Standard(s):
[ELA2021] (1) -1 : R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (1) 30 : 30. Write legibly, using proper pencil grip.
a. Print upper and lowercase letters fluently, using proper approach strokes, letter formation, and line placement.
b. Print first and last names using proper letter formation, capitalization, and punctuation.
Examples: De'Andre McGill, Kim Mi-Sun, Juan de Jesus, Janie Parker
c. Use lower case letters in the majority of written work, using capitals only when appropriate.
d. Write letters of the English alphabet in alphabetical order from memory.
[ELA2021] (1) 32 : 32. Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
a. Identify the required features of a sentence, including capitalization of the first word and end punctuation.
b. Transcribe spoken words to demonstrate that print represents oral language.
c. Compose a simple sentence, including a subject and a predicate, that expresses a complete thought.
d. With prompting and support, identify the role or purpose of a noun, verb, and adjective within a sentence and describe the type of the information it conveys.
e. Write the correct number of words, with proper spacing, for a spoken phrase or sentence.
f. Begin each sentence with a capital letter.
g. Capitalize the pronoun I and names of individuals.
h. Use commas in dates and words in a series.
i. With prompting and support, recognize, name, and correctly use end punctuation, utilizing appropriate academic vocabulary.
Example: period for declarative sentences, question mark for interrogative sentences, exclamation mark for exclamatory sentences
[ELA2021] (1) 35 : 35. With prompting and support, write an informative or explanatory text about a topic, using facts from a source and providing a sense of closure.
[ELA2021] (2) 7 : 7. Demonstrate standard English usage when speaking.
a. Use collective nouns.
b. Form and use frequently-occurring irregular plural nouns.
c. Use reflexive pronouns.
d. Form and use past tense forms of frequently-occurring irregular verbs.
e. Use adjectives and adverbs.
f. Produce and expand complete simple and compound sentences when speaking.
[ELA2021] (2) 17 : 17. Analyze meaningful parts of words and phrases in discussions and/or text.
a. Identify possessives and plurals and use them as clues to the meaning of text.
Example: girl's dress; boys' game; cats, cat's, cats'; houses, house's shutters
b. Identify meaningful parts of words (morphemes) and use them as clues to the meaning of unknown words, including base words, compound words, and frequently occurring affixes and inflections.
Examples: -less, -ful, -est
Note: Adding suffix -est changes an adjective to a superlative adjective; adding suffix -ful changes the part of speech.
[ELA2021] (2) 38 : 38. Apply knowledge of grade-appropriate phoneme-grapheme correspondences, multisyllabic word construction, syllable division principles, and spelling rules (or generalizations) to encode words accurately.
a. Encode grade-appropriate multisyllabic words using knowledge of syllable types, including open, closed, vowel-consonant-e, vowel teams, vowel-r, and consonant-le.
b. Apply knowledge of multisyllabic word construction and syllable division principles to encode grade-appropriate words correctly.
Examples: VC/CV, V/CV, VC/V, CV/VC; rab-bit, o-pen, cab-in, di-et
c. Encode words with final /v/ and /j/ sounds using knowledge that no English word ends with a, v, or j.
Examples: have, give, save; cage, rage, budge, lodge
d. Encode one- and two-syllable words with long and short vowel patterns.
e. Encode words with two- and three-consonant blends, including those containing digraphs.
Examples: st, sm, sn, sl, cl, dr, br, bl, str, scr, thr, squ, spl, spr
f. Encode words with consonant digraphs, trigraphs, and combinations.
Examples: ph, gh, ch, sh, wh, th, ng, tch, dge, qu
g. Encode words with the common vowel teams, including diphthongs.
Examples: ai, ay, ea, ee, ei, igh, oa, ow, ou, ue, ew, eigh
h. Encode words with vowel-r combinations.
Examples: ar, or, ir, er, ur, air, ear, oar
i. Encode words that follow the -ild, -ost, -old, -olt, and -ind patterns.
Examples: wild, cold, most, colt, mind
j. Encode words with a after w read /ä/ and a before l read /â/.
Examples: wash, water, wasp; tall, all, talk, small, fall
k. Encode words with or after w read /er/.
Examples: world, word, worm, worst, work
l. Encode words with hard and soft c and g.
Examples: carry, cent; game, giraffe
m. Encode words with vowel y in the final position of one and two syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel y in medial position, producing the short /ĭ/ sound for these words.
Examples: fly, my; baby, happy; myth, gym
n. Encode words with prefixes and suffixes, including words with dropped e and y-to-i changes for suffix addition.
Examples: pro-, trans-, non-, mid-, -ful, -less, -ness, -ed, ing, -es, -er, -est, -en, -y, -ly
o. Encode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences, including those that contain only one irregularity.
Examples: decodable - number, way, my, than, word
decodable except for one irregularity - other (o is schwa); from- (o is schwa);
what- (a is schwa or short o depending on dialect)
p. Encode contractions with am, is, has, not, have, would, and will, using apostrophes appropriately.
Examples: I'm, he's, she's, isn't, don't, I've, he'd, they'll
q. Encode frequently confused homophones accurately, using knowledge of English orthography and meaning to facilitate learning.
Examples: their/they're/there; eight/ate; cent/scent/sent
[ELA2021] (2) 42 : 42. Write an opinion piece about a topic or text with details to support the opinion, using transitional words and providing a sense of closure.
