ENGLISH LANGUAGE
ARTS RESOURCES
ENGLISH LANGUAGE
ARTS RESOURCESENGLISH LANGUAGE ARTS PLANNING GUIDE FOR GRADE 3-5
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
| Third Grade |
Fourth Grade |
Fifth Grade |
|---|---|---|
| 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). |
Expand and refine vocabulary through knowledge of prefixes, suffixes, roots, derivatives, context clues, and etymologies (word origins) to assist comprehension. |
| 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. | 1.02 Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension. |
| 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. | 1.03 Increase reading and writing vocabulary through:
|
1.04 Increase sight vocabulary, reading vocabulary, and writing vocabulary through:
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1.04 Increase reading and writing vocabulary through:
|
1.04 Use word reference materials (e.g., glossary, dictionary, thesaurus, on-line reference tools) to identify and comprehend unknown words. |
| 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. | 1.05 Read independently daily from self-selected materials (consistent with the student's independent reading level) to:
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1.06 Read independently daily from self-selected materials (consistent with the student's independent reading level) to:
|
1.06 Read independently daily from self-selected materials (consistent with the student's independent reading level) to:
|
| Third Grade |
Fourth Grade | Fifth Grade |
|---|---|---|
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). |
Use metacognitive strategies independently and flexibly to monitor comprehension and extend vocabulary (e.g., skim, scan, reread the text, consult other sources, ask for help, summarize, paraphrase, question). |
2.02 Interact with the text before, during, and after reading, listening, or viewing by:
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2.02 Interact with the text before, during, and after reading, listening, and viewing by:
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2.02 Interact with the text before, during, and after reading, listening, and viewing by:
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2.03 Read a variety of texts, including:
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2.03 Read a variety of texts, including:
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2.03 Read a variety of texts, such as:
|
2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the:
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2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the:
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2.04 Identify elements of fiction and nonfiction and support by referencing the text to determine the:
|
| 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. | 2.05 Evaluate inferences, conclusions, and generalizations and provide evidence by referencing the text(s). |
| 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. | 2.06 Analyze choice of reading materials congruent with purposes (e.g., reading for information, reading to extend content area learning, reading for pleasure, entertainment). |
| 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. | 2.07 Evaluate the usefulness and quality of information and ideas based on purpose, experiences, text(s), and graphics. |
2.08 Listen actively by:
|
2.08 Verify the meaning or accuracy of the author's statement(s) by referencing the text or other resources. | 2.08 Explain and evaluate relationships that are:
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2.09 Listen actively by:
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2.09 Listen actively and critically by:
|
|
| 2.10 Identify strategies used by a speaker or writer to inform, entertain, or influence an audience. |
| Third Grade |
Fourth Grade | Fifth Grade |
|---|---|---|
3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, evaluative processes by:
|
3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:
|
3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:
|
| 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. | 3.02 Make connections within and between texts by recognizing similarities and differences based on a common lesson, theme, or message. |
| 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. | 3.03 Justify evaluation of characters and events from different selections by citing supporting evidence in the text(s). |
| 3.04 Make informed judgements about television productions. | 3.04 Make informed judgements about television and film/video productions. | 3.04 Make informed judgements about television, radio, video/ film productions, other electronic mediums and/or print formats. |
| 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. | 3.05 Integrate main idea and supporting details from multiple sources to expand understanding of texts. |
| 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). | 3.06 Conduct research (with assistance) from a variety of sources for assigned or self-selected projects (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks). |
3.07 Make informed judgments about:
|
| Third Grade |
Fourth Grade | Fifth Grade |
|---|---|---|
| 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. | 4.01 Read aloud grade-appropriate text with fluency, comprehension, expression, and personal style demonstrating an awareness of volume, pace, audience, and purpose. |
4.02 Use oral and written language to:
|
4.02 Use oral and written language to:
|
4.02 Use oral and written language to:
|
| 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. | 4.03 Make oral and written presentations to inform or persuade selecting vocabulary for impact. |
| 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). | 4.04 Select a self-evaluated composition for publication and justify rationale for selection. |
| 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). | 4.05 Use a variety of preliminary strategies to plan and organize the writing and speaking task considering purpose, audience, and timeline. |
| 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. | 4.06 Compose a draft that elaborates on major ideas and adheres to the topic by using an appropriate organizational pattern that accomplishes the purpose of the writing task and effectively communicates its content. |
| 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). | 4.07 Compose a variety of fiction, nonfiction, poetry, and drama using self-selected topics and formats (e.g., poetry, research reports, news articles, letters-to-the-editor, business letters). |
4.08 Focus reflection and revision (with assistance) on target elements by:
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4.09 Focus revision on a specific element such as:
|
4.08 Focus revision on target elements by:
|
| 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). | 4.09 Produce work that follows the conventions of particular genres (e.g., essay, feature story, business letter). |
| 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. | 4.10 Use technology as a tool to enhance and/or publish a product. |
| Third Grade |
Fourth Grade | Fifth Grade |
|---|---|---|
| 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). | 5.01 Consistently use correct capitalization (e.g., names of magazines, newspapers, organizations) and punctuation (e.g., colon to introduce a list, commas in apposition, commas used in compound sentences). |
| 5.02 Use correct subject/verb agreement. | 5.02 Demonstrate understanding in speaking and writing by appropriate usage of:
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5.02 Demonstrate understanding in speaking and writing by using:
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| 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:
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5.03 Elaborate information and ideas in speaking and writing by using:
|
5.04 Compose two or more paragraphs with:
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5.04 Compose multiple paragraphs with:
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5.04 Determine the impact of word choice on written and spoken language. |
| 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. | 5.05 Spell most commonly used words accurately using a multi-strategy approach to the learning of new spellings. |
| 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). | 5.06 Proofread for accuracy of spelling using appropriate strategies to confirm spelling and to correct errors. |
| 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. | 5.07 Edit final product for grammar, language conventions, and format. |
| 5.08 Create readable documents with legible handwriting (manuscript and cursive). | 5.08 Demonstrate evidence of language cohesion by:
|
5.08 Create readable documents through legible handwriting (cursive) and word processing. |
| 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 |
Short inofrmational |
Nursery rhymes |
Puppet plays |
| Grades 1-2 |
Storybooks |
Newspapers |
Short poems |
Skits |
| Grade 3 |
Short stories |
Biographies |
Proverbs |
Skits |
| Grade 4 |
Legends |
Autobiographies |
Concrete poems |
Skits |
| Grade 5 |
Tall tales |
True experiences |
Narrative |
Skits |
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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