Grade K
CC L K.1
Conventions of Standard English |
1. Demonstrate command of the conventions
of standard English grammar and usage
when writing or speaking.
a. Print many upper- 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.
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Grade 1
CC L 1.1
Conventions of Standard English |
1. Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
a. Print all upper- 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). CA
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.
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Grade 2
CC L 2.1
Conventions of Standard English |
1. Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
a. Use collective nouns (e.g., group).
b. Form and use frequently occurring irregular
plural nouns (e.g., feet, children, teeth,
mice, fish).
c. Use reflexive pronouns (e.g., myself, ourselves).
d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
e. Use adjectives and adverbs, and choose
between them depending on what is to be
modified.
f. 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).
g. Create readable documents with legible print.
CA
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Grade 3
CC L 3.2
Conventions of Standard English |
1. Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
a. Explain the function of nouns, pronouns, verbs,
adjectives, and adverbs in general and their
functions in particular sentences.
b. Form and use regular and irregular plural nouns.
c. Use abstract nouns (e.g., childhood).
d. Form and use regular and irregular verbs.
e. Form and use the simple (e.g., I walked; I walk;
I will walk) verb tenses.
f. Ensure subject-verb and pronoun-antecedent
agreement.*
g. Form and use comparative and superlative
adjectives and adverbs, and choose between
them depending on what is to be modified.
h. Use coordinating and subordinating
conjunctions.
i. Produce simple, compound, and complex
sentences.
j. Write legibly in cursive or joined italics,
allowing margins and correct spacing between
letters in a word and words in a sentence. CA
k. Use reciprocal pronouns correctly. CA
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Grade 4
CC SL 4.2
Conventions of Standard English |
1. Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
a. Use interrogative, relative pronouns (who,
whose, whom, which, that) and relative
adverbs (where, when, why). CA
b. Form and use the progressive (e.g., I was
walking; I am walking; I will be walking) verb
tenses.
c. Use modal auxiliaries (e.g., can, may, must)
to convey various conditions.
d. Order adjectives within sentences according
to conventional patterns (e.g., a small red bag rather than a red small bag).
e. Form and use prepositional phrases.
f. Produce complete sentences, recognizing
and correcting inappropriate fragments and
run-ons.*
g. Correctly use frequently confused words
(e.g., to, too, two; there, their).*
Write fluidly and legibly in cursive or joined
italics. CA
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Grade 5
CC SL 5-2
Conventions of Standard English |
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).
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CC L K.2
Conventions of Standard English |
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.
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CC L 1-2
Conventions of Standard English |
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.
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CC L 2-2
Conventions of Standard English |
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.
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CC L 3-2
Conventions of Standard English |
2. Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
a. Capitalize appropriate words in titles.
b. Use commas in addresses.
Use commas and quotation marks in dialogue.
c. Form and use possessives.
d. Use conventional spelling for high-frequency
and other studied words and for adding
suffixes to base words (e.g., sitting, smiled,
cries, happiness).
e. Use spelling patterns and generalizations
(e.g., word families, position-based spellings,
syllable patterns, ending rules, meaningful
word parts) in writing words.
f. Consult reference materials, including
beginning dictionaries, as needed to check
and correct spellings.
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CC L 4-2
Conventions of Standard English |
2. Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
a. Use correct capitalization.
b. Use commas and quotation marks to mark
direct speech and quotations from a text.
c. Use a comma before a coordinating
conjunction in a compound sentence.
d. Spell grade-appropriate words correctly,
consulting references as needed.
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CC L 5-2
Conventions of Standard English |
2. Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
a. Use punctuation to separate items in a
series.*
b. Use a comma to separate an introductory
element from the rest of the sentence.
c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag
question from the rest of the sentence
(e.g., It’s true, isn’t it?), and to indicate
direct address (e.g., Is that you, Steve?).
d. Use underlining, quotation marks, or italics
to indicate titles of works.
e. Spell grade-appropriate words correctly,
consulting references as needed.
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CC L K.3
Knowledge of Language |
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CC L 1.3
Knowledge of Language |
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CC L 2.3
Knowledge of Language |
3. Use knowledge of language and its conventions
when writing, speaking, reading, or listening.
a. Compare formal and informal uses of English.
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CC L 3.3
Knowledge of Language |
3. Use knowledge of language and its conventions
when writing, speaking, reading, or listening.
a. Choose words and phrases for effect.*
b. Recognize and observe differences between
the conventions of spoken and written
standard English.
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CC L 4.3
Knowledge of Language |
3. Use knowledge of language and its conventions
when writing, speaking, reading, or listening.
a. Choose words and phrases to convey ideas
precisely.*
b. Choose punctuation for effect.*
c. Differentiate between contexts that call for
formal English (e.g., presenting ideas) and
situations where informal discourse is
appropriate (e.g., small-group discussion).
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CCL 5.3
Knowledge of Language |
3. Use knowledge of language and its conventions
when writing, speaking, reading, or listening.
a. Expand, combine, and reduce sentences for
meaning, reader/listener interest, and style.
b. Compare and contrast the varieties of English
(e.g., dialects, registers) used in stories,
dramas, or poems.
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CC L K.4
Vocabulary Aquisition and Use |
4. Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on kindergarten reading and content.
a. Identify new meanings for familiar words and
apply them accurately (e.g., knowing duck is
a bird and learning the verb to duck).
b. Use the most frequently occurring inflections
and affixes (e.g., -ed, -s, re-, un-, pre-,-ful, -less) as a clue to the meaning of an
unknown word.
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CC L1.4.0
Vocabulary Aquisition and Use |
4. Determine or clarify the meaning of unknown
and multiple-meaning words and phrases
based on grade 1 reading and content, choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the
meaning of a word or phrase.
b. Use frequently occurring affixes as a clue
to the meaning of a word.
c. Identify frequently occurring root words
(e.g., look) and their inflectional forms
(e.g., looks, looked, looking).
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CC L 2.4
Vocabulary Aquisition and Use |
4. Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from
an array of strategies.
a. Use sentence-level context as a clue to the
meaning of a word or phrase.
b. Determine the meaning of the new word formed
when a known prefix is added to a known word
(e.g., happy/unhappy, tell/retell).
c. Use a known root word as a clue to the meaning
of an unknown word with the same root (e.g., addition, additional).
1.10 3 Identify simple multiple-meaning words.
d. Use knowledge of the meaning of individual words
to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf,
notebook, bookmark).
e. Use glossaries and beginning dictionaries, both
print and digital, to determine or clarify the
meaning of words and phrases in all content
areas. CA
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CC L 3.4
Vocabulary Aquisition and Use |
4. Determine or clarify the meaning of unknown and
multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from
a range of strategies.
a. Use sentence-level context as a clue to the
meaning of a word or phrase.
b. Determine the meaning of the new word formed
when a known affix is added to a known word
(e.g., agreeable/disagreeable, comfortable/
uncomfortable, care/careless, heat/preheat).
c. Use a known root word as a clue to the meaning
of an unknown word with the same root
(e.g., company, companion).
d. Use glossaries or beginning dictionaries, both
print and digital, to determine or clarify the
precise meaning of key words and phrases in all
content areas. CA
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CC L 4.4
Vocabulary Aquisition and Use |
4. Determine or clarify the meaning of unknown
and multiple-meaning words and phrases based
on grade 4 reading and content, choosing
flexibly from a range of strategies.
a. Use context (e.g., definitions, examples, or
restatements in text) as a clue to the
meaning of a word or phrase.
b. Use common, grade-appropriate Greek
and Latin affixes and roots as clues to the
meaning of a word (e.g., telegraph,
photograph, autograph).
c. Consult reference materials (e.g.,
dictionaries, glossaries, thesauruses), both
print and digital, to find the pronunciation
and determine or clarify the precise
meaning of key words and phrases and
to identify alternate word choices in all
content areas. CA
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CC L 4.4
Vocabulary Aquisition and Use |
4. Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly
from a range of strategies.
a. Use context (e.g., cause/effect relationships
and comparisons in text) as a clue to the
meaning of a word or phrase.
b. Use common, grade-appropriate Greek and
Latin affixes and roots as clues to the
meaning of a word (e.g., photograph,
photosynthesis).
c. Consult reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and
digital, to find the pronunciation and
determine or clarify the precise meaning of key words and phrases and to identify
alternate word choices in all content areas.
CA
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CC L K.5
Vocabulary Aquisition and Use |
5. With guidance and support from adults, explore word relationships and nuances in word meanings.
a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
b. Demonstrate understanding of frequently
occurring verbs and adjectives by relating
them to their opposites (antonyms).
c. Identify real‐life connections between words
and their use (e.g., note places at school that
are colorful).
d. Distinguish shades of meaning among verbs
describing the same general action (e.g., walk,
march, strut, prance) by acting out the
meanings.
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CC L1.5
Vocabulary Aquisition and Use |
5. With guidance and support from adults,
demonstrate understanding of word
relationships and nuances in word
meanings.
a. Sort words into categories (e.g.,
colors, clothing) to gain a sense of
the concepts the categories
represent.
b. Define words by category and by
one or more key attributes (e.g., a duck is a bird that swims; a tiger is a
large cat with stripes).
c. Identify real‐life connections between
words and their use (e.g., note places
at home that are cozy).
d. Distinguish shades of meaning among
verbs differing in manner (e.g., look,
peek, glance, stare, glare, scowl) and
adjectives differing in intensity (e.g., large, gigantic) by defining or
choosing them or by acting out the
meanings.
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CC L 2.5
Vocabulary Aquisition and Use |
5. Demonstrate understanding of word relationships
and nuances in word meanings.
a. Identify real-life connections between words
and their use (e.g., describe foods that are spicy or juicy).
b. Distinguish shades of meaning among
closely related verbs (e.g., toss, throw,
hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
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CC L 3.5
Vocabulary Aquisition and Use |
5. Demonstrate understanding of word relationships and nuances in word meanings.
a. Distinguish the literal and non-literal meanings
of words and phrases in context (e.g., take
steps).
b. Identify real-life connections between words
and their use (e.g., describe people who are friendly or helpful).
c. Distinguish shades of meaning among related
words that describe states of mind or degrees
of certainty (e.g., knew, believed, suspected,
heard, wondered).
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CC L 4.5
Vocabulary Aquisition and Use |
5. Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
5a. Explain the meaning of simple similes and
metaphors (e.g., as pretty as a picture) in
context.
5b. Recognize and explain the meaning of
common idioms, adages, and proverbs.
c. Demonstrate understanding of words by
relating them to their opposites (antonyms
and to words with similar but not identical
meanings (synonyms).
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CC L 5.5.0
Vocabulary Aquisition and Use |
5. Include multimedia components (e.g., graphics,
sound) and visual displays in presentations when
appropriate to enhance the development of main
ideas or themes.
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CC L K.6.O
Vocabulary Aquisition and Use |
6. Use words and phrases acquired through
conversations, reading and being read to, and
responding to texts.
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CCSL 1.6
Vocabulary Aquisition and Use |
6. Use words and phrases acquired through
conversations, reading and being read to, and
responding to texts, including using frequently
occurring conjunctions to signal simple
relationships (e.g., because).
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CC L 2.6
Vocabulary Aquisition and Use |
6. Use words and phrases acquired through
conversations, reading and being read to, and
responding to texts, including using adjectives
and adverbs to describe (e.g., When other kids
are happy that makes me happy).
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CC L 3.6
Vocabulary Aquisition and Use |
6. Acquire and use accurately grade-appropriate
conversational, general academic, and
domain-specific words and phrases, including
those that signal spatial and temporal
relationships (e.g., After dinner that night ,we went looking for them).
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CC L 4-6
Vocabulary Aquisition and Use |
6. Acquire and use accurately grade-appropriate
general academic and domain-specific words and
phrases, including those that signal precise
actions, emotions, or states of being (e.g., quizzed,
whined, stammered) and that are basic to a
particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
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CC L 5-6
Vocabulary Aquisition and Use |
6. Acquire and use accurately grade-appropriate
general academic and domain-specific words and
phrases, including those that signal contrast,
addition, and other logical relationships (e.g., however, although, nevertheless, similarly,
moreover, in addition).
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