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Vertical Alignment DocumentEnglish Language Arts and ReadingGrade 3 – Grade 5Oral and Written Conventions2012-2013

ELAR VERTICAL ALIGNMENT DOCUMENTORAL AND WRITTEN CONVENTIONS

Bolded black text in italics: Knowledge and Skills Statement (TEKS) and College and Career Readiness Standard (CCRS); Bolded black text: Student Expectation (TEKS)Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.

Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR. Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

Bolded blue text: Standards for Ensuring Success From Kindergarten to College and Career, 2009 University of Texas System/Texas Education Agency

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GRADE 3 GRADE 4 GRADE 5Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to:

CCRS E/LAS: Writing: A.5. Edit writing for proper voice, tense, and syntax, assuring that it conforms to standard English, when appropriate. (Grades 3,4, 5)CDS: II. Foundational Skills. B. Writing across the curriculum. 1. Write clearly and coherently using standard writing conventions. (Grades 3, 4,5)

3.22A Use and understand the function of the following parts of speech in the contextof reading, writing, and speaking.

Use, Understand

THE FUNCTION OF THE FOLLOWING PARTS OF SPEECH IN THE CONTEXT OF READING, WRITING, AND SPEAKING

(i) verbs (past, present, and future)

Including, but not limited to: Helping/Auxiliary verbs: verbs that

come before the main verb; they help state an action or show time (e.g., am, do, have, etc.)

Linking verbs: verbs that link the subject to the noun or adjective in the predicate of the sentence; a linking verb says that something is, was, or will be and does not show action (e.g., She is the mayor of our town.)

Verb - a word that describes action or state


Readiness Standard

Use, Understand


(i) verbs (irregular verbs)

Supporting Standard

Irregular verbs - do not end in -ed when stating a past action or when using ahelping verb (e.g., I write. I wrote yesterday. I have written.)


Use, Understand


(i) verbs (irregular verbs and active voice)

Irregular verbs - do not end in -ed when stating a past action or when using ahelping verb (e.g., I write. I wrote yesterday. I have written.)

Active voice - voice in which the subject performs the action of the verb (e.g., The dog bit the boy), rather than being acted upon (e.g., The boy was bitten by the dog)





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GRADE 3 GRADE 4 GRADE 5of being

Past tense verb - states an action that already happened

Future tense verb - states an action that will happen

Present tense verb - states an action that is happening now

(ii) nouns (singular/plural, common/proper)

Including, but not limited to: Concrete noun - names something you

can see, touch, taste, hear, or smell (e.g., dog, table, book)

Abstract noun - names an idea, a feeling, emotion, or quality (e.g., happiness, freedom, etc.)

Noun - names a person, place, thing or idea

Singular noun - names aSingle (one) person, place, or thing (e.g., boy, house, cat)

Plural noun - names more than one person, place, or thing (e.g., add -s or-es)

Common noun - a general name of a

(ii) nouns (singular/plural, common/proper)

Supporting Standard

Including, but not limited to:

Concrete noun - names something you can see, touch, taste, hear, or smell (e.g., dog, table, book)

Abstract noun - names an idea, a feeling, emotion, or quality (e.g., happiness, freedom, etc.)

Noun - names a person, place, thing, or idea

Singular noun - names a single (one) person, place, or thing (e.g., boy, house, cat)

Plural noun - names more than one person, place, or thing (e.g., add –s or-es)

(ii) collective nouns (e.g., class, public)


Use appropriate subject-verb agreement in sentences

Collective noun - a noun that is singular in form but names a group of people, animals, or things (e.g., crew, herd, bundle)





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GRADE 3 GRADE 4 GRADE 5person, place, thing, or an idea (e.g., boy, city)

Proper noun - names a specific person, place, thing, or idea; is always capitalized (e.g., John, Chicago)

Common noun - a general name of a person, place, thing, or an idea (e.g., boy, city)

Proper noun - names a specific person, place, thing, or idea; is always capitalized (e.g., John, Chicago)

(iii) adjectives (e.g., descriptive: wooden, rectangular; limiting: this, that; articles: a, an the)

Adjective - a word that describes a noun or a pronoun

Descriptive adjective - tells what kind, which one, or how many

Limiting adjective - tells- How many? (e.g., I have six apples.); Which one? (e.g., I want that apple.); Whose? (e.g., Hisapple was stolen.)

Article - identifies the noun rather than describing it (e.g., a, an, the)

(iii) adjectives (e.g., descriptive, including purpose: sleeping bag, frying pan) and their comparative and superlative forms (e.g., fast, faster, fastest)

Supporting Standard

Including but not limited to:

Comparative adjectives using –er and–ier

Superlative adjectives using –est


Purpose adjective - tell purpose (e.g., sleeping bag, frying pan)

Comparative adjective - an adjective used to compare two or more things. Comparatives are formed using –er (e.g., taller), -ier (happier)Superlative adjective - an adjective indicating the greatest degree of

(iii) adjectives (e.g., descriptive, including origins: French windows, American cars) and their comparative and superlative forms (e.g., good, better, best)

Including but not limited to:

Comparative adjectives using –er and–ier

Superlative adjectives using –est


Purpose adjective - tell purpose (e.g., sleeping bag, frying pan)

Comparative adjective - an adjective used to compare two or more things. Comparatives are formed using –er (e.g., taller), -ier (happier)

Superlative adjective - an adjective indicating the greatest degree of something; a superlative is usually





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GRADE 3 GRADE 4 GRADE 5something; a superlative is usually formed using –est (e.g., the best and thebrightest)

formed using –est (e.g., the best and thebrightest)

Origin adjective - describes where something came from (e.g., I have a Washington apple.)

(iv) adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot)

Adverb - a word that describes a verb, an adjective, or another adverb

Adverbs of frequency - tell how often an action takes place (e.g., The teacher usually gives us free time.)

Adverbs of intensity/degree - tell how strong the action is (e.g., She was very tired.)

(iv) adverbs (e.g., time: before, next;manner: carefully, beautifully)


Adverbs of time - show when an action is done, the duration, or the frequency (e.g., when: He did it yesterday; duration: They are always busy; frequency: She usually does it.)

Adverbs of manner - describe how the action is done (e.g., She did the work carefully.)

(iv) adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot)

Supporting Standard


Adverbs of frequency - tell how often an action takes place (e.g., The teacher usually gives us free time.)

Adverbs of intensity/degree - tell how strong the action is (e.g., She was very tired.)

(v) prepositions and prepositional phrases

Including, but not limited to: Time prepositions Location prepositions Direction prepositions Position prepositions

(v) prepositions and prepositional phrases to convey location, time, direction, or to provide details

Supporting Standard


Relationship between a noun or pronoun and another word (e.g., Jack

(v) prepositions and prepositional phrases to convey location, time, direction, or to provide details


Relationship between a noun or pronoun and another word (e.g., Jack works with me.)





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GRADE 3 GRADE 4 GRADE 5

Preposition - a word that relates its object to another word in the sentence (e.g., at in at school or of in of your writing)

Prepositional phrase - a phrase that begins with a preposition and is followed by an object (e.g., on the road and by now)

(vi) possessive pronouns (e.g., his, hers, theirs)

Possessive pronoun - takes the place of a possessive noun (e.g., my, mine, your, yours, his, her, hers, its, our, ours, their, theirs)

(vii) coordinating conjunctions (e.g., and, or, but)

Coordinating conjunction - connects words, phrases, and two independent clauses (e.g., and, nor, but, for, yet, so, or)

works with me.)





(vi) reflexive pronouns (e.g., myself, ourselves)

Supporting Standard

Reflexive pronoun - refers back to the subject of the sentence (e.g., myself, himself, herself, yourself, itself, themselves, yourselves, ourselves)

(vi) indefinite pronouns (e.g., all, both, nothing, anything)

Indefinite pronoun - a pronoun that does not refer to a specific person or thing (e.g., all, another, any, anybody, anyone, anything, both, each, either, everybody, everyone, everything, few, many, most, much, neither, nobody, none, no one, nothing, one, other, others, several, some, somebody, someone, something)

(vii) correlative conjunctions (e.g., either/or, neither/nor)

Supporting Standard

Correlative conjunction - pairs that are split up by other words (e.g., both/and, neither/nor, not only/but also, just as/so, whether/or, etc.; Both students and teachers were at the assembly.)

(vii) subordinating conjunctions (e.g., while, because, although, if)

Subordinating conjunction - connects dependent clauses to independent clauses (e.g., after, before, so, until, where, although, for, so that, unless, whereas, as, if, than, until, wherever, as if, once, that, when, whether, because, since, though, whenever, while, etc.; Both students and teachers were at the assembly bec a use





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GRADE 3 GRADE 4 GRADE 5there was a special guest.)

(viii) time-order transition words and transitions that indicate a conclusion

Time-order transition words - words or phrases that help the reader or writer to make the step from one sentence to the next (e.g., first, soon, immediately, while, during, occasionally, second, then, at that time, meanwhile, when,frequently, last, now, until, already, after, in the meantime, next)

Conclusion transition words - words or phrases that help the reader or writer conclude thoughts or ideas (e.g., in other words, to sum up, finally, in summary, in conclusion, on the whole)

(viii) use time-order transition words and transitions that indicate a conclusion

Supporting Standard

Time-order transition words - words or phrases that help the reader or writer to make the step from one sentence to the next (e.g., first, soon, immediately, while, during, occasionally, second, then, at that time, meanwhile, when,frequently, last, now, until, already, after, in the meantime, next)

Conclusion transition words - words or phrases that help the reader or writer conclude thoughts or ideas (e.g., in other words, to sum up, finally, in summary, in conclusion, on the whole)

(viii) transitional words (e.g., also, therefore)

Transitional word/phrases - words or phrases that help to sustain a thought or idea through the writing. They link sentences and paragraphs together smoothly so that there are no abrupt jumps or breaks between ideas.

3.22B Use the complete subject and the complete predicate in a sentence.

Use

THE COMPLETE SUBJECT AND THE COMPLETE PREDICATE IN A SENTENCE



Readiness Standard

Use



Use







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GRADE 3 GRADE 4 GRADE 5 Imperative sentence - a sentence that

gives a command and may end in aperiod or exclamation mark

Declarative sentence - a sentence that tells a complete thought and ends in a period (.)

Exclamatory sentence - a sentence that expresses strong emotions or feeling and ends with an exclamation point (!)

Interrogative sentence - a sentence that asks a question and ends in a question mark (?)

Complete subject - all the words that tell what the sentence is about (e.g., The furry dog barks at night.)

Complete predicate - all the words that tell what the subject does, did, is, or was (e.g., The furry dog barks at nig h t.)


Compound subject - made up of two or more simple subjects sharing thesame verb and joined by a conjunction(e.g., The d o g and cat chased the birds.)


Complete predicate - all the words that tell what the subject does, did, is, or was. (e.g., The furry dog barks at nig h t.)

Compound subject - made up of two or more simple subjects sharing thesame verb and joined by a conjunction(e.g., The d o g and cat chased the birds.)


Complete predicate - all the words that tell what the subject does, did, is, or was. (e.g., The furry dog barks at nig h t.)

3.22C Use complete simple and compound sentences with correct subject-verbagreement.

Use

COMPLETE SIMPLE AND COMPOUND SENTENCES WITH CORRECT SUBJECT- VERB AGREEMENT

Including, but not limited to recognize:

Run-on sentence - consists of two or more simple sentences missing either


Supporting Standard

Use

COMPLETE SIMPLE AND COMPOUND SENTENCES WITH CORRECT SUBJECT- VERB AGREEMENTIncluding, but not limited to:

Singular subjects


Use

COMPLETE SIMPLE AND COMPOUND SENTENCES WITH CORRECT SUBJECT- VERB AGREEMENT

Including, but not limited: Subjects differing in number





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GRADE 3 GRADE 4 GRADE 5proper punctuation or coordinating conjunction (e.g., Charlotte built herweb others came to see it.)

Fragment - part of a sentence (an incomplete thought) that is missing a subject or predicate (e.g., Built a web. The busy spider.)

Simple sentence - contains only one independent clause, a complete thought that can stand alone as a sentence (e.g., Charlotte built a web in the corner of the barn.)

Compound sentence - consists of two or more simple sentences joined by a coordinating conjunction and a comma. (e.g., Charlotte built her web, and the other animals came to see it.)

Plural subjects

Including, but not limited to recognize: Run-on sentence - consists of two or

more simple sentences missing either proper punctuation or coordinating conjunction (e.g., Charlotte built her web others came to see it.)



Compound sentence: consists of two or more simple sentences joined by a coordinating conjunction and a comma. (e.g., Charlotte built her web, and the other animals came to see it.)

Including, but not limited to recognize: Run-on sentence - consists of two or

more simple sentences missing either proper punctuation or coordinating conjunction (e.g., Charlotte built her web others came to see it.)



Compound sentence - consists of two or more simple sentences joined by a coordinating conjunction and a comma. (e.g., Charlotte built her web, and the other animals came to see it.)

Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:

3.23A Write legibly in cursive script with spacing between words in a sentence.

Write

LEGIBLY IN CURSIVE SCRIPT WITH SPACING BETWEEN WORDS IN A SENTENCE

4.21A Write legibly by selecting cursive script or manuscript printing as appropriate.

Write

LEGIBLY BY SELECTING CURSIVE SCRIPT OR MANUSCRIPT PRINTING AS APPROPRIATE





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Gain proficient control of pencil grip, paper position, stroke, and posture.

Use appropriate letter formation, size, and spacing

Maintain a consistent and appropriate slant

Write two or more pages by the end of the year, using legible and neatcursive writing with appropriate spacing between words


Gain proficient control of pencil grip, paper position, stroke, and posture

Use appropriate letter formation, size, and spacing

Maintain a consistent and appropriate slant in cursive script

3.23B Use capitalization for:

Use

CAPITALIZATION FOR


(iii) official titles of people


4.21B Use capitalization for:

Readiness Standard

Use

CAPITALIZATION FOR


Capitalize first word in a direct quotation that is a complete sentence

Do not capitalize the first word in an indirect quotation

Do not capitalize the first word in a resumed quotation in the same sentence

5.21A Use capitalization for:

Use

CAPITALIZATION FOR





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GRADE 3 GRADE 4 GRADE 5 Titles used before names of people

(e.g., President, General)

Academic and religious titles when preceding a name

Rank, honor, or respect Titles in place of a name

Family members when used as a name (e.g., I will ask Mother.)

(i) geographical names and places

Including, but not limited to: Continents Countries States Cities Landforms Public areas “The” with a geographical location

(e.g., The Netherlands, the Midwest); know correct use

(ii) historical periods

Including, but not limited to: Historical periods/eras (e.g., Westward

Expansion, Great Depression, etc.)

(i) historical events and documents

Supporting Standard

Including, but not limited to: Historical events (e.g., Battle of the

Alamo, Battle of San Jacinto, Texas





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GRADE 3 GRADE 4 GRADE 5Revolution, etc.)

Historical documents (e.g., Texas Declaration of Independence, Treaty of Velasco)

(ii) titles of books, stories, and essays

Supporting Standard

Including, but not limited to: Capitalize the first, last and all the

main words in the titles of magazines, newspapers, songs, CDs and TV shows

(iii) languages, races, and nationalities

Supporting Standard

Including, but not limited to: Capitalize the first letter of languages

(e.g., English, Spanish, etc.)

Capitalize proper adjectives (e.g., American industry, Panama hat)

Race - a group of persons of common descent or heredity (e.g., Caucasian, Asian, Hispanic, etc.)

Nationality - the status of belonging to a particular nation whether by birth or nationalization (e.g., American, Mexican,





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GRADE 3 GRADE 4 GRADE 5Vietnamese, etc.)

(i) abbreviations

Abbreviation - a shortened or contracted form of a word or phrase (e.g., Mr., Mrs., St., Blvd., Ave., Gen., Col., Lt., Dr.)

(ii) initials and acronyms

Example: C.S. Lewis, RSVP, etc.

(iii) organizations

Example: National Aeronautics and Space Administration; Federal Bureau of Investigation

3.23C Recognize and use punctuation marks including:

Recognize, Use

PUNCTUATION MARKS INCLUDING

4.21C Recognize and use punctuation marks including:

Readiness Standard

Recognize, Use


5.21B Recognize and use punctuation marks including:

Recognize, Use


Including, but not limited to: Period after an abbreviation and initial Colon in time

Hyphen in two-part numbers (e.g., twenty-six)





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(i) apostrophes in contractions and possessives

Including, but not limited to: Plural possessives Nouns ending in -s

Apostrophe in contraction - used to take the place of missing letters in a contraction (e.g., didn't - did not, can't - cannot)

Apostrophe in possessive - used to show singular and plural possession (e.g., Joe's car; students’ teacher)

(ii) commas in series and dates


Series - use to separate three or more items (e.g., Joe loves pizza, hamburgers, and French fries.)

Between the day and year in a date(e.g., January 12, 2009)

Between city and state

(i) commas in compound sentences

Supporting Standard

A comma precedes the coordinating conjunction (e.g., I lost my ring, but Mom found it.)

Compound sentence - consists of two or more simple sentences joined by a conjunction and a comma

(ii) quotation marks

Supporting Standard


(i) commas in compound sentences

A comma precedes the coordinating conjunction (e.g., I lost my ring, but Mom found it.)

Compound sentence - consists of two or more simple sentences joined by a conjunction and a comma.

(ii) proper punctuation and spacing for quotations

Including, but not limited to: Direct quotation - use quotation marks





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GRADE 3 GRADE 4 GRADE 5 Direct quotation at the beginning and

end of a sentence - use quotationmarks before and after a direct quotation (e.g., Mom said, "Go cleanyour room.")

Use quotation marks before and after the names of articles in magazines and newspapers, the titles of chapters in books, songs, and poems

before and after a direct quotation(e.g., Mom said, "Go clean your room.")

Quotation at the beginning, middle, and end of the sentence

Divided quotation Use a comma in front of a short, direct

quotation in the middle of a sentence (e.g., Joe said, "Here is my book.")

Use a comma at the end of a direct quotation that is a statement when it comes at the beginning of a sentence (e.g., “Here is my book," said Joe.)

Use no space between an opening quotation mark and the following word or the closing quotation mark and the previous word or punctuation mark

Periods and commas go inside quotation marks

Question marks and exclamation marks go inside or outside depending on the situation. They go inside when the question or exclamation is part of what is quoted. (e.g., "Where is my book?" asked Joe.)

Colons and semicolons always go outside quotation marks

3.23D Use correct mechanics including paragraph indentations.

Use

5.21C Use proper mechanics including italics and underlining for titles and emphasis.

Use





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GRADE 3 GRADE 4 GRADE 5CORRECT MECHANICS INCLUDING PARAGRAPH INDENTIONS


Indent the beginning of each new paragraph

Begin a new paragraph whenever the speaker changes in dialogue

PROPER MECHANICS INCLUDING ITALICS AND UNDERLINING FOR TITLESAND EMPHASIS


Use italics or underlining for titles of things that can stand by themselves

Use italics or underlining for titles of books, magazines, albums, paintings, ships, plays

Use italics or underlining to distinguish certain words from other words in a text

Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:

3.24A Use knowledge of letter sounds, word parts, word segmentation, andsyllabication to spell.

Use

KNOWLEDGE OF LETTER SOUNDS, WORD PARTS, WORD SEGMENTATION, AND SYLLABICATION TO SPELL

Including, but not limited to: Multisyllabic words

Dropping final e and add endings such as -ing, -ed, or -able (See 3.1Ai)

Doubling final consonant when adding an ending (e.g., hop to hopping) (See3.1Aii)

Changing the final y to i (e.g., baby to





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GRADE 3 GRADE 4 GRADE 5babies) (See 3.1Aiii)

Common prefixes and suffixes (e.g., dis-, -ly) (See 3.1Aiv)

Derivational affixes (e.g., de-, -ful, - able) (See 3.1Av)

Common spelling patterns (See 3.1C)

3.24B Spell words with more advanced orthographic patterns and rules.

Spell

WORDS WITH MORE ADVANCED ORTHOGRAPHIC PATTERNS AND RULES

(v) complex consonants (e.g., scr--dge, -tch)

Including, but not limited to: Three-letter initial consonant clusters:

str-, spr-, spl-, scr-, squ-, thr-, chr-, phr-, shr-

Three-letter ending consonant clusters: -tch, -dge(see 1.3Aiii and 2.2Aii for two-letterconsonant blends)

4.22A Spell words with more advanced orthographic patterns and rules.

Readiness Standard

Spell


5.22A Spell words with more advanced orthographic patterns and rules.

Spell


(i) consonant changes (e.g., /t/ to /sh/ in select, selection;/k/ to /sh/ in music, musician)

Including, but not limited to: Derivational suffix - a letter or letters

added to the end of a word that change the part of speech (e.g., joy- joyful) and often the pronunciation of the base word or the root word (e.g., invent-invention)

Consonant change - the pronunciation of the final consonant changes when adding a suffix (e.g., magic-magician, depart-departure, benefit-beneficial)

(i) consonant doubling when adding an





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GRADE 3 GRADE 4 GRADE 5ending

Double letter rule - in a one syllable word with one short vowel and ending in a consonant (a closed syllable), double the final consonant before a suffix starting with a vowel (e.g., bat, batted, batting, batter, batty)

(iv) double consonants in middle of words

Including, but not limited to: Syllabication - words made of syllables

that end and begin with the same letter (e.g., lit tle = little)

Compound word - made from two words ending and beginning in the same letter (e.g., ear ring = earring)

Words with prefixes - words with prefixes that ends with the same letter that begins the base word (e.g., mis spell = misspell)

Words with suffixes - (see 3.24Bi for the rule for consonant doubling when adding an ending)

(iii) double consonants in middle of words

Supporting Standard

Including, but not limited to: Final consonants f, l, s [the floss rule]-

in a one-syllable word that has one vowel and ends in f, l, s, the final consonant is usually doubled (e.g., off, doll, class)

(ii) dropping final “e” when endings are added (e.g., -ing, -ed)

Dropping final -e rule - When a base word

(ii) vowel changes (e.g., long to short in crime, criminal; long to schwa in define, definition; short to schwa in legality, legal)





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GRADE 3 GRADE 4 GRADE 5ends in final -e, drop the -e before adding a suffix starting with a vowel (e.g., bake -baked - baking - baker)

Including, but not limited to: Derivational suffix - a letter or letters

added to the end of a word that change the part of speech (e.g., joy- joyful) and often the pronunciation of the base word or the root word (e.g., define-definition)

Vowel changes - the pronunciation of the vowel in the base word or root word changes when adding a suffix (e.g., sane- sanity, cycle-cyclic, reduce-reduction, analog-analogy)

(iii) changing y to i before adding an ending

Base words ending in -y rule - when a base word ends in -y following a consonant, change the -y to -i before adding a suffix (e.g., try-tried, baby-babies) unless the suffix begins with -i as in -ing, -ist (e.g., trying, babyish)

(vi) abstract vowels (e.g., ou as in could, touch, through, bought)


Diphthong - vowel teams in which the sound of one vowel glides into the other (e.g., oi as in oil; oy as in boy; ou as in out; ow as in cow)





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GRADE 3 GRADE 4 GRADE 5 Variant vowels oo, ou, ow: oo as in

tooth, cook; ou as in should, count,cough; ow as in crow, town

Variant vowels au and aw: au as in caught; aw as in straw

Variant vowels short a, au, aw, al: short a as in task; au as in haul; aw as in claw; al as in talk

Abstract vowel - vowel that is neither short nor long

(i) plural rules (e.g., words ending in f as in leaf, leaves; adding -es)

Supporting Standard

Including, but not limited to: Add -s as in book-books; add -es

when the word ends in -s, -ss, -sh, -ch,-x, -z, as in class/classes

Change y to i as in candy-candies; add-s when the word ends in vowel -y as in key/keys

Most nouns ending in -f or -fe add -s as in roof/roofs

Some nouns ending in -f or -fe, change -f to -v and add -es as in wolf/wolves

Add -es when the word ends in CV - as in hero/heroes; add -s when the word ends in VV -o as in video/videos





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GRADE 3 GRADE 4 GRADE 5 In a compound word make the base

word plural as in sister-in-law/sisters-in-law

(ii) irregular plural (e.g., man/men, foot/feet, child/children)

Supporting Standard

(iv) other ways to spell sh (e.g., -sion,-tion, -cian)

Supporting Standard


sh in the initial and final position of most words as in shark, sheepish

ti in a medial position as in patient, action

ci in a medial position as in social, delicious

si in a medial position as in admission sci in a medial position as in conscious

(v) silent letters (e.g., knee, writing)

Supporting Standard

15 silent letters: tch as in hatch; dg as in edge; wr as in write; kn as in knee; gn as in sign; mb as in lamb; ps as in psychology; lk

(iii) silent and sounded consonants (e.g., haste, hasten; sign, signal;condemn, condemnation)

Derivational suffix - a letter or letters added to the end of a word that changes the part of speech (e.g., joy-joyful) and often the





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GRADE 3 GRADE 4 GRADE 5as in talk; lm as in calm; rh and in rhino; dj as in adjust; wh as in who; bt as in debt; ghas in ghost; mn as in hymn

pronunciation of the base word or the root word (e.g., invent/invention)

Consonant changes - the pronunciation of the final consonant changes from silent to sounded or sounded to silent when adding a suffix (e.g., bomb/bombard, muscle/muscular)

3.24C Spell high-frequency and compound words from a commonly used list.

Spell

HIGH-FREQUENCY AND COMPOUND WORDS FROM A COMMONLY USED LIST


Spell words from a top 500 most commonly used list

High-frequency word - a small group of words (300-500) that account for a large percentage of words in print; can be regular or irregular words. Often, they are referred to as "sight words" since automatic recognition of these words is required for fluent reading.

4.22B Spell base words and roots with affixes(e.g., -ion, -ment, -ly, -dis, pre).

Supporting Standard

Spell

5.22B Spell words with:

Spell

WORDS





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BASE WORDS AND ROOTS WITH AFFIXES


Common prefixes (un-, re-, dis-, in-, de-, non-, pre-, ir-) with base words

Common suffixes (-ful, -ly, -er, -ing, - ed, -s, -es, -able, -ment, -ion) with base words

Prefixes - one or more sounds or letters placed before a base word that change the meaning of the word

Suffixes - one or more sounds or letters placed after a base word that change the meaning of the word

Base words - words that can stand alone with its own meaning (e.g., school, preschool

Affixes - a word element, such as a prefix or suffix, that occurs before or after a root or base word to modify its meaning (e.g., the prefix un- and the suffix -ablein unbelievable)

(i) Greek Roots (e.g., tele, photo, graph, meter)

Including, but not limited to: Other affixes and roots as found in





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GRADE 3 GRADE 4 GRADE 5appropriate grade-level text in multi content areas

(ii) Latin Roots (e.g., spec, scrib, rupt, port, ject, dict)


Other affixes and roots as found in appropriate grade-level text in multi content areas

(iii) Greek suffixes (e.g., -ology, -phobia,-ism, -ist


appropriate grade-level text in multi content areas

(iv) Latin derived suffixes (e.g., -able, - ilbe; -ance, -ence)


appropriate grade-level text in multi content areas

3.24D Spell words with common syllable constructions (e.g., closed, open, finalstable syllable).

Spell





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WORDS WITH COMMON SYLLABLE CONSTRUCTIONS

Including, but not limited to: Apply the six syllable patterns to spell

regular single syllable and multisyllabic words (See 3.1B)

3.24E Spell single syllable homophones (e.g., bear/bare; week/weak; road/rode).

Spell

SINGLE SYLLABLE HOMOPHONES

Including, but not limited to: Bear/bare Week/weak Road/rode

Homophone - a word that is pronounced the same, but not necessarily spelled the same as another word that has a different meaning (e.g., week and weak)

4.22C Spell commonly used homophones(e.g., there, they’re, their, two, too, to).

Supporting Standard

Spell

COMMONLY USED HOMOPHONES

Including, but not limited to: There, they’re, their Two, too, to

5.22C Differentiate between commonly confused terms (e.g., its, it’s; affect,effect).

Differentiate

BETWEEN COMMONLY CONFUSED TERMS

Including, but not limited to: Its, it’s Affect, effect Capital, capitol Farther, further Quiet, quite, quit

3.24F Spell complex contractions (e.g., should’ve, won’t).

Spell

COMPLEX CONTRACTIONS

Including, but not limited to: Should’ve





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GRADE 3 GRADE 4 GRADE 5 Won’t See 3.1D

Contraction - a shortened word made by substituting an apostrophe for a letter or letters (e.g., I am contracts to I'm)

3.24G Use print and electronic resources to find and check correct spellings.

Use

PRINT AND ELECTRONIC RESOURCES TO FIND AND CHECK CORRECT SPELLINGS

Including, but not limited to: Use word walls Use a personal dictionary Use a dictionary Use a thesaurus Use a glossary Use spell check Use commercial hardware Use online dictionaries

Select and import correct spelling across a document

4.22D Use spelling patterns and rules and print and electronic resources to determineand check correct spellings.

Supporting Standard

Use

SPELLING PATTERNS AND RULES AND PRINT AND ELECTRONIC RESOURCES TO DETERMINE AND CHECK CORRECT SPELLINGS



5.22D Use spelling patterns and rules and print and electronic resources to determineand check correct spellings.

Use

SPELLING PATTERNS AND RULES AND PRINT AND ELECTRONIC RESOURCES TO DETERMINE AND CHECK CORRECT SPELLINGS



Note:Refer to 3.24A, 3.24B, and 4.22A for





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GRADE 3 GRADE 4 GRADE 5Note:Refer to 3.24A, 3.24B, and 4.22A for spelling patterns and rules.

spelling patterns and rules.

5.22E Know how to use the spell-check function in word processing whileunderstanding its limitations.

Know

HOW TO USE THE SPELL-CHECK FUNCTION IN WORD PROCESSING WHILE UNDERSTANDING ITS LIMITATIONS


Add words and spellings to the dictionary of the word processing program

Know when and how to ignore a recommended spelling

Know when and how to use the autocorrect function in spell check

microsoft word - grades 03-05 elar vad conventions...

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