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Grade 1 K K

Strand R.L R.F W

Standard # 4 1.a 1

3 4 5 K K K 1

W W W L L L L

3.b 3.b 3.b 5.c 5.d 6 5.b

1 1

L L

5.c 5.d

1 2 2 2 3 3

L L L L L L

6 5.a 5.b 6 5.b 5.c

9-10

R.I

11-12 K-12 K-12 K-12 K-12

R.I R R R R

9 R.1 R.2 R.3 R.4

K-12 K-12 K-12 K-12 K-12 K-12 9-10 K-12 K-12 K-12 K-12 K-12 K-12 K-12 K-12 K-12 K-12 K-12 K-12 K-12 K-12 K-12 K-12 9-10 K-12 K-12 K-12

R R R R R R W W W W W W W W W W W SL SL SL SL SL SL L L L L

R.5 R.6 R.7 R.8 R.9 R.10 3.a R.1 R.2 R.3 R.4 R.5 R.6 R.7 R.8 R.9 R.10 R.1 R.2 R.3 R.4 R.5 R.6 1.a R.1 R.2 R.3

K-12 K-12

L L

R.4 R.5

K-12 9-10 9-10 9-10 11-12 11-12 9-10 11-12 11-12 11-12

L R.ST R.ST R.ST R.ST R.ST W.HST W.HST W.HST W.HST

R.6 4 6 9 3 8 1 1.d 2 10

Standard Description CC.1.R.L.4 Craft and Structure: Identify words and phrases in stories or poems that suggest feelings or appeal to CC.K.R.F.1.a Print Concepts: Follow words from left to right, top to bottom, and page by page. CC.K.W.1 Text Types and Purposes: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .). CC.3.W.3.b Text Types and Purposes: Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. CC.4.W.3.b Text Types and Purposes: Use dialogue and description to develop experiences and events or show the responses of characters to situations. CC.5.W.3.b Text Types and Purposes: Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. CC.K.L.5.c Vocabulary Acquisition and Use: Identify real-life connections between words and their use (e.g., note places at school that are colorful). CC.K.L.5.d Vocabulary Acquisition and Use: Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. CC.K.L.6 Vocabulary Acquisition and Use: Use words and phrases acquired through conversations, reading and being read to, and responding to texts. CC.1.L.5.b Vocabulary Acquisition and Use: 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). CC.1.L.5.c Vocabulary Acquisition and Use: Identify real-life connections between words and their use (e.g., note places at home that are cozy). CC.1.L.5.d Vocabulary Acquisition and Use: 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 CC.1.L.6 Vocabulary Acquisition and Use: 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., I named my hamster Nibblet because she nibbles too much because she likes that). CC.2.L.5.a Vocabulary Acquisition and Use: Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). CC.2.L.5.b Vocabulary Acquisition and Use: Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). CC.2.L.6 Vocabulary Acquisition and Use: 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 CC.3.L.5.b Vocabulary Acquisition and Use: Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). CC.3.L.5.c Vocabulary Acquisition and Use: Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). CC.9-10.R.I.9 Integration of Knowledge and Ideas: Analyze seminal U.S. documents of historical and literary significance (e.g., Washingtons Farewell Address, the Gettysburg Address, Roosevelts Four Freedoms speech, Kings "Letter From Birmingham Jail"), including how they address related themes and concepts. CC.11-12.R.I.9 Integration of Knowledge and Ideas: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincolns Second Inaugural Address) for their themes, CC.K-12.R.R.1 Key Ideas and Details: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the CC.K-12.R.R.2 Key Ideas and Details: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CC.K-12.R.R.3 Key Ideas and Details: Analyze how and why individuals, events, and ideas develop and interact CC.K-12.R.R.4 Craft and Structure: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

CC.K-12.R.R.5 Craft and Structure: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. CC.K-12.R.R.6 Craft and Structure: Assess how point of view or purpose shapes the content and style of a text. CC.K-12.R.R.7 Integration of Knowledge and Ideas: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. CC.K-12.R.R.8 Integration of Knowledge and Ideas: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. CC.K-12.R.R.9 Integration of Knowledge and Ideas: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. CC.K-12.R.R.10 Range of Reading and Level of Text Complexity: Read and comprehend complex literary and informational texts independently and proficiently. CC.9-10.W.3.a Text Types and Purposes: Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a CC.K-12.W.R.1 Text Types and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CC.K-12.W.R.2 Text Types and Purposes: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. CC.K-12.W.R.3 Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. CC.K-12.W.R.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CC.K-12.W.R.5 Production and Distribution of Writing: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. CC.K-12.W.R.6 Production and Distribution of Writing: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. CC.K-12.W.R.7 Research to Build and Present Knowledge: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. CC.K-12.W.R.8 Research to Build and Present Knowledge: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding CC.K-12.W.R.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research. CC.K-12.W.R.10 Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. CC.K-12.SL.1 Comprehension and Collaboration: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly CC.K-12.SL.2 Comprehension and Collaboration: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. CC.K-12.SL.3 Comprehension and Collaboration: Evaluate a speakers point of view, reasoning, and use of CC.K-12.SL.4 Presentation of Knowledge and Ideas: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, CC.K-12.SL.5 Presentation of Knowledge and Ideas: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. CC.K-12.SL.6 Presentation of Knowledge and Ideas: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. CC.9-10.L.1.a Conventions of Standard English: Use parallel structure.* CC.K-12.L.R.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CC.K-12.L.R.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.K-12.L.R.3 Knowledge of Language: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or

CC.K-12.L.R.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiplemeaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and CC.K-12.L.R.5 Vocabulary Acquisition and Use: Demonstrate understanding of word relationships and nuances in CC.K-12.L.R.6 Vocabulary Acquisition and Use: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word CC.9-10.R.ST.4 Craft and Structure: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 910 texts and CC.9-10.R.ST.6 Craft and Structure: Analyze the authors purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. CC.9-10.R.ST.9 Integration of Knowledge and Ideas: Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous CC.11-12.R.ST.3 Key Ideas and Details: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on CC.11-12.R.ST.8 Integration of Knowledge and Ideas: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with CC.9-10.W.HST.1 Text Types and Purposes: Write arguments focused on discipline-specific content. CC.11-12.W.HST.1.d Text Types and Purposes: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CC.11-12.W.HST.2 Text Types and Purposes: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. CC.11-12.W.HST.10 Range of Writing: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,

ELA Common Core Strand

ELA Common Core Thread

ELA Common Core Standard

TN ELA Standard

Correlation by Learning Expectations with Aligned Checks for Understanding and State Performance Indicators CU 0001.8.5 Derive meaning while reading by employing the following strategies: *Asking questions to clarify meaning. *Participating in discussions. *Predicting what will happen next. *Creating mental images. *Using illustrations to gain meaning. *Relating knowledge from personal experience.

Degree of Match

Crosswalk Correlation Notes (Shaded rows indicated grade change)

Reading: Literature

Key Ideas & Details

RL K.1 With prompting and support, ask and answer questions about key details in a text.

Language

2 = Good match, with CC Standard is one grade below TN Check for minor aspects of CCSS Understanding. For grades K-2, standards not addressed. specify identification of details only in informational texts.

Informational Text GRADE I: GLE 0101.6.2 Identify the main ideas and supporting details of informational text.

Informational Text GRADE 3: CU 0301.6.4 Identify the main idea and supporting details in text.

** CC Standard is one grade below TN GLE. For grades K-2, standards specify identification of details only in informational texts. CC Standard is one grade below TN Check for Understanding. For grades K-2, standards specify identification of details only in informational texts. 3 = Excellent match between two documents. 3 = Excellent match between two documents.

Reading: Literature

Key Ideas & Details

RL K.2 With prompting and support, retell familiar stories, including key details.

Communication

CU 0001.2.9 Retell a story, describing the plot, characters, and setting. CU 0001.8.6 Identify the characters, setting, and events of a story.

Literature

Reading: Literature

Craft & Structure RL K.4 Ask and answer questions about unknown words in a text.

Language

GLE 0001.1.2 Employ a variety of strategies to decode 2 = Good match, with State standard does not specify asking and words and expand vocabulary. minor aspects of CCSS answering of questions, but use of a variety of not addressed. strategies for dealing with an unknown word implies that the pronunciation or meaning of that word has been called into question. GLE 0001.8.1 Explore and experience various literary genres. 2 = Good match, with The state standards for kindergarten require minor aspects of CCSS only that students experience various genres, not addressed. not be able to recognize them. This is not specified in the state standards until grade 3. The state standards for kindergarten require only that students experience various genres, not be able to recognize them. This is not specified in the state standards until grade 3. CC Standard is three grades below TN Check for Understanding. State standards for kindergarten require only that students experience various genres, not be able to recognize them. 1 = Weak match, major CC Standard is one grade below TN Check for aspects of CCSS not Understanding. TN standards do not require addressed. identifying roleS of author and illustrator.

Reading: Literature

Craft & Structure RL K.5 Recognize common types of texts (e.g., storybooks, poems).

Literature

Literature

CU 0001.8.1 Read picture books, alphabet and number books, Mother Goose rhymes and other rhyming books, story books, fairy tales, poetry, and song lyrics. GRADE 3: CU 0301.8.6 Recognize varying forms of text e.g., poems {lines and stanzas}, plays {acts, stage directions}, novels {chapters}.

Reading: Literature

RL K.5 Recognize common types of texts (e.g., storybooks, poems).

Literature

Literature

GRADE I: CU 0101.8.3 Identify parts of a book e.g., front cover and back cover, table of contents, index, glossary, title page, author, illustrator.

ELA Common Core Strand

ELA Common Core Thread

ELA Common Core Standard

TN ELA Standard

Correlation by Learning Expectations with Aligned Checks for Understanding and State Performance Indicators

Degree of Match

Crosswalk Correlation Notes (Shaded rows indicated grade change)

Reading: Literature

Integration of Knowledge & Ideas

RL K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

Literature

Reading: Literature

Integration of Knowledge & Ideas

RL K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Writing

CU 0001.8.5 Derive meaning while reading by 2 = Good match, with employing the following strategies: minor aspects of CCSS *Asking questions to clarify meaning. not addressed. *Participating in discussions. *Predicting what will happen next. *Creating mental images. *Using illustrations to gain meaning. *Relating knowledge from personal experience. GRADE 3: CU 0301.3.6 Compare characters, settings, 2 = Good match, with CC Standard is three grades below TN Check and events within and between stories. minor aspects of CCSS for Understanding. Compare and contrast not addressed. aspect is not addressed until third grade. GRADE I: CU 0101.5.4 Compare and contrast information and ideas. CC Standard is one grade below TN Check for Understanding. Compare and contrast aspect is not addressed until third grade.

Logic

Literature

GRADE I: CU 0101.8.7 Identify the characters, plot, and setting of a story.

CC Standard is one grade below TN Check for Understanding. Compare and contrast aspect is not addressed until third grade.

Reading: Literature

Range of Reading RL K.10 Actively engage in group reading & Level of Text activities with purpose and understanding. Complexity

Communication

CU 0001.2.8 Participate in group discussion. *Work productively in group discussion for a particular purpose e.g., respond to literature, solve a problem. *Ask and respond to questions from teacher and other group members.

2 = Good match, with minor aspects of CCSS not addressed.

Reading: Informational Text

Key Ideas & Details

RI K.1 With prompting and support, ask and answer questions about key details in a text.

GRADE I: CU 0101.8.8 Participate in shared reading and small group guided reading. Informational Text CU 0001.6.1 Respond appropriately to questions regarding the main idea of an informational text. Literature Informational Text GRADE I: GLE 0101.6.2 Identify the main ideas and supporting details of informational text. Communication CU 0001.2.8 Participate in group discussion. *Work productively in group discussion for a particular purpose e.g., respond to literature, solve a problem. *Ask and respond to questions from teacher and other group members.

CC Standard is one grade below TN Check for Understanding. 3 = Excellent match between two documents. ** CC Standard is one grade below TN GLE.

Reading: Informational Text

Key Ideas & Details

RI K.2 With prompting and support, identify the main topic and retell key details of a text.

Informational Text GLE 0001.6.1 Comprehend the main idea of informational texts. Informational Text GRADE I: GLE 0101.6.2 Identify the main ideas and supporting details of informational text. GRADE I: CU 0101.5.4 Compare and contrast Logic information and ideas.

2 = Good match, with minor aspects of CCSS not addressed. ** CC Standard is one grade below TN GLE. 1 = Weak match, major CC Standard is one grade below TN Check for aspects of CCSS not Understanding. addressed.

Reading: Informational Text Reading: Informational Text

Key Ideas & Details

RI K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI K.4 With prompting and support, ask and answer questions about unknown words in a text.

Language

Language

GLE 0001.1.2 Employ a variety of strategies to decode 2 = Good match, with words and expand vocabulary. minor aspects of CCSS not addressed. CU 0001.1.9 Build vocabulary by reading, listening to, and discussing a variety of literature.

ELA Common Core Strand

ELA Common Core Thread

ELA Common Core Standard

TN ELA Standard

Correlation by Learning Expectations with Aligned Checks for Understanding and State Performance Indicators

Degree of Match

Crosswalk Correlation Notes (Shaded rows indicated grade change)

Reading: Informational Text Reading: Informational Text Reading: Informational Text

RI K.5 Identify the front cover, back cover, and title page of a boo RI K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. RI K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). Integration of Knowledge & Ideas Integration of Knowledge & Ideas RI K.8 With prompting and support, identify the reasons an author gives to support points in a text. RI K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

GRADE I: CU 0101.8.3 Identify parts of a book e.g., front cover and back cover, table of contents, index, glossary, title page, author, illustrator. GRADE I: CU 0101.8.3 Identify parts of a book e.g., Literature front cover and back cover, table of contents, index, glossary, title page, author, illustrator. Informational Text GLE 0001.6.2 Recognize that illustrations support information in the texts. Literature

3 = Excellent match between two documents. 2 = Good match, with minor aspects of CCSS not addressed. 3 = Excellent match between two documents.

CC Standard is one grade below TN Check for Understanding. CC Standard is one grade below TN Check for Understanding. Core standards are more specific.

Reading: Informational Text Reading: Informational Text

Informational Text GRADE I: GLE 0101.6.2 Identify the main ideas and supporting details of informational text. Logic GRADE I: CU 0101.5.4 Compare and contrast information and ideas.

2 = Good match, with ** CC Standard is one grade below TN GLE. minor aspects of CCSS not addressed. 2 = Good match, with ** CC Standard is one grade below TN GLE. minor aspects of CCSS not addressed.

Reading: Informational Text

Range of Reading RI K.10 Actively engage in group reading & Level of Text activities with purpose and understanding. Complexity

Informational Text CU 0001.6.2 Explore various forms of informational texts e.g., charts, magazines, books. GLE 0001.8.3 Develop reading fluency and accuracy. Literature

2 = Good match, with minor aspects of CCSS not addressed.

Communication

CU 0001.2.8 Participate in group discussion. *Work productively in group discussion for a particular purpose e.g., respond to literature, solve a problem. *Ask and respond to questions from teacher and other group members. CU 0001.3.4 Create legible documents for reading by 2 = Good match, with the following: forming uppercase/lowercase letters; minor aspects of CCSS writing from left to right/top to bottom; and not addressed. tracing/reproducing letters and words correctly. GRADE I: CU 0101.8.3 Identify parts of a book e.g., CC Standard is one grade below TN Check for front cover and back cover, table of contents, index, Understanding. glossary, title page, author, illustrator. CU 0001.1.11 Apply phonics generalizations in order to 3 = Excellent match decode words. between two *Recognize and name all uppercase/lowercase letters documents. of the alphabet. *Understand that the sequence of letters in a written word represents the sequence of sounds in a word. *Use letter-sound matches to decode simple words. *Understand that as letters of a word change, so do the sounds alphabetic principle. *Make new words using common word families e.g., bat, p-at, c-at. *Use the first letter of a word paired with a picture as a decoding strategy.

Reading: Foundational Skills

Print Concepts

RF K.1 Demonstrate understanding of the organization and basic features of print.

Writing

Literature

Reading: Foundational Skills

Print Concepts

RF K.1.b Recognize that spoken words are represented in written language by specific sequences of letters.

Language

Reading: Foundational Skills

Print Concepts

RF K.1.c Understand that words are separated by spaces in print.

Writing

GRADE I: CU 0101.3.70 Create legible documents for 1 = Weak match, major CC Standard is one grade below TN Check for reading by the following: forming uppercase/lowercase aspects of CCSS not Understanding. letters; utilizing correct spacing; writing from left to addressed. right/top to bottom; and tracing/reproducing letters and words correctly.

ELA Common Core Strand

ELA Common Core Thread

ELA Common Core Standard

TN ELA Standard

Correlation by Learning Expectations with Aligned Checks for Understanding and State Performance Indicators CU 0001.1.11 Apply phonics generalizations in order to decode words. *Recognize and name all uppercase/lowercase letters of the alphabet. *Understand that the sequence of letters in a written word represents the sequence of sounds in a word. *Use letter-sound matches to decode simple words. *Understand that as letters of a word change, so do the sounds alphabetic principle. *Make new words using common word families e.g., bat, p-at, c-at. *Use the first letter of a word paired with a picture as a decoding strategy.

Degree of Match

Crosswalk Correlation Notes (Shaded rows indicated grade change)

Reading: Foundational Skills

Print Concepts

RF 1.d Recognize and name all upper- and lowercase letters of the alphabet.

Language

3 = Excellent match between two documents.

Reading: Foundational Skills Reading: Foundational Skills

Phonological Awareness Phonological Awareness

RF K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RF K.2.a Recognize and produce rhyming words.

Language

GLE 0001.1.3 Develop and maintain phonological awareness. CU 0001.1.10 Maintain phonemic awareness. *Understand that a phoneme is one distinct sound. *Use sound stretching of one-syllable words to identify each phoneme. *Use sound blending of each separately spoken phoneme to make meaningful words. *Segment one-syllable words into individual sounds and blend the sounds into whole words. *Recognize and produce rhyming words. *Recognize words that have the same beginning and ending sounds. *Understand words are made up of one or more syllables. CU 0001.1.10 Maintain phonemic awareness. *Understand that a phoneme is one distinct sound. *Use sound stretching of one-syllable words to identify each phoneme. *Use sound blending of each separately spoken phoneme to make meaningful words. *Segment one-syllable words into individual sounds and blend the sounds into whole words. *Recognize and produce rhyming words. *Recognize words that have the same beginning and ending sounds. *Understand words are made up of one or more syllables. CU 0001.1.10 Maintain phonemic awareness. *Understand that a phoneme is one distinct sound. *Use sound stretching of one-syllable words to identify each phoneme. *Use sound blending of each separately spoken phoneme to make meaningful words. *Segment one-syllable words into individual sounds and blend the sounds into whole words. *Recognize and produce rhyming words. *Recognize words that have the same beginning and ending sounds. *Understand words are made up of one or more syllables.

Language

3 = Excellent match between two documents. 3 = Excellent match between two documents.

Reading: Foundational Skills

Phonological Awareness

RF K.2.b Count, pronounce, blend, and segment syllables in spoken words.

Language

3 = Excellent match between two documents.

Reading: Foundational Skills

2.c

RF K.2.c Blend and segment onsets and rimes of single-syllable spoken words.

2 = Good match, with minor aspects of CCSS not addressed.

ELA Common Core Strand

ELA Common Core Thread

ELA Common Core Standard

TN ELA Standard

Correlation by Learning Expectations with Aligned Checks for Understanding and State Performance Indicators

Degree of Match

Crosswalk Correlation Notes (Shaded rows indicated grade change)

Reading: Foundational Skills

Phonological Awareness

RF K.2.d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in threephoneme (consonant-vowel-consonant, or CVC) words.*(This does not include CVCs ending with /l/, /r/,or /x/.)

Language

Reading: Foundational Skills

Phonological Awareness

RF K.2.e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Language

Reading: Foundational Skills

Phonics & Word Recognition

RF K.3 Know and apply grade-level phonics and word analysis skills in decoding words.

Language

Language

CU 0001.1.10 Maintain phonemic awareness. 1 = Weak match, major *Understand that a phoneme is one distinct sound. aspects of CCSS not *Use sound stretching of one-syllable words to identify addressed. each phoneme. *Use sound blending of each separately spoken phoneme to make meaningful words. *Segment one-syllable words into individual sounds and blend the sounds into whole words. *Recognize and produce rhyming words. *Recognize words that have the same beginning and ending sounds. *Understand words are made up of one or more syllables. GRADE I: CU 0101.1.11 Maintain phonemic 3 = Excellent match awareness. between two *Understand that a phoneme is one distinct sound. documents. *Use sound stretching of one syllable words to identify each phoneme. *Use sound blending of each separately spoken phoneme to make meaningful words. *Segment one-syllable words into individual sounds and blend the sounds into whole words. *Recognize and produce rhyming words. *Recognize words that have the same beginning, middle, or ending sounds. *Understand words are made up of one or more syllables. *Substitute targeted sounds to change words e.g., bed to bad, hat to bat. *Rearrange the letter sounds of a given word to create new words e.g., pan to nap, ten to net. GLE 0001.1.4 Begin to explore the alphabetic principle. 3 = Excellent match between two documents. CU 0001.1.11 Apply phonics generalizations in order to decode words. *Recognize and name all uppercase/lowercase letters of the alphabet. *Understand that the sequence of letters in a written word represents the sequence of sounds in a word. *Use letter-sound matches to decode simple words. *Understand that as letters of a word change, so do the sounds alphabetic principle. *Make new words using common word families e.g., bat, p-at, c-at. *Use the first letter of a word paired with a picture as a decoding strategy.

Students are asked to segment, but not isolate phonemes.

CC Standard is one grade below TN Check for Understanding.

ELA Common Core Strand

ELA Common Core Thread

ELA Common Core Standard

TN ELA Standard

Correlation by Learning Expectations with Aligned Checks for Understanding and State Performance Indicators CU 0001.1.11 Apply phonics generalizations in order to decode words. *Recognize and name all uppercase/lowercase letters of the alphabet. *Understand that the sequence of letters in a written word represents the sequence of sounds in a word. *Use letter-sound matches to decode simple words. *Understand that as letters of a word change, so do the sounds alphabetic principle. *Make new words using common word families e.g., bat, p-at, c-at. *Use the first letter of a word paired with a picture as a decoding strategy.

Degree of Match

Crosswalk Correlation Notes (Shaded rows indicated grade change)

Reading: Foundational Skills

Phonics & Word Recognition

RF K.3.a Demonstrate basic knowledge of lettersound correspondences by producing the primary or most frequent sound for each consonant.

Language

3 = Excellent match between two documents.

Reading: Foundational Skills

Phonics & Word Recognition

RF K.3.b Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

Language

GRADE I: CU 0101.1.12 Apply phonics generalizations in order to decode words. *Name all uppercase/lowercase letters of the alphabet. *Understand that the sequence of letters in a written word represents the sequence of sounds in a word. *Use letter-sound matches and structural analysis to decode grade level words. *Use parts of words e.g., root/base words, compound words, contractions, prefixes, suffixes to decode grade level words. *Apply long and short vowel rules when decoding text. *Use sounding out words; chunking words into smaller parts; and looking for blends, digraphs, word families, etc. as a means of decoding unfamiliar words. *Continue to decode unknown words that are gradelevel appropriate.

3 = Excellent match between two documents.

CC Standard is one grade below TN Check for Understanding.

Reading: Foundational Skills Reading: Foundational Skills

Phonics & Word Recognition Phonics & Word Recognition

RF K.3.c P Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does). RF 3.d Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Language

CU 0001.1.6 Read high frequency words e.g., the, and, can, color words, number words.

Language

3 = Excellent match between two documents. CU 0001.1.11 Apply phonics generalizations in order to 2 = Good match, with decode words. minor aspects of CCSS *Recognize and name all uppercase/lowercase letters not addressed. of the alphabet. *Understand that the sequence of letters in a written word represents the sequence of sounds in a word. *Use letter-sound matches to decode simple words. *Understand that as letters of a word change, so do the sounds alphabetic principle. *Make new words using common word families e.g., bat, p-at, c-at. *Use the first letter of a word paired with a picture as a decoding strategy.

Reading: Foundational Skills

Phonics & Word Recognition

RF K.3.d Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Language

CU 0001.1.5 Attempt to spell simple words using preto-early phonetic knowledge, sounds of the alphabet, and knowledge of letter names.

ELA Common Core Strand

ELA Common Core Thread

ELA Common Core Standard

TN ELA Standard

Correlation by Learning Expectations with Aligned Checks for Understanding and State Performance Indicators GLE 0001.8.3 Develop reading fluency and accuracy.

Degree of Match

Crosswalk Correlation Notes (Shaded rows indicated grade change)

Reading: Foundational Skills

Fluency

RF K.4 Read emergent-reader texts with purpose and understanding.

Literature

3 = Excellent match between two documents.

Literature Literature

Literature

GLE 0001.8.2 Employ a variety of basic reading comprehension strategies. CU 0001.8.1 Read picture books, alphabet and number books, Mother Goose rhymes and other rhyming books, story books, fairy tales, poetry, and song lyrics. CU 0001.8.7 Read simple text containing familiar lettersound correspondence and high frequency words. CU 0001.8.5 Derive meaning while reading by employing the following strategies: *Asking questions to clarify meaning. *Participating in discussions. *Predicting what will happen next. *Creating mental images. *Using illustrations to gain meaning. *Relating knowledge from personal experience. CU 0001.3.1 Brainstorm ideas with teachers and 1 = Weak match, major peers, use graphic organizers e.g., webs, charts, aspects of CCSS not diagrams independently and/or in group, draw pictures addressed. to generate ideas, and use a variety of resources to gather information. GLE 0001.3.3 Compose simple stories with teacher 1 = Weak match, major assistance. aspects of CCSS not addressed.

Literature

Writing

Text Types & Purposes

Writing

Text Types & Purposes

W K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. W K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Writing

Writing

Writing

Writing

Production & Distribution of Writing

W K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

Writing

CU 0001.3.1 Brainstorm ideas with teachers and peers, use graphic organizers e.g., webs, charts, diagrams independently and/or in group, draw pictures to generate ideas, and use a variety of resources to gather information. CU 0001.3.3 Add descriptive words and details to writing.

3 = Excellent match between two documents.

Writing Communication

CU 0001.3.6 Incorporate suggestions from teachers and peers. CU 0001.2.8 Participate in group discussion. *Work productively in group discussion for a particular purpose e.g., respond to literature, solve a problem. *Ask and respond to questions from teacher and other group members. GRADE 2: CU 0201.7.4 Begin to utilize technology to create publications and presentations. 3 = Excellent match between two documents. CC Standard is two grades below TN Check for Understanding.

Writing

Production & Distribution of Writing

W K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

Media

Writing

CU 0001.3.6 Incorporate suggestions from teachers and peers.

ELA Common Core Strand

ELA Common Core Thread

ELA Common Core Standard

TN ELA Standard

Correlation by Learning Expectations with Aligned Checks for Understanding and State Performance Indicators CU 0001.3.1 Brainstorm ideas with teachers and peers, use graphic organizers e.g., webs, charts, diagrams independently and/or in group, draw pictures to generate ideas, and use a variety of resources to gather information. CU 0001.2.8 Participate in group discussion. *Work productively in group discussion for a particular purpose e.g., respond to literature, solve a problem. *Ask and respond to questions from teacher and other group members. GLE 0001.4.2 Select a source necessary to answer a research question.

Degree of Match

Crosswalk Correlation Notes (Shaded rows indicated grade change)

Writing

Research to Build W K.7 Participate in shared research and writing & Present projects (e.g., explore a number of books by a Knowledge favorite author and express opinions about them).

Writing

3 = Excellent match between two documents.

Communication

Writing

Research to Build W K.8 With guidance and support from adults, & Present recall information from experiences or gather Knowledge information from provided sources to answer a question.

Research

2 = Good match, with minor aspects of CCSS not addressed.

Research Writing

Speaking & Listening

Comprehension & SL K.1 Participate in collaborative conversations Collaboration with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

Communication

CU 0001.4.2 Use the family and community as sources of information. CU 0001.3.1 Brainstorm ideas with teachers and peers, use graphic organizers e.g., webs, charts, diagrams independently and/or in group, draw pictures to generate ideas, and use a variety of resources to gather information. GLE 0001.2.1 Develop critical listening skills essential for comprehension, problem solving, and task completion. GLE 0001.2.2 Develop critical speaking skills essential for effective communication. CU 0001.2.8 Participate in group discussion. *Work productively in group discussion for a particular purpose e.g., respond to literature, solve a problem. *Ask and respond to questions from teacher and other group members. CU 0001.2.1 Use appropriate listening skills e.g., do not interrupt, face speaker, ask questions.

3 = Excellent match between two documents.

Communication Communication

Speaking & Listening

Comprehension & SL K.1.a Follow agreed-upon rules for Collaboration discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

Communication

3 = Excellent match between two documents.

Communication Speaking & Listening Comprehension & SL K.1.b Continue a conversation through Collaboration multiple exchanges. Communication

CU 0001.2.5 Use rules for conversation e.g., raise hands, take turns, and focus attention on speaker. CU 0001.2.5 Use rules for conversation e.g., raise hands, take turns, and focus attention on speaker. CU 0001.2.8 Participate in group discussion. *Work productively in group discussion for a particular purpose e.g., respond to literature, solve a problem. *Ask and respond to questions from teacher and other group members. CU 0001.2.8 Participate in group discussion. *Work productively in group discussion for a particular purpose e.g., respond to literature, solve a problem. *Ask and respond to questions from teacher and other group members.

Communication

2 = Good match, with No specific mention of "multiple exchanges." minor aspects of CCSS not addressed. No specific mention of "multiple exchanges."

Speaking & Listening

Comprehension & SL K.2 Confirm understanding of a text read Collaboration aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

Communication

3 = Excellent match between two documents.

ELA Common Core Strand

ELA Common Core Thread

ELA Common Core Standard

TN ELA Standard

Correlation by Learning Expectations with Aligned Checks for Understanding and State Performance Indicators CU 0001.8.5 Derive meaning while reading by employing the following strategies: *Asking questions to clarify meaning. *Participating in discussions. *Predicting what will happen next. *Creating mental images. *Using illustrations to gain meaning. *Relating knowledge from personal experience. CU 0001.7.1 Experience and respond to a variety of media e.g., books, audio tapes, film. CU 0001.2.8 Participate in group discussion. *Work productively in group discussion for a particular purpose e.g., respond to literature, solve a problem. *Ask and respond to questions from teacher and other group members. CU 0001.8.5 Derive meaning while reading by employing the following strategies: *Asking questions to clarify meaning. *Participating in discussions. *Predicting what will happen next. *Creating mental images. *Using illustrations to gain meaning. *Relating knowledge from personal experience. CU 0001.2.9 Retell a story, describing the plot, characters, and setting. GLE 0001.2.2 Develop critical speaking skills essential for effective communication. GRADE I: CU 0101.7.4 Enhance oral presentations with a visual medium. GLE 0001.2.2 Develop critical speaking skills essential for effective communication. CU 0001.2.6 Speak clearly, properly, and politely; recognize the difference between formal and informal language. GRADE 4: CU 0401.2.8 Express reactions, personal experiences, and opinions orally. GLE 0001.1.1 Demonstrate an emerging understanding of basic English usage, mechanics, spelling, and sentence structure. CU 0001.3.4 Create legible documents for reading by the following: forming uppercase/lowercase letters; writing from left to right/top to bottom; and tracing/reproducing letters and words correctly. GRADE I: CU 0101.1.1 Identify and correctly use adjectives i.e., descriptive, nouns i.e., singular and plural, possessive, pronouns i.e., substitution for nouns, and verbs i.e., tense, subject-verb agreement GRADE I: CU 0101.1.1 Identify and correctly use adjectives i.e., descriptive, nouns i.e., singular and plural, possessive, pronouns i.e., substitution for nouns, and verbs i.e., tense, subject-verb agreement

Degree of Match

Crosswalk Correlation Notes (Shaded rows indicated grade change)

Literature

Media Speaking & Listening Comprehension & SL K.3 Ask and answer questions in order to Collaboration seek help, get information, or clarify something that is not understood. Communication

3 = Excellent match between two documents.

Literature

Speaking & Listening

Presentation of Knowledge & Ideas

SL K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detaiL

Communication

2 = Good match, with minor aspects of CCSS not addressed.

Communication Speaking & Listening Presentation of Knowledge & Ideas SL K.5 Add drawings or other visual displays to descriptions as desired to provide additional detaiL Media

Communication

3 = Excellent match between two documents. 3 = Excellent match between two documents.

CC Standard is one grade below TN Check for Understanding. Grade level difference is siginificant for a portion of the standard. Grade level difference is siginificant for a portion of the standard. CC Standard is four grades below TN Check for Understanding.

Communication

Communication Language Conventions of L K.1 Demonstrate command of the grammar Standard English and usage when writing or speaking. Conventions of L K.1.a Print many upper- and lowercase letters. Standard English Language

Language

Writing

3 = Excellent match between two documents. 3 = Excellent match between two documents. 3 = Excellent match between two documents. CC Standard is one grade below TN Check for Understanding.

Language

Conventions of L K.1.b Use frequently occurring nouns and Standard English verbs.

Language

Language

Conventions of L K.1.c Form regular plural nouns orally by Standard English adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

Language

3 = Excellent match between two documents.

CC Standard is one grade below TN Check for Understanding.

ELA Common Core Strand

ELA Common Core Thread

ELA Common Core Standard

TN ELA Standard

Correlation by Learning Expectations with Aligned Checks for Understanding and State Performance Indicators CU 0001.2.8 Participate in group discussion. *Work productively in group discussion for a particular purpose e.g., respond to literature, solve a problem. *Ask and respond to questions from teacher and other group members. GRADE I: CU 0101.1.10 Show evidence of expanding language through vocabulary growth. *Build vocabulary by reading, listening to, and discussing a variety of literature. *Use word families and a variety of active word walls. *Read high frequency words in context. *Recognize and identify compound words, synonyms, and antonyms. *Identify positional words e.g., inside, outside, beside, between. *Identify simple multi-meaning words in context e.g., fly, pop, bat. *Use a picture dictionary/beginning dictionary to determine word meaning. GRADE 5: CU 0501.1.1 Know and use appropriately the meaning, forms, and functions of nouns including common/proper, singular/plural, possessives, predicate nouns, verbs including action/linking, regular/irregular, be/have, verb phrases, agreement with subject in person and number, pronouns including agreement with antecedent, reflexive, possessive, correct pronoun case, adjectives including common/proper, predicate adjectives, demonstrative adjectives, proper comparative forms, adverbs including proper comparative forms, adverbs of degree {too, very}, conjunctions including coordinating, interjections, and prepositions place prepositional phrases in correct location within the sentence. GRADE I: CU 0101.1.6 Understand that groups of words make sentences. GRADE I: CU 0201.1.5 Understand that a sentence is a group of words that has a subject and a verb and expresses a complete thought. GRADE I: CU 0101.1.8 Identify and correctly write complete sentences. CU 0001.1.5 Attempt to spell simple words using preto-early phonetic knowledge, sounds of the alphabet, and knowledge of letter names. GLE 0001.3.1 Use basic knowledge of simple capitalization and punctuation rules. GRADE I: CU 0101.1.2 Use capital letters correctly i.e., in the first word of a sentence, first and last names, pronoun I, proper nouns. CU 0001.1.1 Recognize end punctuation marks for statements period, questions question mark and emotions exclamation mark.

Degree of Match

Crosswalk Correlation Notes (Shaded rows indicated grade change)

Language

Conventions of L K.1.d Understand and use question words Standard English (interrogatives) (e.g., who, what, where, when, why, how).

Communication

2 = Good match, with minor aspects of CCSS not addressed.

Language

Conventions of L K.1.e Use the most frequently occurring Standard English prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

Language

3 = Excellent match between two documents.

CC Standard is one grade below TN Check for Understanding.

Language

CC Standard is five grades below TN Check for Understanding.

1.f

L K.1.f Produce and expand complete sentences in shared language activities.

Language

Language

1 = Weak match, major CC Standard is one grade below TN Check for aspects of CCSS not Understanding. addressed. CC Standard is two gradesbelow TN Check for Understanding. CC Standard is one grade below TN Check for Understanding. 3 = Excellent match between two documents.

Language Language Conventions of L K.2 Demonstrate command of capitalization, Standard English punctuation, and spelling when writing. Language

Writing Language Conventions of L K.2.a Capitalize the first word in a sentence Standard English and the pronoun I. Conventions of L K.2.b Recognize and name end punctuation. Standard English Language

Language

Language

3 = Excellent match CC Standard is one grade below TN Check for between two Understanding. documents. 2 = Good match, with minor aspects of CCSS not addressed.

ELA Common Core Strand

ELA Common Core Thread

ELA Common Core Standard

TN ELA Standard

Correlation by Learning Expectations with Aligned Checks for Understanding and State Performance Indicators GRADE I: CU 0101.1.3 Identify and use correct punctuation at the end of declarative sentences and questions. CU 0001.1.5 Attempt to spell simple words using preto-early phonetic knowledge, sounds of the alphabet, and knowledge of letter names. CU 0001.1.5 Attempt to spell simple words using preto-early phonetic knowledge, sounds of the alphabet, and knowledge of letter names. CU 0001.1.9 Build vocabulary by reading, listening to, and discussing a variety of literature.

Degree of Match

Crosswalk Correlation Notes (Shaded rows indicated grade change)

Language

CC Standard is one grade below TN Check for Understanding. 2 = Good match, with minor aspects of CCSS not addressed. 3 = Excellent match between two documents. 3 = Excellent match between two documents. CC Standard is one grade below TN Check for Understanding.

Language

Conventions of L K.2.c Write a letter or letters for most Standard English consonant and short-vowel sounds (phonemes). Conventions of L K.2.d Spell simple words phonetically, drawing Standard English on knowledge of sound-letter relationships. Vocabulary L K.4 Determine or clarify the meaning of Acquisition & Use unknown and multiple-meaning words and phrases based on kindergarten reading and content.

Language

Language

Language

Language

Language

Language

GRADE I: CU 0101.1.10 Show evidence of expanding language through vocabulary growth. *Build vocabulary by reading, listening to, and discussing a variety of literature. *Use word families and a variety of active word walls. *Read high frequency words in context. *Recognize and identify compound words, synonyms, and antonyms. *Identify positional words e.g., inside, outside, beside, between. *Identify simple multi-meaning words in context e.g., fly, pop, bat. *Use a picture dictionary/beginning dictionary to determine word meaning. CU 0001.1.8 Use context clues to identify vocabulary in text. GRADE I: CU 0101.1.10 Show evidence of expanding language through vocabulary growth. *Build vocabulary by reading, listening to, and discussing a variety of literature. *Use word families and a variety of active word walls. *Read high frequency words in context. *Recognize and identify compound words, synonyms, and antonyms. *Identify positional words e.g., inside, outside, beside, between. *Identify simple multi-meaning words in context e.g., fly, pop, bat. *Use a picture dictionary/beginning dictionary to determine word meaning. GRADE 3: SPI 0301.1.16 Determine word meanings using prefixes, suffixes and/or context clues.

Language Language Vocabulary L K.4.a Identify new meanings for familiar words Acquisition & Use and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). Language

2 = Good match, with CC Standard is one grade below TN Check for minor aspects of CCSS Understanding. not addressed.

Language

Vocabulary L K.4.b Use the most frequently occurring Acquisition & Use inflections and affixes (e.g., -ed, -s, re-, un-, pre-, ful, -less) as a clue to the meaning of an unknown word.

Language

2 = Good match, with CC Standard is three grades below TN SPI. minor aspects of CCSS Affixes mentioned beginning in first grade under not addressed. decoding strategies, but not for purpose of determining word meaning.

ELA Common Core Strand

ELA Common Core Thread

ELA Common Core Standard

TN ELA Standard

Correlation by Learning Expectations with Aligned Checks for Understanding and State Performance Indicators GRADE I: CU 0101.1.10 Show evidence of expanding language through vocabulary growth. *Build vocabulary by reading, listening to, and discussing a variety of literature. *Use word families and a variety of active word walls. *Read high frequency words in context. *Recognize and identify compound words, synonyms, and antonyms. *Identify positional words e.g., inside, outside, beside, between. *Identify simple multi-meaning words in context e.g., fly, pop, bat. *Use a picture dictionary/beginning dictionary to determine word meaning. GLE 0001.1.2 Employ a variety of strategies to decode words and expand vocabulary.

Degree of Match

Crosswalk Correlation Notes (Shaded rows indicated grade change)

Language

Vocabulary L 5 With guidance and support from adults, Acquisition & Use explore word relationships and nuances in word meanings.

Language

2 = Good match, with CC Standard is one grade below TN Check for minor aspects of CCSS Understanding. not addressed.

Language

Language

Language

Vocabulary L K.5 With guidance and support from adults, Acquisition & Use explore word relationships and nuances in word meanings. Vocabulary L K.5.a Sort common objects into categories Acquisition & Use (e.g., shapes, foods) to gain a sense of the concepts the categories represent. Vocabulary L K.5.b Demonstrate understanding of frequently Acquisition & Use occurring verbs and adjectives by relating them to their opposites (antonyms).

Language

Language

Language

GRADE 3: CU 0301.1.18 Continue to develop word 1 = Weak match, major consciousness e.g., word play, word walls, word sorts. aspects of CCSS not addressed. GRADE I: CU 0101.1.10 Show evidence of expanding 2 = Good match, with language through vocabulary growth. minor aspects of CCSS *Build vocabulary by reading, listening to, and not addressed. discussing a variety of literature. *Use word families and a variety of active word walls. *Read high frequency words in context. *Recognize and identify compound words, synonyms, and antonyms. *Identify positional words e.g., inside, outside, beside, between. *Identify simple multi-meaning words in context e.g., fly, pop, bat. *Use a picture dictionary/beginning dictionary to determine word meaning.

CC Standard is three grades below TN Check for Understanding. \CC Standard is on grade below TN Check for Understanding.

ELA Common Core Strand

ELA Common Core Thread

ELA Common Core Standard

TN ELA Standard

Reading: Literature

Key Ideas & Details RL 1.1 Ask and answer questions about key details in a text.

Language

Informational Text

Informational Text

Reading: Literature

Key Ideas & Details RL 1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. Key Ideas & Details RL 1.3 Describe characters, settings, and major events in a story, using key details. Craft & Structure RL 1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

Communication

Reading: Literature Reading: Literature

Literature

Literature Informational Text

Reading: Literature

Craft & Structure

RL 1.6 Identify who is telling the story at various points in a text.

Literature

Reading: Literature

Integration of RL 1.7 Use illustrations and details in Knowledge & Ideas a story to describe its characters, setting, or events.

Literature

Informational Text Literature Reading: Literature Integration of RL 1.9 Compare and contrast the Knowledge & Ideas adventures and experiences of characters in stories. Logic

Literature Writing Reading: Literature Range of Reading RL 1.10 With prompting and support, & Level of Text read prose and poetry of appropriate Complexity complexity for grade 1. Literature

Literature Reading: Informational Text Key Ideas & Details RI 1.1 Ask and answer questions about key details in a text. Informational Text

Communication

Communication

Informational Text Reading: Informational Text Key Ideas & Details RI 1.3 Key Ideas and Details Describe the connection between two individuals, events, ideas, or pieces of information in a text. Logic

Reading: Informational Text

Key Ideas & Details RI 1.4 Craft and Structure Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

Literature

Language

Language Reading: Informational Text Craft & Structure RI 1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. Informational Text

Informational Text

Reading: Informational Text

Craft & Structure

RI 1.6 Craft and Structure Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Informational Text

Informational Text

Reading: Informational Text

Integration of RI 1.7 Use the illustrations and details Knowledge & Ideas in a text to describe its key ideas.

Informational Text

Informational Text

Literature

Reading: Informational Text

Integration of RI 1.8 Integration of Knowledge and Knowledge & Ideas Ideas Identify the reasons an author gives to support points in a text.

Informational Text

Logic

Logic

Reading: Informational Text

Range of Reading RI 1.10 With prompting and support, & Level of Text read informational texts appropriately Complexity complex for grade 1.

Literature

Informational Text

Reading: Foundational Skills

Print Concepts

RF 1.1 Demonstrate understanding of the organization and basic features of print.

Literature

Writing

Reading: Foundational Skills

Print Concepts

RF 1.1.a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Language

Language

Language

Language

Reading: Foundational Skills

Phonological Awareness

RF 1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Language

Language

Language

Reading: Foundational Skills

Phonological Awareness

RF 1.2.a Distinguish long from short vowel sounds in spoken single-syllable words .

Reading: Foundational Skills

Phonological Awareness

RF 1.2.b Orally produce singlesyllable words by blending sounds (phonemes), including consonant blends.

Language

Language

Reading: Foundational Skills

RF 1.2.c Phonological Awareness Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

Language

Reading: Foundational Skills

Phonological Awareness

RF 1.2.d Segment spoken singlesyllable words into their complete sequence of individual sounds (phonemes).

Language

Reading: Foundational Skills

Phonics & Word Recognition

RF 1.3 Know and apply grade-level phonics and word analysis skills in decoding words.

Language

Reading: Foundational Skills

Phonics & Word Recognition

RF 1.3.a Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound).

Language

Reading: Foundational Skills

Phonics & Word Recognition

RF 1.3.b Decode regularly spelled one-syllable words.

Language

Reading: Foundational Skills

Phonics & Word Recognition

RF 1.3.c Know final -e and common vowel team conventions for representing long vowel sounds.

Language

Reading: Foundational Skills

Phonics & Word Recognition

RF 1.3.d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

Language

Language

Language

Reading: Foundational Skills

RF 1.3.e Phonics and Word Recognition Decode two-syllable words following basic patterns by breaking the words into syllables.

Language

Reading: Foundational Skills

Phonics & Word Recognition

RF 1.3.e Decode two-syllable words following basic patterns by breaking the words into syllables.

Language

Reading: Foundational Skills

Phonics & Word Recognition

RF 1.3.f Phonics and Word Recognition Read words with inflectional endings.

Reading: Foundational Skills

Phonics & Word Recognition

RF 1.3.g Phonics and Word Recognition Recognize and read grade-appropriate irregularly spelled words.

Language

Literature

Reading: Foundational Skills

Fluency

RF 1.4 Read with sufficient accuracy and fluency to support comprehension.

Literature

Literature

Literature

Reading: Foundational Skills

Fluency

RF 1.4.a Read grade-level text with purpose and understanding.

Literature

Literature

Literature

Reading: Foundational Skills

Fluency

RF 1.4.b Read grade-level text orally with accuracy, appropriate rate, and expression.

Literature

Literature

Reading: Foundational Skills

Fluency

RF 1.4.c Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary. W 1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

Language

Writing

Text Types & Purposes

Writing

Writing Writing Writing Text Types & Purposes W 1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Writing

Writing Writing Writing Research

Writing

Text Types & Purposes

W 1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

Writing

Writing Writing Writing

Writing

Production & Distribution of Writing

W 1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

Writing

Communication

Writing Writing

Writing

Production & Distribution of Writing

W 1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Media

Writing

Writing

Research to Build & W 1.7 Participate in shared research Present Knowledge and writing projects (e.g., explore a number of how-to books on a given topic and use them to write a sequence of instructions).

Writing

Communication

Writing

Research to Build & W 1.8 With guidance and support Present Knowledge from adults, recall information from experiences or gather information from provided sources to answer a question.

Research

Research Writing

Speaking and Listening

Comprehension & SL 1.1 Participate in collaborative Collaboration conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

Communication

Communication Communication

Speaking and Listening

Comprehension & SL 1.1.a Follow agreed-upon rules for Collaboration discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

Communication

Communication Speaking and Listening Comprehension & SL 1.1.b Build on others talk in Collaboration conversations by responding to the comments of others through multiple exchanges. Communication

Communication

Speaking and Listening

Comprehension & SL 1.1.c Ask questions to clear up Collaboration any confusion about the topics and texts under discussion.

Communication

Literature

Communication

Literature

Media

Speaking and Listening

Comprehension & SL 1.3 Ask and answer questions Collaboration about what a speaker says in order to gather additional information or clarify something that is not understood.

Communication

Communication

Speaking and Listening

Presentation of SL 1.4 Describe people, places, Knowledge & Ideas things, and events with relevant details, expressing ideas and feelings clearly.

Communication

Communication Communication

Speaking and Listening

Speaking and Listening

Presentation of SL 1.5 Add drawings or other visual Knowledge & Ideas displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. Presentation of SL 1.6 Produce complete sentences Knowledge & Ideas when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.)

Media

Communication

Language

Language

Conventions of Standard English Conventions of Standard English

Language

L 1.1 Demonstrate command of the grammar and usage when writing or speaking. L 1.1.a Print all upper- and lowercase letters.

Language

Writing

Language

Conventions of Standard English

L 1.1.b Use common, proper, and possessive nouns.

Language

Language

Language

Conventions of Standard English

L 1.1.c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

Language

Language

Conventions of Standard English

L 1.1.d Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

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L 1.1.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). L 1.1.f Use frequently occurring adjectives.

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L 1.1.g Use frequently occurring conjunctions (e.g., and, but, or, so, because).

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L 1.1.h Use determiners (e.g., articles, demonstratives).

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L 1.1.i Use frequently occurring prepositions (e.g., during, beyond, toward).

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L 1.1.j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

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L 1.2 Demonstrate command of the capitalization, punctuation, and spelling when writing. L 1.2.a Capitalize dates and names of people. L 1.2.b Use end punctuation for sentences. L 1.2.c Use commas in dates and to separate single words in a series.

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L 1.2.d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

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L 1.2.e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

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Vocabulary L 1.4 Determine or clarify the Acquisition & Use meaning of unknown and multiplemeaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

Language Language Vocabulary L 1.4.a Use sentence-level context as Acquisition & Use a clue to the meaning of a word or phrase. Vocabulary L 1.4.b Use frequently occurring Acquisition & Use affixes as a clue to the meaning of a word. Language

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Vocabulary L 1.4.c Identify frequently occurring Acquisition & Use root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

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Vocabulary L 1.5 With guidance and support from Acquisition & Use adults, demonstrate understanding of word relationships and nuances in word meanings.

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L 1.5.a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

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Correlation by Learning Expections with Aligned Checks for Understanding and State Performance Indicators CU 0101.8.6 Derive meaning while reading by employing the following strategies: *Asking questions to clarify meaning. *Participating in discussions. *Predicting what will happen next. *Creating mental images. *Using illustrations to gain meaning. *Answering the five W + H questions i.e., Who, What, When, Where, How, Why. *Relating knowledge from personal experience, and/or other text. GLE 0101.6.2 Identify the main ideas and supporting details of informational text.

Degree of Match

Crosswalk Correlation Notes (Shaded rows indicated grade change)

3 = Excellent Grade difference for a portion of match between the standard; for grades K-2. two documents. Standards specify identification of details only in informational texts.

GRADE 3: CU 0301.6.4 Identify the main idea and supporting details in text.

Grade difference for a portion of the standard; for grades K-2. Standards specify identification of details only in informational texts. CC Standard is two grades below TN Check for Understanding. Standards specify identification of details only in informational texts. 2 = Good match, with minor aspects of CCSS not addressed. 3 = Excellent match between two documents. 3 = Excellent match between two documents. The CCSS go a little further, by asking students to demonstrate understanding of the central message or lesson.

CU 0101.2.9 Retell a story, describing the plot, characters, and setting.

CU 0101.8.7 Identify the characters, plot, and setting of a story. GLE 0101.8.1 Explore and experience various literary genres.

CU 0101.8.1 Read picture books, alphabet and number books, rhyming books, storybooks, fairy tales, poetry, and nonfiction text. CU 0101.8.2 Distinguish between fiction/nonfiction and fantasy/reality. CU 0101.6.4 Recognize and use text features to comprehend informational texts e.g., time lines, illustrations. GRADE 6: CU 0601.8.11 Identify the narration and 2 = Good match, CC Standard is five grades below point of view e.g., first person, third person in with minor TN Check for Understanding. literary texts. aspects of CCSS not addressed.

CU 0101.8.6 Derive meaning while reading by employing the following strategies: *Asking questions to clarify meaning. *Participating in discussions. *Predicting what will happen next. *Creating mental images. *Using illustrations to gain meaning. *Answering the five W + H questions i.e., Who, What, When, Where, How, Why. *Relating knowledge from personal experience, and/or other text. GLE 0001.6.2 Recognize that illustrations support information in the texts. CU 0101.8.7 Identify the characters, plot, and setting of a story. CU 0101.5.4 Compare and contrast information and ideas.

3 = Excellent match between two documents.

2 = Good match, with minor aspects of CCSS not addressed.

CU 0101.8.7 Identify the characters, plot, and setting of a story. GRADE 3: CU 0301.3.6 Compare characters, settings, and events within and between stories. CU 0101.8.1 Read picture books, alphabet and number books, rhyming books, storybooks, fairy tales, poetry, and nonfiction text. CU 0101.8.8 Participate in shared reading and small group guided reading. GLE 0101.6.2 Identify the main ideas and supporting details of informational text. 3 = Excellent match between two documents.

CC Standard is two grades below TN Check for Understanding.

3 = Excellent match between two documents.

CU 0101.2.8 Participate in group discussion. *Work productively in group discussion for a particular purpose e.g., respond to literature, solve a problem. *Ask and respond to questions from teacher and other group members. CU 0101.2.8 Participate in group discussion. 2 = Good match, *Work productively in group discussion for a with minor particular purpose e.g., respond to literature, solve aspects of CCSS a problem. not addressed. *Ask and respond to questions from teacher and other group members. GLE 0101.6.2 Identify the main ideas and supporting details of informational text. CU 0101.5.4 Compare and contrast information 1 = Weak match, and ideas. major aspects of CCSS not addressed.

The "retell" aspect is not addressed.

The "retell" aspect is not addressed.

CU 0101.8.6 Derive meaning while reading by employing the following strategies: *Asking questions to clarify meaning. *Participating in discussions. *Predicting what will happen next. *Creating mental images. *Using illustrations to gain meaning. *Answering the five W + H questions i.e., Who, What, When, Where, How, Why. *Relating knowledge from personal experience, and/or other text. CU 0101.1.10 Show evidence of expanding language through vocabulary growth. *Build vocabulary by reading, listening to, and discussing a variety of literature. *Use word families and a variety of active word walls. *Read high frequency words in context. *Recognize and identify compound words, synonyms, and antonyms. *Identify positional words e.g., inside, outside, beside, between. *Identify simple multi-meaning words in context e.g., fly, pop, bat. *Use a picture dictionary/beginning dictionary to determine word meaning. GLE 0101.1.2 Employ a variety of strategies to decode words and expand vocabulary. CU 0101.6.4 Recognize and use text features to comprehend informational texts e.g., time lines, illustrations.

3 = Excellent match between two documents.

3 = Excellent Grade difference for a portion of match between the standard. two documents.

GRADE 3: SPI 0301.6.4 Locate information using available text features e.g., charts, maps, graphics.

CC Standard is two grades below TN SPI.

GLE 0101.6.3 Recognize that a variety of graphics 1 = Weak match, State standard does not require can support informational text. major aspects of distinguishing between information CCSS not provided by pictures vs. text. addressed. CU 0101.6.4 Recognize and use text features to comprehend informational texts e.g., time lines, illustrations. GLE 0101.6.2 Identify the main ideas and supporting details of informational text. GLE 0101.6.3 Recognize that a variety of graphics can support informational text. 3 = Excellent match between two documents. State standard does not require distinguishing between information provided by pictures vs. text.

CU 0101.8.6 Derive meaning while reading by employing the following strategies: *Asking questions to clarify meaning. *Participating in discussions. *Predicting what will happen next. *Creating mental images. *Using illustrations to gain meaning. *Answering the five W + H questions i.e., Who, What, When, Where, How, Why. *Relating knowledge from personal experience, and/or other text. GLE 0101.6.2 Identify the main ideas and supporting details of informational text.

2 = Good match, with minor aspects of CCSS not addressed. 2 = Good match, with minor aspects of CCSS not addressed.

CU 0101.5.4 Compare and contrast information and ideas.

CU 0101.6.3 Explore a variety of informational texts e.g., books, charts, newspapers, magazines. GLE 0101.8.3 Develop reading fluency and accuracy. 2 = Good match, No specific mention of text with minor complexity. aspects of CCSS not addressed. No specific mention of text complexity. 2 = Good match, with minor aspects of CCSS not addressed.

CU 0101.6.3 Explore a variety of informational texts e.g., books, charts, newspapers, magazines. CU 0101.8.3 Identify parts of a book e.g., front cover and back cover, table of contents, index, glossary, title page, author, illustrator.

CU 0101.3.70 Create legible documents for reading by the following: forming uppercase/lowercase letters; utilizing correct spacing; writing from left to right/top to bottom; and tracing/reproducing letters and words correctly. CU 0101.1.6 Understand that groups of words make sentences. 3 = Excellent match between two documents.

CU 0101.1.2 Use capital letters correctly i.e., in the first word of a sentence, first and last names, pronoun I, proper nouns. CU 0101.1.3 Identify and use correct punctuation at the end of declarative sentences and questions. CU 0101.1.7 Understand that word order helps determine the meaning of a sentence.

GLE 0101.1.3 Develop and maintain phonological awareness. CU 0101.1.12 Apply phonics generalizations in order to decode words. *Name all uppercase/lowercase letters of the alphabet. *Understand that the sequence of letters in a written word represents the sequence of sounds in a word. *Use letter-sound matches and structural analysis to decode grade level words. *Use parts of words e.g., root/base words, compound words, contractions, prefixes, suffixes to decode grade level words. *Apply long and short vowel rules when decoding text. *Use sounding out words; chunking words into smaller parts; and looking for blends, digraphs, word families, etc. as a means of decoding unfamiliar words. *Continue to decode unknown words that are gradelevel appropriate. CU 0101.1.11 Maintain phonemic awareness. *Understand that a phoneme is one distinct sound. *Use sound stretching of one syllable words to identify each phoneme. *Use sound blending of each separately spoken phoneme to make meaningful words. *Segment one-syllable words into individual sounds and blend the sounds into whole words. *Recognize and produce rhyming words. *Recognize words that have the same beginning, middle, or ending sounds. *Understand words are made up of one or more syllables. *Substitute targeted sounds to change words e.g., bed to bad, hat to bat. *Rearrange the letter sounds of a given word to create new words e.g., pan to nap, ten to net. GRADE 3: CU 0301.1.17 Continue to maintain and develop the ability to distinguish sounds and sound patterns within words.

3 = Excellent match between two documents. 2 = Good match, with minor aspects of CCSS not addressed.

The distiguishing of long/short vowel sounds is addressed under phonics, but is not specified under the phonemic awareness standards in grade 1.

The distiguishing of long/short vowel sounds is addressed under phonics, but is not specified under the phonemic awareness standards in grade 1.

CC Standard is three grades below TN Check for Understanding. Distiguishing long/short vowel sounds addressed under phonics, but not specified under phonemic awareness standards in grade 1.

CU 0101.1.11 Maintain phonemic awareness. 3 = Excellent *Understand that a phoneme is one distinct sound. match between *Use sound stretching of one syllable words to two documents. identify each phoneme. *Use sound blending of each separately spoken phoneme to make meaningful words. *Segment one-syllable words into individual sounds and blend the sounds into whole words. *Recognize and produce rhyming words. *Recognize words that have the same beginning, middle, or ending sounds. *Understand words are made up of one or more syllables. *Substitute targeted sounds to change words e.g., bed to bad, hat to bat. *Rearrange the letter sounds of a given word to create new words e.g., pan to nap, ten to net. CU 0101.1.12 Apply phonics generalizations in order to decode words. *Name all uppercase/lowercase letters of the alphabet. *Understand that the sequence of letters in a written word represents the sequence of sounds in a word. *Use letter-sound matches and structural analysis to decode grade level words. *Use parts of words e.g., root/base words, compound words, contractions, prefixes, suffixes to decode grade level words. *Apply long and short vowel rules when decoding text. *Use sounding out words; chunking words into smaller parts; and looking for blends, digraphs, word families, etc. as a means of decoding unfamiliar words. *Continue to decode unknown words that are gradelevel appropriate.

CU 0101.1.11 Maintain phonemic awareness. 2 = Good match, *Understand that a phoneme is one distinct sound. with minor *Use sound stretching of one syllable words to aspects of CCSS identify each phoneme. not addressed. *Use sound blending of each separately spoken phoneme to make meaningful words. *Segment one-syllable words into individual sounds and blend the sounds into whole words. *Recognize and produce rhyming words. *Recognize words that have the same beginning, middle, or ending sounds. *Understand words are made up of one or more syllables. *Substitute targeted sounds to change words e.g., bed to bad, hat to bat. *Rearrange the letter sounds of a given word to create new words e.g., pan to nap, ten to net. CU 0101.1.11 Maintain phonemic awareness. 3 = Excellent *Understand that a phoneme is one distinct sound. match between *Use sound stretching of one syllable words to two documents. identify each phoneme. *Use sound blending of each separately spoken phoneme to make meaningful words. *Segment one-syllable words into individual sounds and blend the sounds into whole words. *Recognize and produce rhyming words. *Recognize words that have the same beginning, middle, or ending sounds. *Understand words are made up of one or more syllables. *Substitute targeted sounds to change words e.g., bed to bad, hat to bat. *Rearrange the letter sounds of a given word to create new words e.g., pan to nap, ten to net.

Phoneme isolation is not specifically mentioned, although both lower and higher-level phoNological awareness skills are covered in this standard.

CU 0101.1.12 Apply phonics generalizations in order to decode words. *Name all uppercase/lowercase letters of the alphabet. *Understand that the sequence of letters in a written word represents the sequence of sounds in a word. *Use letter-sound matches and structural analysis to decode grade level words. *Use parts of words e.g., root/base words, compound words, contractions, prefixes, suffixes to decode grade level words. *Apply long and short vowel rules when decoding text. *Use sounding out words; chunking words into smaller parts; and looking for blends, digraphs, word families, etc. as a means of decoding unfamiliar words. *Continue to decode unknown words that are gradelevel appropriate. CU 0101.1.12 Apply phonics generalizations in order to decode words. *Name all uppercase/lowercase letters of the alphabet. *Understand that the sequence of letters in a written word represents the sequence of sounds in a word. *Use letter-sound matches and structural analysis to decode grade level words. *Use parts of words e.g., root/base words, compound words, contractions, prefixes, suffixes to decode grade level words. *Apply long and short vowel rules when decoding text. *Use sounding out words; chunking words into smaller parts; and looking for blends, digraphs, word families, etc. as a means of decoding unfamiliar words. *Continue to decode unknown words that are gradelevel appropriate.

3 = Excellent match between two documents.

3 = Excellent Grade difference. match between two documents.

GRADE 2: CU 0201.1.8 Spell simple words using developing phonetic knowledge, sounds of the alphabet, and simple consonant/vowel patterns. *Spell high frequency words correctly e.g., Dolch list, Fry list. *Continue to spell words using basic CVC, CVCE, and CVVC patterns. *Alphabetize words to the second letter. *Use primary dictionaries to spell words correctly and verify spelling. *Spell regular and irregular plurals correctly e.g., boy/boys, child/children. *Spell digraphs e.g., ch, ea, ir, trigraphs e.g., -igh, tch, and blends e.g., bl, br, str. *Understand and spell basic words that sound the same but are spelled differently and have different meanings homophones, e.g., hair, hare; to, too, two. 1.1.CU.12 CU 0101.1.12 Apply phonics generalizations in order to decode words. *Name all uppercase/lowercase letters of the alphabet. *Understand that the sequence of letters in a written word represents the sequence of sounds in a word. *Use letter-sound matches and structural analysis to decode grade level words. *Use parts of words e.g., root/base words, compound words, contractions, prefixes, suffixes to decode grade level words. *Apply long and short vowel rules when decoding text. *Use sounding out words; chunking words into smaller parts; and looking for blends, digraphs, word families, etc. as a means of decoding unfamiliar words. *Continue to decode unknown words that are gradelevel appropriate. CU 0101.1.9 Spell simple words using developing phonetic knowledge, sounds of the alphabet, and simple consonant/vowel patterns. *Spell high frequency words correctly e.g., Dolch list, Fry list. *Spell one-syllable words, using basic CVC, CVCE, and CVVC patterns. *Alphabetize words to the first letter. 3 = Excellent match between two documents.

CC Standard is one grades below TN Check for Understanding.

3 = Excellent match between two documents.

CU 0101.1.12 Apply phonics generalizations in order to decode words. *Name all uppercase/lowercase letters of the alphabet. *Understand that the sequence of letters in a written word represents the sequence of sounds in a word. *Use letter-sound matches and structural analysis to decode grade level words. *Use parts of words e.g., root/base words, compound words, contractions, prefixes, suffixes to decode grade level words. *Apply long and short vowel rules when decoding text. *Use sounding out words; chunking words into smaller parts; and looking for blends, digraphs, word families, etc. as a means of decoding unfamiliar words. *Continue to decode unknown words that are gradelevel appropriate. CU 0101.1.11 Maintain phonemic awareness. 2 = Good match, This concept is not explicitly Understand that a phoneme is one distinct sound. with minor taught. Use sound stretching of one syllable words to aspects of CCSS identify each phoneme. not addressed. Use sound blending of each separately spoken phoneme to make meaningful words. Segment one-syllable words into individual sounds and blend the sounds into whole words. Recognize and produce rhyming words. Recognize words that have the same beginning, middle, or ending sounds. Understand words are made up of one or more syllables. Substitute targeted sounds to change words (e.g., bed to bad, hat to bat). Rearrange the letter sounds of a given word to create new words (e.g., pan to nap, ten to net).

CU 0101.1.12 Apply phonics generalizations in order to decode words. *Name all uppercase/lowercase letters of the alphabet. *Understand that the sequence of letters in a written word represents the sequence of sounds in a word. *Use letter-sound matches and structural analysis to decode grade level words. *Use parts of words e.g., root/base words, compound words, contractions, prefixes, suffixes to decode grade level words. *Apply long and short vowel rules when decoding text. *Use sounding out words; chunking words into smaller parts; and looking for blends, digraphs, word families, etc. as a means of decoding unfamiliar words. *Continue to decode unknown words that are gradelevel appropriate. GRADE 2: CU 0201.1.11 Apply phonics generalizations in order to decode words in the following ways: *Read words containing r-controlled vowels er, or, ar, ir, ur. *Apply knowledge of basic syllabication rules. *Use letter-sound matches and structural analysis to decode grade level words. *Use parts of words e.g., root/base words, compound words, contractions, prefixes, and suffixes to decode grade level words. *Apply long and short vowel rules when decoding text. *Use sounding out words; chunking words into smaller parts; and looking for blends, digraphs, diphthongs, word families, etc. as a means of decoding unfamiliar words. *Continue to decode unknown words that are gradelevel appropriate.

This concept is not explicitly taught.

This concept is not explicitly taught. Grade difference.

CU 0101.1.12 Apply phonics generalizations in 2 = Good match, order to decode words. with minor *Name all uppercase/lowercase letters of the aspects of CCSS alphabet. not addressed. *Understand that the sequence of letters in a written word represents the sequence of sounds in a word. *Use letter-sound matches and structural analysis to decode grade level words. *Use parts of words e.g., root/base words, compound words, contractions, prefixes, suffixes to decode grade level words. *Apply long and short vowel rules when decoding text. *Use sounding out words; chunking words into smaller parts; and looking for blends, digraphs, word families, etc. as a means of decoding unfamiliar words. *Continue to decode unknown words that are gradelevel appropriate. CU 0201.1.11 Apply phonics generalizations in CC Standard is one grade below order to decode words in the following ways: TN Check for Understanding. *Read words containing r-controlled vowels er, or, ar, ir, ur. *Apply knowledge of basic syllabication rules. *Use letter-sound matches and structural analysis to decode grade level words. *Use parts of words e.g., root/base words, compound words, contractions, prefixes, and suffixes to decode grade level words. *Apply long and short vowel rules when decoding text. *Use sounding out words; chunking words into smaller parts; and looking for blends, digraphs, diphthongs, word families, etc. as a means of decoding unfamiliar words. *Continue to decode unknown words that are gradelevel appropriate.

CU 0101.1.12 Apply phonics generalizations in order to decode words. *Name all uppercase/lowercase letters of the alphabet. *Understand that the sequence of letters in a written word represents the sequence of sounds in a word. *Use letter-sound matches and structural analysis to decode grade level words. *Use parts of words e.g., root/base words, compound words, contractions, prefixes, suffixes to decode grade level words. *Apply long and short vowel rules when decoding text. *Use sounding out words; chunking words into smaller parts; and looking for blends, digraphs, word families, etc. as a means of decoding unfamiliar words. *Continue to decode unknown words that are gradelevel appropriate. GRADE 3: SPI 0301.1.15 Recognize root words and their various inflections e.g., walks, walking, walked. CU 0101.1.10 Show evidence of expanding language through vocabulary growth. *Build vocabulary by reading, listening to, and discussing a variety of literature. *Use word families and a variety of active word walls. *Read high frequency words in context. *Recognize and identify compound words, synonyms, and antonyms. *Identify positional words e.g., inside, outside, beside, between. *Identify simple multi-meaning words in context e.g., fly, pop, bat. *Use a picture dictionary/beginning dictionary to determine word meaning. CU 0101.8.9 Read simple text containing familiar letter-sound correspondence and high frequency words. GLE 0101.8.3 Develop reading fluency and accuracy.

3 = Excellent Grade difference.. Inflectional match between endings are not specifically two documents. mentioned.

Grade difference.. Inflectional endings are not specifically mentioned. 3 = Excellent match between two documents.

3 = Excellent match between two documents.

GLE 0101.8.2 Employ a variety of basic reading comprehension strategies.

CU 0101.8.6 Derive meaning while reading by employing the following strategies: *Asking questions to clarify meaning. *Participating in discussions. *Predicting what will happen next. *Creating mental images. *Using illustrations to gain meaning. *Answering the five W + H questions i.e., Who, What, When, Where, How, Why. *Relating knowledge from personal experience, and/or other text. CU 0101.8.9 Read simple text containing familiar letter-sound correspondence and high frequency words. CU 0101.8.1 Read picture books, alphabet and number books, rhyming books, storybooks, fairy tales, poetry, and nonfiction text. CU 0101.8.6 Derive meaning while reading by employing the following strategies: *Asking questions to clarify meaning. *Participating in discussions. *Predicting what will happen next. *Creating mental images. *Using illustrations to gain meaning. *Answering the five W + H questions i.e., Who, What, When, Where, How, Why. *Relating knowledge from personal experience, and/or other text. CU 0101.8.10 Read orally with fluency and accuracy. GRADE 2: CU 0201.8.9 Read orally with fluency and accuracy, using appropriate pacing and expression. GLE 0101.1.2 Employ a variety of strategies to decode words and expand vocabulary.

3 = Excellent match between two documents.

3 = Excellent match between two documents. CC Standard is one grade below TN Check for Understanding. 1 = Weak match, No specific mention of selfmajor aspects of correction or rereading. CCSS not addressed. 2 = Good match, No specific mention of opinion with minor pieces. aspects of CCSS not addressed.

GLE 0101.3.3 Begin to develop topic sentences.

CU 0101.3.5 Arrange events in a logical and sequential order when writing. GRADE 2: GLE 0201.3.1 Write in a variety of modes for different audiences and purposes. GLE 0101.3.3 Begin to develop topic sentences.

No specific mention of opinion pieces. ** CC Standard is one grade below TN GLE. 3 = Excellent match between two documents.

CU 0101.3.5 Arrange events in a logical and sequential order when writing. GRADE 2: GLE 0201.3.1 Write in a variety of modes for different audiences and purposes. GRADE 2: CU 0201.3.1 Write to describe, entertain, and inform. GRADE 2: CU 0201.4.7 Write a simple research report that demonstrates a gathering of information. GLE 0101.3.1 Compose simple stories with a clear 2 = Good match, beginning, middle, and end. with minor aspects of CCSS not addressed.

Grade difference. ** CC Standard is one grade below TN GLE. CC Standard is one grade below TN Check for Understanding. CC Standard is one grade below TN Check for Understanding.

CU 0101.3.6 Begin to add descriptive words and details to writing. CU 0101.3.5 Arrange events in a logical and sequential order when writing. GRADE 4: CU 0401.3.14 Use appropriate timeorder or transitional words. CU 0101.3.9 Incorporate suggestions from teachers and peers. 3 = Excellent match between two documents.

CC Standard is three grades below TN Check for Understanding.

CU 0101.2.8 Participate in group discussion. *Work productively in group discussion for a particular purpose e.g., respond to literature, solve a problem. *Ask and respond to questions from teacher and other group members. CU 0101.3.6 Begin to add descriptive words and details to writing. CU 0101.3.1 Brainstorm ideas with teachers and peers, use graphic organizers e.g., webs, charts, Venn diagrams independently and/or in group, draw pictures to generate ideas, and use a variety of resources to gather information. GRADE 2: CU 0201.7.4 Begin to utilize technology to create publications and presentations.

3 = Excellent CC Standard is one grade below match between TN Check for Understanding. two documents.

CU 0101.3.9 Incorporate suggestions from teachers and peers.

CU 0101.3.1 Brainstorm ideas with teachers and peers, use graphic organizers e.g., webs, charts, Venn diagrams independently and/or in group, draw pictures to generate ideas, and use a variety of resources to gather information. CU 0101.2.8 Participate in group discussion. *Work productively in group discussion for a particular purpose e.g., respond to literature, solve a problem. *Ask and respond to questions from teacher and other group members. CU 0101.4.2 Select two resources to answer a research question.

3 = Excellent match between two documents.

3 = Excellent match between two documents.

CU 0101.4.3 Use the family and community as sources of information. CU 0101.3.1 Brainstorm ideas with teachers and peers, use graphic organizers e.g., webs, charts, Venn diagrams independently and/or in group, draw pictures to generate ideas, and use a variety of resources to gather information.

GLE 0101.2.1 Develop critical listening skills essential for comprehension, problem solving, and task completion.

3 = Excellent match between two documents.

GLE 0101.2.2 Develop critical speaking skills essential for effective communication. CU 0101.2.8 Participate in group discussion. *Work productively in group discussion for a particular purpose e.g., respond to literature, solve a problem. *Ask and respond to questions from teacher and other group members. CU 0101.2.1 Use appropriate listening skills e.g., do not interrupt, face speaker, ask questions.

3 = Excellent match between two documents.

CU 0101.2.5 Use rules for conversation e.g., take turns, and focus attention on speaker. CU 0101.2.5 Use rules for conversation e.g., take turns, and focus attention on speaker.

2 = Good match, No specific mention of "multiple with minor exchanges." aspects of CCSS not addressed.

CU 0101.2.8 Participate in group discussion. *Work productively in group discussion for a particular purpose e.g., respond to literature, solve a problem. *Ask and respond to questions from teacher and other group members. CU 0101.2.8 Participate in group discussion. *Work productively in group discussion for a particular purpose e.g., respond to literature, solve a problem. *Ask and respond to questions from teacher and other group members. CU 0101.8.6 Derive meaning while reading by employing the following strategies: *Asking questions to clarify meaning. *Participating in discussions. *Predicting what will happen next. *Creating mental images. *Using illustrations to gain meaning. *Answering the five W + H questions i.e., Who, What, When, Where, How, Why. *Relating knowledge from personal experience, and/or other text. CU 0101.2.8 Participate in group discussion. *Work productively in group discussion for a particular purpose e.g., respond to literature, solve a problem. *Ask and respond to questions from teacher and other group members. CU 0101.8.6 Derive meaning while reading by employing the following strategies: *Asking questions to clarify meaning. *Participating in discussions. *Predicting what will happen next. *Creating mental images. *Using illustrations to gain meaning. *Answering the five W + H questions i.e., Who, What, When, Where, How, Why. *Relating knowledge from personal experience, and/or other text. CU 0101.7.1 Experience and respond to a variety of media e.g., books, audio, video, computer, illustrations. CU 0101.2.8 Participate in group discussion. *Work productively in group discussion for a particular purpose e.g., respond to literature, solve a problem. *Ask and respond to questions from teacher and other group members. GRADE 3: CU 0301.2.3 Respond to questions from teachers and other group members and pose follow-up questions for clarity.

No specific mention of "multiple exchanges."

3 = Excellent match between two documents.

3 = Excellent match between two documents.

3 = Excellent Grade difference. match between two documents.

CC Standard is two grades below TN Check for Understanding.

CU 0101.2.9 Retell a story, describing the plot, characters, and setting.

3 = Excellent match between two documents.

GLE 0101.2.2 Develop critical speaking skills essential for effective communication. GRADE 4: CU 0401.2.8 Express reactions, personal experiences, and opinions orally. CU 0101.7.4 Enhance oral presentations with a visual medium. 3 = Excellent match between two documents. 3 = Excellent match between two documents.

CC Standard is three grades below TN Check for Understanding.

CU 0101.2.6 Speak clearly, properly, and politely; recognize the difference between formal and informal language.

GLE 0101.1.1 Demonstrate control of basic Standard English usage, mechanics, spelling, and sentence structure. GLE 0101.1.1 Demonstrate control of basic Standard English usage, mechanics, spelling, and sentence structure. CU 0101.3.7 Create legible documents for reading by the following: forming uppercase/lowercase letters; utilizing correct spacing; writing from left to right/top to bottom; and tracing/reproducing letters and words correctly. CU 0101.1.1 Identify and correctly use adjectives i.e., descriptive, nouns i.e., singular and plural, possessive, pronouns i.e., substitution for nouns, and verbs i.e., tense, subject-verb agreement GRADE 2: CU 0201.1.1 Identify and correctly use adjectives i.e., descriptive, comparative, superlative, nouns i.e., common and proper, singular and plural, possessive, pronouns i.e., substitution for nouns, and verbs i.e., past and present tense, action and linking, regular and irregular, subject-verb agreement. CU 0101.1.1 Identify and correctly use adjectives i.e., descriptive, nouns i.e., singular and plural, possessive, pronouns i.e., substitution for nouns, and verbs i.e., tense, subject-verb agreement CU 0101.1.1 Identify and correctly use adjectives i.e., descriptive, nouns i.e., singular and plural, possessive, pronouns i.e., substitution for nouns, and verbs i.e., tense, subject-verb agreement

3 = Excellent match between two documents. 3 = Excellent match between two documents.

3 = Excellent match between two documents.

CC Standard is one grade below TN Check for Understanding.

3 = Excellent match between two documents.

3 = Excellent Grade level difference is significant match between for a portion of the standard. two documents.

GRADE 4: CU 0401.1.1 Know and use appropriately the meaning, forms, and functions of nouns including singular and plural, common and proper, singular and plural possessives, verbs including action and linking, regular and irregular forms, correct tenses, agreement in person and number with both simple and compound subjects, adjectives including proper comparison forms, articles, pronouns including subject, object, and possessive; singular and plural; agreement with antecedents, and adverbs i.e., proper comparison forms, negatives. GRADE 6: CU 0601.1.1 Know and use appropriately the meaning, forms and functions of nouns including collective nouns, nouns as objects, predicate nouns, pronouns including proper pronoun case; objects of prepositions; agreement with antecedents in person and number; indefinite, relative, and demonstrative pronouns, verbs including agreement with the subject in person and number, action verbs that take objects, linking verbs, helping verbs, verb phrases, verb tenses, regular and irregular verb forms, adjectives including predicate adjectives, comparative and superlative forms, adverbs including negatives, forms of comparative and superlative phrases, conjunctions including coordinating, subordinating, interjections, and prepositions place prepositional phrases correctly according to the words they modify within the sentence. CU 0101.1.1 Identify and correctly use adjectives i.e., descriptive, nouns i.e., singular and plural, possessive, pronouns i.e., substitution for nouns, and verbs i.e., tense, subject-verb agreement CU 0101.1.1 Identify and correctly use adjectives i.e., descriptive, nouns i.e., singular and plural, possessive, pronouns i.e., substitution for nouns, and verbs i.e., tense, subject-verb agreement 3 = Excellent match between two documents.

CC Standard is three grades below TN Check for Understanding.

CC Standard is five grades below TN Check for Understanding.

3 = Excellent match between two documents.

GRADE 5: CU 0501.1.1 Know and use appropriately the meaning, forms, and functions of nouns including common/proper, singular/plural, possessives, predicate nouns, verbs including action/linking, regular/irregular, be/have, verb phrases, agreement with subject in person and number, pronouns including agreement with antecedent, reflexive, possessive, correct pronoun case, adjectives including common/proper, predicate adjectives, demonstrative adjectives, proper comparative forms, adverbs including proper comparative forms, adverbs of degree {too, very}, conjunctions including coordinating, interjections, and prepositions place prepositional phrases in correct location within the sentence.

3 = Excellent CC Standard is four grades below match between TN Check for Understanding. two documents.

GRADE 3: CU 0301.1.1 Know and use 2 = Good match, CC Standard is two grades below appropriately the meaning, forms, and functions of with minor TN Check for Understanding. nouns including nouns as subjects and objects, aspects of CCSS singular, plural, and possessives, pronouns not addressed. including subject and object pronouns, substitution for nouns, agreement with antecedents, verbs including past, present, and future tenses; irregular verb; agreement with simple and compound subjects, adjectives including vivid descriptive words, comparative/superlative, articles, and adverbs including common formation and placement in a sentence. GRADE 5: CU 0501.1.1 Know and use appropriately the meaning, forms, and functions of nouns including common/proper, singular/plural, possessives, predicate nouns, verbs including action/linking, regular/irregular, be/have, verb phrases, agreement with subject in person and number, pronouns including agreement with antecedent, reflexive, possessive, correct pronoun case, adjectives including common/proper, predicate adjectives, demonstrative adjectives, proper comparative forms, adverbs including proper comparative forms, adverbs of degree {too, very}, conjunctions including coordinating, interjections, and prepositions place prepositional phrases in correct location within the sentence. 3 = Excellent CC Standard is four grades below match between TN Check for Understanding. two documents.

CU 0101.1.6 Understand that groups of words make sentences.

2 = Good match, with minor aspects of CCSS not addressed.

CU 0101.1.8 Identify and correctly write complete sentences. GRADE 2: CU 0201.1.5 Understand that a sentence is a group of words that has a subject and a verb and expresses a complete thought. GRADE 3: CU 0301.1.16 Combine simple sentences into compound sentences using compound subjects and/or predicates. GRADE 3: CU 0301.1.13 Recognize sentence types-statements, questions, commands, and exclamations-and apply appropriate end marks when writing and vocal intonation when speaking. GLE 0101.1.1 Demonstrate control of basic Standard English usage, mechanics, spelling, and sentence structure. CU 0101.1.2 Use capital letters correctly i.e., in the first word of a sentence, first and last names, pronoun I, proper nouns. CU 0101.1.3 Identify and use correct punctuation at the end of declarative sentences and questions.

Grade difference.

Grade difference.

Grade difference.

3 = Excellent match between two documents. 3 = Excellent match between two documents. 3 = Excellent match between two documents. GRADE 2: CU 0201.1.7 Use commas correctly in a 3 = Excellent CC Standard is onr grade below series. match between TN Check for Understanding. two documents. GRADE 3: CU 0301.1.5 Use commas in direct CC Standard is two grades below address, dates, locations and addresses, and TN Check for Understanding. items in a series. CU 0101.1.9 Spell simple words using developing 3 = Excellent phonetic knowledge, sounds of the match between alphabet, and simple consonant/vowel patterns. two documents. *Spell high frequency words correctly e.g., Dolch list, Fry list. *Spell one-syllable words, using basic CVC, CVCE, and CVVC patterns. *Alphabetize words to the first letter. CU 0101.1.9 Spell simple words using developing 3 = Excellent phonetic knowledge, sounds of the match between alphabet, and simple consonant/vowel patterns. two documents. *Spell high frequency words correctly e.g., Dolch list, Fry list. *Spell one-syllable words, using basic CVC, CVCE, and CVVC patterns. *Alphabetize words to the first letter.

CU 0101.1.10 Show evidence of expanding language through vocabulary growth. *Build vocabulary by reading, listening to, and discussing a variety of literature. *Use word families and a variety of active word walls. *Read high frequency words in context. *Recognize and identify compound words, synonyms, and antonyms. *Identify positional words e.g., inside, outside, beside, between. *Identify simple multi-meaning words in context e.g., fly, pop, bat. *Use a picture dictionary/beginning dictionary to determine word meaning. GLE 0101.1.2 Employ a variety of strategies to decode words and expand vocabulary. GRADE K: CU 0001.1.8 Use context clues to identify vocabulary in text. CU 0101.1.12 Apply phonics generalizations in order to decode words. *Name all uppercase/lowercase letters of the alphabet. *Understand that the sequence of letters in a written word represents the sequence of sounds in a word. *Use letter-sound matches and structural analysis to decode grade level words. *Use parts of words e.g., root/base words, compound words, contractions, prefixes, suffixes to decode grade level words. *Apply long and short vowel rules when decoding text. *Use sounding out words; chunking words into smaller parts; and looking for blends, digraphs, word families, etc. as a means of decoding unfamiliar words. *Continue to decode unknown words that are gradelevel appropriate. GRADE 3: SPI 0301.1.16 Determine word meanings using prefixes, suffixes and/or context clues.

3 = Excellent match between two documents.

3 = Excellent match between two documents. 3 = Excellent match between two documents.

CC Standard is one grade above TN Check for Understanding. Affixes are mentioned beginning in first grade under "decoding strategies," but not for the purpose of determining word meaning.

GRADE 3: SPI 0301.1.15 Recognize root words and their various inflections e.g., walks, walking, walked.

CC Standard is two grades below TN SPI. Affixes mentioned beginning in first grade under "decoding strategies," but not for purpose of determining word meaning. 3 = Excellent CC Standard is two grades below match between TN SPI. two documents.

GRADE 3: CU 0201.1.9 Show evidence of expanding language through vocabulary growth. *Recognize common abbreviations. *Build vocabulary by reading, listening to, and discussing a variety of literature. *Add prefixes e.g., re-, dis-, suffixes e.g., -ly, -y, and endings e.g., -ed, -ing, -es to base words to make new words. *Use word families and a variety of active word walls. *Recognize and identify compound words, synonyms, and antonyms. *Identify positional words. *Identify simple multi-meaning words in context e.g., fly, pop, bat. GLE 0101.1.2 Employ a variety of strategies to decode words and expand vocabulary.

CC Standard is one grade below TN Check for Undderstanding.

2 = Good match, with minor aspects of CCSS not addressed.

CU 0101.1.10 Show evidence of expanding language through vocabulary growth. *Build vocabulary by reading, listening to, and discussing a variety of literature. *Use word families and a variety of active word walls. *Read high frequency words in context. *Recognize and identify compound words, synonyms, and antonyms. *Identify positional words e.g., inside, outside, beside, between. *Identify simple multi-meaning words in context e.g., fly, pop, bat. *Use a picture dictionary/beginning dictionary to determine word meaning. GRADE 3: CU 0301.1.18 Continue to develop word 1 = Weak match, CC Standard is two grades below consciousness e.g., word play, word walls, word major aspects of TN Check for Undderstanding. sorts. CCSS not addressed.

ELA Common Core Strand

ELA Common Core Thread

ELA Common Core Standard

Key Ideas & Details Reading: Literature

RL 2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Reading: Literature

Key Ideas & Details

RL 2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moraL

Reading: Literature

Key Ideas & Details

RL 2.3 Describe how characters in a story respond to major events and challenges.

Reading: Literature

Craft & Structure RL 2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. Craft & Structure RL 2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Reading: Literature

Reading: Literature

Craft & Structure RL 2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Integration of RL 2.7 Use information gained from the illustrations and Knowledge & Ideas words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Reading: Literature

Reading: Literature

Integration of RL 2.9 Compare and contrast two or more versions of Knowledge & Ideas the same story (e.g., Cinderella stories) by different authors or from different cultures.

Reading: Literature

Range of Reading RL 2.10 By the end of the year, read and comprehend & Level of Text literature, including prose and poetry, in the grades 23 Complexity text complexity band proficiently, with scaffolding as needed at the high end of the range.

Key Ideas & Details

RI 2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Reading: Informational Text

Reading: Informational Text

Key Ideas & Details

RI 2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Reading: Informational Text

Key Ideas & Details

RI 2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Craft & Structure RI 2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

Reading: Informational Text

Reading: Informational Text

Craft & Structure RI 2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

Reading: Informational Text Reading: Informational Text

Craft & Structure RI 2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Integration of RI 2.7 Explain how specific images (e.g., a diagram Knowledge & Ideas showing how a machine works) contribute to and clarify a text.

Reading: Informational Text Reading: Informational Text

Integration of RI 2.8 Describe how reasons support specific points the Knowledge & Ideas author makes in a text.

Integration of RI 2.9 Compare and contrast the most important points Knowledge & Ideas presented by two texts on the same topic.

Reading: Informational Text

Range of Reading RI 2.10 By the end of year, read and comprehend & Level of Text informational texts, including history/social studies, Complexity science, and technical texts, in the grades 23 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Phonics & Word Recognition

RF 2.3 Know and apply grade-level Phonics & word analysis skills in decoding words.

Reading: Foundational Skills

Phonics & Word Recognition

RF 2.3.a Distinguish long and short vowels when reading regularly spelled one-syllable words.

Reading: Foundational Skills

Phonics & Word Recognition

RF 2.3.b Know spelling-sound correspondences for additional common vowel teams.

Reading: Foundational Skills

RF 2.3.b Know spelling-sound correspondences for additional common vowel teams.

Reading: Foundational Skills

Phonics & Word Recognition

RF 2.3.c Decode regularly spelled two-syllable words with long vowels.

Reading: Foundational Skills

Phonics & Word Recognition

RF 2.3.d Decode words with common prefixes and suffixes.

Reading: Foundational Skills

Reading: Foundational Skills

Phonics & Word Recognition

RF 2.3.e Identify words with inconsistent but common spelling-sound correspondences.

Reading: Foundational Skills Reading: Foundational Skills

Phonics & Word Recognition Fluency

RF 2.3.f Recognize and read grade-appropriate irregularly spelled words. RF 2.4 Read with sufficient accuracy and fluency to support comprehension.

Fluency

RF 2.4.a Read grade-level text with purpose and understanding.

Reading: Foundational Skills

Reading: Foundational Skills

Fluency

RF 2.4.a Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding.

Reading: Foundational Skills

Fluency

RF 2.4.b Read with sufficient accuracy and fluency to support comprehension. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Reading: Foundational Skills

Fluency

Text Types & Purposes Writing

RF 2.4.c Read with sufficient accuracy and fluency to support comprehension. Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary. W 2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Writing

Text Types & Purposes

W 2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Text Types & Purposes Writing

W 2.3 Write narratives in which they recount a wellelaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Writing

Production & Distribution of Writing

W 2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

Writing

Research to Build & W 2.7 Participate in shared research and writing projects Present Knowledge (e.g., read a number of books on a single topic to produce a report; record science observations).

Writing

Research to Build & W 2.8 Recall information from experiences or gather Present Knowledge information from provided sources to answer a question.

Speaking & Listening

Comprehension & SL 2.1 Participate in collaborative conversations with Collaboration diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

Speaking & Listening

Comprehension & SL 2.1.a Follow agreed-upon rules for discussions (e.g., Collaboration gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Speaking & Listening

Comprehension & SL 2.1.b Build on others talk in conversations by linking Collaboration their comments to the remarks of others.

Comprehension & SL 2.1.c Ask for clarification and further explanation as Collaboration needed about the topics and texts under discussion.

Speaking & Listening

Speaking & Listening

Comprehension & SL 2.2 Recount or describe key ideas or details from a Collaboration text read aloud or information presented orally or through other media.

Speaking & Listening

Comprehension & SL 2.3 Ask and answer questions about what a speaker Collaboration says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Speaking & Listening

Presentation of SL 2.4 Tell a story or recount an experience with Knowledge & Ideas appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Speaking & Listening

Presentation of SL 2.5 Create audio recordings of stories or poems; add Knowledge & Ideas drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

Speaking & Listening

Presentation of SL 2.6 Produce complete sentences when appropriate to Knowledge & Ideas task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1and 3 on page 26 for specific expectations.)

Language

Conventions of Standard English Conventions of Standard English

L 2.1 Demonstrate command of the grammar and usage when writing or speaking. L 2.1.a Use collective nouns (e.g., group).

Language

Conventions of Standard English Language

L 2.1.b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

Conventions of Standard English

L 2.1.c Use reflexive pronouns (e.g., myself, ourselves).

Language

Conventions of Standard English Language

L 2.1.d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

Conventions of Standard English Language

L 2.1.e Use adjectives and adverbs, and choose between them depending on what is to be modified.

Language

Conventions of Standard English

L 2.1.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).

Language

Conventions of Standard English Conventions of Standard English Conventions of Standard English

L 2.2 Demonstrate command of the capitalization, punctuation, and spelling when writing. L 2.2.a Capitalize holidays, product names, and geographic names. L 2.2.b Use commas in greetings and closings of letters.

Language

Language

Language

Conventions of Standard English

L 2.2.c Use an apostrophe to form contractions and frequently occurring possessives.

Conventions of Standard English

L 2.2.d Generalize learned spelling patterns when writing words (e.g., cage badge; boy boil).

Language

L 2.2.e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings

Language

Language

Knowledge of Language

L 2.3 Use and its conventions when writing, speaking, reading, or listening.

Language

Knowledge of Language

L 2.3.a Compare formal and informal uses of English.

Language

Vocabulary L 2.4 Determine or clarify the meaning of unknown and Acquisition & Use multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

Language

L 2.4.a Use sentence-level context as a clue to the meaning of a word or phrase. Vocabulary L 2.4.b Determine the meaning of the new word formed Acquisition & Use when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

Language

Language

Vocabulary L 2.4.c Use a known root word as a clue to the meaning Acquisition & Use of an unknown word with the same root (e.g., addition, additional). Vocabulary L 2.4.d Use knowledge of the meaning of individual Acquisition & Use words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

Language

Vocabulary L 2.4.e Use glossaries and beginning dictionaries, both Acquisition & Use print and digital, to determine or clarify the meaning of words and phrases.

Language

Language

Vocabulary L 2.5 Demonstrate understanding of word relationships Acquisition & Use and nuances in word meanings.

TN ELA Standard

Correlation by Learning Expectations with Aligned Checks for Understanding and State Performance Indicators

Degree of Match

Communication

CU 0201.2.8 Participate in group discussion. *Work productively in group discussion for a particular purpose e.g., respond to literature, solve a problem, and plan a project. *Ask and respond to questions from teacher and other group members. CU 0201.8.6 Derive meaning while reading by employing the following strategies: *Asking questions to clarify meaning. *Participating in discussions. *Predicting what will happen next. *Creating mental images. *Using illustrations to gain meaning. *Answering the five W + H questions i.e., Who, What, When, Where, How, Why. *Relating knowledge from personal experience, other texts, and world events to make meaning from text. CU 0201.2.9 Retell a story, describing the plot, characters, and setting.

3 = Excellent match between two documents..

Literature

Communication

2 = Good match, with minor aspects of the CCSS not addressed.

Literature Literature

CU 0201.8.1 Read fables, folk tales, fairy tales, poetry, nonfiction, short stories, and chapter books. CU 0201.8.10 Identify the characters, plot, and setting of a story.

2 = Good match, with minor aspects of the CCSS not addressed.

Literature

GRADE 4: CU 0401.8.10 Identify and describe main and minor characters, considering the importance of their actions, motives, and appearances.

Literature

GRADE 3: CU 0301.8.10 Explore the use of language in literary texts e.g., rhythm, beat, imagery, simile, and metaphor.

2 = Good match, with minor aspects of the CCSS not addressed. 2 = Good match, with minor aspects of the CCSS not addressed.

Literature

CU 0201.8.10 Identify the characters, plot, and setting of a story.

Literature

GRADE 5: CU 0501.8.13 Recognize elements particular to dramatic literature e.g., time constraints, organizational structure, stage directions, dialogue. GRADE 6: CU 0601.8.11 Identify the narration and point of view e.g., first person, third person in literary texts. CU 0201.8.6 Derive meaning while reading by employing the following strategies: *Asking questions to clarify meaning. *Participating in discussions. *Predicting what will happen next. *Creating mental images. *Using illustrations to gain meaning. *Answering the five W + H questions i.e., Who, What, When, Where, How, Why. *Relating knowledge from personal experience, other texts, and world events to make meaning from text. CU 0201.8.10 Identify the characters, plot, and setting of a story. CU 0201.2.9 Retell a story, describing the plot, characters, and setting. GRADE 3: CU 0301.8.9 Compare and contrast different versions/representations of similar stories, legends, or events reflecting different cultures. CU 0201.5.4 Compare and contrast information and ideas.

1 = Weak match, major aspects of the CCSS not addressed.

Literature

Literature

3 = Excellent match between two documents..

Literature Communication Literature

3 = Excellent match between two documents..

Media

Writing Literature

GRADE 3: CU 0301.3.6 Compare characters, settings, and events within and between stories. CU 0201.8.9 Read orally with fluency and accuracy, using appropriate pacing and expression.

2 = Good match, with minor aspects of the CCSS not addressed.

Literature Literature Literature

GLE 0201.8.2 Employ a variety of basic reading comprehension strategies. GLE 0201.8.1 Explore and experience various literary genres. CU 0201.8.6 Derive meaning while reading by employing the 3 = Excellent match following strategies: between two *Asking questions to clarify meaning. documents.. *Participating in discussions. *Predicting what will happen next. *Creating mental images. *Using illustrations to gain meaning. *Answering the five W + H questions i.e., Who, What, When, Where, How, Why. *Relating knowledge from personal experience, other texts, and world events to make meaning from text. GLE 0201.6.2 Comprehend the main ideas and supporting details 2 = Good match, of informational texts. with minor aspects of the CCSS not addressed.

Informational Text

Logic

CU 0201.5.4 Compare and contrast information and ideas.

1 = Weak match, major aspects of the CCSS not addressed.

Informational Text

GRADE 4: CU 0401.6.1 Use a variety of pre-reading strategies e.g., organize prior knowledge using a graphic organizer, explore significant words to be encountered, relate text to prior personal and historical experiences and current events. CU 0201.1.9 Show evidence of expanding language through 2 = Good match, vocabulary growth. with minor aspects of *Recognize common abbreviations. the CCSS not *Build vocabulary by reading, listening to, and discussing a variety addressed. of literature. *Add prefixes e.g., re-, dis-, suffixes e.g., -ly, -y, and endings e.g., ed, -ing, -es to base words to make new words. *Use word families and a variety of active word walls. *Recognize and identify compound words, synonyms, and antonyms. *Identify positional words. *Identify simple multi-meaning words in context e.g., fly, pop, bat. GRADE 3: CU 0301.1.20 Use a variety of previously learned strategies to determine the meanings of unfamiliar words. CU 0201.6.4 Recognize and use text features to comprehend informational texts e.g., time lines, graphs, charts, maps and legends, illustrations. GRADE 3: SPI 0301.6.4 Locate information using available text features e.g., charts, maps, graphics. GRADE 3: SPI 0301.8.5 Identify the author's purpose e.g., to entertain, to inform, to describe, to share feelings. GLE 0201.6.3 Interpret the graphics that support informational texts. 3 = Excellent match between two documents..

Language

Language

Informational Text

Informational Text Literature

Informational Text

3 = Excellent match between two documents.. 3 = Excellent match between two documents..

Informational Text

Informational Text

Informational Text

Logic Informational Text

CU 0201.6.4 Recognize and use text features to comprehend informational texts e.g., time lines, graphs, charts, maps and legends, illustrations. GLE 0201.6.2 Comprehend the main ideas and supporting details 2 = Good match, of informational texts. with minor aspects of the CCSS not addressed. CU 0201.6.3 Explore various forms of informational texts e.g., 2 = Good match, newspapers, pamphlets, manuals, magazines. with minor aspects of the CCSS not addressed. CU 0201.5.4 Compare and contrast information and ideas. CU 0201.6.3 Explore various forms of informational texts e.g., 2 = Good match, newspapers, pamphlets, manuals, magazines. with minor aspects of the CCSS not addressed.

Literature Literature Language

GLE 0201.8.3 Develop reading fluency and accuracy. GLE 0201.8.2 Employ a variety of basic reading comprehension strategies. CU 0201.1.11 Apply phonics generalizations in order to decode 3 = Excellent match words in the following ways: between two *Read words containing r-controlled vowels er, or, ar, ir, ur. documents.. *Apply knowledge of basic syllabication rules. *Use letter-sound matches and structural analysis to decode GRADE level words. *Use parts of words e.g., root/base words, compound words, contractions, prefixes, and suffixes to decode GRADE level words. *Apply long and short vowel rules when decoding text. *Use sounding out words; chunking words into smaller parts; and looking for blends, digraphs, diphthongs, word families, etc. as a means of decoding unfamiliar words. *Continue to decode unknown words that are GRADE-level appropriate. CU 0201.1.11 Apply phonics generalizations in order to decode 3 = Excellent match words in the following ways: between two *Read words containing r-controlled vowels er, or, ar, ir, ur. documents.. *Apply knowledge of basic syllabication rules. *Use letter-sound matches and structural analysis to decode GRADE level words. *Use parts of words e.g., root/base words, compound words, contractions, prefixes, and suffixes to decode GRADE level words. *Apply long and short vowel rules when decoding text. *Use sounding out words; chunking words into smaller parts; and looking for blends, digraphs, diphthongs, word families, etc. as a means of decoding unfamiliar words. *Continue to decode unknown words that are GRADE-level appropriate. CU 0201.1.8 Spell simple words using developing phonetic 3 = Excellent match knowledge, sounds of the alphabet, and simple consonant/vowel between two patterns. documents.. *Spell high frequency words correctly e.g., Dolch list, Fry list. *Continue to spell words using basic CVC, CVCE, and CVVC patterns. *Alphabetize words to the second letter. *Use primary dictionaries to spell words correctly and verify spelling. *Spell regular and irregular plurals correctly e.g., boy/boys, child/children. *Spell digraphs e.g., ch, ea, ir, trigraphs e.g., -igh, -tch, and blends e.g., bl, br, str. *Understand and spell basic words that sound the same but are spelled differently and have different meanings homophones, e.g., hair, hare; to, too, two.

Language

Language

Language

Language

Language

Literature

CU 0201.1.11 Apply phonics generalizations in order to decode words in the following ways: *Read words containing r-controlled vowels er, or, ar, ir, ur. *Apply knowledge of basic syllabication rules. *Use letter-sound matches and structural analysis to decode GRADE level words. *Use parts of words e.g., root/base words, compound words, contractions, prefixes, and suffixes to decode GRADE level words. *Apply long and short vowel rules when decoding text. *Use sounding out words; chunking words into smaller parts; and looking for blends, digraphs, diphthongs, word families, etc. as a means of decoding unfamiliar words. *Continue to decode unknown words that are GRADE-level appropriate. CU 0201.1.11 Apply phonics generalizations in order to decode words in the following ways: *Read words containing r-controlled vowels er, or, ar, ir, ur. *Apply knowledge of basic syllabication rules. *Use letter-sound matches and structural analysis to decode GRADE level words. *Use parts of words e.g., root/base words, compound words, contractions, prefixes, and suffixes to decode GRADE level words. *Apply long and short vowel rules when decoding text. *Use sounding out words; chunking words into smaller parts; and looking for blends, digraphs, diphthongs, word families, etc. as a means of decoding unfamiliar words. *Continue to decode unknown words that are GRADE-level appropriate. CU 0201.1.11 Apply phonics generalizations in order to decode words in the following ways: *Read words containing r-controlled vowels er, or, ar, ir, ur. *Apply knowledge of basic syllabication rules. *Use letter-sound matches and structural analysis to decode GRADE level words. *Use parts of words e.g., root/base words, compound words, contractions, prefixes, and suffixes to decode GRADE level words. *Apply long and short vowel rules when decoding text. *Use sounding out words; chunking words into smaller parts; and looking for blends, digraphs, diphthongs, word families, etc. as a means of decoding unfamiliar words. *Continue to decode unknown words that are GRADE-level appropriate. CU 0201.8.8 Read text containing familiar letter-sound correspondence and high frequency words.

3 = Excellent match between two documents..

3 = Excellent match between two documents..

1 = Weak match, major aspects of the CCSS not addressed.

Language

Literature

Literature

Literature Literature

Literature

Literature

CU 0201.1.8 Spell simple words using developing phonetic knowledge, sounds of the alphabet, and simple consonant/vowel patterns. *Spell high frequency words correctly e.g., Dolch list, Fry list. *Continue to spell words using basic CVC, CVCE, and CVVC patterns. *Alphabetize words to the second letter. *Use primary dictionaries to spell words correctly and verify spelling. *Spell regular and irregular plurals correctly e.g., boy/boys, child/children. *Spell digraphs e.g., ch, ea, ir, trigraphs e.g., -igh, -tch, and blends e.g., bl, br, str. *Understand and spell basic words that sound the same but are spelled differently and have different meanings homophones, e.g., hair, hare; to, too, two. CU 0201.8.8 Read text containing familiar letter-sound 3 = Excellent match correspondence and high frequency words. between two documents.. GLE 0201.8.2 Employ a variety of basic reading comprehension 3 = Excellent match strategies. between two documents.. GLE 0201.8.3 Develop reading fluency and accuracy. CU 0201.8.6 Derive meaning while reading by employing the following strategies: *Asking questions to clarify meaning. *Participating in discussions. *Predicting what will happen next. *Creating mental images. *Using illustrations to gain meaning. *Answering the five W + H questions i.e., Who, What, When, Where, How, Why. *Relating knowledge from personal experience, other texts, and world events to make meaning from text. CU 0201.8.6 Derive meaning while reading by employing the 3 = Excellent match following strategies: between two *Asking questions to clarify meaning. documents.. *Participating in discussions. *Predicting what will happen next. *Creating mental images. *Using illustrations to gain meaning. *Answering the five W + H questions i.e., Who, What, When, Where, How, Why. *Relating knowledge from personal experience, other texts, and world events to make meaning from text. CU 0201.8.1 Read fables, folk tales, fairy tales, poetry, nonfiction, short stories, and chapter books. CU 0201.8.8 Read text containing familiar letter-sound correspondence and high frequency words. CU 0201.8.9 Read orally with fluency and accuracy, using appropriate pacing and expression.

Literature Literature

3 = Excellent match between two documents..

Language

Writing

GLE 0201.1.2 Employ a variety of strategies to decode words and 1 = Weak match, expand vocabulary. major aspects of the CCSS not addressed. GLE 0201.3.3 Organize ideas into a topic paragraph with 2 = Good match, complete coherent sentences. with minor aspects of the CCSS not addressed.

Writing Writing Writing

CU 0201.3.7 Arrange events in a logical and sequential order when writing. GLE 0201.3.1 Write in a variety of modes for different audiences and purposes. GRADE 3: CU 0301.3.11 Using complete sentences, develop a logical, coherent paragraph with a topic sentence, supporting details, and a concluding sentence. GRADE 3: CU 0401.3.14 Use appropriate time-order or transitional words.

Writing

Writing

GLE 0201.3.1 Write in a variety of modes for different audiences and purposes.

3 = Excellent match between two documents..

Writing Writing Writing

Research Writing

Writing Writing Writing Writing

CU 0201.3.1 Write to describe, entertain, and inform. GLE 0201.3.3 Organize ideas into a topic paragraph with complete coherent sentences. GRADE 3: CU 0301.3.11 Using complete sentences, develop a logical, coherent paragraph with a topic sentence, supporting details, and a concluding sentence. CU 0201.4.7 Write a simple research report that demonstrates a gathering of information. CU 0201.3.2 Write in response to literature e.g., create a new ending to a story, create class books, summarize a story, compose a variety of written works e.g., friendly letters, journal entries, reports, experience stories and begin to compose narratives with a beginning, middle, and end. CU 0201.3.7 Arrange events in a logical and sequential order when writing. CU 0201.3.8 Continue to add descriptive words and details to writing. GRADE 4: CU 0401.3.14 Use appropriate time-order or transitional words. CU 0201.3.11 Incorporate suggestions from teachers and peers.

2 = Good match, with minor aspects of the CCSS not addressed.

3 = Excellent match between two documents..

Communication

CU 0201.2.8 Participate in group discussion. *Work productively in group discussion for a particular purpose e.g., respond to literature, solve a problem, and plan a project. *Ask and respond to questions from teacher and other group members.

Writing Media

Writing Writing

GLE 0201.3.4 Revise first drafts for clearer meaning, correct capitalization, and punctuation. CU 0201.7.4 Begin to utilize technology to create publications and 3 = Excellent match presentations. between two documents.. CU 0201.3.11 Incorporate suggestions from teachers and peers. CU 0201.3.3 Brainstorm ideas with teachers and peers, use graphic organizers e.g., webs, charts, Venn diagrams independently and/or in group, and use a variety of resources to gather information. CU 0201.2.8 Participate in group discussion. *Work productively in group discussion for a particular purpose e.g., respond to literature, solve a problem, and plan a project. *Ask and respond to questions from teacher and other group members. 3 = Excellent match between two documents..

Communication

Research Research

CU 0201.4.7 Write a simple research report that demonstrates a gathering of information. CU 0201.4.2 Select three sources to answer a research question.

3 = Excellent match between two documents..

Research Research Writing

Communication

GLE 0201.4.2 Gather relevant information to answer a research question. CU 0201.4.3 Utilize the family and community as sources of information. CU 0201.3.2 Write in response to literature e.g., create a new ending to a story, create class books, summarize a story, compose a variety of written works e.g., friendly letters, journal entries, reports, experience stories and begin to compose narratives with a beginning, middle, and end. GLE 0201.2.1 Develop critical listening skills essential for comprehension, problem solving, and task completion. GLE 0201.2.2 Develop critical speaking skills essential for effective communication. CU 0201.2.8 Participate in group discussion. *Work productively in group discussion for a particular purpose e.g., respond to literature, solve a problem, and plan a project. *Ask and respond to questions from teacher and other group members. CU 0201.2.1 Use appropriate listening skills e.g., do not interrupt, face speaker, ask questions.

3 = Excellent match between two documents..

Communication Communication

Communication

3 = Excellent match between two documents..

Communication Communication

CU 0201.2.5 Use rules for conversation e.g., take turns and focus attention on speaker. CU 0201.2.5 Use rules for conversation e.g., take turns and focus 2 = Good match, attention on speaker. with minor aspects of the CCSS not addressed.

Communication

CU 0201.2.8 Participate in group discussion. *Work productively in group discussion for a particular purpose e.g., respond to literature, solve a problem, and plan a project. *Ask and respond to questions from teacher and other group members. CU 0201.2.1 Use appropriate listening skills e.g., do not interrupt, face speaker, ask questions. CU 0201.8.6 Derive meaning while reading by employing the following strategies: *Asking questions to clarify meaning. *Participating in discussions. *Predicting what will happen next. *Creating mental images. *Using illustrations to gain meaning. *Answering the five W + H questions i.e., Who, What, When, Where, How, Why. *Relating knowledge from personal experience, other texts, and world events to make meaning from text. GRADE 3: CU 0301.2.3 Respond to questions from teachers and other group members and pose follow-up questions for clarity. CU 0201.2.8 Participate in group discussion. *Work productively in group discussion for a particular purpose e.g., respond to literature, solve a problem, and plan a project. *Ask and respond to questions from teacher and other group members. CU 0201.2.4 Summarize what has been heard using the logical sequence of events. CU 0201.2.9 Retell a story, describing the plot, characters, and setting. CU 0201.7.1 Understand the main idea in a visual medium e.g., pictures, cartoons, posters. GRADE 3: CU 0301.2.3 Respond to questions from teachers and other group members and pose follow-up questions for clarity. 3 = Excellent match between two documents..

Communication Literature

3 = Excellent match between two documents..

Communication

Communication

Communication

Communication Media Communication

3 = Excellent match between two documents..

Communication

CU 0201.2.8 Participate in group discussion. *Work productively in group discussion for a particular purpose e.g., respond to literature, solve a problem, and plan a project. *Ask and respond to questions from teacher and other group members. CU 0201.2.9 Retell a story, describing the plot, characters, and setting. GLE 0201.2.2 Develop critical speaking skills essential for effective communication. GRADE 4: CU 0401.2.8 Express reactions, personal experiences, and opinions orally. 3 = Excellent match between two documents..

Communication

Communication Communication

Communication

CU 0201.2.10 Recite poems, stories, and songs.

2 = Good match, with minor aspects of the CCSS not addressed.

Media Media Communication

GLE 0201.7.2 Enhance oral presentations and/or written work with a visual medium. CU 0201.7.4 Begin to utilize technology to create publications and presentations. CU 0201.2.6 Speak clearly, properly, and politely; recognize the 3 = Excellent match difference between formal and informal language. between two documents..

Language Language

GLE 0201.1.1 Demonstrate control of basic English usage, mechanics, spelling, and sentence structure. GLE 0201.1.1 Demonstrate control of basic English usage, mechanics, spelling, and sentence structure. GLE 0201.1.1 Demonstrate control of basic English usage, mechanics, spelling, and sentence structure.

Language

3 = Excellent match between two documents.. 2 = Good match, with minor aspects of the CCSS not addressed.

Language

GRADE 6: CU 0601.1.1 Know and use appropriately the meaning, forms and functions of nouns including collective nouns, nouns as objects, predicate nouns, pronouns including proper pronoun case; objects of prepositions; agreement with antecedents in person and number; indefinite, relative, and demonstrative pronouns, verbs including agreement with the subject in person and number, action verbs that take objects, linking verbs, helping verbs, verb phrases, verb tenses, regular and irregular verb forms, adjectives including predicate adjectives, comparative and superlative forms, adverbs including negatives, forms of comparative and superlative phrases, conjunctions including coordinating, subordinating, interjections, and prepositions place prepositional phrases correctly according to the words they modify within the sentence. 2.1.CU.1 CU 0201.1.1 Identify and correctly use adjectives i.e., 2 = Good match, descriptive, comparative, superlative, nouns i.e., common and with minor aspects of proper, singular and plural, possessive, pronouns i.e., substitution the CCSS not for nouns, and verbs i.e., past and present tense, action and addressed. linking, regular and irregular, subject-verb agreement.

Communication

Language

Language

Language

CU 0201.1.8 Spell simple words using developing phonetic knowledge, sounds of the alphabet, and simple consonant/vowel patterns. *Spell high frequency words correctly e.g., Dolch list, Fry list. *Continue to spell words using basic CVC, CVCE, and CVVC patterns. *Alphabetize words to the second letter. *Use primary dictionaries to spell words correctly and verify spelling. *Spell regular and irregular plurals correctly e.g., boy/boys, child/children. *Spell digraphs e.g., ch, ea, ir, trigraphs e.g., -igh, -tch, and blends e.g., bl, br, str. *Understand and spell basic words that sound the same but are spelled differently and have different meanings homophones, e.g., hair, hare; to, too, two. GRADE 5: CU 0501.1.1 Know and use appropriately the meaning, 2 = Good match, forms, and functions of nouns including common/proper, with minor aspects of singular/plural, possessives, predicate nouns, verbs including the CCSS not action/linking, regular/irregular, be/have, verb phrases, agreement addressed. with subject in person and number, pronouns including agreement with antecedent, reflexive, possessive, correct pronoun case, adjectives including common/proper, predicate adjectives, demonstrative adjectives, proper comparative forms, adverbs including proper comparative forms, adverbs of degree {too, very}, conjunctions including coordinating, interjections, and prepositions place prepositional phrases in correct location within the sentence. CU 0201.1.1 Identify and correctly use adjectives i.e., descriptive, comparative, superlative, nouns i.e., common and proper, singular and plural, possessive, pronouns i.e., substitution for nouns, and verbs i.e., past and present tense, action and linking, regular and irregular, subject-verb agreement. CU 0201.1.1 Identify and correctly use adjectives i.e., descriptive, comparative, superlative, nouns i.e., common and proper, singular and plural, possessive, pronouns i.e., substitution for nouns, and verbs i.e., past and present tense, action and linking, regular and irregular, subject-verb agreement. CU 0201.1.1 Identify and correctly use adjectives i.e., descriptive, comparative, superlative, nouns i.e., common and proper, singular and plural, possessive, pronouns i.e., substitution for nouns, and verbs i.e., past and present tense, action and linking, regular and irregular, subject-verb agreement. 3 = Excellent match between two documents..

Language

Language

3 = Excellent match between two documents..

Language

GRADE 3: CU 0301.1.1 Know and use appropriately the meaning, forms, and functions of nouns including nouns as subjects and objects, singular, plural, and possessives, pronouns including subject and object pronouns, substitution for nouns, agreement with antecedents, verbs including past, present, and future tenses; irregular verb; agreement with simple and compound subjects, adjectives including vivid descriptive words, comparative/superlative, articles, and adverbs including common formation and placement in a sentence. CU 0201.1.6 Identify and correctly write complete sentences. 2 = Good match, with minor aspects of the CCSS not addressed.

Language

Language

Language

GRADE 3: CU 0301.1.16 Combine simple sentences into compound sentences using compound subjects and/or predicates. GLE 0201.1.1 Demonstrate control of basic English usage, mechanics, spelling, and sentence structure. CU 0201.1.2 Use capitals letters correctly i.e., first and last names, pronoun I, proper nouns, first word of a sentence. GRADE 3: SPI 0301.1.9 Identify the correct use of commas with dates, addresses, items in a series, and the greeting and closing of a friendly letter. CU 0201.1.4 Form contractions correctly.

Language

Language

Language

3 = Excellent match between two documents.. 3 = Excellent match between two documents.. 2 = Good match, with minor aspects of the CCSS not addressed. 2 = Good match, with minor aspects of the CCSS not addressed.

Language

CU 0201.1.1 Identify and correctly use adjectives i.e., descriptive, comparative, superlative, nouns i.e., common and proper, singular and plural, possessive, pronouns i.e., substitution for nouns, and verbs i.e., past and present tense, action and linking, regular and irregular, subject-verb agreement. GRADE 1: CU 0101.1.4 Form contractions using apostrophes.

Language

Language

GRADE 3: CU 0301.1.6 Recognize the correct use of apostrophes in contractions and possessives.

Language

Language

Language

Language

CU 0201.1.8 Spell simple words using developing phonetic 3 = Excellent match knowledge, sounds of the alphabet, and simple consonant/vowel between two patterns. documents.. *Spell high frequency words correctly e.g., Dolch list, Fry list. *Continue to spell words using basic CVC, CVCE, and CVVC patterns. *Alphabetize words to the second letter. *Use primary dictionaries to spell words correctly and verify spelling. *Spell regular and irregular plurals correctly e.g., boy/boys, child/children. *Spell digraphs e.g., ch, ea, ir, trigraphs e.g., -igh, -tch, and blends e.g., bl, br, str. *Understand and spell basic words that sound the same but are spelled differently and have different meanings homophones, e.g., hair, hare; to, too, two. CU 0201.1.8 Spell simple words using developing phonetic 3 = Excellent match knowledge, sounds of the alphabet, and simple consonant/vowel between two patterns. documents.. *Spell high frequency words correctly e.g., Dolch list, Fry list. *Continue to spell words using basic CVC, CVCE, and CVVC patterns. *Alphabetize words to the second letter. *Use primary dictionaries to spell words correctly and verify spelling. *Spell regular and irregular plurals correctly e.g., boy/boys, child/children. *Spell digraphs e.g., ch, ea, ir, trigraphs e.g., -igh, -tch, and blends e.g., bl, br, str. *Understand and spell basic words that sound the same but are spelled differently and have different meanings homophones, e.g., hair, hare; to, too, two. GLE 0201.1.1 Demonstrate control of basic English usage, 3 = Excellent match mechanics, spelling, and sentence structure. between two documents.. GRADE 4: CU 0401.1.12 Use appropriate language structure in oral and written communication e.g., subject-verb agreement in simple and compound sentences, correct word order within a sentence, correct placement of detailed words and phrases. CU 0201.2.6 Speak clearly, properly, and politely; recognize the difference between formal and informal language. 3 = Excellent match between two documents.. GLE 0201.1.2 Employ a variety of strategies to decode words and 3 = Excellent match expand vocabulary. between two documents..

Communication

Language

Language

CU 0201.1.9 Show evidence of expanding language through vocabulary growth. *Recognize common abbreviations. *Build vocabulary by reading, listening to, and discussing a variety of literature. *Add prefixes e.g., re-, dis-, suffixes e.g., -ly, -y, and endings e.g., ed, -ing, -es to base words to make new words. *Use word families and a variety of active word walls. *Recognize and identify compound words, synonyms, and antonyms. *Identify positional words. *Identify simple multi-meaning words in context e.g., fly, pop, bat. GRADE K: CU 0001.1.8 Use context clues to identify vocabulary in text. CU 0201.1.9 Show evidence of expanding language through vocabulary growth. *Recognize common abbreviations. *Build vocabulary by reading, listening to, and discussing a variety of literature. *Add prefixes e.g., re-, dis-, suffixes e.g., -ly, -y, and endings e.g., ed, -ing, -es to base words to make new words. *Use word families and a variety of active word walls. *Recognize and identify compound words, synonyms, and antonyms. *Identify positional words. *Identify simple multi-meaning words in context e.g., fly, pop, bat. GRADE 4: SPI 0401.1.14 Use prefixes, suffixes, and root words as aids in determining meaning within context. 3 = Excellent match between two documents.. 3 = Excellent match between two documents..

Language

Language

Language

Language

3 = Excellent match between two documents.. CU 0201.1.9 Show evidence of expanding language through 2 = Good match, vocabulary growth. with minor aspects of *Recognize common abbreviations. the CCSS not *Build vocabulary by reading, listening to, and discussing a variety addressed. of literature. *Add prefixes e.g., re-, dis-, suffixes e.g., -ly, -y, and endings e.g., ed, -ing, -es to base words to make new words. *Use word families and a variety of active word walls. *Recognize and identify compound words, synonyms, and antonyms. *Identify positional words. *Identify simple multi-meaning words in context e.g., fly, pop, bat.

Language

Language

CU 0201.1.8 Spell simple words using developing phonetic 3 = Excellent match knowledge, sounds of the alphabet, and simple consonant/vowel between two patterns. documents.. *Spell high frequency words correctly e.g., Dolch list, Fry list. *Continue to spell words using basic CVC, CVCE, and CVVC patterns. *Alphabetize words to the second letter. *Use primary dictionaries to spell words correctly and verify spelling. *Spell regular and irregular plurals correctly e.g., boy/boys, child/children. *Spell digraphs e.g., ch, ea, ir, trigraphs e.g., -igh, -tch, and blends e.g., bl, br, str. *Understand and spell basic words that sound the same but are spelled differently and have different meanings homophones, e.g., hair, hare; to, too, two. GRADE 4: SPI 0401.1.16 Determine the meaning of unfamiliar words using context clues, dictionaries, and glossaries. CU 0201.4.5 Recognize and identify a variety of print and electronic resources available for information. GRADE 1: CU 0101.1.10 Show evidence of expanding language through vocabulary growth. *Build vocabulary by reading, listening to, and discussing a variety of literature. *Use word families and a variety of active word walls. *Read high frequency words in context. *Recognize and identify compound words, synonyms, and antonyms. *Identify positional words e.g., inside, outside, beside, between. *Identify simple multi-meaning words in context e.g., fly, pop, bat. *Use a picture dictionary/beginning dictionary to determine word meaning.

Research Language

Language

Language

GLE 0201.1.2 Employ a variety of strategies to decode words and 2 = Good match, expand vocabulary. with minor aspects of the CCSS not addressed. CU 0201.1.9 Show evidence of expanding language through vocabulary growth. *Recognize common abbreviations. *Build vocabulary by reading, listening to, and discussing a variety of literature. *Add prefixes e.g., re-, dis-, suffixes e.g., -ly, -y, and endings e.g., ed, -ing, -es to base words to make new words. *Use word families and a variety of active word walls. *Recognize and identify compound words, synonyms, and antonyms. *Identify positional words. *Identify simple multi-meaning words in context e.g., fly, pop, bat.

Crosswalk Correlation Notes (Shaded rows indicated grade change)

Students are Not expected to analyze characters' reponses until fourth grade. CC Standard is two grades below TN Check for Understanding. Students not expected to analyze characters' reponses until fourth grade. CC Standard is one grade below TN Check for Understanding.

Identifying the plot will require some description of the beginning and conclusion. However, there is No mention of an understanding of overall story structure.

CC Standard is three grades below TN Check for Understanding.

CC Standard is four grades below TN Check for Understanding.

CC Standard is one grade below TN Check for Understanding. The best match for this standard is found one grade level above in the CCSS. CC Standard is one grade below TN Check for Understanding. No specific mention of complexity levels

No specific mention of complexity levels No specific mention of complexity levels

No specific mention of multiparagraph texts

CC Standard is two grades below TN Check for Understanding.

CC Standard is one grade below TN Check for Understanding. grade level difference for a portion of the standard

CC Standard is one grade below TN SPI. CC Standard is one grade below TN SPI.

No specific mention of text complexity

No specific mention of text complexity No specific mention of text complexity

No specific mention of selfcorrection or rereading

No specific mention of opinion pieces

No specific mention of opinion pieces No specific mention of opinion pieces CC Standard is one grade below TN Check for Understanding. No specific mention of opinion pieces. CC Standard is two gradesbelow TN Check for Understanding. No specific mention of opinion pieces.

CC Standard is one grade below TN Check for Understanding.

Grade difference for a small portion of the standard

Grade difference for a small portion of the standard Grade difference for a small portion of the standard CC Standard is one grade below TN Check for Understanding.

Grade difference.

CC Standard is one grade below TN Check for Understanding.

CC Standard is one grade below TN Check for Understanding.

Grade difference.

Grade level difference is significant for a portion of the standard.

Grade level difference is significant for a portion of the standard.

State standards do not require the creation of audio recordings.

State standards do not require the creation of audio recordings. State standards do not require the creation of audio recordings.

CC Standard is four grades below TN Check for Understanding.

CC Standard is three grades below TN Check for Understanding.

Grade difference. for a portion of the standard.

CC Standard is one grade below TN Check for Understanding.

CC Standard is one grade below TN Check for Understanding.

CC Standard is two grades below TN SPI. Students required to "identify" rather than "use" commas in letters.

CC Standard is one grade above TN Check for Understanding. CC Standard is one grade below TN Check for Understanding.

Examples do not seem to accurately reflect the standard.

CC Standard is two grades below TN Check for Understanding.

CC Standard is one grade above TN Check for Understanding.

CC Standard is two grades above TN SPI.

Grade difference. for a portion of the standard

CC Standard is two grades above TN SPI. Grade difference for a portion of the standard CC Standard is one grade above TN Check for Understanding.

ELA Common Core Strand

ELA Common Core Thread

ELA Common Core Standard

Reading: Literature

Key Ideas & Details RL 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Key Ideas & Details RL 3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. Reading: Literature

Reading: Literature

Key Ideas & Details RL 3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Craft & Structure Reading: Literature

RL 3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

Craft & Structure Reading: Literature

RL 3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

Reading: Literature

Integration of RL 3.7 Explain how specific aspects of a texts Knowledge & Ideas illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

Reading: Literature

Integration of RL 3.9 Compare and contrast the themes, settings, Knowledge & Ideas and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

Reading: Literature

Range of Reading RL 3.10 By the end of the year, read and comprehend & Complexity of literature, including stories, dramas, and poetry, at the Text high end of the grades 23 text complexity band independently and proficiently.

Reading: Informational Text

Key Ideas & Details RI 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Reading: Informational Text Reading: Informational Text

Key Ideas & Details RI 3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. Key Ideas & Details RI 3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Reading: Informational Text

Craft & Structure

RI 3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

Reading: Informational Text

Craft & Structure

RI 3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

Reading: Informational Text

Craft & Structure

RI 3.6 Distinguish their own point of view from that of the author of a text.

Reading: Informational Text

RI 3.7 Integration of Knowledge and Ideas Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Reading: Informational Text

Integration of RI 3.8 Describe the logical connection between Knowledge & Ideas particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

Reading: Informational Text

Integration of RI 3.9 Compare and contrast the most important points Knowledge & Ideas and key details presented in two texts on the same topic.

Reading: Informational Text

Range of Reading RI 3.10 By the end of the year, read and comprehend & Level of Text informational texts, including history/social studies, Complexity science, and technical texts, at the high end of the grades 23 text complexity band independently and proficiently.

Reading: Foundational Skills Reading: Foundational Skills Reading: Foundational Skills

Phonics & Word Recognition

RF 3.3 Know and apply grade-level phonics and word analysis skills in decoding words.

Phonics & Word Recognition Phonics & Word Recognition

RF 3.3.a Identify and know the meaning of the most common prefixes and derivational suffixes. RF 3.3.b Decode words with common Latin suffixes.

Phonics & Word Recognition

RF 3.3.c Decode multisyllable words.

Reading: Foundational Skills

Reading: Foundational Skills

Phonics & Word Recognition

RF 3.3.d Read grade-appropriate irregularly spelled words.

Reading: Foundational Skills

Fluency

RF 3.4 Read with sufficient accuracy and fluency to support comprehension.

Reading: Foundational Skills

Fluency

RF 3.4.a Read grade-level text with purpose and understanding.

Reading: Foundational Skills

Fluency

RF 3.4.b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.

Reading: Foundational Skills Writing

Fluency

RF 3.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Text Types & Purposes Text Types & Purposes

W 3.1 Write opinion pieces on familiar topics or texts, supporting a point of view with reasons. W 3.1.a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W 3.1.b Provide reasons that support the opinion.

Writing

Writing

Text Types & Purposes

Writing

Text Types & Purposes

W 3.1.c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

Writing

Text Types & Purposes Text Types & Purposes Text Types & Purposes

W 3.1.d Provide a concluding statement or section.

Writing

W 3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W 3.2.a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

Writing

Writing

Text Types & Purposes

W 3.2.b Develop the topic with facts, definitions, and details.

Writing

Text Types & Purposes

W 3.2.c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

Writing

Text Types & Purposes Text Types & Purposes

W 3.2.d Provide a concluding statement or section.

Writing

W 3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Writing

Text Types & Purposes

W 3.3.a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. W 3.3.c Use temporal words and phrases to signal event order.

Writing

Text Types & Purposes

Writing

Text Types & Purposes

W 3.3.d Provide a sense of closure.

Writing

Production & Distribution of Writing

W 3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 13 above.)

Writing

Production & Distribution of Writing

W 3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 13 up to and including grade 3 on page 29.)

Writing

Production & Distribution of Writing

W 3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

Writing

Research to Build & W 3.7 Conduct short research projects that build Present Knowledge knowledge about a topic.

Writing

Research to Build & W 3.8 Recall information from experiences or gather Present Knowledge information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Range of Writing Writing

W 3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Speaking & Listening

Comprehension & SL 3.1 Engage effectively in a range of collaborative Collaboration discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly.

Comprehension & SL 3.1.a Come to discussions prepared, having read or Collaboration studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

Speaking & Listening

Speaking & Listening

Comprehension & 3.SL 1.b Follow agreed-upon rules for discussions (e.g., Collaboration gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Speaking & Listening

Comprehension & SL 3.1.c Ask questions to check understanding of Collaboration information presented, stay on topic, and link their comments to the remarks of others.

Speaking & Listening

Comprehension & SL 3.1.d Explain their own ideas and understanding in Collaboration light of the discussion.

Speaking & Listening

Comprehension & SL 3.2 Determine the main ideas and supporting details Collaboration of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Speaking & Listening

Comprehension & SL 3.3 Ask and answer questions about information Collaboration from a speaker, offering appropriate elaboration and detaiL Presentation of SL 3.4 Report on a topic or text, tell a story, or recount Knowledge & Ideas an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

Speaking & Listening

Speaking & Listening

Presentation of SL 3.5 Create engaging audio recordings of stories or Knowledge & Ideas poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

Presentation of SL 3.6 Speak in complete sentences when appropriate Knowledge & Ideas to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on page 26 for specific expectations.) Speaking & Listening

Language

Conventions of L 3.1 Demonstrate command of the grammar and Standard English usage when writing or speaking. Conventions of L 3.1.a Explain the function of nouns, pronouns, verbs, Standard English adjectives, and adverbs in general and their functions in particular sentences.

Language

Conventions of L 3.1.b Form and use regular and irregular plural Standard English nouns.

Language

Conventions of 3.L 1.c Use abstract nouns (e.g., childhood). Standard English

Language

Conventions of L 3.1.d Form and use regular and irregular verbs. Standard English

Language

Conventions of L 3.1.e Form and use the simple (e.g., I walked; I walk; Standard English I will walk) verb tenses.

Language

Conventions of L 3.1.f Ensure subject-verb and pronoun-antecedent Standard English agreement.*

Language

Conventions of L 3.1.g Form and use comparative and superlative Standard English adjectives and adverbs, and choose between them depending on what is to be modified. Language

Conventions of L 3.1.h Use coordinating and subordinating Standard English conjunctions.

Language

Language

Conventions of L 3.1.i Produce simple, compound, and complex Standard English sentences.

Language

Conventions of L 3.2 Demonstrate command of the capitalization, Standard English punctuation, and spelling when writing. Conventions of L 3.2.a Capitalize appropriate words in titles. Standard English

Language

Language

Conventions of L 3.2.b Use commas in addresses. Standard English Conventions of L 3.2.c Use commas and quotation marks in dialogue. Standard English

Language

Conventions of L 3.2.d Form and use possessives. Standard English

Language

Language

Conventions of L 3.2.e Use conventional spelling for high-frequency Standard English and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

Language

Language

Conventions of L 3.2.f Use spelling patterns and generalizations (e.g., Standard English word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Conventions of L 3.2.g Consult reference materials, including Standard English beginning dictionaries, as needed to check and correct spellings.

Language

Knowledge of Language

L 3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Language

Knowledge of Language

L 3.3.a Choose words and phrases for effect.

Knowledge of Language Language

3.L 3.b Recognize and observe differences between the conventions of spoken and written standard English.

Language

Vocabulary L 3.4 Determine or clarify the meaning of unknown and Acquisition & Use multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

Language

Vocabulary L 3.4.a Use sentence-level context as a clue to the Acquisition & Use meaning of a word or phrase.

Language

Language

Vocabulary L 3.4.b Determine the meaning of the new word Acquisition & Use formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). Vocabulary L 3.4.c Use a known root word as a clue to the Acquisition & Use meaning of an unknown word with the same root (e.g., company, companion). Vocabulary L 3.4.d Use glossaries or beginning dictionaries, both Acquisition & Use print and digital, to determine or clarify the precise meaning of key words and phrases.

Language

Language

Vocabulary L 3.5 Demonstrate understanding of word relationships Acquisition & Use and nuances in word meanings.

Language

Vocabulary L 3.5.a Distinguish the literal and nonliteral meanings of Acquisition & Use words and phrases in context (e.g., take steps).

Language

Vocabulary L 3.6 Acquire and use accurately grade-appropriate Acquisition & Use 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).

TN ELA Standard

Correlation by Learning Expectations with Aligned Checks Degree of Match for Understanding and State Performance Indicators

Literature Logic

CU 0301.8.2 Demonstrate strategies for determining meaning 3 = Excellent while reading e.g., formulate clarifying questions, predict match between two outcomes, create a mental image. documents. CU 0301.5.5 Draw conclusions based on evidence acquired during reading. GRADE 2: CU 0201.2.9 Retell a story, describing the plot, 2 = Good match, characters, and setting. with minor aspects of CCSS not addressed.

Communication

CU 0301.8.9 Compare and contrast different versions/representations of similar stories, legends, or events reflecting different cultures. Literature

SPI 0301.8.4 Recognize basic plot features of fairy tales, folk tales, fables, and myths.

Literature

CU 0301.6.4 Identify the main idea and supporting details in text.

Informational Text

Literature

CU 0301.8.8 Define and identify setting, characters including main and minor characters, and plot including sequence of events.

2 = Good match, with minor aspects of CCSS not addressed.

Literature

Language

CU 0301.8.10 Explore the use of language in literary texts e.g., 2 = Good match, rhythm, beat, imagery, simile, and metaphor. with minor aspects of CCSS not addressed. SPI 0301.1.20 Determine word meaning through context clues. CU 0301.8.6 Recognize varying forms of text e.g., poems {lines and stanzas}, plays {acts, stage directions}, novels {chapters}.

1 = Weak match, major aspects of Literature CCSS not addressed. CU 0301.8.12 Explore the concept of first person point of vieW 2 = Good match, with minor aspects Literature of CCSS not addressed. GRADE 4: SPI 0401.6.6 Use available text features e.g., 2 = Good match, graphics and illustrations to make meaning from text. with minor aspects Informational Text of CCSS not addressed. GRADE 2: CU 0201.8.6 Derive meaning while reading by employing the following strategies: *Asking questions to clarify meaning. *Participating in discussions. *Predicting what will happen next. *Creating mental images. Literature *Using illustrations to gain meaning. *Answering the five W + H questions i.e., Who, What, When, Where, How, Why. *Relating knowledge from personal experience, other texts, and world events to make meaning from text. CU 0301.5.3 Compare and contrast two characters, ideas, or 2 = Good match, stories. with minor aspects Logic of CCSS not addressed. CU 0301.3.6 Compare characters, settings, and events within Writing and between stories. CU 0301.8.9 Compare and contrast different versions/representations of similar stories, legends, or events Literature reflecting different cultures. CU 0301.8.4 Read with increasing fluency and confidence 2 = Good match, from a variety of texts e.g., paired readings, shared reading, with minor aspects Literature choral reading, teacher-led reading, reading from tapes/CDs. of CCSS not addressed. CU 0301.8.14 Read longer narrative and expository text Literature independently, including chapter books. CU 0301.8.7 Read and review various literary genres e.g., short stories, fairy tales, folktales, poetry, plays, and nonfiction. Literature CU 0301.8.2 Demonstrate strategies for determining meaning while reading e.g., formulate clarifying questions, predict outcomes, create a mental image. CU 0301.6.2 Demonstrate strategies for determining meaning while reading e.g., formulate clarifying questions, predict Informational Text outcomes, create a mental image. Literature

2 = Good match, with minor aspects of CCSS not addressed.

Informational Text

CU 0301.6.3 Check for understanding after reading e.g., draw conclusions based on evidence gained while reading.

CU 0301.6.4 Identify the main idea and supporting details in Informational Text text. SPI 0301.5.3 Identify stated cause/effect relationships in text. Logic

3 = Excellent match between two documents. 2 = Good match, with minor aspects of CCSS not addressed.

SPI 0301.5.4 Determine sequence of events in text. CU 0301.5.3 Compare and contrast two characters, ideas, or Logic stories. GRADE 4: CU 0401.6.1 Use a variety of pre-reading strategies e.g., organize prior knowledge using a graphic organizer, Informational Text explore significant words to be encountered, relate text to prior personal and historical experiences and current events. Logic CU 0301.1.20 Use a variety of previouSpeaking & Listeningy learned strategies to determine the meanings of unfamiliar words. SPI 0301.1.19 Recognize grade appropriate vocabulary, including multiple-meaning words, within context SPI 0301.6.4 Locate information using available text features e.g., charts, maps, graphics. GLE 0301.4.2 Gather information from a variety of sources to support a research topic. CU 0301.8.12 Explore the concept of first person point of vieW 3 = Excellent match between two documents.

Writing Writing Writing Writing

3 = Excellent match between two documents.

Writing GRADE 6: CU 0601.8.11 Identify the narration and point of view e.g., first person, third person in literary texts. SPI 0301.6.4 Locate information using available text features e.g., charts, maps, graphics. Informational Text

1 = Weak match, major aspects of CCSS not addressed.

Literature

2 = Good match, with minor aspects of CCSS not addressed.

Literature

GRADE 2: CU 0201.8.6 Derive meaning while reading by employing the following strategies: *Asking questions to clarify meaning. *Participating in discussions. *Predicting what will happen next. *Creating mental images. *Using illustrations to gain meaning. *Answering the five W + H questions i.e., Who, What, When, Where, How, Why. *Relating knowledge from personal experience, other texts, and world events to make meaning from text.

Logic

GLE 0301.5.2 Use learned logic skills to make inferences and draw conclusions in a variety of oral and written contexts.

2 = Good match, with minor aspects of CCSS not addressed.

Logic Logic Logic

SPI 0301.5.3 Identify stated cause/effect relationships in text. SPI 0301.5.4 Determine sequence of events in text. CU 0301.5.3 Compare and contrast two characters, ideas, or stories.

2 = Good match, with minor aspects of CCSS not addressed.

Informational Text

CU 0301.6.4 Identify the main idea and supporting details in text. CU 0301.8.14 Read longer narrative and expository text independently, including chapter books.

Literature

2 = Good match, with minor aspects of CCSS not addressed.

Literature

CU 0301.8.4 Read with increasing fluency and confidence from a variety of texts e.g., paired readings, shared reading, choral reading, teacher-led reading, reading from tapes/CDs. GLE 0301.8.1 Use active comprehension strategies before, during, and after reading. GLE 0301.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases. SPI 0301.1.16 Determine word meanings using prefixes, suffixes and/or context clues. SPI 0301.1.16 Determine word meanings using prefixes, suffixes and/or context clues.

Literature

Language

Language

Language

2 = Good match, with minor aspects of CCSS not addressed. 3 = Excellent match between two documents. 2 = Good match, with minor aspects of CCSS not addressed.

Language

GRADE 2: CU 0201.1.11 Apply phonics generalizations in order to decode words in the following ways: *Read words containing r-controlled vowels er, or, ar, ir, ur. *Apply knowledge of basic syllabication rules. *Use letter-sound matches and structural analysis to decode grade level words. *Use parts of words e.g., root/base words, compound words, contractions, prefixes, and suffixes to decode grade level words. *Apply long and short vowel rules when decoding text. *Use sounding out words; chunking words into smaller parts; and looking for blends, digraphs, diphthongs, word families, etc. as a means of decoding unfamiliar words. *Continue to decode unknown words that are grade-level appropriate.

Language

Language Language Literature

GRADE 2: CU 0201.1.11 Apply phonics generalizations in 2 = Good match, order to decode words in the following ways: with minor aspects *Read words containing r-controlled vowels er, or, ar, ir, ur. of CCSS not *Apply knowledge of basic syllabication rules. addressed. *Use letter-sound matches and structural analysis to decode grade level words. *Use parts of words e.g., root/base words, compound words, contractions, prefixes, and suffixes to decode grade level words. *Apply long and short vowel rules when decoding text. *Use sounding out words; chunking words into smaller parts; and looking for blends, digraphs, diphthongs, word families, etc. as a means of decoding unfamiliar words. *Continue to decode unknown words that are grade-level appropriate. SPI 0301.1.12 Choose correctly or incorrectly spelled words in 3 = Excellent context. match between two documents. SPI 0301.1.19 Recognize grade appropriate vocabulary, including multiple-meaning words, within context GRADE 2: CU 0201.8.8 Read text containing familiar lettersound correspondence and high frequency words. CU 0301.8.4 Read with increasing fluency and confidence from a variety of texts e.g., paired readings, shared reading, choral reading, teacher-led reading, reading from tapes/CDs. 3 = Excellent match between two documents.

Literature

Literature Literature Literature Literature

Literature

Literature

Literature

Literature

GLE 0301.8.1 Use active comprehension strategies before, during, and after reading. CU 0301.8.14 Read longer narrative and expository text independently, including chapter books. GRADE 2: CU 0201.8.9 Read orally with fluency and accuracy, using appropriate pacing and expression. CU 0301.8.14 Read longer narrative and expository text 3 = Excellent independently, including chapter books. match between two documents. CU 0301.8.1 Develop and use pre-reading strategies e.g., identify a purpose for reading {for information, for enjoyment, for understanding a writer's position}, make predictions using text features {illustrations, graphics}, preview text using illustrations, graphics, text format, text structures, and skimming. CU 0301.8.2 Demonstrate strategies for determining meaning while reading e.g., formulate clarifying questions, predict outcomes, create a mental image. CU 0301.8.3 Check for understanding after reading e.g., draw conclusions based on evidence gained while reading, identify the stated or implied main idea. CU 0301.8.4 Read with increasing fluency and confidence 2 = Good match, from a variety of texts e.g., paired readings, shared reading, with minor aspects choral reading, teacher-led reading, reading from tapes/CDs. of CCSS not addressed.

Literature

CU 0301.8.7 Read and review various literary genres e.g., short stories, fairy tales, folktales, poetry, plays, and nonfiction.

GRADE 2: CU 0201.8.9 Read orally with fluency and accuracy, using appropriate pacing and expression. Literature

LAnguage

GLE 0301.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases.

Writing

Writing

Writing

Writing

Writing Writing

Writing

Writing

Media

Writing Writing Research

Writing

1 = Weak match, major aspects of CCSS not addressed. CU 0301.3.2 Write for a variety of purposes: to entertain, 3 = Excellent persuade, inform, demonstrate knowledge, answer questions, match between two tell a story, or respond to literature. documents. CU 0301.3.11 Using complete sentences, develop a logical, 2 = Good match, coherent paragraph with a topic sentence, supporting details, with minor aspects and a concluding sentence. of CCSS not addressed. CU 0301.3.11 Using complete sentences, develop a logical, 2 = Good match, coherent paragraph with a topic sentence, supporting details, with minor aspects and a concluding sentence. of CCSS not addressed. GRADE 4: CU 0401.3.14 Use appropriate time-order or 2 = Good match, transitional words. with minor aspects of CCSS not addressed. GRADE 4: SPI 0401.3.8 Select appropriate time-order or transitional words to enhance the flow of a writing sample. CU 0301.3.11 Using complete sentences, develop a logical, 3 = Excellent coherent paragraph with a topic sentence, supporting details, match between two and a concluding sentence. documents. CU 0301.3.2 Write for a variety of purposes: to entertain, 3 = Excellent persuade, inform, demonstrate knowledge, answer questions, match between two tell a story, or respond to literature. documents. CU 0301.3.11 Using complete sentences, develop a logical, 2 = Good match, coherent paragraph with a topic sentence, supporting details, with minor aspects and a concluding sentence. of CCSS not addressed. CU 0301.7.2 Use media to enhance reports and oral presentations. CU 0301.3.11 Using complete sentences, develop a logical, 2 = Good match, coherent paragraph with a topic sentence, supporting details, with minor aspects and a concluding sentence. of CCSS not addressed. CU 0301.3.10 Select and refine a topic. CU 0301.4.6 Write a research report demonstrating the research results. GRADE 4: CU 0401.3.14 Use appropriate time-order or 2 = Good match, transitional words. with minor aspects of CCSS not addressed.

Writing Writing

Writing

GRADE 4: SPI 0401.3.8 Select appropriate time-order or transitional words to enhance the flow of a writing sample. CU 0301.3.11 Using complete sentences, develop a logical, coherent paragraph with a topic sentence, supporting details, and a concluding sentence. GLE 0301.3.2 Write in various modes and genres, including narration, literary response, personal experience, and subject matter content. GRADE 2: CU 0201.3.7 Arrange events in a logical and sequential order when writing. GRADE 2: CU 0201.3.8 Continue to add descriptive words and details to writing. GRADE 2: CU 0201.3.7 Arrange events in a logical and sequential order when writing.

3 = Excellent match between two documents. 2 = Good match, with minor aspects of CCSS not addressed.

Writing

Writing

Writing

Writing Writing

GRADE 4: CU 0401.3.14 Use appropriate time-order or transitional words. GRADE 4: SPI 0401.3.8 Select appropriate time-order or transitional words to enhance the flow of a writing sample. CU 0301.3.11 Using complete sentences, develop a logical, coherent paragraph with a topic sentence, supporting details, and a concluding sentence. GLE 0301.3.1 Write for a variety of purposes to different audiences.

1 = Weak match, major aspects of CCSS not addressed. 3 = Excellent match between two documents.

Writing

Writing

2 = Good match, with minor aspects of CCSS not addressed. 3 = Excellent match between two documents.

Writing

Writing

GLE 0301.3.3 Know and apply the steps of the writing process: prewriting, drafting, revising, editing, evaluating, and publishing. GRADE 2: CU 0201.3.11 Incorporate suggestions from teachers and peers. CU 0301.3.8 Use all steps in the writing process: brainstorm and organize ideas, create a first draft, revise and proofread draft, share completed work. 3 = Excellent match between two documents.

Writing

Writing

CU 0301.3.13 Revise writing to improve detail e.g., rearrange words, sentences, and paragraphs; add descriptive words; remove unnecessary information; vary sentence structure. GRADE 2: CU 0201.3.11 Incorporate suggestions from teachers and peers.

Writing

Communication

GRADE 2: CU 0201.2.8 Participate in group discussion. 3 = Excellent *Work productively in group discussion for a particular purpose match between two e.g., respond to literature, solve a problem, and plan a project. documents. *Ask and respond to questions from teacher and other group members. CU 0301.3.16 Use technology to publish and present.

Writing GRADE 4: CU 0401.4.2 Use current technology as a research and communication tool for personal interest, research, and clarification.

Research

Research Research Research

GLE 0301.4.2 Gather information from a variety of sources to support a research topic.

3 = Excellent match between two documents.

Research Research Research Research

GLE 0301.4.3 Present research results in a written report. CU 0301.4.2 Identify three or more resources using more than 2 = Good match, one medium to support a research topic. with minor aspects of CCSS not addressed. CU 0301.4.5 Organize information gathered using a graphic organizer. GRADE 4: CU 0401.4.6 Write a research report using notes taken from three or more sources. GLE 0301.4.2 Gather information from a variety of sources to support a research topic. GRADE 4: CU 0401.4.5 Use a graphic organizer to organize information from text or technological sources. CU 0301.3.5 Practice writing to a prompt within a specified time limit. 3 = Excellent match between two documents.

Writing

Writing Writing

Writing

GLE 0301.3.1 Write for a variety of purposes to different audiences. CU 0301.3.8 Use all steps in the writing process: brainstorm and organize ideas, create a first draft, revise and proofread draft, share completed work. GLE 0301.3.2 Write in various modes and genres, including narration, literary response, personal experience, and subject matter content. GLE 0301.2.1 Continue to develop basic listening skills necessary for communication.

Communication

2 = Good match, with minor aspects of CCSS not addressed.

Communication

GLE 0301.2.2 Continue to develop basic speaking skills necessary for communication.

Communication Communication Communication

CU 0301.2.10 Participate in group discussions. CU 0301.2.8 Use rules for conversation and verbal participation. CU 0301.2.12 Participate in creative and expressive responses to text e.g., choral reading, discussion, dramatizations, oral presentations. GRADE 6: CU 0601.2.17 Participate productively in self2 = Good match, directed work teams for a particular purpose e.g., to interpret with minor aspects literature, to solve a problem, to make a decision by adhering of CCSS not to the following: addressed. Behavior of Individuals within the Group *Contribute appropriate and useful information and ideas that demonstrate a clear awareness of the context of the discussion and the goals of the group, are purposeful in moving the team toward its goal, and contribute to the topic of group discussion. *Consult and reference texts or other resources as sources for ideas or to support ideas under group discussion. *Ask relevant questions that move the team toward its goals and contribute to the topic of discussion. *Gain the floor in orderly ways, taking turns when speaking and listening with civility to the ideas of others without interrupting. *Summarize and paraphrase essential information from the input of others, and clarify points of agreement and disagreement. Goals and Aims of the Group *Understand the purpose for working as a team and work according to that purpose. *Articulate the goals that have been provided for the team work and ask appropriate clarifying questions. *Identify tasks needed to meet goal and purpose, and either meet assigned deadlines or set deadlines for completing each task. Group Dynamics and Roles *Understand the responsibilities of various roles within the team, either assigned or determined by the group e.g., reporter, recorder, information gatherer, leader, timekeeper. *Maintain collaboration byin group discussions. CU 0301.2.10 Participate ensuring that all appropriate ideas CU 0301.2.1 Use established rules for polite conversation e.g., 3 = Excellent take turns, ask questions and attentive listening e.g., do not match between two interrupt, raise hands, face speaker. documents. CU 0301.2.8 Use rules for conversation and verbal participation. CU 0301.2.3 Respond to questions from teachers and other group members and pose follow-up questions for clarity.

Communication

Communication

Communication

Communication

Communication

2 = Good match, with minor aspects of CCSS not addressed.

Communication Communication

CU 0301.2.1 Use established rules for polite conversation e.g., take turns, ask questions and attentive listening e.g., do not interrupt, raise hands, face speaker. CU 0301.2.8 Use rules for conversation and verbal participation.

Communication Communication Communication

GRADE 4: CU 0401.2.8 Express reactions, personal experiences, and opinions orally. CU 0301.2.10 Participate in group discussions. CU 0301.2.8 Use rules for conversation and verbal participation. CU 0301.2.4 Listen and respond to a variety of media e.g., books, audio, videos.

3 = Excellent match between two documents.

Communication

3 = Excellent match between two documents.

Communication Media Communication

CU 0301.2.6 Recognize the main idea conveyed in a speech. CU 0301.7.3 Understand the main idea or message in a visual image e.g., pictures, cartoons, weather reports on television, newspapers, photographs. CU 0301.2.5 Summarize information presented orally by others. CU 0301.2.3 Respond to questions from teachers and other 2 = Good match, group members and pose follow-up questions for clarity. with minor aspects of CCSS not addressed. GRADE 4: CU 0401.2.8 Express reactions, personal 2 = Good match, experiences, and opinions orally. with minor aspects of CCSS not addressed. GRADE 4: CU 0401.2.9 Create and deliver an oral presentation on an assigned topic e.g., book reports, demonstrations, science/social studies projects. GLE 0301.2.2 Continue to develop basic speaking skills necessary for communication. CU 0301.2.12 Participate in creative and expressive responses to text e.g., choral reading, discussion, dramatizations, oral presentations. GRADE 2: CU 0201.2.6 Speak clearly, properly, and politely; recognize the difference between formal and informal language. CU 0301.7.2 Use media to enhance reports and oral 2 = Good match, presentations. with minor aspects of CCSS not addressed. GRADE 2: CU 0201.7.4 Begin to utilize technology to create publications and presentations.

Communication

Communication

Communication Communication Communication

Communication

Media

Media

GRADE 2: CU 0201.2.10 Recite poems, stories, and songs. Communication

Communication

Literature

CU 0301.2.12 Participate in creative and expressive responses to text e.g., choral reading, discussion, dramatizations, oral presentations. CU 0301.8.4 Read with increasing fluency and confidence from a variety of texts e.g., paired readings, shared reading, choral reading, teacher-led reading, reading from tapes/CDs. CU 0301.1.1 Know and use appropriately the meaning, forms, 3 = Excellent and functions of nouns including nouns as subjects and match between two objects, singular, plural, and possessives, pronouns including documents. subject and object pronouns, substitution for nouns, agreement with antecedents, verbs including past, present, and future tenses; irregular verb; agreement with simple and compound subjects, adjectives including vivid descriptive words, comparative/superlative, articles, and adverbs including common formation and placement in a sentence. GRADE 2: CU 0201.2.6 Speak clearly, properly, and politely; recognize the difference between formal and informal language. GLE 0301.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling.

Language

Communication

Language

Language

3 = Excellent match between two documents. CU 0301.1.1 Know and use appropriately the meaning, forms, 3 = Excellent and functions of nouns including nouns as subjects and match between two objects, singular, plural, and possessives, pronouns including documents. subject and object pronouns, substitution for nouns, agreement with antecedents, verbs including past, present, and future tenses; irregular verb; agreement with simple and compound subjects, adjectives including vivid descriptive words, comparative/superlative, articles, and adverbs including common formation and placement in a sentence. CU 0301.1.1 Know and use appropriately the meaning, forms, 2 = Good match, and functions of nouns including nouns as subjects and with minor aspects objects, singular, plural, and possessives, pronouns including of CCSS not subject and object pronouns, substitution for nouns, addressed. agreement with antecedents, verbs including past, present, and future tenses; irregular verb; agreement with simple and compound subjects, adjectives including vivid descriptive words, comparative/superlative, articles, and adverbs including common formation and placement in a sentence.

Language

Language

GRADE 2: CU 0201.1.8 Spell simple words using developing phonetic knowledge, sounds of the alphabet, and simple consonant/vowel patterns. *Spell high frequency words correctly e.g., Dolch list, Fry list. *Continue to spell words using basic CVC, CVCE, and CVVC patterns. *Alphabetize words to the second letter. *Use primary dictionaries to spell words correctly and verify spelling. *Spell regular and irregular plurals correctly e.g., boy/boys, child/children. *Spell digraphs e.g., ch, ea, ir, trigraphs e.g., -igh, -tch, and blends e.g., bl, br, str. *Understand and spell basic words that sound the same but are spelled differently and have different meanings homophones, e.g., hair, hare; to, too, two. CU 0301.1.1 Know and use appropriately the meaning, forms, and functions of nouns including nouns as subjects and objects, singular, plural, and possessives, pronouns including subject and object pronouns, substitution for nouns, agreement with antecedents, verbs including past, present, and future tenses; irregular verb; agreement with simple and compound subjects, adjectives including vivid descriptive words, comparative/superlative, articles, and adverbs including common formation and placement in a sentence. 1 = Weak match, major aspects of CCSS not addressed.

Language

Language

CU 0301.1.1 Know and use appropriately the meaning, forms, 3 = Excellent and functions of nouns including nouns as subjects and match between two objects, singular, plural, and possessives, pronouns including documents. subject and object pronouns, substitution for nouns, agreement with antecedents, verbs including past, present, and future tenses; irregular verb; agreement with simple and compound subjects, adjectives including vivid descriptive words, comparative/superlative, articles, and adverbs including common formation and placement in a sentence. CU 0301.1.1 Know and use appropriately the meaning, forms, 3 = Excellent and functions of nouns including nouns as subjects and match between two objects, singular, plural, and possessives, pronouns including documents. subject and object pronouns, substitution for nouns, agreement with antecedents, verbs including past, present, and future tenses; irregular verb; agreement with simple and compound subjects, adjectives including vivid descriptive words, comparative/superlative, articles, and adverbs including common formation and placement in a sentence.

Language

Language

CU 0301.1.1 Know and use appropriately the meaning, forms, 3 = Excellent and functions of nouns including nouns as subjects and match between two objects, singular, plural, and possessives, pronouns including documents. subject and object pronouns, substitution for nouns, agreement with antecedents, verbs including past, present, and future tenses; irregular verb; agreement with simple and compound subjects, adjectives including vivid descriptive words, comparative/superlative, articles, and adverbs including common formation and placement in a sentence. CU 0301.1.1 Know and use appropriately the meaning, forms, 3 = Excellent and functions of nouns including nouns as subjects and match between two objects, singular, plural, and possessives, pronouns including documents. subject and object pronouns, substitution for nouns, agreement with antecedents, verbs including past, present, and future tenses; irregular verb; agreement with simple and compound subjects, adjectives including vivid descriptive words, comparative/superlative, articles, and adverbs including common formation and placement in a sentence. GRADE 5: CU 0501.1.1 Know and use appropriately the 2 = Good match, meaning, forms, and functions of nouns including with minor aspects common/proper, singular/plural, possessives, predicate nouns, of CCSS not verbs including action/linking, regular/irregular, be/have, verb addressed. phrases, agreement with subject in person and number, pronouns including agreement with antecedent, reflexive, possessive, correct pronoun case, adjectives including common/proper, predicate adjectives, demonstrative adjectives, proper comparative forms, adverbs including proper comparative forms, adverbs of degree {too, very}, conjunctions including coordinating, interjections, and prepositions place prepositional phrases in correct location within the sentence. GRADE 6: CU 0601.1.1 Know and use appropriately the meaning, forms and functions of nouns including collective nouns, nouns as objects, predicate nouns, pronouns including proper pronoun case; objects of prepositions; agreement with antecedents in person and number; indefinite, relative, and demonstrative pronouns, verbs including agreement with the subject in person and number, action verbs that take objects, linking verbs, helping verbs, verb phrases, verb tenses, regular and irregular verb forms, adjectives including predicate adjectives, comparative and superlative forms, adverbs including negatives, forms of comparative and superlative phrases, conjunctions including coordinating, subordinating, interjections, and prepositions place prepositional phrases correctly according to the words they modify within the sentence. CU 0301.1.16 Combine simple sentences into compound sentences using compound subjects and/or predicates. 1 = Weak match, major aspects of CCSS not addressed.

Language

Language

Language

Language

Language

GRADE 7: CU 0701.1.11 Recognize and differentiate among simple, compound, and complex sentences. GRADE 4: CU 0401.1.13 Use complete sentences in writing.

Language GLE 0301.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. CU 0301.1.3 Know and apply the rules for capitalization e.g., names, dates, cities and states, addresses, holidays, titles of books, first word in a sentence, proper nouns, titles, abbreviations, parts of a friendly letter, first word in a direct quotation. CU 0301.1.5 Use commas in direct address, dates, locations and addresses, and items in a series. GRADE 4: CU 0401.1.6 Demonstrate the correct usage of quotation marks e.g., in direct quotations and in titles. 3 = Excellent match between two documents. 3 = Excellent match between two documents.

Language

Language

Language

Language

3 = Excellent match between two documents. 2 = Good match, with minor aspects of CCSS not addressed.

Language

Language

GRADE 4: SPI 0401.1.10 Choose the correct use of quotation marks and commas in direct quotations. CU 0301.1.1 Know and use appropriately the meaning, forms, 3 = Excellent and functions of nouns including nouns as subjects and match between two objects, singular, plural, and possessives, pronouns including documents. subject and object pronouns, substitution for nouns, agreement with antecedents, verbs including past, present, and future tenses; irregular verb; agreement with simple and compound subjects, adjectives including vivid descriptive words, comparative/superlative, articles, and adverbs including common formation and placement in a sentence. CU 0301.1.10 Apply correct orthographic patterns e.g., 3 = Excellent consonant doubling, changing "y" to "i", dropping the final silent match between two "e" before adding the suffix. documents. CU 0301.1.7 Spell correctly high-frequency and commonly misspelled words appropriate to grade level. CU 0301.1.10 Apply correct orthographic patterns e.g., 3 = Excellent consonant doubling, changing "y" to "i", dropping the final silent match between two "e" before adding the suffix. documents. CU 0301.4.3 Use reference materials e.g., dictionary, thesaurus, atlas, and encyclopedia. 3 = Excellent match between two documents.

Language Language

Language

Research

Language

GRADE 2: CU 0201.1.8 Spell simple words using developing phonetic knowledge, sounds of the alphabet, and simple consonant/vowel patterns. *Spell high frequency words correctly e.g., Dolch list, Fry list. *Continue to spell words using basic CVC, CVCE, and CVVC patterns. *Alphabetize words to the second letter. *Use primary dictionaries to spell words correctly and verify spelling. *Spell regular and irregular plurals correctly e.g., boy/boys, child/children. *Spell digraphs e.g., ch, ea, ir, trigraphs e.g., -igh, -tch, and blends e.g., bl, br, str. *Understand and spell basic words that sound the same but are spelled differently and have different meanings homophones, e.g., hair, hare; to, too, two. GLE 0301.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. GRADE 4: CU 0401.1.12 Use appropriate language structure in oral and written communication e.g., subject-verb agreement in simple and compound sentences, correct word order within a sentence, correct placement of detailed words and phrases. CU 0301.3.13 Revise writing to improve detail e.g., rearrange words, sentences, and paragraphs; add descriptive words; remove unnecessary information; vary sentence structure. GRADE 4: CU 0401.3.15 Incorporate vivid language into writing. GRADE 4: CU 0401.1.12 Use appropriate language structure in oral and written communication e.g., subject-verb agreement in simple and compound sentences, correct word order within a sentence, correct placement of detailed words and phrases. GRADE 4: CU 0401.1.12 Use appropriate language structure in oral and written communication e.g., subject-verb agreement in simple and compound sentences, correct word order within a sentence, correct placement of detailed words and phrases. GLE 0301.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases. CU 0301.1.20 Use a variety of previously learned strategies to determine the meanings of unfamiliar words. SPI 0301.1.19 Recognize grade appropriate vocabulary, including multiple-meaning words, within context SPI 301.1.20 Determine word meaning through context clues. 3 = Excellent match between two documents.

Language

Language

Writing

2 = Good match, with minor aspects of CCSS not addressed.

Writing

Language

Language

1 = Weak match, major aspects of CCSS not addressed. 3 = Excellent match between two documents.

Language

Language Language Language

3 = Excellent match between two documents.

SPI 0301.1.16 Determine word meanings using prefixes, suffixes and/or context clues. Language

3 = Excellent match between two documents.

Language

GRADE 4: SPI 0401.1.14 Use prefixes, suffixes, and root words as aids in determining meaning within context. GRADE 1: CU 0101.1.10 Show evidence of expanding language through vocabulary growth. *Build vocabulary by reading, listening to, and discussing a variety of literature. *Use word families and a variety of active word walls. *Read high frequency words in context. *Recognize and identify compound words, synonyms, and antonyms. *Identify positional words e.g., inside, outside, beside, between. *Identify simple multi-meaning words in context e.g., fly, pop, bat. *Use a picture dictionary/beginning dictionary to determine word meaning. GRADE 4: SPI 0401.1.16 Determine the meaning of unfamiliar words using context clues, dictionaries, and glossaries. GRADE 2: CU 0201.4.5 Recognize and identify a variety of print and electronic resources available for information. GLE 0301.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases.

3 = Excellent match between two documents. 3 = Excellent match between two documents.

Language

Language

Research

Language

2 = Good match, with minor aspects of CCSS not addressed.

Language

Literature

Literature

Literature

CU 0301.1.18 Continue to develop word consciousness e.g., word play, word walls, word sorts. CU 0301.8.10 Explore the use of language in literary texts e.g., 2 = Good match, rhythm, beat, imagery, simile, and metaphor. with minor aspects of CCSS not addressed. GRADE 6: CU 0601.8.18 Determine the appropriate meaning of figurative words and phrases e.g., idioms, metaphors, similes in passages. GRADE 6: SPI 0601.8.7 Analyze figurative language i.e., hyperbole, simile, metaphor, personification, within context. GRADE 4: SPI 0401.1.13 Recognize and use grade appropriate vocabulary within context. 2 = Good match, with minor aspects of CCSS not addressed.

Language

Language

GLE 0301.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases.

Crosswalk Correlation Notes (Shaded rows indicated grade change)

CC Standard is one grade above TN Check for Undelowrstanding. Concept of a central message, or moral, not addressed directly, but may be included in "basic plot features" and/or "main idea." The "recount" component is addressed in second grade as "retell." The concept of a central message, or moral, is not addressed directly, but may be included in "basic plot features" and/or "main idea." The "recount" component is addressed in second grade as "retell." The concept of a central message, or moral, is not addressed directly, but may be included in "basic plot features" and/or "main idea." The "recount" component is addressed in second grade as "retell." The concept of a central message, or moral, is not addressed directly, but may be included in "basic plot features" and/or "main idea." The "recount" component is addressed in second grade as "retell."

CC Standard is one grade below TN SPI.

CC Standard is one grade above TN Check for Undelowrstanding.

No specific mention of complexity.

No specific mention of complexity. No specific mention of complexity. No specific mention of complexity. State standards do not require students to refer explicitly to text.

State standards do not require students to refer explicitly to text.

CC Standard is one grade below TN Check for Understanding.

CC Standard is three grades below TN Check for Understanding.

CC Standard is one grade above TN Check for Understanding.

No specific mention of text complexity.

No specific mention of text complexity.

No specific mention of text complexity.

CC Standard is one grade above TN Check for Understanding.

CC Standard is one grade above TN Check for Understanding.

CC Standard is one grade above TN Check for Understanding.

Grade difference

Oral reading is not specifically mentioned for text at third grade level.

Oral reading is not specifically mentioned for text at third grade level. CC Standard is one grade above TN Check for Understanding. Oral reading is not specifically mentioned for text at third grade level.

Opinion pieces are covered under persuasive writing.

"Supporting details" may or may not be equivalent to "reasons." CC Standard is one grade below TN Check for Understanding. CC Standard is one grade below TN SPI.

CC Standard is one grade below TN Check for Understanding.

CC Standard is one grade below TN SPI.

CC Standard is one grade above TN Check for Understanding. CC Standard is one grade above TN Check for Understanding. CC Standard is one grade above TN Check for Understanding. CC Standard is one grade below TN Check for Understanding. CC Standard is one grade below TN SPI.

CC Standard is one grade above TN Check for Understanding.

CC Standard is one grade above TN Check for Understanding.

CC Standard is one grade above TN Check for Understanding. Using technology to interact with others is not specifically mentioned. Using technology to interact with others is not specifically mentioned. CC Standard is one grade below TN Check for Understanding.Using technology to interact with others is not specifically mentioned.

CC Standard is one grade below TN Check for Understanding.

CC Standard is one grade below TN Check for Understanding.

CC Standard is three grades below TN Check for Understanding.

Grade level difference is significant.

CC Standard is one grade below TN Check for Understanding. Grade difference for a portion of the standard Grade difference for a portion of the standard

CC Standard is one grade below TN Check for Understanding. CC Standard is one grade below TN Check for Understanding.

CC Standard is one grade above TN Check for Understanding. State standards do not require creation of audio recordings.

CC Standard is one grade above TN Check for Understanding. State standards do not require creation of audio recordings. CC Standard is one grade above TN Check for Understanding. State standards do not require creation of audio recordings.

State standards do not require creation of audio recordings. State standards do not require creation of audio recordings.

CC Standard is one grade above TN Check for Understanding.

CC Standard is one grade above TN Check for Understanding.

CC Standard is two grades below TN Check for Understanding.

CC Standard is three grades below TN Check for Understanding.

CC Standard is four grades below TN Check for Understanding. CC Standard is one grade below TN Check for Understanding.

CC Standard is one grades below TN Check for Understanding. CC Standard is one grades below TN SPI.

CC Standard is one grade above TN Check for Understanding.

CC Standard is one grade below TN Check for Understanding.

CC Standard is one grade below TN Check for Understanding. CC Standard is one grade below TN Check for Understanding.

CC Standard is one grade below TN Check for Understanding.

CC Standard is one grade below TN SPI. CC Standard is two grades above TN Check for Understanding.

CC Standard is one grade below TN SPI. CC Standard is one grade above TN Check for Understanding.

CC Standard is three grades below TN Check for Understanding. CC Standard is three grades below TN SPI. CC Standard is one grade below TN SPI.