• Language Arts Standards K-5

    Language Standards

    Conventions of Standard English

    Kindergarten

    First Grade

    Second Grade

     

    1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    a. Print many uppercase and lowercase letters.

    b. Use frequently occurring nouns and verbs.

    c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

    d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

    e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

    f. Produce and expand complete sentences in shared language activities.

     

     

    1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    a. Print all uppercase and lowercase letters.

    b. Use common, proper, and possessive nouns.

    c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

    d. Use personal (subject, object), possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

    e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

    f. Use frequently occurring adjectives.

    g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).

    h. Use determiners (e.g., articles, demonstratives).

    i. Use frequently occurring prepositions (e.g., during, beyond, toward).

    j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

     

     

    1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    a. Create readable documents with legible print.

    b. Use collective nouns (e.g., group).

    c. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

    d. Use reflexive pronouns (e.g., myself, ourselves).

    e. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

    f. Use adjectives and adverbs, and choose between them depending on what is to be modified.

    g. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

     

     

    2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

    a. Capitalize the first word in a sentence and the pronoun I.

    b. Recognize and name end punctuation.

    c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).

    d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

     

     

    2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

    a. Capitalize dates and names of people.

    b. Use end punctuation for sentences.

    c. Use commas in dates and to separate single words in a series.

    d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

    e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

     

     

    2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

    a. Capitalize holidays, product names, and geographic names.

    b. Use commas in greetings and closings of letters.

    c. Use an apostrophe to form contractions and frequently occurring possessives.

    d. Generalize learned spelling patterns when writing words (e.g., cage badge; boy boil).

    e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

    (Begins in grade 2.)

    (Begins in grade 2.)

     

    3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

    a. Compare formal and informal uses of English.

    Third Grade

    Fourth Grade

    Fifth Grade

     

    1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    a. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word and words in a sentence.

    b. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

    c. Use reciprocal pronouns correctly.

    d. Form and use regular and irregular plural nouns.

    e. Use abstract nouns (e.g., childhood).

    f. Form and use regular and irregular verbs.

    g. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

    h. Ensure subject-verb and pronoun-antecedent agreement.*

    i. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

     

     

    1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    a. Write fluidly and legibly in cursive or joined italics.

    b. Use interrogative, relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

    c. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

    d. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

    e. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

    f. Form and use prepositional phrases.

    g. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*

    h. Correctly use frequently confused words (e.g., to, too, two; there, their).*

     

     

    1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

    b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

    c. Use verb tense to convey various times, sequences, states, and conditions.

    d. Recognize and correct inappropriate shifts in verb tense.*

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

    Comments (-1)
  • Language Arts Standards

    Language Standards

    Conventions of Standard English

    Kindergarten

    First Grade

    Second Grade

     

    1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    a. Print many uppercase and lowercase letters.

    b. Use frequently occurring nouns and verbs.

    c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

    d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

    e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

    f. Produce and expand complete sentences in shared language activities.

     

     

    1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    a. Print all uppercase and lowercase letters.

    b. Use common, proper, and possessive nouns.

    c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

    d. Use personal (subject, object), possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

    e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

    f. Use frequently occurring adjectives.

    g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).

    h. Use determiners (e.g., articles, demonstratives).

    i. Use frequently occurring prepositions (e.g., during, beyond, toward).

    j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

     

     

    1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    a. Create readable documents with legible print.

    b. Use collective nouns (e.g., group).

    c. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

    d. Use reflexive pronouns (e.g., myself, ourselves).

    e. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

    f. Use adjectives and adverbs, and choose between them depending on what is to be modified.

    g. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

     

     

    2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

    a. Capitalize the first word in a sentence and the pronoun I.

    b. Recognize and name end punctuation.

    c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).

    d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

     

     

    2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

    a. Capitalize dates and names of people.

    b. Use end punctuation for sentences.

    c. Use commas in dates and to separate single words in a series.

    d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

    e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

     

     

    2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

    a. Capitalize holidays, product names, and geographic names.

    b. Use commas in greetings and closings of letters.

    c. Use an apostrophe to form contractions and frequently occurring possessives.

    d. Generalize learned spelling patterns when writing words (e.g., cage badge; boy boil).

    e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

    (Begins in grade 2.)

    (Begins in grade 2.)

     

    3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

    a. Compare formal and informal uses of English.

    Third Grade

    Fourth Grade

    Fifth Grade

     

    1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    a. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word and words in a sentence.

    b. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

    c. Use reciprocal pronouns correctly.

    d. Form and use regular and irregular plural nouns.

    e. Use abstract nouns (e.g., childhood).

    f. Form and use regular and irregular verbs.

    g. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

    h. Ensure subject-verb and pronoun-antecedent agreement.*

    i. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

     

     

    1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    a. Write fluidly and legibly in cursive or joined italics.

    b. Use interrogative, relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

    c. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

    d. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

    e. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

    f. Form and use prepositional phrases.

    g. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*

    h. Correctly use frequently confused words (e.g., to, too, two; there, their).*

     

     

    1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

    b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

    c. Use verb tense to convey various times, sequences, states, and conditions.

    d. Recognize and correct inappropriate shifts in verb tense.*

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

    Comments (-1)
  • Language Arts Standards/K-5

    Language Standards

    Conventions of Standard English

    Kindergarten

    First Grade

    Second Grade

     

    1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    a. Print many uppercase and lowercase letters.

    b. Use frequently occurring nouns and verbs.

    c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

    d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

    e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

    f. Produce and expand complete sentences in shared language activities.

     

     

    1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    a. Print all uppercase and lowercase letters.

    b. Use common, proper, and possessive nouns.

    c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

    d. Use personal (subject, object), possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

    e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

    f. Use frequently occurring adjectives.

    g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).

    h. Use determiners (e.g., articles, demonstratives).

    i. Use frequently occurring prepositions (e.g., during, beyond, toward).

    j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

     

     

    1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    a. Create readable documents with legible print.

    b. Use collective nouns (e.g., group).

    c. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

    d. Use reflexive pronouns (e.g., myself, ourselves).

    e. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

    f. Use adjectives and adverbs, and choose between them depending on what is to be modified.

    g. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

     

     

    2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

    a. Capitalize the first word in a sentence and the pronoun I.

    b. Recognize and name end punctuation.

    c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).

    d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

     

     

    2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

    a. Capitalize dates and names of people.

    b. Use end punctuation for sentences.

    c. Use commas in dates and to separate single words in a series.

    d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

    e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

     

     

    2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

    a. Capitalize holidays, product names, and geographic names.

    b. Use commas in greetings and closings of letters.

    c. Use an apostrophe to form contractions and frequently occurring possessives.

    d. Generalize learned spelling patterns when writing words (e.g., cage badge; boy boil).

    e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

    (Begins in grade 2.)

    (Begins in grade 2.)

     

    3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

    a. Compare formal and informal uses of English.

    Third Grade

    Fourth Grade

    Fifth Grade

     

    1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    a. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word and words in a sentence.

    b. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

    c. Use reciprocal pronouns correctly.

    d. Form and use regular and irregular plural nouns.

    e. Use abstract nouns (e.g., childhood).

    f. Form and use regular and irregular verbs.

    g. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

    h. Ensure subject-verb and pronoun-antecedent agreement.*

    i. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

     

     

    1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    a. Write fluidly and legibly in cursive or joined italics.

    b. Use interrogative, relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

    c. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

    d. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

    e. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

    f. Form and use prepositional phrases.

    g. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*

    h. Correctly use frequently confused words (e.g., to, too, two; there, their).*

     

     

    1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

    b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

    c. Use verb tense to convey various times, sequences, states, and conditions.

    d. Recognize and correct inappropriate shifts in verb tense.*

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

    Comments (-1)
  • First Grade Standars/Math

    Measure lengths indirectly and by iterating length units.

    1. Order three objects by length; compare the lengths of two objects indirectly by using a third object.

    2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

    Tell and write time.

    3. Tell and write time in hours and half-hours using analog and digital clocks.

     

    3.1. Relate time to events (e.g., before/after, shorter/longer).

    Represent and interpret data.

    4. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

     

    4.1 Describe, extend, and explain ways to get to a next element in simple repeating patterns (e.g., rhythmic, numeric, color, and shape). (CA-Standard SDAP 2.1)

    Comments (-1)
  • First Grade Standards/Math

    Represent and solve problems involving addition and subtraction.

    1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

    2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

    Understand and apply properties of operations and the relationship between addition and subtraction.

    3. Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

    4. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.

    Add and subtract within 20.

    5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

    6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

    Work with addition and subtraction equations.

    7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

    7.1. Write and solve number sentences from problem situations that express relationships involving addition and subtraction within 20.

    8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = – 3, 6 + 6 = .

    Comments (-1)
  • First Grade Standards/Math

    Extend the counting sequence.

    1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

    Understand place value.

    2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

    a. 10 can be thought of as a bundle of ten ones — called a "ten."

    b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

    c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

    3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

    Use place value understanding and properties of operations to add and subtract.

    4. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

    5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

    6. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

    .

    Comments (-1)
Last Modified on June 7, 2012