ENGLISH LANGUAGE ARTS RESOURCES

LANGUAGE ARTS :: ELEMENTARY RESOURCES :: ENGLISH LANGUAGE ARTS PLANNING GUIDE FOR GRADE 2-4

ENGLISH LANGUAGE ARTS PLANNING GUIDE FOR GRADE 2-4

The purpose of this document is to assist teachers as a curriculum and instruction planning guide. It is designed to assist teachers in planning, monitoring, and assessing curriculum and instruction and documenting what students know and are able to do.

The English Language Arts Standard Course of Study has the same competency goals for Grades K-5. Each competency objective is listed in consecutive order under each goal. The competency goals and objectives are printed in landscape format to facilitate teacher planning.

Also included are a list of the genres emphasized in reading for Grades K-5 and the composition products emphasized in writing for Grades K-5. This planning guide also lists the North Carolina Thinking Skills which are integrated into each content area. In addition, there are question stems for each thinking skill for teachers to use in their instruction and assessment.

English Language Arts Curriculum: Grade by Grade

Competency Goal 1:
The learner will develop and apply enabling strategies and skills to read and write.

Second Grade

Third Grade

Fourth Grade

1.01 Use phonics knowledge and structural analysis (e.g., knowledge of syllables, suffixes, prefixes, root words) to decode regular multi-syllable words when reading text. 1.01 Apply phonics and structural analysis to decode words (e.g., roots, suffixes, prefixes, less common vowel patterns, syllable breaks).

1.01 Use word identification strategies appropriately and automatically when encountering unknown words (graphophonic, syntactic, semantic).

1.02 Read most high frequency and many irregularly spelled words accurately in text.

 1.02 Apply meanings of common prefixes and suffixes to decode words in text to assist comprehension. . 1.02 Infer word meanings from taught roots, prefixes, and suffixes to decode words in text to assist comprehension.

1.03 Self-monitor decoding by using letter-sound knowledge of all consonants and vowels.

 1.03Integrate prior experiences and all sources of information in the text (graphophonic, syntactic, and semantic) when reading orally and silently 1.03Identify key words and discover their meanings and relationships through a variety of strategies.

1.04 Apply knowledge of all sources of information (meaning, language, graphophonics) to read a new text silently and independently.

 

1.04 Increase sight vocabulary, reading vocabulary, and writing vocabulary through:

  • wide reading.
  • word study.
  • listening.
  • discussion.
  • book talks.
  • book clubs.
  • seminars.
  • viewing.
  • role play.
  • studying author's craft.

1.04 Increase reading and writing vocabulary through:

  • wide reading.
  • word study.
  • knowledge of homophones, synonyms, antonyms, homonyms.
  • knowledge of multiple meanings of words.
  • writing process elements.
  • writing as a tool for learning.
  • seminars.
  • book clubs.
  • discussions.
  • examining the author's craft.

1.05 Use a variety of strategies and skills to read self-selected texts independently for 20 minutes daily. Self-selected texts should be consistent with the student's independent reading level.

 1.05 Use word reference materials (e.g., dictionary, glossary) to confirm decoding skills, verify spelling, and extend meanings of words. 1.05 Use word reference materials (e.g., glossary, dictionary, thesaurus) to identify and comprehend unknown words.
 

1.06 Read independently daily from self-selected materials (consistent with the student's independent reading level) to:

  • increase fluency.
  • build background knowledge.
  • extend vocabulary.

1.06 Read independently daily from self-selected materials (consistent with the student's independent reading level) to:

  • increase fluency.
  • build background knowledge.
  • expand vocabulary.

Competency Goal 2:
The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed.

Second Grade

Third Grade

Fourth Grade

2.01 Read and comprehend text (fiction, nonfiction, poetry, and drama) appropriate for grade two by:

  • determining the purpose (reader's and author's.
  • making predictions.
  • asking questions.
  • locating information for specific reasons/purposes.
  • recognizing and applying text structure.
  • comprehending and examining author's decisions and word choice.
  • determining fact and opinion.
  • recognizing and comprehending figurative language.
  • making inferences and drawing conclusions.

2.01 Use metacognitive strategies to comprehend text (e.g., reread, read ahead, ask for help, adjust reading speed, question, paraphrase, retell).

2.01 Use metacognitive strategies to comprehend text and to clarify meaning of vocabulary (e.g., reread the text, consult other sources, ask for help, paraphrase, question).

2.02 Use text for a variety of functions, including literary, informational, and practical.

2.02 Interact with the text before, during, and after reading, listening, or viewing by:

  • setting a purpose.
  • previewing the text.
  • making predictions.
  • asking questions.
  • locating information for specific purposes.
  • making connections.
  • using story structure and text organization to comprehend.

2.02 Interact with the text before, during, and after reading, listening, and viewing by:

  • setting a purpose using prior knowledge and text information.
  • making predictions.
  • formulating questions.
  • locating relevant information.
  • making connections with previous experiences, information, and ideas

2.03 Read expository materials for answers to specific questions.

2.03 Read a variety of texts, including:

  • fiction (short stories, novels, fantasies, fairy tales, fables).
  • nonfiction (biographies, letters, articles, procedures and instructions, charts, maps).
  • poetry (proverbs, riddles, limericks, simple poems).
  • drama (skits, plays).

2.03 Read a variety of texts, including:

  • fiction (legends, novels, folklore, science fiction).
  • nonfiction (autobiographies, informational books, diaries, journals).
  • poetry (concrete, haiku).
  • drama (skits, plays).

2.04 Pose possible how, why, and what if questions to understand and/or interpret text.

2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the:

  • author's purpose.
  • plot.
  • conflict.
  • sequence.
  • resolution.
  • lesson and/or message.
  • main idea and supporting details.
  • cause and effect.
  • fact and opinion.
  • point of view (author and character).
  • author's use of figurative language (e.g., simile, metaphor, imagery).

2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the:

  • plot.
  • theme.
  • main idea and supporting details.
  • author's choice of words.
  • mood.
  • author's use of figurative language.

2.05 Self-monitor own difficulties in comprehending independently using several strategies.

 2.05 Draw conclusions, make generalizations, and gather support by referencing the text. 2.05 Make inferences, draw conclusions, make generalizations, and support by referencing the text.

2.06 Recall main idea, facts, and details from a text.

 2.06 Summarize main idea(s) from written or spoken texts using succinct language. 2.06 Summarize major points from fiction and nonfiction text(s) to clarify and retain information and ideas.

2.07 Discuss similarities and differences in events, characters, and concepts within and across texts.

 2.07 Summarize major points from fiction and nonfiction text(s) to clarify and retain information and ideas. 2.07 Determine usefulness of information and ideas consistent with purpose.

2.08 Interpret information from diagrams, charts, and maps.

2.08 Listen actively by:

  • facing the speaker.
  • making eye contact.
  • asking questions to clarify the message.
  • asking questions to gain additional information and ideas.
 2.08 Verify the meaning or accuracy of the author's statement(s) by referencing the text or other resources.
   

2.09 Listen actively by:

  • asking questions.
  • paraphrasing what was said.
  • interpreting speaker's verbal and non-verbal messages.
  • interpreting speaker's purposes and/or intent.

Competency Goal 3:
The learner will make connections through the use of oral language, written language, and media and technology.

Second Grade

Third Grade

Fourth Grade

3.01 Use personal experiences and knowledge to interpret written and oral messages.

3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, evaluative processes by:

  • considering the differences among genres.
  • relating plot, setting, and characters to own experiences and ideas.
  • considering main character's point of view.
  • participating in creative interpretations.
  • making inferences and drawing conclusions about characters and events.
  • reflecting on learning, gaining new insights, and identifying areas for further study.

3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:

  • analyzing the impact of authors' word choice and context.
  • examining the reasons for characters' actions.
  • identifying and examining characters' motives.
  • considering a situation or problem from different characters' points of view.
  • analyzing differences among genres.
  • making inferences and drawing conclusions about characters, events, and themes.

3.02 Connect and compare information within and across selections (fiction, nonfiction, poetry, and drama) to experience and knowledge.

 3.02 Identify and discuss similarities and differences in events, characters, concepts and ideas within and across selections and support them by referencing the text. 3.02 Analyze characters, events, and plots within and between selections and cite supporting evidence.

3.03 Explain and describe new concepts and information in own words (e.g., plot, setting, major events, characters, author's message, connections, topic, key vocabulary, key concepts, text features).

 3.03 Use text and own experiences to verify facts, concepts, and ideas. 3.03 Consider the ways language and visuals bring characters to life, enhance plot development, and produce a response.

Increase oral and written vocabulary by listening, discussing, and composing texts when responding to literature that is read and heard (e.g., read aloud by teacher, literature circles, interest groups, book clubs).

  		3.04 Make informed judgements about television productions. 3.04 Make informed judgements about television and film/video productions.

3.05 Locate and discuss examples of an author's use of:

  • kinds of sentences (declarative, interrogative, exclamatory).
  • capitalization (titles, dates, days, names of countries).
  • punctuation (exclamation marks, commas in dates, and to introduce dialogue and quotations).
  • use of paragraphs in texts and their effects on the reader.
  • genre(s) and specific word choices(s).
 3.05 Analyze, compare, and contrast printed and visual information (e.g., graphs, charts, maps). 3.06 Analyze and integrate information from one or more sources to expand understanding of text including graphs, charts, and/or maps.

3.06 Discuss the effect of an author's choices for nouns, verbs, modifiers, and specific vocabulary which help the reader comprehend a fiction or nonfiction text.

 3.06 Conduct research for assigned and self-selected projects (with assistance) from a variety of sources (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks). 3.05 Conduct research for assigned projects or self-selected projects (with assistance) from a variety of sources through the use of technological and informal tools (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks).

Competency Goal 4:
The learner will apply strategies and skills to create oral, written, and visual texts.

Second Grade

Third Grade

Fourth Grade

4.01 Begin to use formal language and/or literary language in place of oral language patterns, as appropriate.

 4.01 Read aloud grade-appropriate text with fluency, comprehension, and expression. 4.01 Read aloud grade-appropriate text with fluency, comprehension, and expression demonstrating an awareness of volume and pace.

4.02 Use expanded vocabulary to generate synonyms for commonly over used words to increase clarity of written and oral communication.

4.02 Use oral and written language to:

  • present information in a sequenced, logical manner.
  • discuss.
  • sustain conversation on a topic.
  • share information and ideas.
  • recount or narrate.
  • answer open-ended questions.
  • report information on a topic.
  • explain own learning.

4.02 Use oral and written language to:

  • present information and ideas in a clear, concise manner.
  • discuss.
  • interview.
  • solve problems.
  • make decisions.

4.03 Read aloud with fluency and expression any text appropriate for early independent readers.

 4.03 Share written and oral products in a variety of ways (e.g., author's chair, book making, publications, discussions, presentations). 4.03 Make oral and written presentations using visual aids with an awareness of purpose and audience.

4.04 Use oral communication to identify, organize, and analyze information.

 4.04 Use planning strategies (with assistance) to generate topics and to organize ideas (e.g., drawing, mapping, discussing, listing). 4.04 Share self-selected texts from a variety of genres (e.g., poetry, letters, narratives, essays, presentations).

4.05 Respond appropriately when participating in group discourse by adapting language and communication behaviors to the situation to accomplish a specific purpose.

 4.05 Identify (with assistance) the purpose, the audience, and the appropriate form for the oral or written task. 4.05 Use planning strategies to generate topics and organize ideas (e.g., brainstorming, mapping, webbing, reading, discussion).

4.06 Plan and make judgments about what to include in written products (e.g., narratives of personal experiences, creative stories, skits based on familiar stories and/or experiences).

 4.06 Compose a draft that conveys major ideas and maintains focus on the topic by using preliminary plans. 4.06 Compose a draft that conveys major ideas and maintains focus on the topic with specific, relevant, supporting details by using preliminary plans.

4.07 Compose first drafts using an appropriate writing process:

  • planning and drafting.
  • rereading for meaning.
  • revising to clarify and refine writing with guided discussion.
 4.07 Compose a variety of fiction, nonfiction, poetry, and drama selections using self-selected topics and forms (e.g., poems, simple narratives, short reports, learning logs, letters, notes, directions, instructions). 4.07 Compose fiction, nonfiction, poetry, and drama using selfselected and assigned topics and forms (e.g., personal and imaginative narratives, research reports, diaries, journals, logs, rules, instructions).

4.08 Write structured, informative presentations and narratives when given help with organization.

4.08 Focus reflection and revision (with assistance) on target elements by:

  • clarifying ideas.
  • adding descriptive words and phrases.
  • sequencing events and ideas.
  • combining short related sentences.
  • strengthening word choice.

4.09 Focus revision on a specific element such as:

  • word choice.
  • sequence of events and ideas.
  • transitional words.
  • sentence patterns.

4.09 Use media and technology to enhance the presentation of information to an audience for a specific purpose.

 4.09 Produce work that follows the conventions of particular genres (e.g., personal narrative, short report, friendly letter, directions and instructions). 4.09 Produce work that follows the conventions of particular genres (e.g., personal and imaginative narrative, research reports, learning logs, letters of request, letters of complaint).
  4.10 Explore technology as a tool to create a written product. 4.10 Use technology as a tool to gather, organize, and present information.

Competency Goal 5:
The learner will apply grammar and language conventions to communicate effectively.

Second Grade

Third Grade

Fourth Grade

5.01 Spell correctly using:

  • previously studied words.
  • spelling patterns.
  • analysis of sounds to represent all the sounds in a word in one's own writing.
 5.01 Use correct capitalization (e.g., geographical place names, holidays, special events, titles) and punctuation (e.g., commas in greetings, dates, city and state; underlining book titles; periods after initials and abbreviated titles; apostrophes in contractions). 5.01 Use correct capitalization (e.g., names of languages, nationalities, musical compositions) and punctuation (e.g., commas in a series, commas in direct address, commas and quotation marks in dialogue, apostrophes in possessives).

5.02 Attend to spelling, mechanics, and format for final products in one's own writing.

 5.02 Use correct subject/verb agreement.

5.02 Demonstrate understanding in speaking and writing by appropriate usage of:

  • pronouns.
  • subject/verb agreement.
  • verb tense consistency.
  • subject consistency.

5.03 Use capitalization, punctuation, and paragraphs in own writing.

 5.03 Demonstrate understanding by using a variety of complete sentences (declarative, imperative, interrogative, and exclamatory) in writing and speaking.

5.03 Elaborate information and ideas in writing and speaking by using:

  • simple and compound sentences.
  • regular and irregular verbs.
  • adverbs.
  • prepositions.
  • coordinating conjunctions.

5.04 Use the following parts of the sentence:

  • subject.
  • predicate.
  • modifier.

5.04 Compose two or more paragraphs with:

  • topic sentences.
  • supporting details.
  • appropriate, logical sequence.
  • sufficient elaboration.

5.04 Compose multiple paragraphs with:

  • topic sentences.
  • specific, relevant details.
  • logical progression and movement of ideas.
  • coherence.
  • elaboration.
  • concluding statement related to the topic.

5.05 Use editing to check and confirm correct use of conventions:

  • complete sentences.
  • correct word order in sentences.
 5.05 Use a number of strategies for spelling (e.g., sound patterns, visual patterns, silent letters, less common letter groupings). 5.05 meaning-based strategies as primary sources for correct spelling.

5.06 Use correctly in written products:

  • letter formation, lines, and spaces to create readable documents.
  • plural forms of commonly used nouns.
  • common, age-appropriate contractions.
 5.06 Proofread own writing for spelling and correct most misspellings independently with reference to resources (e.g., dictionaries, glossaries, word walls). 5.06 Proofread and correct most misspellings independently with reference to resources (e.g., dictionaries, thesauri, glossaries, computer spellchecks, and other classroom sources).
5.07 Use legible manuscript handwriting. 5.07 Edit (with assistance) to use conventions of written language and format. 5.07 Use established criteria to edit for language conventions and format.
  5.08 Create readable documents with legible handwriting (manuscript and cursive).

5.08 Demonstrate evidence of language cohesion by:

  • logical sequence of fiction and nonfiction retells.
  • time order sequence of events.
  • sustaining conversations on a topic.
    5.09 Create readable documents through legible handwriting (cursive) and/or word processing.

North Carolina Thinking Skills

The North Carolina Thinking Skills represent different ways of processing information, ideas, and text. By engaging students in thinking about and interacting with text(s) at the different levels, teachers help students build a foundation for continued growth in critical analysis and comprehension of text.

The sample question stems included are intended as a starting point for assisting teachers as they guide students in engaging with texts. Use these question stems as appropriate for your students or to develop your own list of questions. The question stems represent a range of thinking levels. Depending on the selection(s), a question stem may be assigned to a different thinking skill level.

Skills

Examples

Knowing

Defining problems: clarifying needs, discrepancies, or puzzling situations

Setting goals: establishing direction and purpose

Observing: obtaining information through one or more senses

Formulating questions: seeking new information through inquiry

Encoding: storing information in long-term memory

Recalling: retrieving information from long-term memory

Useful Verbs: list, name, label, recall, identify, match, choose

When was _____?

Identify the _____ in the _____.

Define the word _____.

Who did _____?

Who is the narrator of the story?

Tell about _____ .

List (facts, details, attributes).

Which picture shows _____?

Match _____ .

What is the purpose of _____?

Describe _____ .
Organizing

Arranging information so it can be used effectively

Comparing: noting similarities and differences between or among entities

Classifying: grouping and labeling entities on the basis of their attributes

Ordering: sequencing entities according to a given criterion

Representing: changing the form but not the substance of information

Useful Verbs: categorize, group, classify, compare, contrast

How else might you say _____?

Describe _____ . Tell how _____ . Compare _____ .

What is the purpose of _____?

Sequence/Put _____ in order of _____ .

Is _____ greater than _____?

Why is it called _____?

Explain why _____. What caused _____?

Find the _____ that _____ .

Make a diagram/chart/graphic organizer that _____ .

Sort the_____.

Categorize the_____ of _____.
Applying

Demonstrating prior knowledge within a new situation. The task is to bring together the appropriate information, generalizations or principles that are required to solve a problem.

Useful Verbs: apply, make, show, record, construct, demonstrate, illustrate

Give some instance in which _____ .

Which of these would best demonstrate _____?

Dramatize/Pantomime/Act out _____ .

Show how _____.

Use _____ to _____.

Illustrate _____ .
Analyzing

Clarifying existing information by examining parts and relationships

Identifying attributes and components: determining characteristics or parts of something

Identifying relationships and patterns: recognizing ways in which elements are related

Identifying main ideas: identifying the central element; for example, the hierarchy of key ideas in a message or line of reasoning

Identifying errors: recognizing logical fallacies and other mistakes and where possible, correcting them

Useful Verbs: outline, diagram, differentiate, analyze

What part of this could be real? Make believe?

What would be a good title for _____?

How are _____ related?

Compare _____ to _____.

How are they alike? Different?

Explain the main idea.

Which words best describe _____?

Outline the important _____ .
Generating

Producing new information, meaning, or ideas

Inferring: going beyond available information to identify what reasonably may be true

Predicting: anticipating next events, or the outcome of a situation

Elaborating: explaining by adding details, examples, or other relevant information

Useful Verbs: conclude, predict, explain, elaborate, infer

If you had been _____ , what would you have done differently?

How many ways can you think of to _____?

What would happen if _____?

Predict what would be true if _____?

How can you explain _____?

Pretend/Make-believe/Imagine _____ .

Now that we have studied this, what can be concluded _____?

Create _____ .

Tell me about _____ .

Can you tell me more _____? (Elaborate)
Integrating

Connecting and combining information

Summarizing: combining information efficiently into a cohesive statement

Restructuring: changing existing knowledge structures to incorporate new information

Useful Verbs: combine, summarize, design, imagine, generalize

How may ways can you think of _____?

Summarize the story in your own words _____ .

Make a plan to _____ .

What if _____?

How would you change _____?

Can you make/produce _____?

Tell/Show me how _____ .

What lesson was learned?

How can it apply to new situations?
Evaluating

Assessing the reasonableness and quality of ideas

Establishing criteria: setting standards for making judgments

Verifying: confirming the accuracy of claims

Useful Verbs: judge, evaluate, rate, verify, assess, define criteria

What would you do?

Should_____ be permitted to _____?

Why or why not?

Was it right or wrong for _____? Explain.

How well did _____?

What is the most important? Why?

What could have been different?

Select/Choose the best _____ .

What helped you to decide _____? Why?

Based on_____from the text, tell why_____ . (Justify)

Which would you choose/select _____? Tell why.

Which picture best represents the data?

Evaluate the effectiveness of _____ .

What evidence is there that _____? (Verify)

TEXTS IN GENRE

Grade Levels

Fiction

Nonfiction

Poetry

Drama

Grade K

Picture books
Caption books

Short inofrmational
texts

Nursery rhymes
Word plays & Finger plays

Puppet plays
Reenactments of
familiar stories

Grades 1-2

Storybooks
Short chapter
books

Newspapers
Telephone books
Signs/labels

Short poems
Word plays
(alliteration/rhyme)

Skits
Short plays

Grade 3

Short stories
Novels
Fantasies
Fairy tales & Fables

Biographies
Letters & Articles
Procedures/instructions
Charts

Proverbs
Riddles
Limericks
Simple poems

Skits
Plays

Grade 4

Legends
Novels
Folklore & Science fiction

Autobiographies
Informational books
Diaries & Journals

Concrete poems
Haiku

Skits
Plays

Grade 5

Tall tales
Myths

True experiences
Newspapers & Magazines
Schedules

Narrative
Lyric
Cinquain

Skits
Plays

COMPOSITION PRODUCTS

These composition products represent a basic list of text types. Teachers may want to focus instruction on these text types, but are encouraged to expose students to additional types of writing.

GRADE K
Participate in writing behaviors by using authors' models of language. Write by using models.

FIRST GRADE
Stories, journal entries, letters, response logs, simple poems, oral retellings

SECOND GRADE
Personal narratives, creative stories, skits (familiar stories/experiences), structured, informative presentations and narratives

THIRD GRADE
Simple narratives, short reports, friendly letters, directions, instructions, poems, learning logs, notes

FOURTH GRADE
Personal narratives, imaginative narratives, research reports, logs, diaries, journals, rules, instructions, letters-of-request, letters-of-complaint

FIFTH GRADE
Research reports, news articles, business letters, letters-to-the-editor, poetry, essays, feature stories

For additional information, contact:

Claudia L. Sikes at 919.807.3830 or csikes@dpi.state.nc.us
Mary R. Rose at 919.807.3829 or mrose@dpi.state.nc.us

 

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