Standards - English Language Arts

ELA21.1.R3

Expand background knowledge and build vocabulary through discussion, reading, and writing.

Unpacked Content

Knowledge

Students know:
  • Relating experiences through discussions, writing, and reading will help build background knowledge and improve vocabulary.

Skills

Students are able to:
  • Connect new concepts to prior experiences to increase background knowledge through discussions, reading, and writing.
  • Construct the meaning of words through discussions, reading, and writing.

Understanding

Students understand that:
  • Background knowledge can increase by relating experiences to new ideas, topics, and words while participating in discussions, reading, and writing.
  • Vocabulary will increase by constructing the meaning of words while participating in discussions, reading, and writing.

Vocabulary

  • Background knowledge
  • Vocabulary
  • Discussion

ELA21.1.R4

Use digital and electronic tools appropriately, safely, and ethically for research and writing, both individually and collaboratively.

Unpacked Content

Knowledge

Students know:
  • Digital and electronic tools must be used appropriately, safely, and ethically.
  • Digital and electronic tools can be used for research or for writing tasks.
  • Digital and electronic tools can be independently or with others.

Skills

Students are able to:
  • Engage in safe and ethical behavior when using digital and electronic tools individually and collaboratively.

Understanding

Students understand that:
  • Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
  • Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.

Vocabulary

  • Digital tools
  • Electronic tools
  • Appropriately
  • Safely
  • Ethically
  • Research
  • Individually
  • Collaboratively

ELA21.1.R5

Utilize the writing process to plan, draft, revise, edit, and publish writings in various genres.

Unpacked Content

Knowledge

Students know:
  • The writing process steps are to plan, draft, revise, edit, and publish.
  • Various genres of writing.

Skills

Students are able to:
  • Plan writings in various genres.
  • Draft writings in various genres.
  • Revise writings in various genres.
  • Edit writings in various genres.
  • Publish writings in various genres.

Understanding

Students understand that:
  • The writing process is a set of steps that make writing easier.
  • There are different categories, or genres, of writing that can be used for different purposes.

Vocabulary

  • Writing process
  • Plan
  • Draft
  • Revise
  • Edit
  • Publish
  • Genres

ELA21.1.1

Engage in collaborative discussions about topics and texts with peers and adults in small and large groups, utilizing agreed-upon rules.

Unpacked Content

Knowledge

Students know:
  • The purpose of collaborative discussions about topics and texts.
  • Agreed-upon rules for discussions.

Skills

Students are able to:
  • Listen attentively to conversations about grade-appropriate topics and texts.
  • Add to conversations about grade-appropriate topics and texts.
  • Take turns speaking.
  • Respond to the comments of others.
  • Extend conversations.
  • Converse with peers and adults.
  • Converse in small and large groups.
  • Ask clarifying questions.

Understanding

Students understand that:
  • Collaborative discussions occur when participants actively listen, build on others' ideas, and ask clarifying questions.

Vocabulary

  • Engage
  • Collaborative discussions
  • Rules

ELA21.1.2

Actively participate in shared reading experiences and collaborative discussions to build background knowledge and learn how oral reading should sound.

COS Examples

Examples: read-alouds, oral dramatic activities

Unpacked Content

Knowledge

Students know:
  • The process of shared reading experiences and collaborative discussions.
  • Shared reading and collaborative discussions can increase their background knowledge.
  • How fluent oral reading sounds.

Skills

Students are able to:
  • Participate in shared reading and discussions to build background knowledge and learn new information.
  • Describe how oral reading should sound.

Understanding

Students understand that:
  • Actively participating in shared reading experiences and collaborative discussions can build their background knowledge.
  • Listening to others read aloud can help improve their oral reading skills.

Vocabulary

  • Participate
  • Shared reading
  • Background knowledge
  • Oral reading

ELA21.1.3

Ask and answer questions to seek help, get information, or clarify information to confirm understanding in response to information presented in audible, text, or digital format.

Unpacked Content

Knowledge

Students know:
  • Questions to seek help.
  • Questions to get information.
  • Questions to clarify information.

Skills

Students are able to:
  • Ask and answer questions to seek help, get information, or clarify information to confirm understanding in response to information presented in audible, text, or digital format.

Understanding

Students understand that:
  • They can get help, learn new information, or express information they know or have learned by asking and answering questions, depending on the task at hand.

Vocabulary

  • Information
  • Clarify
  • Audible
  • Digital format

ELA21.1.4

Present information orally using complete sentences and appropriate volume.

Unpacked Content

Knowledge

Students know:
  • How to orally present information using appropriate communication skills.

Skills

Students are able to:
  • Speak in complete sentences and use appropriate volume to present information orally.

Understanding

Students understand that:
  • To communicate clearly, a speaker should use complete sentences and a voice volume that can be heard by the audience.

Vocabulary

  • Present
  • Complete sentences
  • Appropriate volume

ELA21.1.4a

Orally describe people, places, things, and events, expressing ideas with relevant details.

Unpacked Content

Knowledge

  • How to orally present relevant details to express descriptions of people, places, things, or events.

Skills

  • Clearly describe people, places, things, and events.
  • Use relevant details in descriptions.
  • Express ideas clearly.

Understanding

  • Relevant details and clearly expressed ideas enhances oral descriptions of people, places, things, and events.

Vocabulary

  • Describe
  • Express ideas
  • Relevant details

ELA21.1.5

Locate a book’s title, table of contents, glossary, and the names of author(s) and illustrator(s).

Unpacked Content

Knowledge

Students know:
  • Text features, such as title, table of contents, glossary, and the names of author(s) and Illustrator(s).

Skills

Students are able to:
  • Locate a book's title, table of contents, glossary, and the names of author(s) and illustrator(s).

Understanding

Students understand that:
  • Text has predictable features that help readers locate information.

Vocabulary

  • Title
  • Table of contents
  • Glossary
  • Author
  • Illustrator

ELA21.1.5a

Explain the roles of author(s) and illustrator(s).

Unpacked Content

Knowledge

  • The role of the author of a text.
  • The role of the illustrator of a text.

Skills

  • Explain the role of an author.
  • Explain the role of an illustrator.

Understanding

  • The words of a text communicate an author's intended message.
  • The illustrations in a text communicate the illustrator's intended message.

Vocabulary

  • Roles of author
  • Roles of illustrator

ELA21.1.6

Demonstrate basic to advanced phonological and phonemic awareness skills in spoken words.

Unpacked Content

Knowledge

Students know:
  • Basic to advanced phonological and phonemic awareness skills.

Skills

Students are able to:
  • Demonstrate basic to advanced phonological and phonemic awareness skills in spoken words.

Understanding

Students understand that:
  • Being able to identify and manipulate the sounds in spoken words will help improve their reading, spelling, and writing abilities.

Vocabulary

  • Demonstrate
  • Phonological awareness skills
  • Phonemic awareness skills
  • Spoken words

ELA21.1.6a

Count, blend, segment, and delete syllables in spoken words, including polysyllabic words.

COS Examples

Examples: par-ti-cu-lar, cer-ti-fi-cate

Unpacked Content

Knowledge

  • Syllables in spoken words.
  • Polysyllabic words.

Skills

  • Count syllables in spoken words, including polysyllabic words.
  • Blend syllables in spoken words, including polysyllabic words.
  • Segment syllables in spoken words, including polysyllabic words.
  • Delete syllables in spoken words, including polysyllabic words.

Understanding

  • Being able to to identify and manipulate syllables in spoken words will help improve their reading, spelling, and writing abilities.

Vocabulary

  • Count
  • Blend
  • Segment
  • Delete
  • Syllables
  • Spoken words
  • Polysyllabic words

ELA21.1.6b

Recognize and produce groups of rhyming words and distinguish them from non-rhyming groups of spoken words.

Unpacked Content

Knowledge

  • The features of rhyming words.
  • The features of non-rhyming words.

Skills

  • Recognize groups of rhyming words.
  • Produce groups of rhyming words.
  • Distinguish groups of non-rhyming words from groups of rhyming words.

Understanding

  • Words that rhyme have the same vowel and ending sound.

Vocabulary

  • Recognize
  • Produce
  • Rhyming words
  • Distinguish
  • Non-rhyming

ELA21.1.6d

Blend and segment phonemes in single-syllable spoken words made up of three to five phonemes, including words with consonant blends.

Unpacked Content

Knowledge

  • Phonemes in single-syllable spoken words.
  • Consonant blends.

Skills

  • Blend phonemes in single-syllable spoken words made up of three to five phonemes, including words with consonant blends.
  • Segment phonemes in single-syllable spoken words made up of three to five phonemes, including words with consonant blends.

Understanding

  • Blending is the ability to hear the individual sounds in a spoken word, join the sounds together, and produce the word.
  • Segmenting is the ability to break words down into their individual sounds.

Vocabulary

  • Blend
  • Segment
  • Phonemes
  • Single-syllable spoken words
  • Consonant blends

ELA21.1.6e

Add, delete, and substitute phonemes at the beginning or end of spoken words made up of three to five phonemes, and produce the resulting word.

COS Examples

Examples: pan to pant; flight to light; cat to cap

Unpacked Content

Knowledge

  • Phonemes in single-syllable spoken words.
  • Phonemes in spoken words can be manipulated.

Skills

Using spoken words made up of three to five phonemes,
  • Add phonemes at the beginning or end of a word and produce the resulting word, such as changing pan to pant.
  • Delete phonemes at the beginning or end of a word to produce the resulting word, such as changing flight to light.
  • Substitute phonemes at the beginning or end to produce the resulting word, such as changing cat to cap.

Understanding

  • Adding, deleting, and substituting phonemes at the beginning or end of spoken words changes the resulting word.

Vocabulary

  • Add
  • Delete
  • Substitute
  • Phonemes

ELA21.1.6f

Distinguish long from short vowel sounds in spoken, single-syllable words.

Unpacked Content

Knowledge

  • Long vowel sounds.
  • Short vowel sounds.

Skills

  • Identify long vowel sounds.
  • Identify short vowel sounds.
  • Distinguish between long and short vowel sounds in spoken words.

Understanding

  • One letter can make different sounds depending on its context.
  • When a letter makes the sound of its letter name, it is considered a long vowel.
  • When a letter makes a sound other than its name, it is considered a short vowel.

Vocabulary

  • Vowel
  • Long Vowel Sound
  • Short Vowel Sound
  • Single-syllable spoken words

ELA21.1.6g

Distinguish between commonly-confused vowel sounds and commonly-confused cognate consonant sounds, using knowledge of mouth position, voiced and unvoiced sounds, and manner of articulation.

COS Examples

Examples: /f/ and /v/, /p/ and /b/, /t/ and /d/, /k/ and /g/, /m/ and /n/, /ng/ and /n/, /s/ and /z/, unvoiced /th/ and voiced /th/, /ch/ and /sh/, /ĕ/ and /ā/, /ĕ/ and /ă/

Note: This is extremely important as a foundational phonemic awareness skill for all learners.

Unpacked Content

Knowledge

  • Vowel sounds.
  • Cognate consonant sounds.
  • The mouth position, voicing, and manner of articulation of speech sounds.

Skills

  • Using knowledge of mouth position, voiced and unvoiced sounds, and manner of articulation, distinguish between commonly-confused vowel sounds and cognate consonant sounds.

Understanding

  • The knowledge of mouth position, voiced and unvoiced sounds, and manner of articulation is required for the proper pronunciation of words.
  • The ability to distinguish commonly-confused sounds will help them become better readers, spellers, and writers.

Vocabulary

  • Distinguish
  • Vowel sounds
  • Cognate consonant sounds
  • Mouth position
  • Voiced sounds
  • Unvoiced sounds
  • Articulation

ELA21.1.6h

Identify the sound substitution in words with five to six phonemes.

COS Examples

Example: strips/straps, square/squire

Unpacked Content

Knowledge

  • Sound substitution.

Skills

  • In words with five to six phonemes, identify sound substitutions, such as identifying the vowel sound changed in the word pair strips/straps.

Understanding

  • A word's meaning and pronunciation will be altered if one sound is changed.

Vocabulary

  • Substitution
  • Phonemes

ELA21.1.7

Apply knowledge of phoneme-grapheme correspondences and word analysis skills to decode and encode words accurately both in isolation and within decodable, grade-appropriate texts.

Unpacked Content

Knowledge

Students know:
  • Phoneme-grapheme correspondences.
  • Word-analysis skills.

Skills

Students are able to:
In isolation and within decodable, grade-appropriate texts,
  • Decode and encode words by applying phoneme-grapheme correspondences.
  • Decode and encode words using word-analysis skills.

Understanding

Students understand that:
  • Graphemes (letter symbols) represent specific phonemes (sounds) they can use to decode (read) words.
  • Phonemes (speech sounds) can be represented by graphemes (letter symbols) to encode (spell) words.
  • Word-analysis skills are used to determine how to decode or encode based on position, adjacent letters, etc.

Vocabulary

  • Phoneme-grapheme correspondences
  • Word-analysis skills
  • Decode
  • Encode
  • Isolation
  • Decodable, grade-appropriate texts

ELA21.1.7a

Produce the most frequent sound(s) for each letter of the alphabet, including x, q, and the long and short sounds of the vowels.

COS Examples

Examples: x= /ks/; q=/kw/; a=/ă/ and /ā/, s= /s/ and /z/

Unpacked Content

Knowledge

  • Letter sounds.
  • Long and short vowel sounds.

Skills

  • Produce the most frequent sounds for each letter of the alphabet, including x and q.
  • Produce long and short vowel sounds.

Understanding

  • Each letter of the alphabet makes at least one speech sound.
  • x and q make two speech sounds (x=/ks/ and q=/kw/).
  • Vowels can make a long or short speech sounds.

Vocabulary

  • Frequent sounds
  • Long vowel sounds
  • Short vowel sounds

ELA21.1.7b

Decode and encode regularly-spelled, one-syllable words with closed syllables, open syllables, and vowel-consonant-e syllables, including words with blends in initial and final position.

COS Examples

Note: Consonant blends should include st-, sm-, sn-, -st, -ft, -lp, sl, cr, cl, tr, dr, nt, nd, mp, and nk, at a minimum.

Unpacked Content

Knowledge

  • Regularly-spelled, one-syllable words.
  • Letter patterns for closed syllables, open syllables, and vowel-consonant-e syllables.
  • Words with blends in the initial and/or final position.

Skills

Using regularly-spelled, one-syllable words,
  • Decode and encode closed syllable words.
  • Decode and encode open syllable words.
  • Decode and encode vowel-consonant-e syllable words.
  • Decode and encode words with blends in the initial and/or final position.

Understanding

  • Knowing letter patterns within each syllable type will help them decode and encode words quickly and accurately.

Vocabulary

  • Decode
  • Encode
  • Regularly-spelled
  • One-syllable words
  • Closed syllables
  • Open syllables
  • Vowel-consonant-e syllables
  • Blends
  • Initial position
  • Final position

ELA21.1.7c

Decode words with digraphs, trigraphs, and combinations, including digraphs ck, sh, th, ch, wh, ph, ng, trigraphs tch and dge, and combination qu.

COS Examples

Note: Some programs/experts call wh a combination, others call it a digraph. Use common language across the school/district.

Unpacked Content

Knowledge

  • Digraphs, including ck, sh, th, ch, wh, ph, and ng.
  • Trigraphs, including tch and dge.
  • Combination qu.

Skills

  • Decode words with digraphs.
  • Decode words with trigraphs.
  • Decode words with combination qu.

Understanding

  • A digraph is a two-letter combination that represents a single phoneme in which neither letter makes its usual sound.
  • A trigraph is a three-letter combination that represents one phoneme.
  • In English words, q and u always occur together, and combination qu represents two sounds /k/ and /w/.

Vocabulary

  • Decode
  • Digraphs
  • Trigraphs
  • Combinations

ELA21.1.7d

Decode words with a after w read /ä/ and a before l read /â/.

COS Examples

Examples: wash, water, wasp; tall, all, talk, small, fall

Unpacked Content

Knowledge

  • The sound a makes when it occurs after w.
  • The sound a makes when it occurs before l.

Skills

  • Decode words with a after w, such as wash, water, wasp.
  • Decode words with a before l, such as tall, all, talk, small, fall.

Understanding

  • Adjacent letters and letter position within a word can change the sound a letter produces.

Vocabulary

  • Decode

ELA21.1.7e

With prompting and support, decode words with the hard and soft sounds of c and g, in context and in isolation.

COS Examples

Examples: c=/k/ before a, o, u, or any consonant and c= /s/ before i, e, or y; g=/g/before a, o, u, or any consonant and g=/j/ before i, e, or y

Unpacked Content

Knowledge

  • The hard sound of c is /k/.
  • The soft sound of c is /s/.
  • The hard sound of g is /g/.
  • The soft sound of g is /j/.

Skills

With prompting and support,
  • Decode (read) words with the hard and soft sounds of c and g, in context and in isolation.

Understanding

  • The letter that follows a c or g determines the sound that c or g will make in a word.
  • C makes a hard sound when it comes before a, o, u, or any consonant, and it makes a soft sound when it comes before i, e, or y.
  • G makes a hard sound when it comes before a, o, u, or any consonant, and it makes a soft sound when it comes before i, e, or y.

Vocabulary

  • Decode
  • Hard sounds
  • Soft sounds
  • Prompting
  • Support

ELA21.1.7f

Decode words with vowel y in the final position of one and two syllable words, distinguishing the difference between the long /Ä«/ sound in one-syllable words and the long /Ä“/ sound in two-syllable words, and words with vowel y in medial position, producing the short /Ä­/ sound for these words.

COS Examples

Examples: fly, my; baby, happy; myth, gym

Unpacked Content

Knowledge

  • The letter y can make three vowel sounds depending on the number of syllables in the words and its position in a word.

Skills

  • Decode (read) words with vowel y in the final position of one and two syllable words.
  • Distinguish the difference between the long /ī/ sound in one-syllable words (like fly and my) and the long /ē/ sound in two-syllable words (like baby and happy).
  • Decode (read) words with vowel y in medial position, such as myth and gym.

Understanding

  • Y can make three vowel sounds: long /ī/, long /ē/, and short /ĭ/.
  • The position of the vowel y in the word determines how the y is pronounced.

Vocabulary

  • Decode
  • Vowel y
  • Medial position
  • Final position
  • One-syllable words
  • Two-syllable words
  • Long /ī/ sound
  • Long /ē/ sound
  • Short /ĭ/ sound

ELA21.1.7g

Decode regularly spelled one-syllable words with vowel-r syllables, including ar, er, ir, or, and ur.

Unpacked Content

Knowledge

  • Regularly spelled one-syllable words with vowel-r syllables.

Skills

  • Decode (read) regularly spelled one-syllable words with vowel-r syllables.

Understanding

  • In words that contain the vowel-r syllable type, the sound of the vowel usually changes.

Vocabulary

  • Decode
  • One-syllable words
  • vowel-r syllables

ELA21.1.7h

With prompting and support, decode words with common vowel team syllables, including ai, ay, ee, ea, igh, ie, oa, ou, ow, au, aw, oe, oo, ew, oi, oy, and ue.

Unpacked Content

Knowledge

  • Common vowel team syllables.

Skills

  • With prompting and support, decode (read) words with common vowel team syllables, including ai, ay, ee, ea, igh, ie, oa, ou, ow, au, aw, oe, oo, ew, oi, oy, and ue.

Understanding

  • A vowel team is a combination of two, three, or four letters that make a vowel sound.
  • A vowel team syllable always begins with a vowel, and it could be followed by another vowel(s) or consonant(s).

Vocabulary

  • Decode
  • Common vowel team syllables
  • Prompting
  • Support

ELA21.1.7i

With prompting and support, decode words that follow the -ild, -ost, -old, -olt, and -ind patterns.

COS Examples

Examples: mild, host, fold, jolt, kind

Unpacked Content

Knowledge

  • Words that follow the -ild, -ost, -old, -olt, and -ind patterns.

Skills

  • With prompting and support, decode (read) words that follow the -ild, -ost, -old, -olt, and -ind patterns, such as mild, host, fold, jolt, kind.

Understanding

  • Long-vowel sounds will be produced in words that have the patterns of -ild, -ost, -old, -olt, and -ind.

Vocabulary

  • Decode
  • Patterns
  • Prompting
  • Support

ELA21.1.7j

With prompting and support, decode two-syllable words using knowledge of closed syllables, open syllables, vowel-consonant-e syllables, vowel-r syllables, common vowel team syllables, and consonant-le syllables, including compound words that fit multiple syllable types.

Unpacked Content

Knowledge

  • Two-syllable words, including compound words.
  • The features of a closed syllable.
  • The features of an open syllable.
  • The features of a vowel-consonant-e syllable.
  • The features of a vowel-r syllable.
  • The features of common vowel team syllables.
  • The features of a consonant-le syllable.

Skills

With prompting and support,
  • Decode (read) two-syllable words by breaking the words into syllables and using their knowledge of syllable types.
  • Decode compound words that fit multiple syllable types by breaking the word into syllables and using their knowledge of syllable types.

Understanding

  • They can decode two-syllable words, including compound words, by dividing a word into syllables and using their knowledge of the syllable types.

Vocabulary

  • Two-syllable words
  • Closed syllable
  • Open syllables
  • Vowel-consonant-e syllables
  • vowel-r syllables
  • Common vowel team syllables
  • Consonant-le syllables
  • Compound words
  • Prompting
  • Support

ELA21.1.7k

With prompting and support, decode words with silent letter combinations.

COS Examples

Examples: kn, wr, mb, gh, gn

Unpacked Content

Knowledge

  • Silent letter combinations, such as kn, wr, mb, gh, gn.

Skills

  • With prompting and support, decode (read) words with silent letter combinations.

Understanding

  • Some words they read will have silent letter combinations in which one or more letters are silent (doesn't represent a phoneme) but another letter in the combination does represent the phoneme.

Vocabulary

  • Decode
  • Silent letter combinations
  • Prompting
  • Support

ELA21.1.7l

With prompting and support, decode words with common prefixes including un-, dis-, in-, re-, pre-, mis-, non-, and ex-.

Unpacked Content

Knowledge

  • Common prefixes.

Skills

  • With prompting and support, decode (read) words with common prefixes including un-, dis-, in-, re-, pre-, mis-, non-, and ex-.

Understanding

  • Identifying common prefixes in words can help them read polysyllabic words quickly and accurately.

Vocabulary

  • Decode
  • Common prefixes
  • Prompting
  • Support

ELA21.1.7m

With prompting and support, decode words with common suffixes, including words with dropped e and y-to-i changes for suffix addition.

COS Examples

Examples: -s, -ed, -ing, -es, -er, -est, -en, -y, -ly

Unpacked Content

Knowledge

  • Common suffixes, such as -s, -ed, -ing, -es, -er, -est, -en, -y, -ly.
  • Suffix addition patterns.
  • Skills

    • With prompting and support, decode (read) words with common suffixes, including words with dropped e and y-to-i changes for suffix addition.

    Understanding

    • They can read words with common suffixes, including words with suffixes that are spelled by dropping the e and changing the y-to-i for suffix addition, by recognizing common letter patterns.

    Vocabulary

    • Decode
    • Common suffixes
    • Suffix addition
    • Prompting
    • Support

    ELA21.1.7n

    Decode contractions with am, is, has, and not.

    COS Examples

    Examples: I’m, he’s, she’s, isn’t, don’t

    Unpacked Content

    Knowledge

    • Contractions with am, is, has, and not, such as I'm, he's, she's, isn't, don't.

    Skills

    • Decode (read) contractions with am, is, has, and not.

    Understanding

    • Contractions are made up of two words that are shortened by combining the two words and replacing the omitted letters with an apostrophe.

    Vocabulary

    • Decode
    • Contractions

    ELA21.1.7o

    Decode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences.

    COS Examples

    Examples: saw, all, made, can, his, walk, let, open, time

    Unpacked Content

    Knowledge

    • Grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences, such as saw, all, made, can, his, walk, let, open, time.

    Skills

    • Decode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences.

    Understanding

    • High frequency words are words that appear in text often, so it is important to be able to read them accurately and automatically.
    • Words can be decoded using their knowledge of letter-sound relationships.

    Vocabulary

    • Decode
    • Grade-appropriate high frequency words
    • Predictable
    • Decodable
    • Phoneme-grapheme correspondences

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