State Curriculum - Reading

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Grade PK	Grade K	Grade 1	Grade 2	Grade 3	Grade 4	Grade 5	Grade 6	Grade 7	Grade 8
Standard 5.0 Controlling Language: Students will control language by applying the conventions of Standard English in speaking and writing.^*	Standard 5.0 Controlling Language: Students will control language by applying the conventions of Standard English in speaking and writing.^*	Standard 5.0 Controlling Language: Students will control language by applying the conventions of Standard English in speaking and writing.^*	Standard 5.0 Controlling Language: Students will control language by applying the conventions of Standard English in speaking and writing.^*	Standard 5.0 Controlling Language: Students will control language by applying the conventions of standard English in speaking and writing.^*	Standard 5.0 Controlling Language: Students will control language by applying the conventions of standard English in speaking and writing.^*	Standard 5.0 Controlling Language: Students will control language by applying the conventions of standard English in speaking and writing.^*	Standard 5.0 Controlling Language: Students will control language by applying the conventions of standard English in speaking and writing.^*	Standard 5.0 Controlling Language: Students will control language by applying the conventions of standard English in speaking and writing.^*	Standard 5.0 Controlling Language: Students will control language by applying the conventions of standard English in speaking and writing.^*
A. Grammar	A. Grammar	A. Grammar	A. Grammar	A. Grammar	A. Grammar	A. Grammar	A. Grammar	A. Grammar	A. Grammar
				1. Recognize elements of grammar in personal and academic reading	1. Recognize elements of grammar in personal and academic reading	1. Recognize elements of grammar in personal and academic reading	1. Recognize elements of grammar in personal and academic reading	1. Recognize elements of grammar in personal and academic reading	1. Recognize elements of grammar in personal and academic reading
1. Use grammar concepts and skills that strengthen oral language	1. Use grammar concepts and skills that strengthen oral language	1. Use grammar concepts and skills that strengthen oral and written language	1. Identify and use grammar concepts and skills that strengthen oral and written language	2. Recognize, recall, and use basic elements of grammar to express ideas clearly ^**	2. Recognize, recall, and use basic elements of grammar to express ideas clearly ^**	2. Recognize, recall, and use basic elements of grammar to express ideas clearly ^**	2. Recognize, recall, and use grammar concepts and skills to strengthen control of oral and written language ^**	2. Apply knowledge of grammar concepts and skills to control oral and written language ^**	2. Apply knowledge of grammar concepts and skills to control oral and written language ^**
a. Use complete sentences to respond to questions	a. Use complete sentences in conversation and to respond to questions	a. Use various parts of speech, such as nouns, pronouns, and verbs	a. Identify and use various parts of speech, such as nouns, pronouns, verbs, and adjectives	a. Identify and use parts of speech such as nouns, pronouns, verbs, adverbs, adjectives (including articles)	a. Identify and use parts of speech such as prepositions, conjunctions, and interjections	a. Recognize the meaning, position, form, and function of words when identifying grammatical concepts such as concrete, collective, and abstract nouns; demonstrative and relative pronouns; subordinating conjunctions	a. Recognize the meaning, position, form, and function of words when identifying grammatical concepts such as indefinite pronouns, perfect verb tenses, conjunctive adverbs, and correlative conjunctions	a. Consider the meaning, position, form, and function of words when identifying and using grammatical concepts such as verbal and verbal phrases (gerunds, participles, and infinitives), reflexive and intensive pronouns, progressive forms of verbs, and active and passive voice	a. Consider the meaning, position, form, and function of words when identifying and using all grammatical concepts
		b. Distinguish between complete and incomplete sentences	b. Compose declarative, interrogative, imperative, and exclamatory sentences	b. Identify and incorporate subjects and verbs when composing simple sentences	b. Combine short, related sentences using a series, compound subjects, and key words	b. Combine sentences using appositives, participial phrases, adjectives, adverbs, and prepositional phrases	b. Combine sentences using knowledge of subjects and predicates, logical placement of modifiers, and logical coordination, subordination, and sequencing of ideas	b. Combine and expand sentences by incorporating subjects, predicates, and modifiers and by logically coordinating, subordinating, and sequencing ideas	b. Combine and expand sentences by incorporating subjects, predicates, and modifiers and by logically coordinating, subordinating, and sequencing ideas
		c. Compose simple sentences using correct word order	c. Identify and use verb forms, such as helping verbs	c. Compose complete and correct declarative, interrogative, imperative, and exclamatory sentences	c. Compose simple and compound sentences using coordinating conjunctions	c. Differentiate between a phrase and a clause and between grammatically complete sentences and non-sentences such as sentence fragments and stringy/rambling sentences	c. Differentiate grammatically complete sentences from non-sentences, including fused sentences	c. Differentiate grammatically complete sentences from non-sentences, including comma splices	c. Differentiate grammatically complete sentences from non-sentences
			d. Identify and use verb tenses, such as present, past, and future	d. Identify and use verb forms such as singular/ plural, regular/ irregular	d. Identify and use verb forms such as singular/plural, regular/irregular	d. Compose simple, compound, and complex sentences using independent and dependent clauses, transitions, and conjunctions to connect ideas	d. Compose simple, compound, complex, and compound-complex sentences using independent and dependent clauses, transitions, conjunctions, and appropriate punctuation to connect ideas	d. Compose simple, compound, complex, and compound-complex sentences using independent, dependent, restrictive, and nonrestrictive clauses; transitions; conjunctions; and appropriate punctuation to connect ideas	d. Compose simple, compound, complex, and compound-complex sentences using independent, dependent, restrictive, and nonrestrictive clauses; transitions; conjunctions; and appropriate punctuation to connect ideas
				e. Identify and use verb tenses such as present, past, and future	e. Identify and use verb tenses such as present, past, and future
B. Usage	B. Usage	B. Usage	B. Usage	B. Usage	B. Usage	B. Usage	B. Usage	B. Usage	B. Usage
		1. Recognize examples of conventional usage in personal and academic reading	1. Recognize examples of conventional usage in personal and academic reading	1. Recognize examples of conventional usage in personal and academic reading	1. Recognize examples of conventional usage in personal and academic reading	1. Recognize examples of conventional usage in personal and academic reading	1. Recognize examples of conventional usage in personal and academic reading	1. Recognize examples of conventional usage in personal and academic reading	1. Recognize examples of conventional usage in personal and academic reading
1. Comprehend and apply standard English in oral language	1. Comprehend and apply standard English in oral language	2. Comprehend and apply standard English in oral and written language	2. Comprehend and apply standard English usage in oral and written language	2. Comprehend and apply standard English usage in oral and written language ^**	2. Comprehend and apply standard English usage in oral and written language ^**	2. Comprehend and apply standard English usage in oral and written language ^**	2. Comprehend and apply standard English usage in oral and written language ^**	2. Comprehend and apply standard English usage in oral and written language ^**	2. Comprehend and apply standard English usage in oral and written language ^**
a. Use sentences with subject/verb agreement	a. Use sentences with subject/verb agreement	a. Recognize when subjects and verbs agree	a. Recognize and use correct subject/verb agreement and noun/pronoun agreement	a. Use singular subjects with singular verbs and plural subjects with plural verbs	a. Use singular subjects with singular verbs and plural subjects with plural verbs	a. Apply appropriate subject/verb agreement such as in compound subjects and with phrases that interrupt the subject and the verb	a. Apply appropriate subject/verb agreement such as with collective nouns, indefinite pronouns, and inverted word order	a. Apply appropriate subject/verb agreement such as agreement involving words of amount, time, and money	a. Apply appropriate English usage, involving subject/verb agreement
b. Use correct verb tense	b. Use correct verb tense	b. Recognize when personal nouns and pronouns agree	b. Recognize and use consistent and appropriate verb tenses, such as past, present, and future	b. Apply consistent and appropriate use of verb tenses such as past, present, and future; pronouns such as personal and possessive; and modifiers	b. Apply consistent and appropriate use of verb tenses such as past, present, and future; pronouns such as personal, possessive, and pronoun/antecedent agreement; and modifiers	b. Apply consistent and appropriate use of the principal parts of regular and irregular verbs; person, number, and case of pronouns; pronoun/antecedent agreement; and degrees of comparison of modifiers	b. Apply consistent and appropriate use of the principal parts of regular and irregular verbs; person, number, and case of pronouns; pronoun/antecedent agreement; and degrees of comparison of modifiers	b. Apply consistent and appropriate use of the person, number, and case of pronouns; pronoun/antecedent agreement; special pronoun problems such as who - whom, and incomplete constructions; active and passive voice; and verbal and verbal phrases	b. Apply consistent and appropriate use of the person, number, and case of pronouns; pronoun/antecedent agreement; special pronoun problems such as who - whom, and incomplete constructions; active and passive voice; and verbal and verbal phrases
	c. Use sentences with noun/pronoun agreement			c. Recognize and correct common usage errors such as homophones, contractions, and commonly confused words	c. Recognize and correct common usage errors such as homophones, contractions, and commonly confused words	c. Recognize and correct common usage errors such as misplaced modifiers and incorrect use of verbs such as lie - lay, rise - raise, sit - set	c. Recognize and correct common usage errors such as misplaced modifiers; incorrect use of verbs; double negatives; and commonly confused words such as accept - except	c. Recognize and correct common usage errors such as misplaced and dangling modifiers; incorrect use of verbs, double negatives; and commonly confused words such as accept - except	c. Recognize and correct common usage errors such as misplaced and dangling modifiers; incorrect use of verbs, double negatives; and commonly confused words such as accept - except
	d. Use commonly confused words correctly, such as get/got, have/has			d. Use available resources to correct or confirm editorial choices	d. Use available resources to correct or confirm editorial choices	d. Use available resources to correct or confirm editorial choices	d. Use available resources to correct or confirm editorial choices	d. Use available resources to correct or confirm editorial choices	d. Use available resources to correct or confirm editorial choices
				e. Explain editorial choices	e. Explain editorial choices	e. Explain editorial choices	e. Explain editorial choices	e. Explain editorial choices	e. Explain editorial choices
C. Mechanics	C. Mechanics	C. Mechanics	C. Mechanics	C. Mechanics	C. Mechanics	C. Mechanics	C. Mechanics	C. Mechanics	C. Mechanics
1. Explain the purpose of mechanics to make and clarify meaning	1. Explain the purpose of mechanics to make and clarify meaning	1. Explain the purpose of mechanics to make and clarify meaning	1. Explain the purpose of mechanics to make and clarify meaning in academic and personal reading and writing	1. Explain the purpose of mechanics to make and clarify meaning in academic and personal reading and writing	1. Explain the purpose of mechanics to make and clarify meaning in academic and personal reading and writing	1. Explain and justify the purpose of mechanics to make and clarify meaning in academic and personal reading and writing	1. Explain and justify the purpose of mechanics to make and clarify meaning in academic and personal reading and writing	1. Explain and justify the purpose of mechanics to make and clarify meaning in academic and personal reading and writing	1. Explain and justify the purpose of mechanics to make and clarify meaning in academic and personal reading and writing
2. Comprehend basic punctuation and capitalization in written language	2. Comprehend and use basic punctuation and capitalization in written language	2. Comprehend and use basic punctuation and capitalization in written language	2. Comprehend and apply Standard English punctuation and capitalization in written language	2. Apply standard English punctuation and capitalization in written language ^**	2. Apply standard English punctuation and capitalization in written language ^**	2. Apply standard English punctuation and capitalization in written language ^**	2. Apply standard English punctuation and capitalization in written language ^**	2. Apply standard English punctuation and capitalization in written language ^**	2. Apply standard English punctuation and capitalization in written language ^**
a. Recognize that names begin with a capital letter	a. Use periods at the end of sentences	a. Consistently use end punctuation such as period, question mark, exclamation mark	a. Use periods and other end punctuation	a. Use end punctuation correctly	a. Use correct and varied end punctuation	a. Use commas correctly in direct address and to separate adjectives and parenthetical expressions such as on the other hand, for example, by the way	a. Use commas and semicolons correctly such as in a compound sentence	a. Use commas and semicolons correctly such as in a compound sentence joined by a conjunctive adverb	a. Punctuate at the word level Hyphen Slash
b. Recognize that space is used to separate words	b. Use capital letters for first letters of names and beginning sentences	b. Use periods in numbered lists	b. Use commas correctly in dates, addresses, salutations and closings, and items in a series	b. Use commas correctly in dates, addresses, city and state, salutations and closings, and items in a series	b. Use commas correctly in appositives, items in a series, and before a coordinating conjunction in a compound sentence	b. Use apostrophes in plural possessives and nouns that end in –s	b. Use parentheses and dashes correctly	b. Use an apostrophe to designate possession with indefinite pronouns and adjectives	b. Use the mechanics of writing correctly
		c. Use commas in dates and salutations and closings	c. Use apostrophes in contractions	c. Use underlining for titles of books	c. Use underlining, quotation marks, or italics to identify titles of documents	c. Use quotation marks and commas in dialogue	c. Use appropriate punctuation for special formats such as e-mails, bulleted lists, letters, memos, citations, and outlines	c. Use correctly the mechanics of writing	c. Use available resources for all mechanics of writing rules that may be in flux
		d. Use capital letters to begin sentences and identify proper nouns, such as names	d. Use capital letters to identify proper nouns and to begin sentences	d. Use apostrophes in contractions and singular possessives	d. Use apostrophes in contractions and possessives	d. Use a colon to introduce a list	d. Use a colon to introduce a list	d. Use a colon to introduce a list
				e. Use quotation marks in simple dialogue	e. Use quotation marks and commas in simple dialogue and for direct quotations	e. Use quotation marks and commas in simple dialogue and for direct quotations
				f. Use capital letters to begin a sentence and identify a proper noun	f. Use capital letters correctly in titles and the first word in a direct quotation
				g. Indent for paragraphs	g. Indent for paragraphs
				3. Explain editorial choices involving mechanics	3. Explain editorial choices involving mechanics	3. Explain editorial choices involving mechanics	3. Explain editorial choices involving mechanics	3. Explain editorial choices involving mechanics	3. Explain editorial choices involving mechanics
D. Spelling	D. Spelling	D. Spelling	D. Spelling	D. Spelling	D. Spelling	D. Spelling	D. Spelling	D. Spelling	D. Spelling
				1. Recognize conventional spelling in and through personal and academic reading	1. Recognize conventional spelling in and through personal and academic reading	1. Recognize conventional spelling in and through personal and academic reading	1. Recognize conventional spelling in and through personal and academic reading	1. Recognize conventional spelling in and through personal and academic reading	1. Recognize conventional spelling in and through personal and academic reading
	1. Apply conventional spelling in written language	1. Apply conventional spelling in written language	1. Apply conventional spelling in written language	2. Apply conventional spelling in written language	2. Apply conventional spelling in written language	2. Apply conventional spelling in written language	2. Apply conventional spelling in written language	2. Apply conventional spelling in written language	2. Apply conventional spelling in written language
	a. Spell first and last name correctly	a. Correctly spell several non-phonetic high frequency words	a. Spell non-phonetic high frequency words	a. Spell non-phonetic high frequency words	a. Spell grade-appropriate high frequency and content words	a. Spell grade-appropriate high-frequency and content words	a. Use conventional spelling in personal writing	a. Use conventional spelling in personal writing	a. Use conventional spelling in personal writing
	b. Spell a few high frequency words correctly	b. Spell phonetically regular high frequency words	b. Spell phonetically regular high frequency words	b. Spell words with common prefixes and suffixes	b. Modify spellings when adding inflectional endings and suffixes	b. Spell multi-syllabic words with complex spelling patterns	b. Develop self-monitoring strategies for frequently misspelled words	b. Develop self-monitoring strategies for frequently misspelled words	b. Develop self-monitoring strategies for frequently misspelled words
	c. Use letters to represent phonemes in words	c. Correctly spell grade level appropriate pattern words	c. Spell grade level appropriate pattern words	c. Modify spellings when adding inflectional endings and suffixes	c. Spell one-syllable and multi-syllabic words with complex spelling patterns such as -tion, -ous, ph-, kn-, etc.	c. Use suitable traditional and electronic resources as a spelling aid	c. Use suitable traditional and electronic resources as a spelling aid	c. Use suitable traditional and electronic resources as a spelling aid	c. Use suitable traditional and electronic resources as a spelling aid
	d. Use classroom resources to spell unknown words, such as labeled objects, word walls, charts, pictionaries	d. Spell two syllable words that follow regular spelling patterns, including compound words	d. Spell two syllable words that follow regular spelling patterns, including compound words	d. Spell words that follow regular spelling patterns in multi-syllabic words	d. Access resources as a spelling aid (word wall, dictionary, technology)	d. Use mnemonic devices to recall frequently misspelled words
		e. Encode words with simple blends	e. Spell words with simple prefixes and suffixes	e. Spell previously studied contractions and possessives	e. Use mnemonic devices to recall frequently misspelled words
		f. Spell words with simple prefixes and inflectional endings	f. Represent all sounds in a word when attempting unknown words	f. Access resources as a spelling aid (word wall, dictionary, technology)
		g. Use temporary spelling to attempt unknown words	g. Access resources to spell unknown words, such as word wall, content word chart, dictionary, technology
		h. Access resources to spell unknown words, such as labeled objects, word walls, charts, pictionaries
				3. Maintain a personal list of words to use in editing original writing	3. Maintain a personal list of words to use in editing original writing	3. Maintain a personal list of words to use in editing original writing	3. Maintain a personal list of words to use in editing original writing	3. Maintain a personal list of words to use in editing original writing	3. Maintain a personal list of words to use in editing original writing
E. Handwriting	E. Handwriting	E. Handwriting	E. Handwriting	E. Handwriting	E. Handwriting	E. Handwriting	E. Handwriting	E. Handwriting	E. Handwriting
	1. Produce writing that is legible to the audience	1. Produce writing that is legible to the audience	1. Produce writing that is legible to the audience	1. Produce writing that is legible to the audience	1. Produce writing that is legible to the audience	1. Produce writing that is legible to the audience	1. Produce writing that is legible to the audience	1. Produce writing that is legible to the audience	1. Produce writing that is legible to the audience
	a. Develop fine motor skills necessary to control and sustain handwriting	a. Form upper and lower case manuscript letters	a. Form upper and lower case cursive letters	a. Use manuscript fluently when appropriate to the task	a. Maintain accuracy and automaticity in manuscript and cursive writing	a. Write fluidly and legibly in manuscript and cursive	a. Write fluidly and legibly in manuscript and cursive	a. Write fluidly and legibly in both manuscript and cursive	a. Write fluidly and legibly in manuscript and cursive
	b. Form upper case and lower case manuscript letters	b. Control size and spacing of manuscript letters on appropriately lined paper	b. Use manuscript in daily assignments to build accuracy and automaticity	b. Form upper and lower case letters using cursive writing	b. Use word processing technology when appropriate	b. Use word processing technology when appropriate	b. Use word processing technology when appropriate	b. Use word processing technology when appropriate	b. Use word processing technology when appropriate
		c. Use manuscript in daily assignments to build accuracy and automaticity	c. Use connecting strokes to write continuous text	c. Use connecting strokes to write continuous text for daily assignments
				d. Use cursive writing for independent assignments to build accuracy and automaticity
				e. Use word processing technology when appropriate

	*: Emphasis is on application of conventions rather than memorization of terms.
	**: At each grade level, curricular options include more complex examples of previous years' objectives.
	Indicators/objectives that include assessment limits are assessed on MSA New Standards identifies the need for students to process 1 million words per year to maintain academic progress.*
	MSDE has developed a toolkit for these standards which can be found online at: http://mdk12.org/instruction/curriculum/reading/vsc_toolkit.html.
	11/15/07