South Carolina

I Inquiry-based Literacy

• Standard 1 Formulate relevant, self-generated questions based on interests and/or needs that can be investigated.

  • Competency Goals

    • 1 Use personal learning strategies to gain meaning from written material.

    • 2 Determine when more information is needed and ask appropriate questions in a variety of situations when interacting with a variety of texts, media, and modalities.

      • Distinguish facts from opinions (4-U.1)
      • Identify an author's statement of opinion (4-U.2)

    • 3 Identify when more information is needed and use references, navigate libraries, use technology, etc., to locate information.

      • Use guide words (4-HH.5)
      • Use dictionary entries (4-HH.6)
      • Use dictionary definitions (4-HH.7)
      • Use thesaurus entries (4-HH.8)

• Standard 2 Transact with text to formulate questions, propose explanations, and consider alternative views and multiple perspectives.

  • Competency Goals

    • 1 Read to gain information needed in daily living.

      • Select and use text features (5-K.1)

    • 2 Read and comprehend information from a variety of text.

      • Read fantasy with illustrations (4-M.1)
      • Read realistic fiction with illustrations (4-M.2)
      • Read science fiction with illustrations (4-M.3)
      • Read realistic fiction (4-N.1)
      • Read historical fiction (4-N.2)
      • Read poetry (4-N.3)
      • Read drama (4-N.4)
      • Read about animals (4-O.1)
      • Read about art, music, and traditions (4-O.2)
      • Read about famous places (4-O.3)
      • Read about sports and hobbies (4-O.4)
      • Read about famous people (4-P.1)
      • Read about business and technology (4-P.2)
      • Read about science and nature (4-P.3)
      • Read about history (4-P.4)

    • 3 Identify alternative and multiple perspectives in a text.

      • Identify counterclaims (5)

    • 4 Identify multiple perspectives in real-life situations.

    • 5 Follow simple oral and written directions given in a variety of situations.

• Standard 3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.

  • Competency Goals

    • 1 Gather needed information from a variety of sources.

      • Use key details to determine the main idea (5-A.1)
      • Determine the main idea of a passage (5-A.2)
      • Choose reasons to support an opinion (5-T.3)
      • Identify supporting details in literary texts (5-T.4)
      • Identify supporting details in informational texts (5-T.5)

    • 2 Identify and use various sequential patterns to organize information.

      • Compare and contrast in informational texts (4-F.2)
      • Match causes and effects in informational texts (4-F.3)
      • Match problems with their solutions (4-F.4)
      • Identify text structures (4-F.5)
      • Put the sentences in order (5-Q.1)
      • Choose the best transition (5-Q.3)
      • Organize information by topic (5-Q.5)
      • Transitions with conjunctive adverbs (5)

• Standard 4 Synthesize information to share learning and/or take action.

  • Competency Goals

    • 1 Use a variety of sources to obtain information needed for a variety of purposes (e.g., daily life activities, employment, training, leisure interests).

      • Read fantasy with illustrations (4-M.1)
      • Read realistic fiction with illustrations (4-M.2)
      • Read science fiction with illustrations (4-M.3)
      • Read realistic fiction (4-N.1)
      • Read historical fiction (4-N.2)
      • Read poetry (4-N.3)
      • Read drama (4-N.4)
      • Read about animals (4-O.1)
      • Read about art, music, and traditions (4-O.2)
      • Read about famous places (4-O.3)
      • Read about sports and hobbies (4-O.4)
      • Read about famous people (4-P.1)
      • Read about business and technology (4-P.2)
      • Read about science and nature (4-P.3)
      • Read about history (4-P.4)
      • Determine the main idea of a passage (5-A.2)

    • 2 Use information obtained from a variety of sources to take action for a variety of purposes (i.e., daily life activities, employment activities, educational activities, leisure activities, social activities).

    • 3 Use technology to share information learned from text with others.

• Standard 5 Reflect throughout the inquiry process to assess metacognition, broaden understanding, and guide actions, both individually and collaboratively.

  • Competency Goals

    • 1 Use information obtained from text to guide the development of personal and educational goals and plans to reach those goals.

    • 2 Use feedback to guide the process of creating and working toward goal-setting.

    • 3 Reflect upon goals and plans to determine if plans must be revised.

    • 4 Reflect upon goal setting and plans to determine if more information is needed.

RL Reading Literary Text

• Standard 1 Demonstrate understanding of the organization and basic features of print.

  • Find the lowercase letters (K-E.5)
  • Find the uppercase letters (K-E.10)
  • Choose the sentence that is spaced correctly (K-F.2)
  • Find a word in a sentence (K-F.3)
  • Put the sounds in order (1-D.3)
  • Is it the naming or action part of the sentence? (1-RR.8)
  • Unscramble the words to make a complete sentence (1-RR.11)

  • Competency Goals

    • 1 Identify and use sequential patterns of text to organize information.

      • Identify story elements (5-I.2)
      • Put the sentences in order (5-Q.1)
      • Identify time-order words (5)

    • 2 Indicate title, author, illustrator, and chapters in a literary text.

• Standard 2 Demonstrate understanding of spoken words, syllables, and sounds.

  • Blend each sound in a word together (1-D.1)
  • Identify each sound in a word (1-D.2)
  • Complete the word with the correct short vowel (2-G.1)
  • Use spelling patterns to sort long and short vowel words (4)

  • Competency Goals

    • 1 Follow multiple step oral directions.

    • 2 Use appropriate vocabulary in speaking in a variety of settings.

      • Describe the difference between related words (4-FF.2)
      • Positive and negative connotation (4-FF.3)
      • Use academic vocabulary in context (4-GG.5)
      • Which sentence is more formal? (5-D.2)

    • 3 Demonstrate the basic conventions of standard English.

      • Identify dependent and independent clauses (5-JJ.7)
      • Is the sentence simple, compound, or complex? (5-JJ.9)
      • Use the correct subject or verb (5-NN.1)
      • Use the correct subject or verb – with compound subjects (5-NN.2)
      • Correct inappropriate shifts in verb tense (5-OO.5)
      • Choose between adjectives and adverbs (5-PP.5)
      • Identify prepositions (5-QQ.1)
      • Identify prepositions and their objects (5-QQ.2)
      • Identify prepositional phrases (5-QQ.3)
      • Prepositions: review (5-QQ.4)
      • Commas: review (5-TT.6)

    • 4 Demonstrate increase in vocabulary as it relates to informal conversation, daily living, community, and leisure.

      • Which sentence is more formal? (5-D.2)
      • Positive and negative connotation (5-FF.2)
      • Compare passages for tone (5)

• Standard 3 Know and apply grade-level phonics and word analysis skills in decoding words.

  • Competency Goals

    • 1 Increase reading fluency through word study.

      • Choose the sight word that you hear (2-R.1)
      • Complete the sentence with the correct sight word (2-R.2)
      • Determine the meanings of words with prefixes and suffixes: review (4-Y.8)
      • Word pattern analogies (4-Y.11)
      • Word pattern sentences (4-Y.12)
      • Sort words by shared Greek or Latin roots (4-Z.1)
      • Use Greek and Latin roots as clues to the meanings of words (4-Z.2)
      • Use the meanings of words as clues to the meanings of Greek and Latin roots (4-Z.3)
      • Determine the meanings of Greek and Latin roots (4-Z.4)
      • Determine the meanings of words with Greek and Latin roots (4-Z.5)
      • Words with pre- (5-Y.1)
      • Words with re- (5-Y.2)
      • Words with sub- (5-Y.3)
      • Words with mis- (5-Y.4)
      • Words with un-, dis-, in-, im-, and non- (5-Y.5)
      • Words with -ful (5-Y.6)
      • Words with -less (5-Y.7)
      • Words with -able and -ible (5-Y.8)
      • Complete the verb with the ending that you hear (4)
      • Variant vowel words (4)
      • Complete the word with the correct diphthong: oi, oy, ou, ow (4)
      • Complete the sentence with a two-syllable word (3)
      • Complete the two-syllable words (3)

    • 2 Identify accommodations needed in accessing text and use accommodations with fidelity.

• Standard 4 Read with sufficient accuracy and fluency to support comprehension.

  • Read fantasy with illustrations (4-M.1)
  • Read realistic fiction with illustrations (4-M.2)
  • Read science fiction with illustrations (4-M.3)
  • Read realistic fiction (4-N.1)
  • Read historical fiction (4-N.2)
  • Read poetry (4-N.3)
  • Read drama (4-N.4)

  • Competency Goals

    • 1 Increase fluency through word study.

      • Find antonyms in context (5-BB.4)
      • Find words using context (5-GG.1)
      • Determine the meaning of words using synonyms in context (5-GG.2)
      • Use context to identify the meaning of a word (5-GG.3)

    • 2 Identify accommodations needed in accessing text and use accommodations with fidelity.

    • 3 Access and use accommodations embedded in technology when reading on a device.

• Standard 5 Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.

  • Competency Goals

    • 1 Cite details from a text to support a conclusion.

      • Determine the themes of myths, fables, and folktales (4-B.2)
      • Read fantasy with illustrations (4-M.1)
      • Read realistic fiction with illustrations (4-M.2)
      • Read science fiction with illustrations (4-M.3)
      • Read realistic fiction (4-N.1)
      • Read historical fiction (4-N.2)
      • Read poetry (4-N.3)
      • Read drama (4-N.4)
      • Identify supporting details in literary texts (5-T.4)

    • 2 Recount key details of a story and refer to details and examples within a text to draw inferences.

      • Read fantasy with illustrations (4-M.1)
      • Read realistic fiction with illustrations (4-M.2)
      • Read science fiction with illustrations (4-M.3)
      • Read realistic fiction (4-N.1)
      • Read historical fiction (4-N.2)
      • Read poetry (4-N.3)
      • Read drama (4-N.4)
      • Draw inferences from a text (5-B.2)

    • 3 Make a prediction about a given situation based on known information from text.

      • Make predictions about a story (5)

• Standard 6 Summarize key details and ideas to support analysis of thematic development.

  • Competency Goals

    • 1 Determine themes or central ideas of text and provide basic summaries of text.

      • Determine the themes of myths, fables, and folktales (4-B.2)
      • Summarize a story (5-S.1)

• Standard 7 Analyze the relationship among ideas, themes, or topics in multiple media formats and in visual, auditory, and kinesthetic modalities.

  • Competency Goals

    • 1 Compare/contrast ideas or topics in multiple media formats.

    • 2 Make connections between text and real life experiences based on learning styles.

• Standard 8 Analyze characters, settings, events, and ideas as they develop and interact within a particular context.

  • Competency Goals

    • 1 Determine how setting shapes the characters and/or plot and how particular elements of a narrative or drama interact; understand how context influences plot, setting, and characters.

      • Read fantasy with illustrations (4-M.1)
      • Read realistic fiction with illustrations (4-M.2)
      • Read science fiction with illustrations (4-M.3)
      • Read realistic fiction (4-N.1)
      • Read historical fiction (4-N.2)
      • Read poetry (4-N.3)
      • Read drama (4-N.4)
      • Identify the narrative point of view (5-I.1)
      • Identify story elements (5-I.2)

• Standard 9 Interpret and analyze the author's use of words, phrases, and conventions, and how their relationships shape meaning and tone in print and multimedia texts.

  • Competency Goals

    • 1 Determine the meaning of figurative language in a text and in conversations.

      • Interpret the meaning of an allusion from its source (4-H.4)
      • Interpret figures of speech (6-F.3)

    • 2 Make inferences when reading to determine the meaning of various phrases in text, format, and tone.

      • Analyze the effects of figures of speech on meaning and tone (4-H.5)
      • Positive and negative connotation (4-FF.3)
      • Compare passages for tone (5)

• Standard 10 Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.

  • Competency Goals

    • 1 Use context clues to determine the meanings of words and phrases.

      • Find synonyms in context (4-CC.3)
      • Find antonyms in context (4-CC.6)
      • Which sentence matches the definition? (4-DD.6)
      • Find words using context (4-GG.1)
      • Determine the meaning of words using synonyms in context (4-GG.2)
      • Use context to identify the meaning of a word (4-GG.3)

    • 2 Use references such as a dictionary or online resources to determine word meanings.

      • Use guide words (4-HH.5)
      • Use dictionary entries (4-HH.6)
      • Use dictionary definitions (4-HH.7)
      • Use thesaurus entries (4-HH.8)

• Standard 11 Analyze and provide evidence of how the author's choice of point of view, perspective, and purpose shape content, meaning, and style.

  • Analyze the effects of figures of speech on meaning and tone (4-H.5)
  • Positive and negative connotation (4-FF.3)
  • Which sentence is more formal? (5-D.2)
  • Compare passages for tone (6-C.3)

  • Competency Goals

    • 1 Identify an author's point of view in a text.

      • Identify the narrative point of view (4-I.1)

    • 2 Identify a speaker's point of view in a conversation, argument, or oral presentation.

• Standard 12 Analyze and critique how the author uses structures in print and multimedia texts to shape meaning and impact the reader.

  • Competency Goals

    • 1 Identify different effects in a literary text (i.e. mystery, tension, etc.) and cite evidence from the text to support the identification of the effect.

      • Read fantasy with illustrations (4-M.1)
      • Read realistic fiction with illustrations (4-M.2)
      • Read science fiction with illustrations (4-M.3)
      • Read realistic fiction (4-N.1)
      • Read historical fiction (4-N.2)
      • Read poetry (4-N.3)
      • Read drama (4-N.4)
      • Identify supporting details in literary texts (4-U.4)

• Standard 13 Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect on and respond to increasingly complex text over time.

  • Competency Goals

    • 1 Use accommodations to access a text to read independently for a sustained period of time.

    • 2 Engage in small-group reading.

    • 3 Read and respond to increasingly challenging levels of text.

      • Read fantasy with illustrations (4-M.1)
      • Read realistic fiction with illustrations (4-M.2)
      • Read science fiction with illustrations (4-M.3)
      • Read realistic fiction (4-N.1)
      • Read historical fiction (4-N.2)
      • Read poetry (4-N.3)
      • Read drama (4-N.4)

    • 4 Select and read a wide variety of print and digital materials.

RI Reading Informational Text

• Standard 1 Demonstrate understanding of the organization and basic features of print.

  • Find the lowercase letters (K-E.5)
  • Find the uppercase letters (K-E.10)
  • Choose the sentence that is spaced correctly (K-F.2)
  • Find a word in a sentence (K-F.3)
  • Put the sounds in order (1-D.3)
  • Is it the naming or action part of the sentence? (1-RR.8)
  • Unscramble the words to make a complete sentence (1-RR.11)

  • Competency Goals

    • 1 Use organizational structures, such as guide-words, table of contents, index etc. to locate needed information.

      • Use guide words (4-HH.5)
      • Select and use text features (5-K.1)

    • 2 Identify types of reference text and their purposes.

    • 3 Identify types of text and their purposes.

      • Identify the purpose of a text (5-D.1)

    • 4 Use reference text to locate information about a topic.

• Standard 2 Demonstrate understanding of spoken words, syllables, and sounds.

  • Blend each sound in a word together (1-D.1)
  • Identify each sound in a word (1-D.2)
  • Complete the word with the correct short vowel (2-G.1)
  • Use spelling patterns to sort long and short vowel words (4)

  • Competency Goals

    • 1 Follow multiple step oral directions.

      • Determine the order of events in informational texts (5-F.1)

    • 2 Use appropriate vocabulary in speaking.

      • Describe the difference between related words (4-FF.2)
      • Positive and negative connotation (4-FF.3)
      • Determine the meaning of domain-specific words with pictures (4-GG.4)
      • Use academic vocabulary in context (4-GG.5)
      • Which sentence is more formal? (5-D.2)

    • 3 Demonstrate the basic conventions of standard English.

      • Identify dependent and independent clauses (5-JJ.7)
      • Is the sentence simple, compound, or complex? (5-JJ.9)
      • Use the correct subject or verb (5-NN.1)
      • Use the correct subject or verb – with compound subjects (5-NN.2)
      • Correct inappropriate shifts in verb tense (5-OO.5)
      • Choose between adjectives and adverbs (5-PP.5)
      • Identify prepositions (5-QQ.1)
      • Identify prepositions and their objects (5-QQ.2)
      • Identify prepositional phrases (5-QQ.3)
      • Prepositions: review (5-QQ.4)
      • Commas: review (5-TT.6)

    • 4 Demonstrate increase in vocabulary as it relates to informal conversation, daily living, community, leisure, and employment.

      • Which sentence is more formal? (5-D.2)
      • Positive and negative connotation (5-FF.2)
      • Compare passages for tone (5)

• Standard 3 Know and apply grade-level phonics and word analysis skills in decoding words.

  • Competency Goals

    • 1 Increase reading fluency through word study.

      • Choose the sight word that you hear (2-R.1)
      • Complete the sentence with the correct sight word (2-R.2)
      • Determine the meanings of words with prefixes and suffixes: review (4-Y.8)
      • Word pattern analogies (4-Y.11)
      • Word pattern sentences (4-Y.12)
      • Sort words by shared Greek or Latin roots (4-Z.1)
      • Use Greek and Latin roots as clues to the meanings of words (4-Z.2)
      • Use the meanings of words as clues to the meanings of Greek and Latin roots (4-Z.3)
      • Determine the meanings of Greek and Latin roots (4-Z.4)
      • Determine the meanings of words with Greek and Latin roots (4-Z.5)
      • Words with pre- (5-Y.1)
      • Words with re- (5-Y.2)
      • Words with sub- (5-Y.3)
      • Words with mis- (5-Y.4)
      • Words with un-, dis-, in-, im-, and non- (5-Y.5)
      • Words with -ful (5-Y.6)
      • Words with -less (5-Y.7)
      • Words with -able and -ible (5-Y.8)
      • Complete the verb with the ending that you hear (4)
      • Variant vowel words (4)
      • Complete the word with the correct diphthong: oi, oy, ou, ow (4)
      • Complete the sentence with a two-syllable word (3)

    • 2 Identify accommodations needed in accessing text and use accommodations with fidelity.

• Standard 4 Read with sufficient accuracy and fluency to support comprehension.

  • Determine the main idea of a passage (4-A.2)
  • Determine the order of events in informational texts (4-F.1)
  • Match causes and effects in informational texts (4-F.3)
  • Match problems with their solutions (4-F.4)
  • Read about animals (4-O.1)
  • Read about art, music, and traditions (4-O.2)
  • Read about famous places (4-O.3)
  • Read about sports and hobbies (4-O.4)
  • Read about famous people (4-P.1)
  • Read about business and technology (4-P.2)
  • Read about science and nature (4-P.3)
  • Read about history (4-P.4)
  • Trace an argument (5)

  • Competency Goals

    • 1 Increase fluency through word study.

      • Determine the meaning of domain-specific words with pictures (4-GG.4)
      • Find antonyms in context (5-BB.4)
      • Find words using context (5-GG.1)
      • Determine the meaning of words using synonyms in context (5-GG.2)
      • Use context to identify the meaning of a word (5-GG.3)

    • 2 Identify accommodations needed in accessing text and use accommodations with fidelity.

    • 3 Access and use accommodations embedded in technology when reading on a device.

• Standard 5 Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence and investigating multiple interpretations.

  • Distinguish facts from opinions (4-U.1)
  • Choose reasons to support an opinion (4-U.3)
  • Identify supporting details in informational texts (4-U.5)
  • Trace an argument (5)

  • Competency Goals

    • 1 Read and comprehend various informational text.

      • Read about animals (4-O.1)
      • Read about art, music, and traditions (4-O.2)
      • Read about famous places (4-O.3)
      • Read about sports and hobbies (4-O.4)
      • Read about famous people (4-P.1)
      • Read about business and technology (4-P.2)
      • Read about science and nature (4-P.3)
      • Read about history (4-P.4)

    • 2 Use evidence from an informational text to make a prediction.

    • 3 Identify the purpose of a given informational text (i.e. instructions, guide, reference, learning, persuasive, etc.).

      • Identify the purpose of a text (5-D.1)

• Standard 6 Summarize key details and ideas to support analysis of central ideas.

  • Competency Goals

    • 1 Recognize main idea in written, oral, and visual formats.

      • Use key details to determine the main idea (4-A.1)
      • Determine the main idea of a passage (4-A.2)

    • 2 Summarize information given in written, oral, or visual formats.

      • Read about famous people (4-P.1)
      • Read about business and technology (4-P.2)
      • Read about science and nature (4-P.3)
      • Read about history (4-P.4)

    • 3 Identify and use various sequential patterns to organize information.

      • Compare and contrast in informational texts (4-F.2)
      • Match causes and effects in informational texts (4-F.3)
      • Match problems with their solutions (4-F.4)
      • Identify text structures (4-F.5)
      • Put the sentences in order (5-Q.1)
      • Choose the best transition (5-Q.3)
      • Organize information by topic (5-Q.5)
      • Transitions with conjunctive adverbs (5)

• Standard 7 Research events, topics, ideas, or concepts through multiple media formats and in visual, auditory, and kinesthetic modalities.

  • Competency Goals

    • 1 Read to gain information from various media formats needed for daily living based on learning styles.

    • 2 Read to gain information from various media formats for community participation.

    • 3 Read to gain information from various media formats related to choice-making in interests and preferences.

    • 4 Identify appropriate sources to locate specific information related to self-advocacy.

• Standard 8 Interpret and analyze the author's use of words, phrases, text features, conventions, and structures, and how their relationships shape meaning and tone in print and multimedia texts.

  • Identify the purpose of a text (4-D.1)
  • Which sentence is more formal? (5-D.2)
  • Compare passages for tone (5)

  • Competency Goals

    • 1 Determine the meaning of figurative, connotative, or technical words and phrases in a text.

      • Identify similes and metaphors (4-H.1)
      • Similes and metaphors with pictures (4-H.2)
      • Determine the meanings of similes and metaphors (4-H.3)
      • Interpret the meaning of an allusion from its source (4-H.4)
      • Analyze the effects of figures of speech on meaning and tone (4-H.5)
      • Describe the difference between related words (4-FF.2)
      • Positive and negative connotation (4-FF.3)
      • Determine the meaning of domain-specific words with pictures (4-GG.4)
      • Use academic vocabulary in context (4-GG.5)

    • 2 Use references and technology to determine the meanings of words and phrases in texts.

      • Use guide words (4-HH.5)
      • Use dictionary entries (4-HH.6)
      • Use dictionary definitions (4-HH.7)
      • Use thesaurus entries (4-HH.8)

• Standard 9 Apply a range of strategies to determine the meaning of known, unknown, and multiple meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.

  • Competency Goals

    • 1 Use context clues to determine the meanings of words and phrases in text and in conversations.

      • Find synonyms in context (4-CC.3)
      • Find antonyms in context (4-CC.6)
      • Which sentence matches the definition? (4-DD.6)
      • Find words using context (4-GG.1)
      • Determine the meaning of words using synonyms in context (4-GG.2)
      • Use context to identify the meaning of a word (4-GG.3)
      • Determine the meaning of domain-specific words with pictures (4-GG.4)
      • Use academic vocabulary in context (4-GG.5)

    • 2 Explain the definitions of terms related to daily living.

    • 3 Explain the definitions of terms related to community.

    • 4 Explain the definitions of terms related to choice-making and topics of interests.

• Standard 10 Analyze and provide evidence of how the author's choice of purpose and perspective shapes content, meaning, and style.

  • Identify the purpose of a text (4-D.1)
  • Which sentence is more formal? (5-D.2)
  • Compare passages for tone (5)

  • Competency Goals

    • 1 Identify an author's or speaker's point of view.

      • Identify an author's statement of opinion (4-U.2)

    • 2 Identify details that support an author's or speaker's point of view.

      • Identify supporting details in informational texts (4-U.5)
      • Trace an argument (5)

• Standard 11 Analyze and critique how the author uses structures in print and multimedia texts to craft informational and argument writing.

  • Identify text structures (4-F.5)

  • Competency Goals

    • 1 Identify how an author's claims are supported with evidence in a text.

      • Distinguish facts from opinions (4-U.1)
      • Identify an author's statement of opinion (4-U.2)
      • Choose reasons to support an opinion (4-U.3)
      • Identify supporting details in informational texts (4-U.5)
      • Trace an argument (5)

• Standard 12 Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect on and respond to increasingly complex text over time.

  • Competency Goals

    • 1 Use accommodations to access an informational text to read independently for a sustained period of time.

    • 2 Engage in small-group reading.

    • 3 Read signs, labels, menus, recipes, advertisements, coupons, etc.

    • 4 Read schedules, calendars, agendas.

    • 5 Read and respond to increasingly challenging levels of informational text.

      • Use key details to determine the main idea (4-A.1)
      • Determine the main idea of a passage (4-A.2)
      • Read about animals (4-O.1)
      • Read about art, music, and traditions (4-O.2)
      • Read about famous places (4-O.3)
      • Read about sports and hobbies (4-O.4)
      • Read about famous people (4-P.1)
      • Read about business and technology (4-P.2)
      • Read about science and nature (4-P.3)
      • Read about history (4-P.4)

    • 6 Read and follow instructions for completing daily living tasks.

    • 7 Read and follow instructions for completing leisure tasks.

    • 8 Read and follow instructions in the community.

    • 9 Read and follow instructions for completing a variety of forms to include those related to daily living, the community, and employment.

    • 10 Select and read a wide variety of print and digital materials.

    • 11 Read to proof and revise written work.

      • Revise the sentence using a stronger verb (4-V.2)
      • Correct errors with signs (4-X.1)

W Writing

• Standard 1 Write arguments to support claims with clear reasons and relevant evidence.

  • Competency Goals

    • 1 Use appropriate vocabulary in writing, speaking, and presenting.

      • Find antonyms in context (4-CC.6)
      • Identify homophones (4-DD.2)
      • Use the correct homophone (4-DD.3)
      • Describe the difference between related words (4-FF.2)
      • Positive and negative connotation (4-FF.3)
      • Determine the meaning of words using synonyms in context (4-GG.2)
      • Determine the meaning of domain-specific words with pictures (4-GG.4)
      • Use thesaurus entries (4-HH.8)

    • 2 Write to communicate an opinion or preference clearly with evidence.

      • Distinguish facts from opinions (4-U.1)
      • Choose reasons to support an opinion (4-U.3)
      • Identify supporting details in informational texts (4-U.5)
      • Choose the best topic sentence (5-R.1)

    • 3 Use appropriate vocabulary to clearly express an opinion or preference with evidence (verbally and/or in writing).

• Standard 2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

  • Order items from most general to most specific (4-Q.2)
  • Organize information by topic (4-Q.3)
  • Choose the best transition (5-Q.3)
  • Choose the best topic sentence (5-R.1)
  • Transitions with conjunctive adverbs (5)

  • Competency Goals

    • 1 Write goals for the future that reflect personal strengths and interests/preferences.

    • 2 Write a plan to reach a goal.

    • 3 Use technology to produce informative/explanatory documents.

    • 4 Collect information from a variety of resources and use it to create a written document.

      • Use key details to determine the main idea (4-A.1)
      • Determine the main idea of a passage (4-A.2)
      • Distinguish facts from opinions (4-U.1)
      • Identify supporting details in informational texts (4-U.5)
      • Identify and correct plagiarism (4-U.6)

• Standard 3 Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

  • Competency Goals

    • 1 Write narratives about real-life experiences.

      • Identify sensory details (4-G.2)
      • Show character emotions and traits (4-V.1)
      • Add imagery to stories (4-V.3)

    • 2 Write narratives about hopes and dreams for the future.

    • 3 Organize written information sequentially.

      • Put the sentences in order (4-Q.1)
      • Choose the best transition (4-T.4)

    • 4 Demonstrate effective oral communication in a variety of settings (formal, informal, school).

      • Describe the difference between related words (4-FF.2)
      • Positive and negative connotation (4-FF.3)
      • Which sentence is more formal? (5-D.2)

    • 5 Use technology to produce narrative documents.

• Standard 4 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  • Competency Goals

    • 1 Use the basic conventions of standard English.

      • Identify dependent and independent clauses (5-JJ.7)
      • Is the sentence simple, compound, or complex? (5-JJ.9)
      • Correct inappropriate shifts in verb tense (5-OO.5)
      • Choose between adjectives and adverbs (5-PP.5)
      • Identify prepositions (5-QQ.1)
      • Identify prepositions and their objects (5-QQ.2)
      • Identify prepositional phrases (5-QQ.3)
      • Prepositions: review (5-QQ.4)

    • 2 Write using complete sentences.

      • Is it a complete sentence or a fragment? (4-JJ.5)
      • Is it a complete sentence or a run-on? (4-JJ.6)
      • Is it a complete sentence, a fragment, or a run-on? (4-JJ.7)

    • 3 Answer questions/fill in blanks on a variety of forms using basic conventions of standard English.

• Standard 5 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

  • Competency Goals

    • 1 Write complete sentences using correct capitalization, punctuation, and spelling.

      • Is it a complete sentence or a fragment? (4-JJ.5)
      • Is it a complete sentence or a run-on? (4-JJ.6)
      • Is it a complete sentence, a fragment, or a run-on? (4-JJ.7)
      • Spell adjectives that compare (4-QQ.11)
      • Commas: review (4-UU.6)
      • Capitalization: review (4-VV.6)

    • 2 Identify and use accommodations for writing using basic conventions of standard English.

• Standard 6 Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.

  • Competency Goals

    • 1 Write to complete a variety of forms for daily living, community activities, employment activities, and leisure activities.

    • 2 Use technology to write for a variety of purposes (i.e., to communicate with others, to share information on chosen social media sites, to search for information).

    • 3 Write appointments and events.

      • Commas with dates and places (5-TT.2)
      • Abbreviate days of the week and months of the year (5-WW.1)

    • 4 Write in a print or digital agenda to organize tasks for personal, educational, or employment purposes.

    • 5 Communicate by electronic communication devices.

    • 6 Identify and use appropriate individual accommodations to write for a variety of purposes.

    • 7 Write personal data.

    • 8 Write a letter and address an envelope.

      • Greetings and closings of letters (5)
      • Formatting street addresses (5-VV.3)
      • Abbreviate people's titles (5-WW.2)
      • Abbreviate street names and state names (5-WW.4)

    • 9 Write emails for various purposes. Use standard conventions of English in emails.

      • Identify the purpose of a text (4-D.1)
      • Read workplace emails and memos (9-H.1)

C Communication

• Standard 1 Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one's own views while respecting diverse perspectives.

  • Compare and contrast points of view (5-E.1)
  • Choose reasons to support an opinion (5-T.3)

  • Competency Goals

    • 1 Use standard conventions of English to self-advocate preferences, interests, wants, and needs to others.

    • 2 Engage in conversations with peers using appropriate language.

    • 3 Take turns appropriately in conversation.

    • 4 Communicate by telephone using appropriate phone etiquette and standard conventions of English (talk and text).

    • 5 Demonstrate appropriate tone, volume, inflection, enunciation, pronunciation, eye contact, and body language when communicating with others (If needed, identify and use accommodations to demonstrate this skill).

      • Compare passages for tone (5)

• Standard 2 Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.

  • Competency Goals

    • 1 Clearly communicate a narrative of events that have happened or events that may happen.

      • Put the sentences in order (6)

    • 2 Clearly communicate goals (educational, community experiences, leisure, and employment).

    • 3 Clearly communicate feelings to others in an appropriate manner (e.g., anger, sorrow, confusion, happiness).

      • Compare passages for tone (5)

    • 4 Demonstrate effective oral communication in personal situations.

• Standard 3 Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information.

  • Competency Goals

    • 1 Communicate using various modalities (e.g., verbal, written, electronic).

    • 2 Identify and use appropriate accommodations for the clear communication of thoughts.

• Standard 4 Critique how a speaker addresses content and uses craft techniques that stylistically and structurally inform, engage, and impact audiences and convey messages.

  • Competency Goals

    • 1 Make inferences when listening to the words of others.

    • 2 Identify the point of view of a speaker.

      • Identify the narrative point of view (4-I.1)

    • 3 Use effective listening and viewing skills in a variety of situations.

    • 4 Expand vocabulary through listening.

    • 5 Demonstrate effective listening skills by following directions with accuracy.

    • 6 Select and listen to a variety of non-print and/or electronic materials.

• Standard 5 Incorporate craft techniques to engage and impact audiences and convey messages.

  • Competency Goals

    • 1 Identify appropriate topics and strategies for communication for a given audience.

      • Identify the purpose of a text (4-D.1)

    • 2 Use appropriate vocabulary for different settings (e.g., School/work vs. home/leisure).

      • Which sentence is more formal? (5-D.2)

    • 3 Identify appropriate modality for communicating with an individual or audience (e.g., Should one call or email? Talk in person?).