Learners will pose and revise complex questions, identify and connect pertinent information, plan and prepare an inquiry process, and arrive at a plausible conclusion or solution.

• Standard IR.1: (S1) Select a Research Topic and Develop Research Question(s) begins in 3^rd grade

• Standard IR.2: (S2) Locate and Select Information begins in 2^nd grade

• Standard IR.3: (S3) Organize Research Results begins in 2^nd grade

• Standard IR.4: (S4) Determining Credibility and Evaluating Sources begins in 3^rd grade

• Standard IR.5: (S5) Citing Sources begins in 4^th grade

Learners will pose and revise complex questions, identify and connect pertinent information, plan and prepare an inquiry process, and arrive at a plausible conclusion or solution.

• Standard IR.1: (S1) Select a Research Topic and Develop Research Question(s) begins in 3^rd grade

• Standard IR.2: (S2) Locate and Select Information begins in 2^nd grade

• Standard IR.3: (S3) Organize Research Results begins in 2^nd grade

• Standard IR.4: (S4) Determining Credibility and Evaluating Sources begins in 3^rd grade

• Standard IR.5: (S5) Citing Sources begins in 4^th grade

Conventions of Standard English

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

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

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 listening.

Vocabulary Acquisition and Use

• Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

• Demonstrate understanding of word relationships and nuances in word meanings.

• 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 encountering an unknown term important to comprehension or expression.

Learners will read to understand a variety of complex literary and informational texts.

• Standard R.1: Listening Comprehension

• Standard R.2: Text Comprehension/Inferences

• Standard R.3a: Summarizing Nonfiction Text

• Standard R.3b: Summarize Literary Text

• Standard R.4: Main Idea/Claim/Theme

• Standard R.5: Use Text to Determine Word Meaning

Learners will analyze, interpret, and evaluate complex literary and informational texts that include a wide variety of genres and formats.

• Standard R.6: Text Features and Structure

• Standard R.7: Literary Devices

• Standard R.8: Analysis and Comparison of Literary Texts

• Standard R.9: Synthesis and Analysis of Informational Text

Fluency

• Students must be able to read and comprehend text on-level accurately, at the appropriate rate, and with the correct expression. This is best accomplished by repeated readings of text passages of increasing complexity while reporting the reading rate and accuracy.

Phonics and Word Recognition

• Students must match a unit of sound (a phoneme) to the letter or letters that make the sound. Separating the written word into its individual sounds and blending the individual sounds of letters to make words are the foundation of reading.

• Students must be able to recognize and read a collection of high-frequency words — many of which cannot be decoded by sight — and be able to do so with increasing automaticity.

Phonological Awareness

• This foundational skill is about recognizing the sounds of language. It begins with word awareness and the ability to recognize, for example, the number of words that make up a spoken sentence. Secondary mastery of these skills includes recognizing rhyme and syllables. At the most detailed level, the phoneme level, students can discern the sounds that make up a word. They can segment the sounds within a word, blend sounds together to make a word, and substitute sounds to make new words.