or
Writing Workshop
mini-lessons.
Teacher models
writing when she/he
introduces a new
genre, new writing
paper, skill and
strategy, or lessons
based on the needs
of the students.
Teacher models and
thinks aloud, that
writers write what
they know
(memories,
experiences), that
they think first, then
make a sketch from
the image in
their mind, and then
write.
Use in conjunction
with Mentor or
Touchstone Texts to
show a writing genre
(Narrative,
Informative/Explanat
ory,
Opinion/Argument)
and/or domain
(Focus, Content,
Organization, Style,
Conventions).
-Mini lessons
-Lists, anchor charts
-Classroom poems,
chants, songs
Modeled Writing can
occur across the
curriculum.
Use in conjunction with
Mentor or Touchstone
Texts to show a writing
genre (Narrative,
Informative/Explanatory,
Opinion/Argument)
and/or domain (Focus,
Content, Organization,
Style, Conventions).
Whole class or
Small Group.
Give ELLs the
opportunity to
repeat and/or
chant portions
of the writing to
develop oral
language
proficiency.
- Incorporate
visual supports
(i.e.
underlining,
color-coding,
symbols) to
illustrate the
skill and/or
strategy being
modeled.
- Highlight and
explicitly teach
important/key
vocabulary
using visuals
and/or supports
in the first
language.
*ELLs in
particular rely
on modeling
from teachers
and peers as
they produce
social and
instructional
English.
Special education
students should be
provided accommodations
to access grade level
general education
curriculum successfully.
The following
adaptations can be made:
Teacher demonstrates
manipulation of writing
utensils and how to trace
prewriting strokes, lines
and shapes.
Teacher demonstrates
writing pre-dotted letters
(the alphabet and numbers)
and the proper way to hold
and use writing utensils
pencils, pens, crayons and
markers. Teacher shows
how each printed letter is
written upper and lower
case.
Teacher demonstrates
writing using words taken
from stories, word wall and word students see daily.
Teacher demonstrates
writing sentences that
retell a story. Students
listen to a story made up
about a favorite character.
By the third grade teacher
demonstrates cursive
letters.
May be conducted as a
whole group, small group,
or one on one activity.
The teacher is in control
of what is being modeled.
The teacher composes text
and demonstrates the way
an effective writer works.
The teacher plans explicit
skills, strategies or
processes to be modeled
based on the observed
needs of the students.
It is crucial that
the teacher ‘thinks aloud’
while
composing the text.
Students participate
by listening and
watching.
This mini-lesson should take 10 - 20 minutes.
127
Pre K Kindergarten Grade 1 Grade 2 Grade 3-4-5 ELL Learning Support
Shared Writing Poem
Teacher introduces a
poem partially written
(missing words) on
chart paper. Using
rhyme or context she
asks the children for the
“next word” and then
models the writing of
that word.
Recipe
Teacher introduces
recipe for a cooking
activity written on chart
paper with missing
ingredients or
measurements. With the
children’s help the
teacher models writing
the missing
words/numbers.
Or
Teacher and children
list ingredients needed
for a recipe together.
Letters
Together with the
children teachers
compose and write
friendly letters or thank
you notes.
Experience Stories
Teachers and
students compose
a text to review
information in
content areas.
Teachers and students
together write classroom chants,
songs, poems, and
language experience stories.
The teacher
establishes a purpose
and goal depending
on student needs.
The text is written by
the teacher, in front of
the students with their
input in areas where
they need to improve.
A n example could be
paragraph structure.
Lessons are planned
for teachers to model and
engage students in
challenging writing
strategies.
Teachers and students
compose a text together to
review information in content
areas.
Shared writing can include
writing class letters, class
ideas for a party, cards,
important topics, lists, and
language experience stories.
Shared writing occurs
across the curriculum
in all content areas.
After modeling how to
answer a Writing Prompt
(See PDE rubrics) children
and teacher together can
practice responding to the
prompt with the children
expressing the response
orally and then in writing.
Teachers will notice that
students:
-Use a variety of
beginnings to engage the
reader
-Present ideas clearly and in
a logical sequence
-Introduce ideas followed
by supportive details and
examples
-Use vocabulary specific to
the topic
-Bring a piece to closure
through an ending or
summary statement
Done on an as needed
basis.
Create a risk free
environment for
sharing by giving
ELLs time to talk with a
partner before sharing
ideas with the whole
class. When possible,
allow ELLs to discuss
and share ideas in their
first language.
-Use visual supports
(i.e. underlining, color-
coding, symbols) to
illustrate and draw
attention to letters,
words, and sounds.
When possible, use the
students’ first language
to explain/clarify
writing processes and
conventions.
-Highlight and
explicitly teach
important/key
vocabulary using
visuals, pictures, and
supports in the first
language.
*ELLs will need a lot
of shared and
interactive writing
experiences to see how
writing works and how
their ideas can be
transferred to paper.
Students contribute
information orally to a
morning story as teacher
writes on chart paper or
the board.
Students retell stories as
the teacher writes.
Teacher emphasizes
t h e sound of letters as
she writes. Students
repeat sounds.
Shared writing may be
conducted as a whole
group session.
The teacher initiates and
models the writing, while
students contribute their
ideas orally.
Teacher and students
work together to
compose messages and
stories.
The teacher models how
writing works, the
processes that are
involved and draws
attention to letters,
words, and sounds
during the writing.
The object of
shared writing is to
demonstrate and teach
the necessary skills and
conventions of fluent
writing.
The skill, strategy or
process c a n become
the focus of both
guided and independent
writing.
Shared Writing is a
5 to 20 minute
whole group writing
lesson.
128
Pre K Kindergarten Grade 1 Grade 2 Grade 3– 4 - 5 ELL Learning Support
Interactive
Writing
In Pre-K,
children are more
involved in
identifying what
they know on
previously written
text. Children may
circle letters, words
or punctuation.
Journals
Children are
encouraged to
record journal
entries routinely.
Children’s
entries include
pictures, writing
attempts, and
dictated text.
Children who
are ready can help
the teacher write
the dictated story.
Small Group
variations on
modeled writing
strategies from
above.
Interactive writing
can be used:
- to develop pattern
words. (-at- family, etc.)
- to create a record
of class learning.
Can be conducted as
a mini-lesson during
Writing Workshop.
Can be used to teach
letter/sound
relationships, print
directionality, upper
& lower case letters,
sentence structure,
etc.
Lessons are planned for
teachers to model and
engage students in
challenging writing
strategies.
Teachers establish a
purpose and goal
depending on students
needs.
The text is written by
the teacher with students
assisting in the writing of
the text.
Interactive writing can
occur when:
- writing a prediction for
a science experiment
- writing an observation
about a math graph
- writing a sentence
about the number of
students present
7.
Interactive Writing
allows the teacher to
scaffold students’
writing to retell or
summarize a story, to
write a hypothesis to a
science experiment, to
record information in a
social studies lesson.
Can include the
creation of an Anchor
Chart, Venn Diagram,
and interactive class
charts or other record
of class learning.
Can happen during a
mini-lesson and during
a Writing Workshop.
Unless there is a
specific learning need,
Interactive Writing is
not usually used in
third ,fourth or fifth
grade.
Encourage ELLs to
compose text orally (with
support in first language when
possible) and use graphic
organizers to provide
structured opportunities for
ELLs to participate in aspects
of the interactive writing (See
appendix for sample graphic
organizers).
- Explicitly demonstrate how
to write letters, words, and
sentences with emphasis on
key/important concepts of
print (e.g. letter formation),
language forms (e.g. parts of
speech) and conventions (e.g.
punctuation).
- Emphasize key vocabulary
and important ‘word chunks’
through pictures, matching/
labeling activities, and
support in the first language
when possible.
*Interactive writing provides
ELLs with opportunities to
practice vocabulary, language
structures, and writing
conventions. Brief
interactive writing activities
can be used with ELLs
during independent writing
time to scaffold the
independent writing.
Teacher in collaboration with
students write words that begin
with a specific letter sounding
words out as they write.
Students suggest the words to
write.
Students practice writing pre-
dotted letters. Students write
words, their names on a 3x5
card. Teachers hang words on a
word tree or word wall.
Students listen to half a story,
and write their own endings to
the story in small groups. Each
group comes to the board or
chart paper to write their
group’s story ending.
Teacher and students together
write a story about a favorite
character.
Teachers and students create
a menu of their favorite foods
while both contribute to the
writing.
Interactive writing may
be conducted as a whole
group, small group, or one-
on-one activity where
students “share the pen”.
Interactive Writing is
a 10 to 20 minute writing
activity.
Students interact with the
process of recording the
words, phrases or sentences.
The teacher and students
create text that is written
word by word, with the
teacher demonstrating the
process and students
participating in aspects of the
writing.
Interactive writing provides
students with letter formation
practice; opportunities to look
for ‘word chunks,’ clusters, or
patterns; experience with
punctuation, and an increased
awareness of differences
between letters and words and
spaces between words.
129
Pre K Kindergarten Grade 1 Grade 2 Grade 3-4-5 ELL Learning Support
Guided Writing Journals
Children are
encouraged to record
journal entries
routinely. When
children show interest
in forming symbols to
represent print, teacher
provides
one-on-one support to
help children form
symbols beginning with
letters in name.
Signing In or other
name writing
opportunities.
Labels
Children should
routinely label any
work produced.
Teacher
conferences with
individuals or small
groups during
Writing
Workshop when
most of class is
writing
independently.
Graphic
organizers,
sentence starters
and/or language
frames c a n b e
u s ed to scaffold
the writing
assignment.
While students are
engaged in writing
workshop, the teacher
conferences with one
student or a small group
to address specific writing
strategies they need in
order to be successful
writers.
Graphic organizers,
sentence starters and/or
language frames c a n
b e u s ed to scaffold
the writing assignment.
While students are
engaged in writing
workshop, the teacher
conferences with one
student or a small group
to address specific
writing strategies they
need in order to be
successful writers.
Children use spelling
strategies and resources
to help them to write.
Teacher groups students
according to writing
skills they need to work
on.
While students are
engaged in writing
workshop, the
teacher conferences
with one student or a
small group to
address specific
writing strategies
they need in order to
be successful writers.
When teaching the
various genres
(narrative,
informative/explanat
ory, opinion) and the
domains (focus,
content,
organization, style,
and conventions)
refer to the PDE
rubric for scoring an
independent writing
prompt.
Provide ELLs with
graphic organizers, sentence starters
and/or language frames to scaffold the
writing assignment. At times, allow
ELLs to write in their first language
and/or a mixture of English and their
first language (see examples in appendix
II).
- Actively address “language transfer
errors” through mini-lessons. “Language
transfer errors” occur when ELLs apply
the language rules of
their first language to English. Teachers
of ELLs should be aware of language
transfer issues and design appropriate
instruction to
address these issues (see appendix I I
for examples of common language
transfer errors).
- Pre-teach key vocabulary that students
will need to complete the writing
assignment, and encourage ELLs to use
specific and technical vocabulary to
enhance their writing through use of
graphic organizers and vocabulary
focused mini-lessons.
Students in small
groups are each given an index card with a
word on it. Students
together as a group form a sentence using
their word cards
including correct punctuation and
capitalization.
Students are given
specific rules to
follow for writing
beginning, middle,
ending, punctuation
etc., teacher guides
students’ writing and
teacher assists
students with re-
writing and editing.
Guided writing may be
conducted one-on-one or
with small groups of
children with similar needs.
Guided writing
involves very specific
and focused instruction.
Each student in a group
composes an individual
piece of writing with the
intense support of the
teacher.
They hold the pen and
have ownership over their
writing.
The purpose is to support
students in becoming
independent writers through
building on the writing
behaviors emphasized in
modeled and shared writing
sessions.
Groups are flexible and
based on the individual
needs of the students.
writing as needed.
Guided writing often follows the mini- lesson or modeled
writing during writing
workshop.
Guided writing can take from
5-20 minutes depending on
the age of the children.
130
Pre K Kindergarten Grade 1 Grade 2 Grade 3-4-5 ELL Learning Support
Independent
Writing
Writing Center
Wide variety of
writing materials,
supplies, reference
books, visuals etc.
which children can
utilize.
Writing Around
the Room
All classroom centers
should contain
writing materials and
a variety of props to
support the writing
process.
Fine Motor
Development
Activities that
strengthen motor
control, precision and
accuracy of
movement should be
fostered, such as
cutting with scissors,
eye droppers, peg
board, play dough,
puzzles, etc.
All learning
centers or workstations
should have writing
materials available.
Students have
independent writing time
DAILY during Writing
Workshop.
Students may interact
with different kinds of
paper, but are not
expected to write
correctly on lines until
the end of
Kindergarten.
At beginning of the year,
students start with blank
paper
or paper with a space
for drawing and a line
for writing
approximations. As
students build skills and
positive work habits, the
duration of independent
writing increases.
During independent
writing time, the teacher
confers with individual
students or does
interactive or guided
writing with small
groups.
SEE THE STAGES OF
WRITING (pages 40-41)
After a writing mini-lesson, or an
intentional read aloud to inspire
writing, the students are sent off to
write independently.
Students choose their own
stories (experiences) to write
about. "If it's real, and it's true,
and it happened to you, then
write about it."
Writing tools such as different
types of writing paper (with space
for illustrations), writing folder,
list of names of classmates or
family members, word wall,
word/picture books, stapler,
pencils, crayons, markers, and
colored pencils could be available.
At this time the teacher may
confer with individuals or a small
group.
At the end of the writing period,
the writers are called together
again so that 1 or 2 students may
share what they have written
from the "Author's Chair".
As students progress, use and
share with students the PDE
Writing Domain Scoring Guide
(page 132).
Children explore
their own writing
preferences by
thinking, talking, and
writing with others.
Children tell stories to
a partner and then
write them.
Peer conferencing
during writer’s
workshop.
Students use
classroom resources
while they write
(word wall, charts
around the room, the
“words I use when I
write” book, other
reference materials).
Use and share with
students the PDE Writing Domain
Scoring Guide (page
132).
Children are writing
everyday while the teacher
conferences with individuals
or small groups to provide
feedback.
Students are writing across
the curriculum
in all subject areas.
Students do independent
writing individually at any
time during the day including during the writing workshop.
The student plans, composes,
revises, and edits text on his/her own. This can be done
in a daily journal or a
narrative, opinion, or informative piece the student
is working on.
Use and share with students
the PDE Writing Genres
Rubric (Gr. 3-5) (pages 133-135).
Short Answer responses and
Text Dependent Analysis
should be included as a weekly exercise as part of a
response to literature or
content area writing. (Use PDE rubrics for Short Answer
Response , Gr. 3 (page 131),
and Text Dependent analysis Gr.4-8) (page 130).
Connect the independent
writing assignment to
modeled, shared, interactive
and guided writing so that
ELLs can take advantage of
the language already
developed.
If necessary, allow ELLs to
communicate through
pictures and symbols and
give ELLs the opportunity
to write in their first
language and/or a mixture
of English and their first
language (see examples in
appendix II).
Errors in language forms
and conventions should be
addressed after the
independent writing
assignment through
one-on-one conferences
and/or small group mini-
lessons.
Encourage the use of
specific and technical
vocabulary to enhance
writing through one-
on-one conferences
and/or small group mini-
lessons after the
independent writing
assignment.
*While some ELLs may
not yet be communicating
independently
through written words, all
ELLs should understand
that symbols
communicate.
Give students choices
of writing utensils
and paper and pencil
grips.
Students write at least
one paragraph daily in
journals. Students may
choose a topic or are
given topics to write
about in their own
words.
Assisted technology
may be used to help
with the mechanical
aspect of writing.
Visual aids and graphic
organizers are useful
supports.
During independent
writing, students take
responsibility for their
own writing.
Independent writing
provides an opportunity
to demonstrate processes
and strategies that have
been demonstrated
through the other
elements of the writing
block.
It is crucial that
sufficient scaffolding of
the processes and
strategies required to
successfully complete
the task have occurred
prior to students
working
independently.
Some students will
require more support
than others and may
need to be part of a
small group constructing
a joint text.
Independent writing
occurs for 30-45 minutes
daily.
131
APPENDIX VI AN EXAMPLE OF A WRITING BLOCK
Please note: This is one possible sample of a classroom-writing block. Teachers should adapt their writing block instruction to the strengths and needs of
their individual students. A block similar to this one should occur every day.
Essential Elements of a Writing Block Role of the Teacher Role of the Students
Modeled or Shared Writing – Explicit Instruction (10-20 Minutes) *
The session begins with the teacher explicitly focusing on a key element of the writing
process. It may involve modeled, shared or interactive writing. Modeling of effective
strategies and procedures occur. The focus will depend on the particular needs of the
children and will vary from one session to the next. A number of mini-lessons will occur
within a week. Each session has a very specific focus.
These may include:
Moving through the writing process-planning, drafting, conferring, refining,
publishing
Teaching specific strategies-predicting, self-questioning, creating images, determining importance, paraphrasing/summarizing, connecting, comparing, re- reading, synthesizing, sounding out, chunking, using visual memory, using spelling generalizations, using analogy, using meaning, consulting an authority, using memory aids. During these sessions we use ‘think alouds’ to let children in on the secret of writing.
It is best to focus on one key element to build deep understanding rather than try to
cover too many different elements.
The teacher takes control of
this process, slowly releasing
control to students.
Students listen actively
and share their ideas
and make suggestions.
Guided Writing (20 Minutes) *
Involves working with small groups of children with a common identified need. The needs
are identified through working with the children and analyzing their writing on a daily
basis. Groups are very fluid and are rarely the same from one day to the next.
The focus may include:
Punctuation
Writing a complete sentence
Creating paragraphs
Hearing and recording the sounds in words
Print conventions
Focus
Content
Organization
Style
The teacher carefully
analyzes students’ work to
identify common elements
for an explicit teaching
focus.
Teacher groups students
based on a common need.
Teacher supports children in
successfully engaging in
their writing.
Students are more
actively involved in this
component.
132
*Teachers should adjust times according to the needs of the students.
Essential Elements of a Writing Block Role of the Teacher Role of the Students
OR
Interactive Writing
Involves working with whole group, small groups of children, either group based on
need or heterogeneous groups (to provide different role models), and/or individual
students. Groups are fluid and based on a specific focus. An Interactive Writing
session could focus on recounting a Big Book, a pre-teaching episode with students on
how to write a recipe or writing a response to a shared book. The options are endless.
The teacher carefully
analyzes students’ work to
identify common elements
for an explicit teaching
focus.
Teacher groups students
based on a common need.
Teacher supports children in
successfully engaging in
their writing.
Students are more actively
involved in this component.
Independent Writing
During this time students have the opportunity to compose their own texts and
demonstrate their control of what has been modeled to them in previous parts of the
session. During this time children write for real purposes and audiences. The teacher
participates in short conferences with individual students to discuss, listen, ask questions,
and give feedback to further support their writing.
Engage students in
purposeful writing tasks.
Observe and record what is
happening for each child.
Provide feedback to students
through conferencing.
Actively involved in all
processes of writing.
Author’s Chair/Sharing
This is a crucial part of each session. Students have the opportunity to share what they
have done or are working on as well as share what strategies and processes they have
used. They can receive constructive feedback from others on what they can do to
improve their writing. It is important to spend time teaching the children how to be
critical friends to their peers to ensure this is productive.
This information is then fed back into future planning so it targets specific needs and
children.
Put structures in place for
effective sharing.
Facilitate the process.
Provide feedback.
Be an active member of the
audience.
Share work with others.
Provide feedback to others.
Be an effective audience
member.
134
Pennsylvania Department of Education’s Reading Response Rubric
(Guidelines for the Grade 3 – 3 Point Short Answer Questions) The PSSA open-ended items for Reading ask students to organize their thinking and statements in a short, concise
manner, using patterns of development that focus on the meanings of the texts. The classroom teacher uses this rubric
to score the open - ended items for Reading.
GENERAL DESCRIPTION OF SCORING GUIDELINES FOR READING
3 Points
The response provides a complete answer to the task (e.g., a statement that offers a correct answer
as well as text-based support).
The response provides specific, appropriate, and accurate details (e.g., naming, describing,
explaining, or comparing) or examples.
2 Points
The response provides a partial answer to the task (e.g., indicates some awareness of the task and at
least one text-based detail).
The response attempts to provide sufficient, appropriate details (e.g., naming, describing,
explaining, or comparing) or examples; may contain minor inaccuracies.
1 Point
The response provides an incomplete answer to the task (e.g., indicating either a
misunderstanding of the task or no text-based details).
The response provides insufficient material for scoring.
The response is inaccurate in all aspects.
0 Points
The response provides insufficient material for scoring
The response is inaccurate in all aspects
Categories within zero reported separately:
BLK (blank) - No response or written refusal to respond or too brief to determine response
OT - Off task/topic
LOE - Response in a language other than English
IL - Illegible
135
APPENDIX VIII PDE WRITING RUBRICS
PENNSYLVANIA ASSESSMENT WRITING DOMAIN SCORING GUIDE
(GRADES 1 AND 2)
FOCUS CONTENT ORGANIZATION STYLE CONVENTIONS
Clear ideas that the
reader understands all
about the topic
Lots of information and
details about the topic
Complete explanation
Good beginning
with characters and
setting
Middle with details
Definite ending
Everything
explained in order
Colorful language
Exact words
Variety of
sentences
Mechanics,
spelling,
capitalization,
punctuation
Complete sentences
FOCUS CONTENT ORGANIZATION STYLE CONVENTIONS
4 Sharp focus:
Clear ideas that the
reader understands
all about the topic
Well developed ideas
with much detail
Clear organization Sentences are varied
in type and length
Words are colorful
Few mistakes
3 Satisfactory focus Satisfactory content:
Contains some
explanation and details
Acceptable
organization
Some variety with
sentence and/or word
choice
Some mistakes but
reader can
understand
2 Unclear focus:
Does not stay on
topic
Limited content with
few or confused ideas
and details
Partially organized Sentences all the same
with limited word
choice
Mistakes make it
somewhat difficult
for reader to
understand
1 No focus Unrelated or very
little content
Little or no attempt at
organization
Little or no sentence
or word variety
Many mistakes
make it hard for
reader to
understand
NON-SCORABLE OFF PROMPT
Is illegible: i.e., includes so many undecipherable words that
no sense can be made of the response
Is incoherent: i.e., words are legible but syntax is so garbled that
response makes no sense
Is insufficient: i.e., does not include enough to assess domains
adequately
Is a blank paper
Is readable but did not respond to prompt
139
APPENDIX IX HIGH FREQUENCY WORDS
High Frequency words are the most frequently used words that children are able to recognize without
having to sound them out. Some high frequency are irregular that have letter sound relationships that are
not common.
First 100 Words – Kindergarten to Grade 1
1. the 26. or 51. will 76. number
2. of 27. one 52. up 77. no
3. and 28. had 53. other 78. way
4. a 29. by 54. about 79. could
5. to 30. words 55. out 80. people
6. in 31. but 56. many 81. my
7. is 32. not 57. then 82. than
8. you 33. what 58. them 83. first
9. that 34. all 59. these 84. water
10. it 35. were 60. so 85. been
11. he 36. we 61. some 86. called
12. was 37. when 62. her 87. who
13. for 38. your 63. would 88. oil
14. on 39. can 64. make 89. sit
15. are 40. said 65. like 90. now
16. as 41. there 66. him 91. find
17. with 42. use 67. into 92. long
18. his 43. an 68. time 93. down
19. they 44. each 69. has 94. day
20. I 45. which 70. look 95. did
21. at 46. she 71. two 96. get
22. be 47. do 72. more 97. come
23. this 48. how 73. write 98. made
24. have 49. their 74. go 99. may
25. from 50. if 75. see 100. part
140
Second 100 Words – Grade 1 to Grade 2
1. over 26. say 51. set 76. try
2. new 27. great 52. put 77. kind
3. sound 28. where 53. end 78. hand
4. take 29. help 54. does 79. picture
5. only 30. through 55. another 80. again
6. little 31. much 56. well 81. change
7. work 32. before 57. large 82. off
8. know 33. line 58. must 83. play
9. place 34. right 59. big 84. spell
10. years 35. too 60. even 85. air
11. live 36. means 61. such 86. away
12. me 37. old 62. because 87. animal
13. back 38. any 63. turn 88. house
14. give 39. same 64. here 89. point
15. most 40. tell 65. why 90. page
16. very 41. boy 66. ask 91. letter
17. after 42. follow 67. went 92. mother
18. things 43. came 68. men 93. answer
19. our 44. want 69. read 94. found
20. just 45. show 70. need 95. study
21. name 46. also 71. land 96. still
22. good 47. around 72. different 97. learn
23. sentence 48. form 73. home 98. should
24. man 49. three 74. us 99. America
25. think 50. small 75. move 100. world
141
Third 100 Words – By Grade 3
Adapted from Dr. Edward B. Fry's High Frequency Words
1. high 26. saw 51. important 76. miss
2. every 27. left 52. until 77. idea
3. near 28. don't 53. children 78. enough
4. add 29. few 54. side 79. eat
5. food 30. while 55. feet 80. face
6. between 31. along 56. car 81. watch
7. own 32. might 57. mile 82. far
8. below 33. close 58. night 83. Indian
9. country 34. something 59. walk 84. real
10. plant 35. seem 60. white 85. almost
11. last 36. next 61. sea 86. let
12. school 37. hard 62. began 87. above
13. father 38. open 63. grow 88. girl
14. keep 39. example 64. took 89. sometimes
15. tree 40. begin 65. river 90. mountains
16. never 41. life 66. four 91. cut
17. start 42. always 67. carry 92. young
18. city 43. those 68. state 93. talk
19. earth 44. both 69. once 94. soon
20. eyes 45. paper 70. book 95. list
21. light 46. together 71. hear 96. song
22. thought 47. got 72. stop 97. being
23. head 48. group 73. without 98. leave
24. under 49. often 74. second 99. family
25. story 50. run 75. late 100. it's
142
APPENDIX X TIERED VOCABULARY
Tiered Vocabulary: Definitions and Examples
Definition: Tiered Vocabulary is an organizational framework for categorizing words and suggests
implications for instruction. (The three-tier framework was developed by Isabel Beck and Margaret
McKeown.)
Tier 1: Common, Known Words
Examples: big, small, house, table, family
Tier I words are basic, everyday words that are a part of most children’s vocabulary. These are words used
every day in conversation, and most of them are learned by hearing family, peers, and teachers use them
when speaking. These words are especially important for English language learners who may not be familiar
with them.
Tier 2: High-Frequency Words (aka Cross-Curricular Vocabulary)
Examples: justify, explain, expand, predict, summarize, maintain
Tier 2 words include frequently occurring words that appear in various contexts and topics and play an
important role in verbal functioning across a variety of content areas. These are general academic words and
have high utility across a wide range of topics and contexts.
Another way to think of Tier 2 vocabulary is as cross-curricular terms. For example, the term “justify” and
“predict” frequently appear in Science, Social Studies, and English texts.
Tier 3: Low-Frequency, Domain-Specific words
Examples: isotope, tectonic plates, carcinogens, mitosis, lithosphere
Tier 3 words are domain specific vocabulary. Words in this category are low frequency, specialized words
that appear in specific fields or content areas. We anticipate that students will be unfamiliar with Tier 3
words. Beck suggests teaching these words as the need arises for comprehension in specific content areas.
No Tears for Tiers: Common Core Tiered Vocabulary Made Simple May 26, 2013
143
ACKNOWLEDGEMENTS
CORE TEAM MEMBERS
Allison W. Still - Office of Multilingual Curriculum and Programs
Antoine O’Karma - Office of Curriculum, Instruction and Assessment
Belinda Miller - Office of Specialized Services
Carol Hirshfeld - Consultant
Cecelia Cannon - Expect Excellence, Consultant
Christopher Shaffer - Office of Curriculum, Instruction and Assessment
Danielle Wolfe - University of Pennsylvania Graduate School of Education
Deborah Wei - Office of Multilingual Curriculum and Programs
Diane Castelbuono - Office of Early Childhood Education
Donna Jacklin – Office of Curriculum, Instruction and Assessment
Donna Runner - Office of Curriculum, Instruction and Assessment
Doria N. Mitchell - Office of Early Childhood Education
Eve Carter - Office of Specialized Services
Fran Newburg - Office of Curriculum, Instruction and Assessment
Jennifer Dianna – Office of Curriculum, Instruction and Assessment
Joy Diljohn - Office of Early Childhood Education
Karen Kolsky – Office of Professional Development and Leadership
Karren Dunkley - Chief Academic Office
La Tanya Miller - Office of Curriculum, Instruction and Assessment
Megan Conley – Office of Office of Curriculum, Instruction and Assessment
Michelle Linder - Coates - Office of Early Childhood Education
Michael Lowe - Office of Curriculum, Instruction and Assessment
Nancy Bratton - Office of Curriculum, Instruction and Assessment
Paula Don - Office of Curriculum, Instruction and Assessment
Renay Boyce - Office of Specialized Services
Renee Queen Jackson - Office of Early Childhood Education
Robert Rivera - Amezola - Office of Multilingual Curriculum and Programs
Rodney Johnson - Office of Curriculum, Instruction and Assessment
Sara Schwartz Chrismer - Office of Education Technology Group
Sharai Cunningham - Office of Early Childhood Education
TEAM MEMBERS
Alison Walters - Clara Barton Elementary School, Teacher
Amber Yancy - Office of Early Childhood Education
144
TEAM MEMBERS continued…
Ami Patel - Office of Early Childhood Education
Askia Harris - Office of Curriculum, Instruction and Assessment
Brenda Fox - Children’s Literacy Initiative
Bridget Ruffin - Office of Curriculum, Instruction and Assessment
Brittany Tyler - Office of Early Childhood Education
Colleen Bowen - Clara Barton Elementary School, Principal
Denise Ellis - Office of Early Childhood Education
Donna Widmaier - Anna B. Day Elementary School, Teacher
Dorothy Strickland - Rutgers University Graduate School of Education
Elaine Pickens-Brown –Henry C. Lea, Parent
Janicka Newbill - Office of Curriculum, Instruction and Assessment
Jennifer Pakola - George Washington Elementary School, Teacher
Jill Valunas - Children’s Literacy Initiative
Joanne Beaver - Thomas K. Finletter, Principal
Joyce Dukes - Office of Specialized Services
Kara Adams - Office of Curriculum, Instruction and Assessment
Katherine Bradstreet - Office of Early Childhood Education
Loraine Hightower - University of Pennsylvania Graduate School of Education
Malika Savoy - Brooks - Rudolph Blankenberg Elementary School, Principal
Marla Spivey - Thurgood Marshall Elementary School, Teacher
Matthew Aigen - Office of Early Childhood Education
Michelle Gales - Office of Early Childhood Education
Nancy Blair - AIM Academy
Nancy Hennessy - Education Consultant
Novella Green – Office of Early Childhood Education
Patricia Roberts - AIM Academy
Rachel Lucks-Hecht - Office of Multilingual Curriculum and Programs
Rahshene Davis - Children’s Literacy Initiative
Rosemary Yudiskas-Leslie - George W. Childs Elementary School, Teacher
Sharon Marino - Jay Cooke Elementary School, Teacher
Tamika Williams - Office of Early Childhood Education
Viva Mackey - Francis D. Pastorius Elementary School, Parent
Vivian Gadsden - University of Pennsylvania Graduate School of Education
Special thanks to the University of Pennsylvania Graduate School of Education students: Christine Gottshall,
Christopher Rodgers, Katrina Jacobs, Kenloy Henry, Nora Peterman and Suzanne Van Fleet for their hard work, time and
professionalism in revising the Comprehensive Literacy Framework.
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