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Arizonas

College and Career Ready Standards


English Language Arts
3rd 5th Grade

ARIZONADEPARTMENTOFEDUCATION
HIGHACADEMICSTANDARDSFORSTUDENTS
StateBoardApprovedJune2010
October2013Publication

Arizonas College and Career Ready Standards English Language Arts 35

Table of Contents

Introduction .................................................................................................................................................................................................................... iii


Key Design Considerations............................................................................................................................................................................................ iv
What Is Not Covered by the Standards ......................................................................................................................................................................... vii
Students Who Are College and Career Ready in Reading, Writing, Speaking, Listening, and Language ................................................................. viii
How to Read This Document ......................................................................................................................................................................................... ix
rd

3 5th Grade Arizona Reading Standards Literature and Informational Text............................................................................................................. 11


Reading Standards for Literature 35 ........................................................................................................................................................................... 12
Reading Standards for Informational Text 35 ............................................................................................................................................................ 14
rd

3 5th Grade Arizona Reading Standards Foundational Skills .................................................................................................................................. 16


Reading Standards: Foundational Skills ....................................................................................................................................................................... 16
3rd 5th Grade Arizona Writing Standards ...................................................................................................................................................................... 17
Writing Standards 35 .................................................................................................................................................................................................. 18
rd

3 5th Grade Arizona Speaking and Listening Standards ............................................................................................................................................. 22


Speaking and Listening Standards 35 ......................................................................................................................................................................... 23
rd

3 5th Grade Arizona Language Standards ................................................................................................................................................................... 25


Language Standards 35 ............................................................................................................................................................................................... 26
Language Progressive Skills, by Grade .................................................................................................................................................................... 29
Standard 10: Range, Quality, and Complexity of Student Reading K5.................................................................................................................. 30
Texts Illustrating the Range, Quality, and Complexity of Student Reading K5..................................................................................................... 31
Staying on Topic within a Grade and Across Grades ............................................................................................................................................... 32

ArizonaDepartmentofEducationHighAcademicStandardsforStudents ArizonasCollegeandCareerReadyStandardsEnglishLanguageArts StateBoardApprovedJune2010October2013PublicationPageiiof32

Arizonas College and Career Ready Standards English Language Arts 35


INTRODUCTION

ArizonasCollegeandCareerReadyStandardsEnglishLanguageArtsandLiteracyinHistory/SocialStudies,Science,andTechnicalSubjects(theStandards)arethe
culminationofanextended,broadbasedefforttofulfillthechargeissuedbythestatestocreatethenextgenerationofK12standardsinordertohelpensurethatallstudents
arecollegeandcareerreadyinliteracynolaterthantheendofhighschool.
Thepresentwork,ledbytheCouncilofChiefStateSchoolOfficers(CCSSO)andtheNationalGovernorsAssociation(NGA),buildsonthefoundationlaidbystatesintheir
decadeslongworkoncraftinghighqualityeducationstandards.TheStandardsalsodrawonthemostimportantinternationalmodelsaswellasresearchandinputfrom
numeroussources,includingstatedepartmentsofeducation,scholars,assessmentdevelopers,professionalorganizations,educatorsfromkindergartenthroughcollege,
parents,students,andothermembersofthepublic.Intheirdesignandcontent,refinedthroughsuccessivedraftsandnumerousroundsoffeedback,theStandardsrepresenta
synthesisofthebestelementsofstandardsrelatedworktodateandanimportantadvanceoverthatpreviouswork.
AsspecifiedbyCCSSOandNGA,theStandardsare(1)researchandevidencebased,(2)alignedwithcollegeandworkexpectations,(3)rigorous,and(4)internationally
benchmarked.Aparticularstandardwasincludedinthedocumentonlywhenthebestavailableevidenceindicatedthatitsmasterywasessentialforcollegeandcareer
readinessinatwentyfirstcentury,globallycompetitivesociety.TheStandardsareintendedtobealivingwork:asnewandbetterevidenceemerges,theStandardswillbe
revisedaccordingly.
TheStandardsareanextensionofapriorinitiativeledbyCCSSOandNGAtodevelopCollegeandCareerReadiness(CCR)standardsinreading,writing,speaking,listening,and
languageaswellasinmathematics.TheCCRReading,Writing,andSpeakingandListeningStandards,releasedindraftforminSeptember2009,serve,inrevisedform,asthe
backboneforthepresentdocument.GradespecificK12standardsinreading,writing,speaking,listening,andlanguagetranslatethebroad(and,fortheearliestgrades,
seeminglydistant)aimsoftheCCRstandardsintoageandattainmentappropriateterms.
TheStandardssetrequirementsnotonlyforEnglishlanguagearts(ELA)butalsoforliteracyinhistory/socialstudies,science,andtechnicalsubjects.Justasstudentsmustlearn
toread,write,speak,listen,anduselanguageeffectivelyinavarietyofcontentareas,sotoomusttheStandardsspecifytheliteracyskillsandunderstandingsrequiredfor
collegeandcareerreadinessinmultipledisciplines.Literacystandardsforgrade6andabovearepredicatedonteachersofELA,history/socialstudies,science,andtechnical
subjectsusingtheircontentareaexpertisetohelpstudentsmeettheparticularchallengesofreading,writing,speaking,listening,andlanguageintheirrespectivefields.Itis
importanttonotethatthe612literacystandardsinhistory/socialstudies,science,andtechnicalsubjectsarenotmeanttoreplacecontentstandardsinthoseareasbutrather
tosupplementthem.Statesmayincorporatethesestandardsintotheirstandardsforthosesubjectsoradoptthemascontentarealiteracystandards.
Asanaturaloutgrowthofmeetingthechargetodefinecollegeandcareerreadiness,theStandardsalsolayoutavisionofwhatitmeanstobealiteratepersoninthetwenty
firstcentury.Indeed,theskillsandunderstandingsstudentsareexpectedtodemonstratehavewideapplicabilityoutsidetheclassroomorworkplace.Studentswhomeetthe
Standardsreadilyundertaketheclose,attentivereadingthatisattheheartofunderstandingandenjoyingcomplexworksofliterature.Theyhabituallyperformthecritical
readingnecessarytopickcarefullythroughthestaggeringamountofinformationavailabletodayinprintanddigitally.Theyactivelyseekthewide,deep,andthoughtful
engagementwithhighqualityliteraryandinformationaltextsthatbuildsknowledge,enlargesexperience,andbroadensworldviews.Theyreflexivelydemonstratethecogent
reasoninganduseofevidencethatisessentialtobothprivatedeliberationandresponsiblecitizenshipinademocraticrepublic.Inshort,studentswhomeettheStandards
developtheskillsinreading,writing,speaking,andlisteningthatarethefoundationforanycreativeandpurposefulexpressioninlanguage.

ArizonaDepartmentofEducationHighAcademicStandardsforStudents ArizonasCollegeandCareerReadyStandardsEnglishLanguageArts StateBoardApprovedJune2010October2013PublicationPageiiiof32

Arizonas College and Career Ready Standards English Language Arts 35

Key Design Considerations


CCRandgradespecificstandards
TheCCRstandardsanchorthedocumentanddefinegeneral,crossdisciplinaryliteracyexpectationsthatmustbemetforstudentstobepreparedtoentercollegeand
workforcetrainingprogramsreadytosucceed.TheK12gradespecificstandardsdefineendofyearexpectationsandacumulativeprogressiondesignedtoenablestudentsto
meetcollegeandcareerreadinessexpectationsnolaterthantheendofhighschool.TheCCRandhighschool(grades912)standardsworkintandemtodefinethecollegeand
careerreadinesslinetheformerprovidingbroadstandardsandthelatterprovidingadditionalspecificity.Hence,bothshouldbeconsideredwhendevelopingcollegeand
careerreadinessassessments.
Studentsadvancingthroughthegradesareexpectedtomeeteachyearsgradespecificstandards,retainorfurtherdevelopskillsandunderstandingsmasteredinpreceding
grades,andworksteadilytowardmeetingthemoregeneralexpectationsdescribedbytheCCRstandards.

GradelevelsforK8;gradebandsfor910and1112
TheStandardsuseindividualgradelevelsinkindergartenthroughgrade8toprovideusefulspecificity;theStandardsusetwoyearbandsingrades912toallowschools,
districts,andstatesflexibilityinhighschoolcoursedesign.

Afocusonresultsratherthanmeans
Byemphasizingrequiredachievements,theStandardsleaveroomforteachers,curriculumdevelopers,andstatestodeterminehowthosegoalsshouldbereachedandwhat
additionaltopicsshouldbeaddressed.Thus,theStandardsdonotmandatesuchthingsasaparticularwritingprocessorthefullrangeofmetacognitivestrategiesthatstudents
mayneedtomonitoranddirecttheirthinkingandlearning.Teachersarethusfreetoprovidestudentswithwhatevertoolsandknowledgetheirprofessionaljudgmentand
experienceidentifyasmosthelpfulformeetingthegoalssetoutintheStandards.

Anintegratedmodelofliteracy
AlthoughtheStandardsaredividedintoReading,Writing,SpeakingandListening,andLanguagestrandsforconceptualclarity,theprocessesofcommunicationareclosely
connected,asreflectedthroughoutthisdocument.Forexample,Writingstandard9requiresthatstudentsbeabletowriteaboutwhattheyread.Likewise,Speakingand
Listeningstandard4setstheexpectationthatstudentswillsharefindingsfromtheirresearch.

ResearchandmediaskillsblendedintotheStandardsasawhole
Tobereadyforcollege,workforcetraining,andlifeinatechnologicalsociety,studentsneedtheabilitytogather,comprehend,evaluate,synthesize,andreportoninformation
andideas,toconductoriginalresearchinordertoanswerquestionsorsolveproblems,andtoanalyzeandcreateahighvolumeandextensiverangeofprintandnonprinttexts
inmediaformsoldandnew.Theneedtoconductresearchandtoproduceandconsumemediaisembeddedintoeveryaspectoftodayscurriculum.Inlikefashion,research
andmediaskillsandunderstandingsareembeddedthroughouttheStandardsratherthantreatedinaseparatesection.

Sharedresponsibilityforstudentsliteracydevelopment
TheStandardsinsistthatinstructioninreading,writing,speaking,listening,andlanguageisasharedresponsibilitywithintheschool.TheK5standardsincludeexpectationsfor
reading,writing,speaking,listening,andlanguageapplicabletoarangeofsubjects,includingbutnotlimitedtoELA.Thegrades612standardsaredividedintotwosections,
oneforELAandtheotherforhistory/socialstudies,science,andtechnicalsubjects.Thisdivisionreflectstheunique,timehonoredplaceofELAteachersindevelopingstudents
literacyskillswhileatthesametimerecognizingthatteachersinotherareasmusthavearoleinthisdevelopmentaswell.
PartofthemotivationbehindtheinterdisciplinaryapproachtoliteracypromulgatedbytheStandardsisextensiveresearchestablishingtheneedforcollegeandcareerready
studentstobeproficientinreadingcomplexinformationaltextindependentlyinavarietyofcontentareas.Mostoftherequiredreadingincollegeandworkforcetraining
programsisinformationalinstructureandchallengingincontent;postsecondaryeducationprogramstypicallyprovidestudentswithbothahighervolumeofsuchreadingthan
isgenerallyrequiredinK12schoolsandcomparativelylittlescaffolding.
ArizonaDepartmentofEducationHighAcademicStandardsforStudents ArizonasCollegeandCareerReadyStandardsEnglishLanguageArts StateBoardApprovedJune2010October2013PublicationPageivof32

Arizonas College and Career Ready Standards English Language Arts 35


TheStandardsarenotaloneincallingforaspecialemphasisoninformationaltext.The2009readingframeworkoftheNationalAssessmentofEducationalProgress(NAEP)
requiresahighandincreasingproportionofinformationaltextonitsassessmentasstudentsadvancethroughthegrades.

DistributionofLiteraryandInformationalPassagesbyGradeinthe2009NAEPReadingFramework

Grade
4
8
12

Literary
50%
45%
30%

Informational
50%
55%
70%

Source:NationalAssessmentGoverningBoard.(2008).Readingframeworkforthe2009National
AssessmentofEducationalProgress.Washington,DC:U.S.GovernmentPrintingOffice.

TheStandardsaimtoaligninstructionwiththisframeworksothatmanymorestudentsthanatpresentcanmeettherequirementsofcollegeandcareerreadiness.InK5,the
StandardsfollowNAEPsleadinbalancingthereadingofliteraturewiththereadingofinformationaltexts,includingtextsinhistory/socialstudies,science,andtechnical
subjects.InaccordwithNAEPsgrowingemphasisoninformationaltextsinthehighergrades,theStandardsdemandthatasignificantamountofreadingofinformationaltexts
takeplaceinandoutsidetheELAclassroom.FulfillingtheStandardsfor612ELArequiresmuchgreaterattentiontoaspecificcategoryofinformationaltextliterary
nonfictionthanhasbeentraditional.BecausetheELAclassroommustfocusonliterature(stories,drama,andpoetry)aswellasliterarynonfiction,agreatdealof
informationalreadingingrades612musttakeplaceinotherclassesiftheNAEPassessmentframeworkistobematchedinstructionally.1Tomeasurestudentsgrowthtoward
collegeandcareerreadiness,assessmentsalignedwiththeStandardsshouldadheretothedistributionoftextsacrossgradescitedintheNAEPframework.
NAEPlikewiseoutlinesadistributionacrossthegradesofthecorepurposesandtypesofstudentwriting.The2011NAEPframework,liketheStandards,cultivatesthe
developmentofthreemutuallyreinforcingwritingcapacities:writingtopersuade,toexplain,andtoconveyrealorimaginedexperience.Evidenceconcerningthedemandsof
collegeandcareerreadinessgatheredduringdevelopmentoftheStandardsconcurswithNAEPsshiftingemphases;standardsforgrades912describewritinginallthree
forms,but,consistentwithNAEP,theoverwhelmingfocusofwritingthroughouthighschoolshouldbeonargumentsandinformative/explanatorytexts.2

DistributionofCommunicativePurposesbyGradeinthe2011NAEPWritingFramework

Grade
4
8
12

ToPersuade
30%
35%
40%

ToExplain
35%
35%
40%

ToConveyExperience
35%
30%
20%

Source:NationalAssessmentGoverningBoard.(2007).Writingframeworkforthe2011National
AssessmentofEducationalProgress,prepublicationedition.IowaCity,IA:ACT,Inc.

ItfollowsthatwritingassessmentsalignedwiththeStandardsshouldadheretothedistributionofwritingpurposesacrossgradesoutlinedbyNAEP.

Thepercentagesonthetablereflectthesumofstudentreading,notjustreadinginELAsettings.TeachersofseniorEnglishclasses,forexample,arenotrequiredtodevote70percentofreadingtoinformationaltexts.
Rather,70percentofstudentreadingacrossthegradeshouldbeinformational.
2
Aswithreading,thepercentagesinthetablereflectthesumofstudentwriting,notjustwritinginELAsettings.
ArizonaDepartmentofEducationHighAcademicStandardsforStudents ArizonasCollegeandCareerReadyStandardsEnglishLanguageArts StateBoardApprovedJune2010October2013PublicationPagevof32

Arizonas College and Career Ready Standards English Language Arts 35


Focusandcoherenceininstructionandassessment
WhiletheStandardsdelineatespecificexpectationsinreading,writing,speaking,listening,andlanguage,eachstandardneednotbeaseparatefocusforinstructionand
assessment.Often,severalstandardscanbeaddressedbyasinglerichtask.Forexample,wheneditingwriting,studentsaddressWritingstandard5(Developandstrengthen
writingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach)aswellasLanguagestandards13(whichdealwithconventionsofStandardEnglishand
knowledgeoflanguage).WhendrawingevidencefromliteraryandinformationaltextsperWritingstandard9,studentsarealsodemonstratingtheircomprehensionskillin
relationtospecificstandardsinReading.Whendiscussingsomethingtheyhavereadorwritten,studentsarealsodemonstratingtheirspeakingandlisteningskills.TheCCR
anchorstandardsthemselvesprovideanothersourceoffocusandcoherence.
ThesametenCCRanchorstandardsforReadingapplytobothliteraryandinformationaltexts,includingtextsinhistory/socialstudies,science,andtechnicalsubjects.Theten
CCRanchorstandardsforWritingcovernumeroustexttypesandsubjectareas.Thismeansthatstudentscandevelopmutuallyreinforcingskillsandexhibitmasteryofstandards
forreadingandwritingacrossarangeoftextsandclassrooms.

ArizonaDepartmentofEducationHighAcademicStandardsforStudents ArizonasCollegeandCareerReadyStandardsEnglishLanguageArts StateBoardApprovedJune2010October2013PublicationPageviof32

Arizonas College and Career Ready Standards English Language Arts 35

What Is Not Covered by the Standards


TheStandardsshouldberecognizedforwhattheyarenotaswellaswhattheyare.Themostimportantintentionaldesignlimitationsareasfollows:
1.

TheStandardsdefinewhatallstudentsareexpectedtoknowandbeabletodo,nothowteachersshouldteach.Forinstance,theuseofplaywithyoungchildrenisnot
specifiedbytheStandards,butitiswelcomeasavaluableactivityinitsownrightandasawaytohelpstudentsmeettheexpectationsinthisdocument.Furthermore,
whiletheStandardsmakereferencestosomeparticularformsofcontent,includingmythology,foundationalU.S.documents,andShakespeare,theydonotindeed,
cannotenumerateallorevenmostofthecontentthatstudentsshouldlearn.TheStandardsmustthereforebecomplementedbyawelldeveloped,contentrich
curriculumconsistentwiththeexpectationslaidoutinthisdocument.

2.

WhiletheStandardsfocusonwhatismostessential,theydonotdescribeallthatcanorshouldbetaught.Agreatdealislefttothediscretionofteachersand
curriculumdevelopers.TheaimoftheStandardsistoarticulatethefundamentals,nottosetoutanexhaustivelistorasetofrestrictionsthatlimitswhatcanbetaught
beyondwhatisspecifiedherein.

3.

TheStandardsdonotdefinethenatureofadvancedworkforstudentswhomeettheStandardspriortotheendofhighschool.Forthosestudents,advancedworkin
suchareasasliterature,composition,language,andjournalismshouldbeavailable.Thisworkshouldprovidethenextlogicalstepupfromthecollegeandcareer
readinessbaselineestablishedhere.

4.

TheStandardssetgradespecificstandardsbutdonotdefinetheinterventionmethodsormaterialsnecessarytosupportstudentswhoarewellbeloworwellabove
gradelevelexpectations.Nosetofgradespecificstandardscanfullyreflectthegreatvarietyinabilities,needs,learningrates,andachievementlevelsofstudentsin
anygivenclassroom.However,theStandardsdoprovideclearsignpostsalongthewaytothegoalofcollegeandcareerreadinessforallstudents.

5.

ItisalsobeyondthescopeoftheStandardstodefinethefullrangeofsupportsappropriateforEnglishlanguagelearnersandforstudentswithspecialneeds.Atthe
sametime,allstudentsmusthavetheopportunitytolearnandmeetthesamehighstandardsiftheyaretoaccesstheknowledgeandskillsnecessaryintheirposthigh
schoollives.

6.

EachgradewillincludestudentswhoarestillacquiringEnglish.Forthosestudents,itispossibletomeetthestandardsinreading,writing,speaking,andlistening
withoutdisplayingnativelikecontrolofconventionsandvocabulary.

7.

TheStandardsshouldalsobereadasallowingforthewidestpossiblerangeofstudentstoparticipatefullyfromtheoutsetandaspermittingappropriate
accommodationstoensuremaximumparticipationofstudentswithspecialeducationneeds.Forexample,forstudentswithdisabilitiesreadingshouldallowfortheuse
ofBraille,screenreadertechnology,orotherassistivedevices,whilewritingshouldincludetheuseofascribe,computer,orspeechtotexttechnology.Inasimilar
vein,speakingandlisteningshouldbeinterpretedbroadlytoincludesignlanguage.

8.

WhiletheELAandcontentarealiteracycomponentsdescribedhereinarecriticaltocollegeandcareerreadiness,theydonotdefinethewholeofsuchreadiness.
Studentsrequireawideranging,rigorousacademicpreparationand,particularlyintheearlygrades,attentiontosuchmattersassocial,emotional,andphysical
developmentandapproachestolearning.Similarly,theStandardsdefineliteracyexpectationsinhistory/socialstudies,science,andtechnicalsubjects,butliteracy
standardsinotherareas,suchasmathematicsandhealtheducation,modeledonthoseinthisdocumentarestronglyencouragedtofacilitateacomprehensive,school
wideliteracyprogram.

ArizonaDepartmentofEducationHighAcademicStandardsforStudents ArizonasCollegeandCareerReadyStandardsEnglishLanguageArts StateBoardApprovedJune2010October2013PublicationPageviiof32

Arizonas College and Career Ready Standards English Language Arts 35

Students Who Are College and Career Ready in Reading, Writing, Speaking, Listening, and Language
Thedescriptionsthatfollowarenotstandardsthemselvesbutinsteadofferaportraitofstudentswhomeetthestandardssetoutinthisdocument.Asstudentsadvance
throughthegradesandmasterthestandardsinreading,writing,speaking,listening,andlanguage,theyareabletoexhibitwithincreasingfullnessandregularitythese
capacitiesoftheliterateindividual.

Theydemonstrateindependence.
Studentscan,withoutsignificantscaffolding,comprehendandevaluatecomplextextsacrossarangeoftypesanddisciplines,andtheycanconstructeffectiveargumentsand
conveyintricateormultifacetedinformation.Likewise,studentsareableindependentlytodiscernaspeakerskeypoints,requestclarification,andaskrelevantquestions.They
buildonothersideas,articulatetheirownideas,andconfirmtheyhavebeenunderstood.Withoutprompting,theydemonstratecommandofStandardEnglishandacquireand
useawiderangingvocabulary.Morebroadly,theybecomeselfdirectedlearners,effectivelyseekingoutandusingresourcestoassistthem,includingteachers,peers,andprint
anddigitalreferencematerials.

Theybuildstrongcontentknowledge.
Studentsestablishabaseofknowledgeacrossawiderangeofsubjectmatterbyengagingwithworksofqualityandsubstance.Theybecomeproficientinnewareasthrough
researchandstudy.Theyreadpurposefullyandlistenattentivelytogainbothgeneralknowledgeanddisciplinespecificexpertise.Theyrefineandsharetheirknowledge
throughwritingandspeaking.

Theyrespondtothevaryingdemandsofaudience,task,purpose,anddiscipline.
Studentsadapttheircommunicationinrelationtoaudience,task,purpose,anddiscipline.Theysetandadjustpurposeforreading,writing,speaking,listening,andlanguageuse
aswarrantedbythetask.Theyappreciatenuances,suchashowthecompositionofanaudienceshouldaffecttonewhenspeakingandhowtheconnotationsofwordsaffect
meaning.Theyalsoknowthatdifferentdisciplinescallfordifferenttypesofevidence(e.g.,documentaryevidenceinhistory,experimentalevidenceinscience).

Theycomprehendaswellascritique.
Studentsareengagedandopenmindedbutdiscerningreadersandlisteners.Theyworkdiligentlytounderstandpreciselywhatanauthororspeakerissaying,buttheyalso
questionanauthorsorspeakersassumptionsandpremisesandassesstheveracityofclaimsandthesoundnessofreasoning.Theyvalueevidence.Studentscitespecific
evidencewhenofferinganoralorwritteninterpretationofatext.Theyuserelevantevidencewhensupportingtheirownpointsinwritingandspeaking,makingtheirreasoning
cleartothereaderorlistener,andtheyconstructivelyevaluateothersuseofevidence.

Theyusetechnologyanddigitalmediastrategicallyandcapably.
Studentsemploytechnologythoughtfullytoenhancetheirreading,writing,speaking,listening,andlanguageuse.Theytailortheirsearchesonlinetoacquireusefulinformation
efficiently,andtheyintegratewhattheylearnusingtechnologywithwhattheylearnoffline.Theyarefamiliarwiththestrengthsandlimitationsofvarioustechnologicaltools
andmediumsandcanselectandusethosebestsuitedtotheircommunicationgoals.

Theycometounderstandotherperspectivesandcultures.
Studentsappreciatethatthetwentyfirstcenturyclassroomandworkplacearesettingsinwhichpeoplefromoftenwidelydivergentculturesandwhorepresentdiverse
experiencesandperspectivesmustlearnandworktogether.Studentsactivelyseektounderstandotherperspectivesandculturesthroughreadingandlistening,andtheyare
abletocommunicateeffectivelywithpeopleofvariedbackgrounds.Theyevaluateotherpointsofviewcriticallyandconstructively.Throughreadinggreatclassicand
contemporaryworksofliteraturerepresentativeofavarietyofperiods,cultures,andworldviews,studentscanvicariouslyinhabitworldsandhaveexperiencesmuchdifferent
thantheirown.

ArizonaDepartmentofEducationHighAcademicStandardsforStudents ArizonasCollegeandCareerReadyStandardsEnglishLanguageArtsStateBoardApprovedJune2010October2013PublicationPageviiiof32

Arizonas College and Career Ready Standards English Language Arts 35

How to Read This Document


Overall Document Organization
TheStandardscomprisethreemainsections:acomprehensiveK5sectionandtwocontentareaspecificsectionsforgrades612,oneforELAandoneforhistory/social
studies,science,andtechnicalsubjects.Threeappendicesaccompanythemaindocument.
Eachsectionisdividedintostrands.K5and612ELAhaveReading,Writing,SpeakingandListening,andLanguagestrands;the612history/socialstudies,science,and
technicalsubjectssectionfocusesonReadingandWriting.EachstrandisheadedbyastrandspecificsetofCollegeandCareerReadinessanchorstandardsthatisidentical
acrossallgradesandcontentareas.
StandardsforeachgradewithinK8andforgrades910and1112followtheCCRanchorstandardsineachstrand.Eachgradespecificstandard(asthesestandardsare
collectivelyreferredto)correspondstothesamenumberedCCRanchorstandard.Putanotherway,eachCCRanchorstandardhasanaccompanyinggradespecificstandard
translatingthebroaderCCRstatementintogradeappropriateendofyearexpectations.
IndividualCCRanchorstandardscanbeidentifiedbytheirstrand,CCRstatus,andnumber(R.CCR.6,forexample).Individualgradespecificstandardscanbeidentifiedbytheir
strand,grade,andnumber(ornumberandletter,whereapplicable),sothatRI.4.3,forexample,standsforReading,InformationalText,grade4,standard3andW.5.1astands
forWriting,grade5,standard1a.Stranddesignationscanbefoundinbracketsalongsidethefullstrandtitle.

WhoisresponsibleforwhichportionoftheStandards?
AsingleK5sectionlistsstandardsforreading,writing,speaking,listening,andlanguageacrossthecurriculum,reflectingthefactthatmostoralloftheinstructionstudentsin
thesegradesreceivecomesfromoneteacher.Grades612arecoveredintwocontentareaspecificsections,thefirstfortheEnglishlanguageartsteacherandthesecondfor
teachersofhistory/socialstudies,science,andtechnicalsubjects.EachsectionusesthesameCCRanchorstandardsbutalsoincludesgradespecificstandardstunedtothe
literacyrequirementsoftheparticulardiscipline(s).

Key Features of the Standards


Reading:Textcomplexityandthegrowthofcomprehension
TheReadingstandardsplaceequalemphasisonthesophisticationofwhatstudentsreadandtheskillwithwhichtheyread.Standard10definesagradebygradestaircaseof
increasingtextcomplexitythatrisesfrombeginningreadingtothecollegeandcareerreadinesslevel.Whatevertheyarereading,studentsmustalsoshowasteadilygrowing
abilitytodiscernmorefromandmakefulleruseoftext,includingmakinganincreasingnumberofconnectionsamongideasandbetweentexts,consideringawiderrangeof
textualevidence,andbecomingmoresensitivetoinconsistencies,ambiguities,andpoorreasoningintexts.

Writing:Texttypes,respondingtoreading,andresearch
TheStandardsacknowledgethefactthatwhereassomewritingskills,suchastheabilitytoplan,revise,edit,andpublish,areapplicabletomanytypesofwriting;otherskillsare
moreproperlydefinedintermsofspecificwritingtypes:arguments,informative/explanatorytexts,andnarratives.Standard9stressestheimportanceofthewritingreading
connectionbyrequiringstudentstodrawuponandwriteaboutevidencefromliteraryandinformationaltexts.Becauseofthecentralityofwritingtomostformsofinquiry,
researchstandardsareprominentlyincludedinthisstrand,thoughskillsimportanttoresearchareinfusedthroughoutthedocument.

SpeakingandListening:Flexiblecommunicationandcollaboration
Includingbutnotlimitedtoskillsnecessaryforformalpresentations,theSpeakingandListeningstandardsrequirestudentstodeveloparangeofbroadlyusefuloral
communicationandinterpersonalskills.Studentsmustlearntoworktogether,expressandlistencarefullytoideas,integrateinformationfromoral,visual,quantitative,and
mediasources,evaluatewhattheyhear,usemediaandvisualdisplaysstrategicallytohelpachievecommunicativepurposes,andadaptspeechtocontextandtask.
ArizonaDepartmentofEducationHighAcademicStandardsforStudents ArizonasCollegeandCareerReadyStandardsEnglishLanguageArts StateBoardApprovedJune2010October2013PublicationPageixof32

Arizonas College and Career Ready Standards English Language Arts 35


Language:Conventions,effectiveuse,andvocabulary
TheLanguagestandardsincludetheessentialrulesofstandardwrittenandspokenEnglish,buttheyalsoapproachlanguageasamatterofcraftandinformedchoiceamong
alternatives.Thevocabularystandardsfocusonunderstandingwordsandphrases,theirrelationships,andtheirnuancesandonacquiringnewvocabulary,particularlygeneral
academicanddomainspecificwordsandphrases.

ArizonaDepartmentofEducationHighAcademicStandardsforStudents ArizonasCollegeandCareerReadyStandardsEnglishLanguageArts StateBoardApprovedJune2010October2013PublicationPagexof32

Arizona Reading Standards English Language Arts Literature and Informational Text 35
3RD 5TH GRADE
ARIZONA READING STANDARDS LITERATURE AND INFORMATIONAL TEXT

College and Career Readiness Anchor Standards for Reading


The35standardsonthefollowingpagesdefinewhatstudentsshouldunderstandandbeabletodobytheendofeachgrade.TheycorrespondtotheCollegeandCareerReadiness
(CCR)anchorstandardsbelowbynumber.TheCCRandgradespecificstandardsarenecessarycomplementstheformerprovidingbroadstandardsandthelatterproviding
additionalspecificitythattogetherdefinetheskillsandunderstandingsthatallstudentsmustdemonstrate.

KeyIdeasandDetails
1.
2.
3.

Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesfromit;citespecifictextual
evidencewhenwritingorspeakingtosupportconclusionsdrawnfromthetext.
Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsand
ideas.
Analyzehowandwhyindividuals,events,andideasdevelopandinteractoverthecourseofatext.

CraftandStructure
4.
5.
6.

Interpretwordsandphrasesastheyareusedinatext,includingdeterminingtechnical,connotative,andfigurative
meanings,andanalyzehowspecificwordchoicesshapemeaningortone.
Analyzethestructureoftexts,includinghowspecificsentences,paragraphs,andlargerportionsofthetext(e.g.,a
section,chapter,scene,orstanza)relatetoeachotherandthewhole.
Assesshowpointofvieworpurposeshapesthecontentandstyleofatext.

IntegrationofKnowledgeandIdeas
7.
8.
9.

Integrateandevaluatecontentpresentedindiversemediaandformats,includingvisuallyandquantitatively,aswellasin
words.*
Delineateandevaluatetheargumentandspecificclaimsinatext,includingthevalidityofthereasoningaswellasthe
relevanceandsufficiencyoftheevidence.
Analyzehowtwoormoretextsaddresssimilarthemesortopicsinordertobuildknowledgeortocomparethe
approachestheauthorstake.

RangeofReadingandLevelofTextComplexity
10. Readandcomprehendcomplexliteraryandinformationaltextsindependentlyandproficiently.

NOTE ON RANGE AND CONTENT OF


STUDENT READING

Tobuildafoundationforcollegeandcareer
readiness,studentsmustreadwidelyand
deeplyfromamongabroadrangeofhigh
quality,increasinglychallengingliteraryand
informationaltexts.Throughextensive
readingofstories,dramas,poems,and
mythsandexposuretovisualmediafrom
diverseculturesanddifferenttimeperiods,
studentsgainliteraryandcultural
knowledgeaswellasfamiliaritywith
varioustextstructuresandelements.By
readingtextsinhistory/socialstudies,
science,andotherdisciplines,studentsbuild
afoundationofknowledgeinthesefields
thatwillalsogivethemthebackgroundto
bebetterreadersinallcontentareas.
Studentscanonlygainthisfoundationwhen
thecurriculumisintentionallyand
coherentlystructuredtodeveloprich
contentknowledgewithinandacross
grades.Studentsalsoacquirethehabitsof
readingindependentlyandclosely,which
areessentialtotheirfuturesuccess.

Pleasesee"ResearchtoBuildandPresentKnowledge"inWritingand"ComprehensionandCollaboration"inSpeakingandListeningforadditionalstandardsrelevanttogathering,assessing,andapplyinginformationfrom
printanddigitalsources.
ArizonaDepartmentofEducationHighAcademicStandardsforStudents ArizonasCollegeandCareerReadyStandardsEnglishLanguageArts StateBoardApprovedJune2010October2013PublicationPage11of32

Arizona Reading Standards English Language Arts Literature 35

Reading Standards for Literature 35


Thefollowingstandardsofferafocusforinstructioneachyearandhelpensurethatstudentsgainadequateexposuretoarangeoftextsandtasks.Rigorisalsoinfusedthroughthe
requirementthatstudentsreadincreasinglycomplextextsthroughthegrades.Studentsadvancingthroughthegradesareexpectedtomeeteachyearsgradespecificstandards
andretainorfurtherdevelopskillsandunderstandingsmasteredinprecedinggrades.
Grade3students:
KeyIdeasandDetails
1. Askandanswerquestionstodemonstrate
1.
understandingofatext,referringexplicitlytothetext
asthebasisfortheanswers.(3.RL.1)
2. Recountstories,includingfables,folktales,andmyths 2.
fromdiversecultures;determinethecentral
message,lesson,ormoralandexplainhowitis
conveyedthroughkeydetailsinthetext.(3.RL.2)
3.

Describecharactersinastory(e.g.,theirtraits,
motivations,orfeelings)andexplainhowtheir
actionscontributetothesequenceofevents.(3.RL.3)

CraftandStructure
4. Determinethemeaningofwordsandphrasesasthey
areusedinatext,distinguishingliteralfrom
nonliterallanguage.(3.RL.4)

1.

2.

3.

Describeindepthacharacter,setting,oreventina
storyordrama,drawingonspecificdetailsinthetext
(e.g.,acharactersthoughts,words,oractions).
(4.RL.3)

4.

Determinethemeaningofwordsandphrasesasthey 4.
areusedinatext,includingthosethatalludeto
significantcharactersfoundinmythology(e.g.,
Herculean).(4.RL.4)
Explainmajordifferencesbetweenpoems,drama,
5.
andprose,andrefertothestructuralelementsof
poems(e.g.,verse,rhythm,meter)anddrama(e.g.,
castsofcharacters,settings,descriptions,dialogue,
stagedirections)whenwritingorspeakingabouta
text.(4.RL.5)
Compareandcontrastthepointofviewfromwhich
6.
differentstoriesarenarrated,includingthedifference
betweenfirstandthirdpersonnarrations.(4.RL.6)

Refertopartsofstories,dramas,andpoemswhen
writingorspeakingaboutatext,usingtermssuchas
chapter,scene,andstanza;describehoweach
successivepartbuildsonearliersections.(3.RL.5)

5.

6.

Distinguishtheirownpointofviewfromthatofthe
narratororthoseofthecharacters.(3.RL.6)

6.

ArizonaDepartmentofEducationHighAcademicStandardsforStudents

Refertodetailsandexamplesinatextwhen
explainingwhatthetextsaysexplicitlyandwhen
drawinginferencesfromthetext.(4.RL.1)
Determineathemeofastory,drama,orpoemfrom
detailsinthetext;summarizethetext.(4.RL.2)

Grade5 students:

3.

5.

IntegrationofKnowledgeandIdeas
7. Explainhowspecificaspectsofatextsillustrations
contributetowhatisconveyedbythewordsina
story(e.g.,createmood,emphasizeaspectsofa
characterorsetting).(3.RL.7)
8. (Notapplicabletoliterature)(3.RL.8)

Grade4 students:

7.

8.

Makeconnectionsbetweenthetextofastoryor
dramaandavisualororalpresentationofthetext,
identifyingwhereeachversionreflectsspecific
descriptionsanddirectionsinthetext.(4.RL.7)
(Notapplicabletoliterature) (4.RL.8)

7.

8.

Quoteaccuratelyfromatextwhenexplainingwhat
thetextsaysexplicitlyandwhendrawinginferences
fromthetext.(5.RL.1)
Determineathemeofastory,drama,orpoemfrom
detailsinthetext,includinghowcharactersinastory
ordramarespondtochallengesorhowthespeaker
inapoemreflectsuponatopic;summarizethetext.
(5.RL.2)
Compareandcontrasttwoormorecharacters,
settings,oreventsinastoryordrama,drawingon
specificdetailsinthetext(e.g.,howcharacters
interact).(5.RL.3)
Determinethemeaningofwordsandphrasesasthey
areusedinatext,includingfigurativelanguagesuch
asmetaphorsandsimiles.(5.RL.4)
Explainhowaseriesofchapters,scenes,orstanzas
fitstogethertoprovidetheoverallstructureofa
particularstory,drama,orpoem.(5.RL.5)

Describehowanarratorsor speakerspointofview
influenceshoweventsaredescribed.(5.RL.6)

Analyzehowvisualandmultimediaelements
contributetothemeaning,tone,orbeautyofatext
(e.g.,graphicnovel,multimediapresentationof
fiction,folktale,myth,andpoem).(5.RL.7)
(Notapplicabletoliterature) (5.RL.8)

ArizonasCollegeandCareerReadyStandardsEnglishLanguageArts StateBoardApprovedJune2010October2013PublicationPage12of32

Arizona Reading Standards English Language Arts Literature 35


Grade3students:
IntegrationofKnowledgeandIdeas
9. Compareandcontrastthethemes,settings,andplots
ofstorieswrittenbythesameauthoraboutthesame
orsimilarcharacters(e.g.,inbooksfromaseries).
(3.RL.9)
RangeofReadingandLevelofTextComplexity
10. Bytheendoftheyear,readandcomprehend
literature,includingstories,dramas,andpoetry,at
thehighendofthegrades23textcomplexityband
independentlyandproficiently.(3.RL.10)

ArizonaDepartmentofEducationHighAcademicStandardsforStudents

Grade4 students:
9.

Compareandcontrastthetreatmentofsimilar
themesandtopics(e.g.,oppositionofgoodandevil)
andpatternsofevents(e.g.,thequest)instories,
myths,andtraditionalliteraturefromdifferent
cultures.(4.RL.9)

Grade5 students:
9.

Compareandcontraststoriesinthesamegenre(e.g.,
mysteriesandadventurestories)ontheirapproaches
tosimilarthemesandtopics.(5.RL.9)

10. Bytheendoftheyear,readandcomprehend
10. Bytheendoftheyear,readandcomprehend
literature,includingstories,dramas,andpoetry,at
literature,includingstories,dramas,andpoetry,in
thegrades45textcomplexitybandproficiently,with
thehighendofthegrades45textcomplexityband
independentlyandproficiently.(5.RL.10)
scaffoldingasneededatthehighendoftherange.
(4.RL.10)

ArizonasCollegeandCareerReadyStandardsEnglishLanguageArts StateBoardApprovedJune2010October2013PublicationPage13of32

Arizona Reading Standards English Language Arts Informational Text 35

Reading Standards for Informational Text 35


Grade3students:
KeyIdeasandDetails
1. Askandanswerquestionstodemonstrate
understandingofatext,referringexplicitlytothetext
asthebasisfortheanswers.(3.RI.1)
2. Determinethemainideaofatext;recountthekey
detailsandexplainhowtheysupportthemainidea.
(3.RI.2)
3. Describetherelationshipbetweenaseriesof
historicalevents,scientificideasorconcepts,orsteps
intechnicalproceduresinatext,usinglanguagethat
pertainstotime,sequence,andcause/effect.(3.RI.3)
CraftandStructure
4. Determinethemeaningofgeneralacademicand
domainspecificwordsandphrasesinatextrelevant
toagrade3topicorsubjectarea.(3.RI.4)
5. Usetextfeaturesandsearchtools(e.g.,keywords,
sidebars,hyperlinks)tolocateinformationrelevantto
agiventopicefficiently.(3.RI.5)
6.

Distinguishtheirownpointofviewfromthatofthe
authorofatext.(3.RI.6)

IntegrationofKnowledgeandIdeas
7. Useinformationgainedfromillustrations(e.g.,maps,
photographs)andthewordsinatexttodemonstrate
understandingofthetext(e.g.,where,when,why,
andhowkeyeventsoccur).(3.RI.7)

8.

Describethelogicalconnectionbetweenparticular
sentencesandparagraphsinatext(e.g.,comparison,
cause/effect,first/second/thirdinasequence).
(3.RI.8)

ArizonaDepartmentofEducationHighAcademicStandardsforStudents

Grade4 students:
1.

2.

3.

4.

5.

6.

7.

8.

Refertodetailsandexamplesinatextwhen
explainingwhatthetextsaysexplicitlyandwhen
drawinginferencesfromthetext.(4.RI.1)
Determinethemainideaofatextandexplainhowit
issupportedbykeydetails;summarizethetext.
(4.RI.2)
Explainevents,procedures,ideas,orconceptsina
historical,scientific,ortechnicaltext,includingwhat
happenedandwhy,basedonspecificinformationin
thetext.(4.RI.3)

Grade5 students:
1.

2.

3.

Quoteaccuratelyfromatextwhenexplainingwhat
thetextsaysexplicitlyandwhendrawinginferences
fromthetext.(5.RI.1)
Determinetwoormoremainideasofatextand
explainhowtheyaresupportedbykeydetails;
summarizethetext.(5.RI.2)
Explaintherelationshipsorinteractionsbetweentwo
ormoreindividuals,events,ideas,orconceptsina
historical,scientific,ortechnicaltextbasedon
specificinformationinthetext.(5.RI.3)

4.
Determinethemeaningofgeneralacademicand
domainspecificwordsorphrasesinatextrelevantto
agrade4topicorsubjectarea.(4.RI.4)
Describetheoverallstructure(e.g.,chronology,
5.
comparison,cause/effect,andproblem/solution)of
events,ideas,concepts,orinformationinatextor
partofatext.(4.RI.5)
Compareandcontrastafirsthandandsecondhand
6.
accountofthesameeventortopic;describethe
differencesinfocusandtheinformationprovided.
(4.RI.6)

Determinethemeaningofgeneralacademicand
domainspecificwordsandphrasesinatextrelevant
toagrade5topicorsubjectarea.(5.RI.4)
Compareandcontrasttheoverallstructure(e.g.,
chronology,comparison,cause/effect,and
problem/solution)ofevents,ideas,concepts,or
informationintwoormoretexts.(5.RI.5)
Analyzemultipleaccountsofthesameeventortopic,
notingimportantsimilaritiesanddifferencesinthe
pointofviewtheyrepresent.(5.RI.6)

Interpretinformationpresentedvisually,orally,or
quantitatively(e.g.,incharts,graphs,diagrams,time
lines,animations,orinteractiveelementsonWeb
pages)andexplainhowtheinformationcontributes
toanunderstandingofthetextinwhichitappears.
(4.RI.7)
Explainhowanauthorusesreasonsandevidenceto
supportparticularpointsinatext.(4.RI.8)

7.

Drawoninformationfrommultipleprintordigital
sources,demonstratingtheabilitytolocatean
answertoaquestionquicklyortosolveaproblem
efficiently.(5.RI.7)

8.

Explainhowanauthorusesreasonsandevidenceto
supportparticularpointsinatext,identifyingwhich
reasonsandevidencesupportwhichpoint(s).(5.RI.8)

ArizonasCollegeandCareerReadyStandardsEnglishLanguageArts StateBoardApprovedJune2010October2013PublicationPage14of32

Arizona Reading Standards English Language Arts Informational Text 35


Grade3students:
IntegrationofKnowledgeandIdeas
9. Compareandcontrastthemostimportantpointsand
keydetailspresentedintwotextsonthesametopic.
(3.RI.9)
RangeofReadingandLevelofTextComplexity
10. Bytheendoftheyear,readandcomprehend
informationaltexts,includinghistory/socialstudies,
science,andtechnicaltexts,atthehighendofthe
grades23textcomplexitybandindependentlyand
proficiently.(3.RI.10)
a. Bytheendoftheyear,readandcomprehend
functionaltexts,includinghistory/socialstudies,
science,andtechnicaltexts,atthehighendof
thegrades23textcomplexityband
independentlyandproficiently.(AZ.3.RI.10)

Grade4 students:
9.

Integrateinformationfromtwotextsonthesame
topicinordertowriteorspeakaboutthesubject
knowledgeably.(4.RI.9)

10. Bytheendofyear,readandcomprehend
informationaltexts,includinghistory/socialstudies,
science,andtechnicaltexts,inthegrades45text
complexitybandproficiently,withscaffoldingas
neededatthehighendoftherange.(4.RI.10)
a. Bytheendofyear,readandcomprehend
functionaltexts,includinghistory/socialstudies,
science,andtechnicaltexts,inthegrades45
textcomplexitybandproficiently,with
scaffoldingasneededatthehighendofthe
range.(AZ.4.RI.10)

Grade5 students:
9.

Integrateinformationfromseveraltextsonthesame
topicinordertowriteorspeakaboutthesubject
knowledgeably.(5.RI.9)

10. Bytheendoftheyear,readandcomprehend
informationaltexts,includinghistory/socialstudies,
science,andtechnicaltexts,atthehighendofthe
grades45textcomplexitybandindependentlyand
proficiently.(5.RI.10)
a. Bytheendoftheyear,readandcomprehend
functionaltexts,includinghistory/socialstudies,
science,andtechnicaltexts,atthehighendof
thegrades45textcomplexityband
independentlyandproficiently.(AZ.5.RI.10)

ArizonaDepartmentofEducationHighAcademicStandardsforStudents

ArizonasCollegeandCareerReadyStandardsEnglishLanguageArts StateBoardApprovedJune2010October2013PublicationPage15of32

Arizona Reading Standards English Language Arts Foundational Skills 35


3RD 5TH GRADE
ARIZONA READING STANDARDS FOUNDATIONAL SKILLS

Reading Standards: Foundational Skills


Thesestandardsaredirectedtowardfosteringstudentsunderstandingandworkingknowledgeofconceptsofprint,thealphabeticprinciple,andotherbasicconventionsofthe
Englishwritingsystem.Thesefoundationalskillsarenotanendinandofthemselves;rather,theyarenecessaryandimportantcomponentsofaneffective,comprehensivereading
programdesignedtodevelopproficientreaderswiththecapacitytocomprehendtextsacrossarangeoftypesanddisciplines.Instructionshouldbedifferentiated;goodreaders
willneedmuchlesspracticewiththeseconceptsthanstrugglingreaderswill.Thepointistoteachstudentswhattheyneedtolearnandnotwhattheyalreadyknowtodiscern
whenparticularchildrenoractivitieswarrantmoreorlessattention.
Grade3students:
PhonicsandWordRecognition
3. Knowandapplygradelevelphonicsandword
analysisskillsindecodingwords.
a. Identifyandknowthemeaningofthemost
commonprefixesandderivationalsuffixes.
b. DecodewordswithcommonLatinsuffixes.
c. Decodemultisyllablewords.
d. Readgradeappropriateirregularlyspelled
words.(3.RF.3)
Fluency
4. Readwithsufficientaccuracyandfluencytosupport
comprehension.
a. Readonleveltextwithpurposeand
understanding.
b. Readonlevelproseandpoetryorallywith
accuracy,appropriaterate,andexpressionon
successivereadings.
c. Usecontexttoconfirmorselfcorrectword
recognitionandunderstanding,rereadingas
necessary.(3.RF.4)

ArizonaDepartmentofEducationHighAcademicStandardsforStudents

Grade4 students:

Grade5 students:

3.

Knowandapplygradelevelphonicsandword
analysisskillsindecodingwords.
a. Usecombinedknowledgeofalllettersound
correspondences,syllabicationpatterns,and
morphology(e.g.,rootsandaffixes)toread
accuratelyunfamiliarmultisyllabicwordsin
contextandoutofcontext.(4.RF.3)

3.

Knowandapply gradelevelphonicsandword
analysisskillsindecodingwords.
a. Usecombinedknowledgeofalllettersound
correspondences,syllabicationpatterns,and
morphology(e.g.,rootsandaffixes)toread
accuratelyunfamiliarmultisyllabicwordsin
contextandoutofcontext.(5.RF.3)

4.

Readwithsufficientaccuracyandfluencytosupport
comprehension.
a. Readonleveltextwithpurposeand
understanding.
b. Readonlevelproseandpoetryorallywith
accuracy,appropriaterate,andexpressionon
successivereadings.
c. Usecontexttoconfirmorselfcorrectword
recognitionandunderstanding,rereadingas
necessary.(4.RF.4)

4.

Readwithsufficientaccuracyandfluencytosupport
comprehension.
a. Readonleveltextwithpurposeand
understanding.
b. Readonlevelproseandpoetryorallywith
accuracy,appropriaterate,andexpressionon
successivereadings.
c. Usecontexttoconfirmorselfcorrectword
recognitionandunderstanding,rereadingas
necessary.(5.RF.4)

ArizonasCollegeandCareerReadyStandardsEnglishLanguageArts StateBoardApprovedJune2010October2013PublicationPage16of32

Arizonas College and Career Ready Standards English Language Arts Writing 35
3RD 5TH GRADE
ARIZONA WRITING STANDARDS

College and Career Readiness Anchor Standards for Writing


The35standardsonthefollowingpagesdefinewhatstudentsshouldunderstandandbeabletodobytheendofeachgrade.TheycorrespondtotheCollegeandCareerReadiness
(CCR)anchorstandardsbelowbynumber.TheCCRandgradespecificstandardsarenecessarycomplementstheformerprovidingbroadstandardsandthelatterproviding
additionalspecificitythattogetherdefinetheskillsandunderstandingsthatallstudentsmustdemonstrate.

TextTypesandPurposes
1.
2.
3.

Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,usingvalidreasoningandrelevantand
sufficientevidence.
Writeinformative/explanatorytextstoexamineandconveycomplexideasandinformationclearlyandaccurately
throughtheeffectiveselection,organization,andanalysisofcontent.
Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,wellchosendetails,and
wellstructuredeventsequences.

ProductionandDistributionofWriting
4.
5.
6.

Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,
andaudience.
Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach.
Usetechnology,includingtheInternet,toproduceandpublishwritingandtointeractandcollaboratewithothers.

ResearchtoBuildandPresentKnowledge
7.
8.
9.

Conductshortaswellasmoresustainedresearchprojectsbasedonfocusedquestions,demonstratingunderstandingof
thesubjectunderinvestigation.
Gatherrelevantinformationfrommultipleprintanddigitalsources,assessthecredibilityandaccuracyofeachsource,
andintegratetheinformationwhileavoidingplagiarism.
Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.

RangeofWriting
10. Writeroutinelyoverextendedtimeframes(timeforresearch,reflection,andrevision)andshortertimeframes
(asinglesittingoradayortwo)forarangeoftasks,purposes,andaudiences.

ArizonaDepartmentofEducationHighAcademicStandardsforStudents

NOTE ON RANGE AND CONTENT OF


STUDENT WRITING
Tobuildafoundationforcollegeandcareer
readiness,studentsneedtousewritingasa
toolforlearningandcommunicatingto
offerandsupportopinions,demonstrate
understandingofthesubjectstheyare
studying,andconveyrealandimagined
experiencesandevents.Theylearnto
appreciatethatakeypurposeofwritingis
tocommunicateclearlytoanexternal,
sometimesunfamiliaraudience,andthey
begintoadapttheformandcontentoftheir
writingtoaccomplishaparticulartaskand
purpose.Theydevelopthecapacitytobuild
knowledgeonasubjectthroughresearch
projectsandtorespondanalyticallyto
literaryandinformationalsources.Tomeet
thesegoals,studentsmustdevote
significanttimeandefforttowriting,
producingnumerouspiecesovershortand
extendedtimeframesthroughouttheyear.

ArizonasCollegeandCareerReadyStandardsEnglishLanguageArts StateBoardApprovedJune2010October2013PublicationPage17of32

Arizonas College and Career Ready Standards English Language Arts Writing 35

Writing Standards 35
Thefollowingstandardsfor35offerafocusforinstructioneachyeartohelpensurethatstudentsgainadequatemasteryofarangeofskillsandapplications.Eachyearintheir
writing,studentsshoulddemonstrateincreasingsophisticationinallaspectsoflanguageuse,fromvocabularyandsyntaxtothedevelopmentandorganizationofideas,andthey
shouldaddressincreasinglydemandingcontentandsources.Studentsadvancingthroughthegradesareexpectedtomeeteachyearsgradespecificstandardsandretainorfurther
developskillsandunderstandingsmasteredinprecedinggrades.Theexpectedgrowthinstudentwritingabilityisreflectedbothinthestandardsthemselvesandinthecollectionof
annotatedstudentwritingsamplesinAppendixC.
Grade3students:
TextTypesandPurposes
1. Writeopinionpiecesontopicsortexts,supportinga
pointofviewwithreasons.
a. Introducethetopicortexttheyarewriting
about,stateanopinion,andcreatean
organizationalstructurethatlistsreasons.
b. Providereasonsthatsupporttheopinion.
c. Uselinkingwordsandphrases(e.g.,because,
therefore,since,forexample)toconnectopinion
andreasons.
d. Provideaconcludingstatementorsection.
(3.W.1)

ArizonaDepartmentofEducationHighAcademicStandardsforStudents

Grade4 students:
1.

Grade5 students:

1. Writeopinionpiecesontopicsortexts,supportinga
Writeopinionpiecesontopicsortexts,supportinga
pointofviewwithreasonsandinformation.
pointofviewwithreasonsandinformation.
a. Introduceatopicortextclearly,stateanopinion,
a. Introduceatopicortextclearly,stateanopinion,
andcreateanorganizationalstructureinwhich
andcreateanorganizationalstructureinwhich
relatedideasaregroupedtosupportthewriters
ideasarelogicallygroupedtosupportthe
purpose.
writerspurpose.
b. Providereasonsthataresupportedbyfactsand
b. Providelogicallyorderedreasonsthatare
supportedbyfactsanddetails.
details.
c. Linkopinionandreasonsusingwords,phrases,
c. Linkopinionandreasonsusingwordsand
andclauses(e.g.,consequently,specifically).
phrases(e.g.,forinstance,inorderto,in
d. Provideaconcludingstatementorsection
addition).
relatedtotheopinionpresented.(5.W.1)
d. Provideaconcludingstatementorsection
relatedtotheopinionpresented.(4.W.1)

ArizonasCollegeandCareerReadyStandardsEnglishLanguageArts StateBoardApprovedJune2010October2013PublicationPage18of32

Arizonas College and Career Ready Standards English Language Arts Writing 35
Grade3students:
TextTypesandPurposes
2. Writeinformative/explanatorytextstoexaminea
topicandconveyideasandinformationclearly.
a. Introduceatopicandgrouprelatedinformation
together;includeillustrationswhenusefulto
aidingcomprehension.
b. Developthetopicwithfacts,definitions,and
details.
c. Uselinkingwordsandphrases(e.g.,also,
another,and,more,but)toconnectideaswithin
categoriesofinformation.
d. Provideaconcludingstatementorsection.
(3.W.2)

ArizonaDepartmentofEducationHighAcademicStandardsforStudents

Grade4 students:
2.

Writeinformative/explanatorytextstoexaminea
topicandconveyideasandinformationclearly.
a. Introduceatopicclearlyandgrouprelated
informationinparagraphsandsections;include
formatting(e.g.,headings),illustrations,and
multimediawhenusefultoaiding
comprehension.
b. Developthetopicwithfacts,definitions,
concretedetails,quotations,orother
informationandexamplesrelatedtothetopic.
c. Linkideaswithincategoriesofinformationusing
wordsandphrases(e.g.,another,forexample,
also,because).
d. Usepreciselanguageanddomainspecific
vocabularytoinformaboutorexplainthetopic.
e. Provideaconcludingstatementorsection
relatedtotheinformationorexplanation
presented.(4.W.2)

Grade5 students:
2.

Writeinformative/explanatorytextstoexaminea
topicandconveyideasandinformationclearly.
a. Introduceatopicclearly,provideageneral
observationandfocus,andgrouprelated
informationlogically;includeformatting(e.g.,
headings),illustrations,andmultimediawhen
usefultoaidingcomprehension.
b. Developthetopicwithfacts,definitions,
concretedetails,quotations,orother
informationandexamplesrelatedtothetopic.
c. Linkideaswithinandacrosscategoriesof
informationusingwords,phrases,andclauses
(e.g.,incontrast,especially).
d. Usepreciselanguageanddomainspecific
vocabularytoinformaboutorexplainthetopic.
e. Provideaconcludingstatementorsection
relatedtotheinformationorexplanation
presented.(5.W.2)

ArizonasCollegeandCareerReadyStandardsEnglishLanguageArts StateBoardApprovedJune2010October2013PublicationPage19of32

Arizonas College and Career Ready Standards English Language Arts Writing 35
Grade3students:
TextTypesandPurposes
3. Writenarrativestodeveloprealorimagined
3.
experiencesoreventsusingeffectivetechnique,
descriptivedetails,andcleareventsequences.
a. Establishasituationandintroduceanarrator
and/orcharacters;organizeaneventsequence
thatunfoldsnaturally.
b. Usedialogueanddescriptionsofactions,
thoughts,andfeelingstodevelopexperiences
andeventsorshowtheresponseofcharactersto
situations.
c. Usetemporalwordsandphrasestosignalevent
order.
d. Provideasenseofclosure.(3.W.3)

ProductionandDistributionofWriting
4. Withguidanceandsupportfromadults,produce
writinginwhichthedevelopmentandorganization
areappropriatetotaskandpurpose.(Gradespecific
expectationsforwritingtypesaredefinedin
standards13above.)(3.W.4)
a. Withguidanceandsupportfromadults,produce
functionalwriting(e.g.,friendlyandformal
letters,recipesexperiments,notes/messages,
labels,graphs/tables,procedures,invitations,
envelopes)inwhichthedevelopmentand
organizationareappropriatetotaskand
purpose.(AZ.3.W.4)
5. Withguidanceandsupportfrompeersandadults,
developandstrengthenwritingasneededby
planning,revising,andediting.(Editingfor
conventionsshoulddemonstratecommandof
Languagestandards13uptoandincludinggrade3.)
(3.W.5)

ArizonaDepartmentofEducationHighAcademicStandardsforStudents

4.

5.

Grade4 students:

Grade5 students:

Writenarrativestodeveloprealorimagined
3.
experiencesoreventsusingeffectivetechnique,
descriptivedetails,andcleareventsequences.
a. Orientthereaderbyestablishingasituationand
introducinganarratorand/orcharacters;
organizeaneventsequencethatunfolds
naturally.
b. Usedialogueanddescriptiontodevelop
experiencesandeventsorshowtheresponsesof
characterstosituations.
c. Useavarietyoftransitionalwordsandphrasesto
managethesequenceofevents.
d. Useconcretewordsandphrasesandsensory
detailstoconveyexperiencesandevents
precisely.
e. Provideaconclusionthatfollowsfromthe
narratedexperiencesorevents.(4.W.3)

Writenarrativestodeveloprealorimagined
experiencesoreventsusingeffectivetechnique,
descriptivedetails,andcleareventsequences.
a. Orientthereaderbyestablishingasituationand
introducinganarratorand/orcharacters;
organizeaneventsequencethatunfolds
naturally.
b. Usenarrativetechniques,suchasdialogue,
description,andpacing,todevelopexperiences
andeventsorshowtheresponsesofcharacters
tosituations.
c. Useavarietyoftransitionalwords,phrases,and
clausestomanagethesequenceofevents.
d. Useconcretewordsandphrasesandsensory
detailstoconveyexperiencesandevents
precisely.
e. Provideaconclusionthatfollowsfromthe
narratedexperiencesorevents.(5.W.3)

Produceclearandcoherentwritinginwhichthe
developmentandorganizationareappropriateto
task,purpose,andaudience.(Gradespecific
expectationsforwritingtypesaredefinedin
standards13above.)(4.W.4)
a. Produceclearandcoherentfunctionalwriting
(e.g.,friendlyandformalletters,recipes,
experiments,notes/messages,labels,
graphs/tables,procedures,invitations,
envelopes)inwhichthedevelopmentand
organizationareappropriatetotaskand
purpose.(AZ.4.W.4)
Withguidanceandsupportfrompeersandadults,
developandstrengthenwritingasneededby
planning,revising,andediting.(Editingfor
conventionsshoulddemonstratecommandof
Languagestandards13uptoandincludinggrade4.)
(4.W.5)

4.

Produceclearandcoherentwritinginwhichthe
developmentandorganizationareappropriateto
task,purpose,andaudience.(Gradespecific
expectationsforwritingtypesaredefinedin
standards13above.(5.W.4)
a. Produceclearandcoherentfunctionalwriting
(e.g.,formalletters,recipes,experiments,
notes/messages,labels,timelines,graphs/tables,
procedures,invitations,envelopes)inwhichthe
developmentandorganizationareappropriateto
taskandpurpose.(AZ.5.W.4)

5.

Withguidanceandsupportfrompeersandadults,
developandstrengthenwritingasneededby
planning,revising,editing,rewriting,ortryinganew
approach.(Editingforconventionsshould
demonstratecommandofLanguagestandards13up
toandincludinggrade5.)(5.W.5)

ArizonasCollegeandCareerReadyStandardsEnglishLanguageArts StateBoardApprovedJune2010October2013PublicationPage20of32

Arizonas College and Career Ready Standards English Language Arts Writing 35
Grade3students:
ProductionandDistributionofWriting
6. Withguidanceandsupportfromadults,use
technologytoproduceandpublishwriting(using
keyboardingskills)aswellastointeractand
collaboratewithothers.(3.W.6)

Grade4 students:
6.

ResearchtoBuildandPresentKnowledge
7. Conductshortresearchprojectsthatbuildknowledge 7.
aboutatopic.(3.W.7)
8.

Recallinformationfromexperiencesorgather
informationfromprintanddigitalsources;takebrief
notesonsourcesandsortevidenceintoprovided
categories.(3.W.8)

8.

9.

(Beginsingrade4)(3.W.9)

9.

RangeofWriting
10. Writeroutinelyoverextendedtimeframes(timefor
research,reflection,andrevision)andshortertime
frames(asinglesittingoradayortwo)forarangeof
disciplinespecifictasks,purposes,andaudiences.
(3.W.10)

Grade5 students:

6.
Withsomeguidanceandsupportfromadults,use
technology,includingtheInternet,toproduceand
publishwritingaswellastointeractandcollaborate
withothers;demonstratesufficientcommandof
keyboardingskillstotypeaminimumofonepageina
singlesitting.(4.W.6)

Withsomeguidanceandsupportfromadults,use
technology,includingtheInternet,toproduceand
publishwritingaswellastointeractandcollaborate
withothers;demonstratesufficientcommandof
keyboardingskillstotypeaminimumoftwopagesin
asinglesitting.(5.W.6)

Conductshortresearchprojectsthat buildknowledge 7.
throughinvestigationofdifferentaspectsofatopic.
(4.W.7)
8.
Recallrelevantinformationfromexperiencesor
gatherrelevantinformationfromprintanddigital
sources;takenotesandcategorizeinformation,and
providealistofsources.(4.W.8)

Conductshortresearchprojectsthatuseseveral
sourcestobuildknowledgethroughinvestigationof
differentaspectsofatopic.(5.W.7)
Recallrelevantinformationfromexperiencesor
gatherrelevantinformationfromprintanddigital
sources;summarizeorparaphraseinformationin
notesandfinishedwork,andprovidealistofsources.
(5.W.8)
Drawevidencefromliteraryorinformationaltextsto
supportanalysis,reflection,andresearch.
a. Applygrade5Readingstandardstoliterature
(e.g.,"Compareandcontrasttwoormore
characters,settings,oreventsinastoryora
drama,drawingonspecificdetailsinthetext
[e.g.,howcharactersinteract]").
b. Applygrade5Readingstandardsto
informationaltexts(e.g.,"Explainhowanauthor
usesreasonsandevidencetosupportparticular
pointsinatext,identifyingwhichreasonsand
evidencesupportwhichpoint[s]").(5.W.9)

Drawevidencefromliteraryorinformationaltextsto
supportanalysis,reflection,andresearch.
a. Applygrade4Readingstandardstoliterature
(e.g.,"Describeindepthacharacter,setting,or
eventinastoryordrama,drawingonspecific
detailsinthetext[e.g.,acharactersthoughts,
words,oractions].").
b. Applygrade4Readingstandardsto
informationaltexts(e.g.,"Explainhowanauthor
usesreasonsandevidencetosupportparticular
pointsinatext").(4.W.9)

10. Writeroutinelyoverextendedtimeframes(timefor
research,reflection,andrevision)andshortertime
frames(asinglesittingoradayortwo)forarangeof
disciplinespecifictasks,purposes,andaudiences.
(4.W.10)

9.

10. Writeroutinelyoverextendedtimeframes(timefor
research,reflection,andrevision)andshortertime
frames(asinglesittingoradayortwo)forarangeof
disciplinespecifictasks,purposes,andaudiences.
(5.W.10)


ArizonaDepartmentofEducationHighAcademicStandardsforStudents

ArizonasCollegeandCareerReadyStandardsEnglishLanguageArts StateBoardApprovedJune2010October2013PublicationPage21of32

Arizonas College and Career Ready Standards English Language Arts Speaking and Listening Standards 35
3RD 5TH GRADE
ARIZONA SPEAKING AND LISTENING STANDARDS

College and Career Readiness Anchor Standards for Speaking and Listening
The35standardsonthefollowingpagesdefinewhatstudentsshouldunderstandandbeabletodobytheendofeachgrade.TheycorrespondtotheCollegeandCareerReadiness
(CCR)anchorstandardsbelowbynumber.TheCCRandgradespecificstandardsarenecessarycomplementstheformerprovidingbroadstandardsandthelatterproviding
additionalspecificitythattogetherdefinetheskillsandunderstandingsthatallstudentsmustdemonstrate.

ComprehensionandCollaboration
1.
2.
3.

Prepareforandparticipateeffectivelyinarangeofconversationsandcollaborationswithdiversepartners,buildingon
others'ideasandexpressingtheirownclearlyandpersuasively.
Integrateandevaluateinformationpresentedindiversemediaandformats,includingvisually,quantitatively,andorally.
Evaluateaspeaker'spointofview,reasoning,anduseofevidenceandrhetoric.

PresentationofKnowledgeandIdeas
4.
5.
6.

Presentinformation,findings,andsupportingevidencesuchthatlistenerscanfollowthelineofreasoningandthe
organization,development,andstyleareappropriatetotask,purpose,andaudience.
Makestrategicuseofdigitalmediaandvisualdisplaysofdatatoexpressinformationandenhanceunderstandingof
presentations.
Adaptspeechtoavarietyofcontextsandcommunicativetasks,demonstratingcommandofformalEnglishwhen
indicatedorappropriate.

ArizonaDepartmentofEducationHighAcademicStandardsforStudents

NOTE ON RANGE AND CONTENT OF


STUDENT SPEAKING AND
LISTENING
Tobuildafoundationforcollegeandcareer
readiness,studentsmusthaveample
opportunitiestotakepartinavarietyof
rich,structuredconversationsaspartofa
wholeclass,insmallgroups,andwitha
partner.Beingproductivemembersofthese
conversationsrequiresthatstudents
contributeaccurate,relevantinformation;
respondtoanddevelopwhatothershave
said;makecomparisonsandcontrasts;and
analyzeandsynthesizeamultitudeofideas
invariousdomains.

Newtechnologieshavebroadenedand
expandedtherolethatspeakingand
listeningplayinacquiringandsharing
knowledgeandhavetightenedtheirlinkto
otherformsofcommunication.Digitaltexts
confrontstudentswiththepotentialfor
continuallyupdatedcontentand
dynamicallychangingcombinationsof
words,graphics,images,hyperlinks,and
embeddedvideoandaudio.

ArizonasCollegeandCareerReadyStandardsEnglishLanguageArts StateBoardApprovedJune2010October2013PublicationPage22of32

Arizonas College and Career Ready Standards English Language Arts Speaking and Listening Standards 35

Speaking and Listening Standards 35


Thefollowingstandardsfor35offerafocusforinstructioneachyeartohelpensurethatstudentsgainadequatemasteryofarangeofskillsandapplications.Studentsadvancing
throughthegradesareexpectedtomeeteachyearsgradespecificstandardsandretainorfurtherdevelopskillsandunderstandingsmasteredinprecedinggrades.
Grade3students:
ComprehensionandCollaboration
1. Engageeffectivelyinarangeofcollaborative
discussions(oneonone,ingroups,andteacherled)
withdiversepartnersongrade3topicsandtexts,
buildingonothersideasandexpressingtheirown
clearly.
a. Cometodiscussionspreparedhavingreador
studiedrequiredmaterial;explicitlydrawonthat
preparationandotherinformationknownabout
thetopictoexploreideasunderdiscussion.
b. Followagreeduponrulesfordiscussions(e.g.,
gainingthefloorinrespectfulways,listeningto
otherswithcare,speakingoneatatimeabout
thetopicsandtextsunderdiscussion).
c. Askquestionstocheckunderstandingof
informationpresented,stayontopic,andlink
theircommentstotheremarksofothers.
d. Explaintheirownideasandunderstandingin
lightofthediscussion.(3.SL.1)
2. Determinethemainideasandsupportingdetailsofa
textreadaloudorinformationpresentedindiverse
mediaandformats,includingvisually,quantitatively,
andorally.(3.SL.2)
3. Askandanswerquestionsaboutinformationfroma
speaker,offeringappropriateelaborationanddetail.
(3.SL.3)
PresentationofKnowledgeandIdeas
4. Reportonatopicortext,tellastory,orrecountan
experiencewithappropriatefactsandrelevant,
descriptivedetails,speakingclearlyatan
understandablepace.(3.SL.4)

ArizonaDepartmentofEducationHighAcademicStandardsforStudents

Grade4students:
1.

2.

Engageeffectivelyinarangeofcollaborative
discussions(oneonone,ingroups,andteacherled)
withdiversepartnersongrade4topicsandtexts,
buildingonothersideasandexpressingtheirown
clearly.
a. Cometodiscussionspreparedhavingreador
studiedrequiredmaterial;explicitlydrawonthat
preparationandotherinformationknownabout
thetopictoexploreideasunderdiscussion.
b. Followagreeduponrulesfordiscussionsand
carryoutassignedroles.
c. Poseandrespondtospecificquestionstoclarify
orfollowuponinformation,andmake
commentsthatcontributetothediscussionand
linktotheremarksofothers.
d. Reviewthekeyideasexpressedandexplaintheir
ownideasandunderstandinginlightofthe
discussion.(4.SL.1)
Paraphraseportionsofatextreadaloudor
informationpresentedindiversemediaandformats,
includingvisually,quantitatively,andorally.(4.SL.2)

Grade5students:
1.

Engageeffectivelyinarangeofcollaborative
discussions(oneonone,ingroups,andteacherled)
withdiversepartnersongrade5topicsandtexts,
buildingonothersideasandexpressingtheirown
clearly.
a. Cometodiscussionspreparedhavingreador
studiedrequiredmaterial;explicitlydrawonthat
preparationandotherinformationknownabout
thetopictoexploreideasunderdiscussion.
b. Followagreeduponrulesfordiscussionsand
carryoutassignedroles.
c. Poseandrespondtospecificquestionsbymaking
commentsthatcontributetothediscussionand
elaborateontheremarksofothers.
d. Reviewthekeyideasexpressedanddraw
conclusionsinlightofinformationand
knowledgegainedfromthediscussions.(5.SL.1)

2.

Summarizeawrittentextreadaloudorinformation
presentedindiversemediaandformats,including
visually,quantitatively,andorally.(5.SL.2)

3.

Summarizethepointsaspeakermakesandexplain
howeachclaimissupportedbyreasonsand
evidence.(5.SL.3)

3.

Identifythereasonsandevidenceaspeakerprovides
tosupportparticularpoints.(4.SL.3)

4.

4.
Reportonatopicortext,tellastory,orrecountan
experienceinanorganizedmanner,usingappropriate
factsandrelevant,descriptivedetailstosupportmain
ideasorthemes;speakclearlyatanunderstandable
pace.(4.SL.4)

Reportonatopicortextorpresentanopinion,
sequencingideaslogicallyandusingappropriatefacts
andrelevant,descriptivedetailstosupportmain
ideasorthemes;speakclearlyatanunderstandable
pace.(5.SL.4)

ArizonasCollegeandCareerReadyStandardsEnglishLanguageArts StateBoardApprovedJune2010October2013PublicationPage23of32

Arizonas College and Career Ready Standards English Language Arts Speaking and Listening Standards 35
Grade3students:
PresentationofKnowledgeandIdeas
5. Createengagingaudiorecordingsofstoriesorpoems 5.
thatdemonstratefluidreadingatanunderstandable
pace;addvisualdisplayswhenappropriateto
emphasizeorenhancecertainfactsordetails.(3.SL.5)
6. Speakincompletesentenceswhenappropriateto
6.
taskandsituationinordertoproviderequesteddetail
orclarification.(Seegrade3Languagestandards1
and3forspecificexpectations.)(3.SL.6)

Grade4students:

Grade5students:

Addaudiorecordingsandvisualdisplaysto
presentationswhenappropriatetoenhancethe
developmentofmainideasorthemes.(4.SL.5)

5.

Differentiatebetweencontextsthatcallforformal
English(e.g.,presentingideas)andsituationswhere
informaldiscourseisappropriate(e.g.,smallgroup
discussion);useformalEnglishwhenappropriateto
taskandsituation.(Seegrade4Languagestandards1
and3forspecificexpectations.)(4.SL.6)

6.

Includemultimediacomponents(e.g.,graphics,
sound)andvisualdisplaysinpresentationswhen
appropriatetoenhancethedevelopmentofmain
ideasorthemes.(5.SL.5)
Adaptspeechtoavarietyofcontextsandtasks,using
formalEnglishwhenappropriatetotaskand
situation.(Seegrade5Languagestandards1and3
forspecificexpectations.)(5.SL.6)

ArizonaDepartmentofEducationHighAcademicStandardsforStudents

ArizonasCollegeandCareerReadyStandardsEnglishLanguageArts StateBoardApprovedJune2010October2013PublicationPage24of32

Arizonas College and Career Ready Standards English Language Arts Language 35
3RD 5TH GRADE
ARIZONA LANGUAGE STANDARDS

College and Career Readiness Anchor Standards for Language


The35standardsonthefollowingpagesdefinewhatstudentsshouldunderstandandbeabletodobytheendofeachgrade.TheycorrespondtotheCollegeandCareerReadiness
(CCR)anchorstandardsbelowbynumber.TheCCRandgradespecificstandardsarenecessarycomplementstheformerprovidingbroadstandardsandthelatterproviding
additionalspecificitythattogetherdefinetheskillsandunderstandingsthatallstudentsmustdemonstrate.

ConventionsofStandardEnglish
1.
2.

DemonstratecommandoftheconventionsofStandardEnglishgrammarandusagewhenwritingorspeaking.
DemonstratecommandoftheconventionsofStandardEnglishcapitalization,punctuation,andspellingwhenwriting.

KnowledgeofLanguage
3.

Applyknowledgeoflanguagetounderstandhowlanguagefunctionsindifferentcontexts,tomakeeffectivechoicesfor
meaningorstyle,andtocomprehendmorefullywhenreadingorlistening.

VocabularyAcquisitionandUse
4.

Determineorclarifythemeaningofunknownandmultiplemeaningwordsandphrasesbyusingcontextclues,analyzing
meaningfulwordparts,andconsultinggeneralandspecializedreferencematerials,asappropriate.
5. Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.
6. Acquireanduseaccuratelyarangeofgeneralacademicanddomainspecificwordsandphrasessufficientforreading,
writing,speaking,andlisteningattheCollegeandCareerreadinesslevel;demonstrateindependenceingathering
vocabularyknowledgewhenencounteringanunknowntermimportanttocomprehensionorexpression.

ArizonaDepartmentofEducationHighAcademicStandardsforStudents

NOTE ON RANGE AND CONTENT OF


STUDENT LANGUAGE USE
Tobuildafoundationforcollegeandcareer
readinessinlanguage,studentsmustgain
controlovermanyconventionsofStandard
Englishgrammar,usage,andmechanicsas
wellaslearnotherwaystouselanguageto
conveymeaningeffectively.Theymustalso
beabletodetermineorclarifythemeaning
ofgradeappropriatewordsencountered
throughlistening,reading,andmediause;
cometoappreciatethatwordshave
nonliteralmeanings,shadingsofmeaning,
andrelationshipstootherwords;and
expandtheirvocabularyinthecourseof
studyingcontent.TheinclusionofLanguage
standardsintheirownstrandshouldnotbe
takenasanindicationthatskillsrelatedto
conventions,effectivelanguageuse,and
vocabularyareunimportanttoreading,
writing,speaking,andlistening;indeed,
theyareinseparablefromsuchcontexts.

ArizonasCollegeandCareerReadyStandardsEnglishLanguageArts StateBoardApprovedJune2010October2013PublicationPage25of32

Arizonas College and Career Ready Standards English Language Arts Language 35

Language Standards 35
Thefollowingstandardsforgrades35offerafocusforinstructioneachyeartohelpensurethatstudentsgainadequatemasteryofarangeofskillsandapplications.Students
advancingthroughthegradesareexpectedtomeeteachyearsgradespecificstandardsandretainorfurtherdevelopskillsandunderstandingsmasteredinprecedinggrades.
Beginningingrade3,skillsandunderstandingsthatareparticularlylikelytorequirecontinuedattentioninhighergradesastheyareappliedtoincreasinglysophisticatedwriting
andspeakingaremarkedwithanasterisk(*).Seepage31inAppendixAforanexampleofhowtheseskillsdevelopinsophistication.
Grade3students:
ConventionsofStandardEnglish
1. Demonstratecommandoftheconventionsof
StandardEnglishgrammarandusagewhenwritingor
speaking.
a. Explainthefunctionofnouns,pronouns,verbs,
adjectives,andadverbsingeneralandtheir
functionsinparticularsentences.
b. Formanduseregularandirregularpluralnouns.
c. Useabstractnouns(e.g.,childhood).
d. Formanduseregularandirregularverbs.
e. Formandusethesimple(e.g.,Iwalked;Iwalk;I
willwalk)verbtenses.
f. Ensuresubjectverbandpronounantecedent
agreement.
g. Formandusecomparativeandsuperlative
adjectivesandadverbs,andchoosebetween
themdependingonwhatistobemodified.
h. Usecoordinatingandsubordinating
conjunctions.
i. Producesimple,compound,andcomplex
sentences.(3.L.1)
j. Writemultiplesentencesinanorderthat
supportsamainideaorstory.(AZ.3.L.1)

ArizonaDepartmentofEducationHighAcademicStandardsforStudents

Grade4 students:
1.

Grade5 students:

1. Demonstratecommandoftheconventionsof
Demonstratecommandoftheconventionsof
StandardEnglishgrammarandusagewhenwritingor
StandardEnglishgrammarandusagewhenwritingor
speaking.
speaking.
a. Userelativepronouns(who,whose,whom,
a. Explainthefunctionofconjunctions,
which,that)andrelativeadverbs(where,when,
prepositions,andinterjectionsingeneraland
why).
theirfunctioninparticularsentences.
b. Formandusetheprogressive(e.g.,Iwas
b. Formandusetheperfect(e.g.,Ihadwalked;I
havewalked;Iwillhavewalked)verbtenses.
walking;Iamwalking;Iwillbewalking)verb
c. Useverbtensetoconveyvarioustimes,
tenses.
sequences,states,andconditions.
c. Usemodalauxiliaries(e.g.,can,may,must)to
d. Recognizeandcorrectinappropriateshiftsin
conveyvariousconditions.
d. Orderadjectiveswithinsentencesaccordingto
verbtense.*
conventionalpatterns(e.g.,asmallredbag
e. Usecorrelativeconjunctions(e.g.,either/or,
ratherthanaredsmallbag).
neither/nor).(5.L.1)
e. Formanduseprepositionalphrases.
f. Constructoneormoreparagraphsthatcontain:
f. Producecompletesentences,recognizingand
atopicsentence,
correctinginappropriatefragmentsandrunons.
supportingdetails,
g. Correctlyusefrequentlyconfusedwords(e.g.,to,
relevantinformation,and
too,two;there,their).(4.L.1)
concludingsentences.(AZ.5.L.1)
h. Writeandorganizeoneormoreparagraphs
aboutatopic.(AZ.4.L.1)

ArizonasCollegeandCareerReadyStandardsEnglishLanguageArts StateBoardApprovedJune2010October2013PublicationPage26of32

Arizonas College and Career Ready Standards English Language Arts Language 35
Grade3students:
ConventionsofStandardEnglish
2. Demonstratecommandoftheconventionsof
StandardEnglishcapitalization,punctuation,and
spellingwhenwriting.
a. Capitalizeappropriatewordsintitles.
b. Usecommasinaddresses.
c. Usecommasandquotationmarksindialogue.
d. Formandusepossessives.
e. Useconventionalspellingforhighfrequencyand
otherstudiedwordsandforaddingsuffixesto
basewords(e.g.,sitting,smiled,cries,
happiness).
f. Usespellingpatternsandgeneralizations(e.g.,
wordfamilies,positionbasedspellings,syllable
patterns,endingrules,meaningfulwordparts)in
writingwords.
g. Consultreferencematerials,includingbeginning
dictionaries,asneededtocheckandcorrect
spellings.(3.L.2)
KnowledgeofLanguage
3. Useknowledgeoflanguageanditsconventionswhen
writing,speaking,reading,orlistening.
a. Choosewordsandphrasesforeffect.
b. Recognizeandobservedifferencesbetweenthe
conventionsofspokenandwrittenStandard
English.(3.L.3)

ArizonaDepartmentofEducationHighAcademicStandardsforStudents

Grade4 students:

Grade5 students:

2.

Demonstratecommandoftheconventionsof
StandardEnglishcapitalization,punctuation,and
spellingwhenwriting.
a. Usecorrectcapitalization.
b. Usecommasandquotationmarkstomarkdirect
speechandquotationsfromatext.
c. Useacommabeforeacoordinatingconjunction
inacompoundsentence.
d. Spellgradeappropriatewordscorrectly,
consultingreferencesasneeded.(4.L.2)

2.

Demonstratecommandoftheconventionsof
StandardEnglishcapitalization,punctuation,and
spellingwhenwriting.
a. Usepunctuationtoseparateitemsinaseries.*
b. Useacommatoseparateanintroductory
elementfromtherestofthesentence.
c. Useacommatosetoffthewordsyesandno
(e.g.,Yes,thankyou),tosetoffatagquestion
fromtherestofthesentence(e.g.,Itstrue,isnt
it?),andtoindicatedirectaddress(e.g.,Isthat
you,Steve?).
d. Useunderlining,quotationmarks,oritalicsto
indicatetitlesofworks.
e. Spellgradeappropriatewordscorrectly,
consultingreferencesasneeded.(5.L.2)

3.

Useknowledgeoflanguageanditsconventionswhen
writing,speaking,reading,orlistening.
a. Choosewordsandphrasestoconveyideas
precisely.
b. Choosepunctuationforeffect.*
c. Differentiatebetweencontextsthatcallfor
formalEnglish(e.g.,presentingideas)and
situationswhereinformaldiscourseis
appropriate(e.g.,smallgroupdiscussion).(4.L.3)

3.

Useknowledgeoflanguageanditsconventionswhen
writing,speaking,reading,orlistening.
a. Expand,combine,andreducesentencesfor
meaning,reader/listenerinterest,andstyle.
b. CompareandcontrastthevarietiesofEnglish
(e.g.,dialects,registers)usedinstories,dramas,
orpoems.(5.L.3)

ArizonasCollegeandCareerReadyStandardsEnglishLanguageArts StateBoardApprovedJune2010October2013PublicationPage27of32

Arizonas College and Career Ready Standards English Language Arts Language 35
Grade3students:
VocabularyAcquisitionandUse
4. Determineorclarifythemeaningofunknownand
4.
multiplemeaningwordandphrasesbasedongrade3
readingandcontent,choosingflexiblyfromarangeof
strategies.
a. Usesentencelevelcontextasacluetothe
meaningofawordorphrase.
b. Determinethemeaningofthenewwordformed
whenaknownaffixisaddedtoaknownword
(e.g.,agreeable/disagreeable,
comfortable/uncomfortable,care/careless,
heat/preheat).
c. Useaknownrootwordasacluetothemeaning
ofanunknownwordwiththesameroot(e.g.,
company,companion).
d. Useglossariesorbeginningdictionaries,both
printanddigital,todetermineorclarifythe
precisemeaningofkeywordsandphrases.
(3.L.4)
5. Demonstrateunderstandingofwordrelationships
5.
andnuancesinwordmeanings.
a. Distinguishtheliteralandnonliteralmeaningsof
wordsandphrasesincontext(e.g.,takesteps).
b. Identifyreallifeconnectionsbetweenwordsand
theiruse(e.g.,describepeoplewhoarefriendly
orhelpful).
c. Distinguishshadesofmeaningamongrelated
wordsthatdescribestatesofmindordegreesof
certainty(e.g.,knew,believed,suspected,heard,
andwondered).(3.L.5)
6. Acquireanduseaccuratelygradeappropriate
7.
conversational,generalacademicanddomain
specificwordsandphrases,includingthosethat
signalspatialandtemporalrelationships(e.g.,After
dinnerthatnightwewentlookingforthem).(3.L.6)

Grade4 students:

Grade5 students:

Determineorclarifythemeaningofunknownand
4.
multiplemeaningwordsandphrasesbasedongrade
4readingandcontent,choosingflexiblyfromarange
ofstrategies.
a. Usecontext(e.g.,definitions,examples,or
restatementsintext)asacluetothemeaningof
awordorphrase.
b. Usecommon,gradeappropriateGreekandLatin
affixesandrootsascluestothemeaningofa
word(e.g.,telegraph,photograph,autograph).
c. Consultreferencematerials(e.g.,dictionaries,
glossaries,thesauruses),bothprintanddigital,to
findthepronunciationanddetermineorclarify
theprecisemeaningofkeywordsandphrases.
(4.L.4)

Determineorclarifythemeaningofunknownand
multiplemeaningwordsandphrasesbasedongrade
5readingandcontent,choosingflexiblyfromarange
ofstrategies.
a. Usecontext(e.g.,cause/effectrelationshipsand
comparisonsintext)asacluetothemeaningof
awordorphrase.
b. Usecommon,gradeappropriateGreekandLatin
affixesandrootsascluestothemeaningofa
word(e.g.,photograph,photosynthesis).
c. Consultreferencematerials(e.g.,dictionaries,
glossaries,thesauruses),bothprintanddigital,to
findthepronunciationanddetermineorclarify
theprecisemeaningofkeywordsandphrases.
(5.L.4)

6.
Demonstrateunderstandingoffigurativelanguage,
wordrelationships,andnuancesinwordmeanings.
a. Explainthemeaningofsimplesimilesand
metaphors(e.g.,asprettyasapicture)in
context.
b. Recognizeandexplainthemeaningofcommon
idioms,adages,andproverbs.
c. Demonstrateunderstandingofwordsbyrelating
themtotheiropposites(antonyms)andtowords
withsimilarbutnotidenticalmeanings
(synonyms).(4.L.5)
Acquireanduseaccuratelygradeappropriategeneral 8.
academicanddomainspecificwordsandphrases,
includingthosethatsignalpreciseactions,emotions,
orstatesofbeing(e.g.,quizzed,whined,stammered)
andthatarebasictoaparticulartopic(e.g.,wildlife,
conservation,andendangeredwhendiscussing
animalpreservation).(4.L.6)

Demonstrateunderstandingoffigurativelanguage,
wordrelationships,andnuancesinwordmeanings.
a. Interpretfigurativelanguage,includingsimiles
andmetaphors,incontext.
b. Recognizeandexplainthemeaningofcommon
idioms,adages,andproverbs.
c. Usetherelationshipbetweenparticularwords
(e.g.,synonyms,antonyms,homographs)to
betterunderstandeachofthewords.(5.L.5)

Acquireanduseaccuratelygradeappropriategeneral
academicanddomainspecificwordsandphrases,
includingthosethatsignalcontrast,addition,and
otherlogicalrelationships(e.g.,however,although,
nevertheless,similarly,moreover,inaddition).(5.L.6)

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ArizonasCollegeandCareerReadyStandardsEnglishLanguageArts StateBoardApprovedJune2010October2013PublicationPage28of32

Language Progressive Skills


Language Progressive Skills, by Grade
Thefollowingskills,markedwithanasterisk(*)inLanguagestandards13,areparticularlylikelytorequirecontinuedattentioninhighergradesastheyareappliedtoincreasingly
sophisticatedwritingandspeaking.

Grade(s)

Standard

910

1112

L.3.1f.Ensuresubjectverbandpronounantecedentagreement.
L.3.3a.Choosewordsandphrasesforeffect.
L.4.1f.Producecompletesentences,recognizingandcorrectinginappropriatefragmentsandrunons.
L.4.1g.Correctlyusefrequentlyconfusedwords(e.g.,to/too/two;there/their).
L.4.3a.Choosewordsandphrasestoconveyideasprecisely.*
L.4.3b.Choosepunctuationforeffect.
L.5.1d.Recognizeandcorrectinappropriateshiftsinverbtense.
L.5.2a.Usepunctuationtoseparateitemsinaseries.
L.6.1c.Recognizeandcorrectinappropriateshiftsinpronounnumberandperson.
L.6.1d.Recognizeandcorrectvaguepronouns(i.e.,oneswithunclearorambiguousantecedents).
L.6.1e.RecognizevariationsfromStandardEnglishintheirownandotherswritingandspeakingand
identifyandusestrategiestoimproveexpressioninconventionallanguage.
L.6.2a.Usepunctuation(commas,parentheses,dashes)tosetoffnonrestrictive/parentheticalelements.
L.6.3a.Varysentencepatternsformeaning,reader/listenerinterest,andstyle.
L.6.3b.Maintainconsistencyinstyleandtone.
L.7.1c.Placephrasesandclauseswithinasentence,recognizingandcorrectingmisplacedanddangling
modifiers.
L.7.3a.Chooselanguagethatexpressesideaspreciselyandconcisely,recognizingandeliminating
wordinessandredundancy.
L.8.1d.Recognizeandcorrectinappropriateshiftsinverbvoiceandmood.
L.910.1a.Useparallelstructure.
*SubsumedbyL.7.3a
SubsumedbyL.910.1a
SubsumedbyL.1112.3a
ArizonaDepartmentofEducationHighAcademicStandardsforStudents

ArizonasCollegeandCareerReadyStandardsEnglishLanguageArts StateBoardApprovedJune2010October2013PublicationPage29of32

Range, Quality, and Complexity of Student Reading K5

Standard 10: Range, Quality, and Complexity of Student Reading K5

MeasuringTextComplexity:ThreeFactors

Qualitative evaluationofthetext:

Quantitativeevaluationofthetext:

Matchingreadertotextandtask:

Levelsofmeaning,structure,languageconventionalityandclarity,and
knowledgedemands

Readabilitymeasuresandotherscoresoftextcomplexity

Readervariables(suchasmotivation,knowledge,andexperiences)and
taskvariables(suchaspurposeandthecomplexitygeneratedbythe
taskassignedandthequestionsposed)

RangeofTextTypesforK5
StudentsinK5applytheReadingstandardstothefollowingrangeoftexttypes,withtextsselectedfromabroadrangeofculturesandperiods.

Literature
InformationalText
Stories
Dramas
Poetry
LiteraryNonfictionandHistorical,ScientificandTechnicalText
Includeschildrensadventure Includesstageddialogueand
Includesnurseryrhymesandthe Includesbiographiesandautobiographies;booksabouthistory,social
stories,folktales,legends,
brieffamiliarscenes
subgenresofthenarrative
studies,science,andthearts;technicaltexts,includingdirections,
forms,andinformationdisplayedingraphs,charts,ormaps;anddigital
fables,fantasy,realistic
poem,limerick,andfreeverse
sourcesonarangeoftopics
fiction,andmyth
poem

ArizonaDepartmentofEducationHighAcademicStandardsforStudents

ArizonasCollegeandCareerReadyStandardsEnglishLanguageArts StateBoardApprovedJune2010October2013PublicationPage30of32

Range, Quality, and Complexity of Student Reading K5


Texts Illustrating the Range, Quality, and Complexity of Student Reading K5

* Readaloud
** Readalong

23

45

Literature:Stories,Drama,Poetry

InformationalTexts:LiteraryNonfictionandHistorical,Scientific,andTechnicalTexts

OverintheMeadowbyJohnLangstaff(traditional)(c1800)*
ABoy,aDog,andaFrogbyMercerMayer(1967)
PancakesforBreakfastbyTomieDePaola(1978)
AStory,AStorybyGailE.Haley(1970)*
KittensFirstFullMoonbyKevinHenkes(2004)*

MyFiveSensesbyAliki(1962)**
TruckbyDonaldCrews(1980)
IReadSignsbyTanaHoban(1987)
WhatDoYouDoWithaTailLikeThis?bySteveJenkinsandRobinPage(2003)*
AmazingWhales!bySarahL.Thomson(2005)*

MixaPancakebyChristinaG.Rossetti(1893)**
Mr.PoppersPenguinsbyRichardAtwater(1938)*
LittleBearbyElseHolmelundMinarik,illustratedbyMauriceSendak
(1957)**
FrogandToadTogetherbyArnoldLobel(1971)**
Hi!FlyGuybyTeddArnold(2006)

ATreeIsaPlantbyClydeRobertBulla,illustratedbyStaceySchuett(1960)**
StarfishbyEdithThacherHurd(1962)
FollowtheWaterfromBrooktoOceanbyArthurDorros(1991)**
FromSeedtoPumpkinbyWendyPfeffer,illustratedbyJamesGrahamHale(2004)*
HowPeopleLearnedtoFlybyFranHodgkinsandTrueKelley(2007)*

WhoHasSeentheWind?byChristinaG.Rossetti(1893)
CharlottesWebbyE.B.White(1952)*
Sarah,PlainandTallbyPatriciaMacLachlan(1985)
TopsandBottomsbyJanetStevens(1995)
PoppletoninWinterbyCynthiaRylant,illustratedbyMarkTeague
(2001)

AMedievalFeastbyAliki(1983)
FromSeedtoPlantbyGailGibbons(1991)
TheStoryofRubyBridgesbyRobertColes(1995)*
ADropofWater:ABookofScienceandWonderbyWalterWick(1997)
Moonshot:TheFlightofApollo11byBrianFloca(2009)

AlicesAdventuresinWonderlandbyLewisCarroll(1865)
CaseyattheBatbyErnestLawrenceThayer(1888)
TheBlackStallionbyWalterFarley(1941)
ZlatehtheGoatbyIsaacBashevisSinger(1984)
WheretheMountainMeetstheMoonbyGraceLin(2009)

DiscoveringMars:TheAmazingStoryoftheRedPlanetbyMelvinBerger(1992)
Hurricanes:EarthsMightiestStormsbyPatriciaLauber(1996)
AHistoryofUSbyJoyHakim(2005)
HorsesbySeymourSimon(2006)
QuestfortheTreeKangaroo:AnExpeditiontotheCloudForestofNewGuineaby
SyMontgomery(2006)

Note: Givenspacelimitations,theillustrativetextslistedabovearemeantonlytoshowindividualtitlesthatarerepresentativeofawiderangeoftopicsandgenres.(See
AppendixBforexcerptsoftheseandothertextsillustrativeofK5textcomplexity,quality,andrange.)Atacurricularorinstructionallevel,withinandacrossgradelevels,
textsneedtobeselectedaroundtopicsorthemesthatgenerateknowledgeandallowstudentstostudythosetopicsorthemesindepth.Onthenextpageisanexampleof
progressionsoftextsbuildingknowledgeacrossgradelevels.
Childrenatthekindergartenandgrade1levelsshouldbeexpectedtoreadtextsindependentlythathavebeenspecificallywrittentocorrelatetotheirreadingleveland
theirwordknowledge.Manyofthetitleslistedabovearemeanttosupplementcarefullystructuredindependentreadingwithbookstoreadalongwithateacherorthat
arereadaloudtostudentstobuildknowledgeandcultivateajoyinreading.

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Staying on Topic within a Grade and Across Grades


Staying on Topic within a Grade and Across Grades
How to Build Knowledge Systematically in English Language Arts K5
BuildingknowledgesystematicallyinEnglishlanguageartsislikegivingchildrenvariouspiecesofapuzzleineachgradethat,overtime,willformonebigpicture.Atacurricularor
instructionallevel,textswithinandacrossgradelevelsneedtobeselectedaroundtopicsorthemesthatsystematicallydeveloptheknowledgebaseofstudents.Withinagrade
level,thereshouldbeanadequatenumberoftitlesonasingletopicthatwouldallowchildrentostudythattopicforasustainedperiod.Theknowledgechildrenhavelearnedabout
particulartopicsinearlygradelevelsshouldthenbeexpandedanddevelopedinsubsequentgradelevelstoensureanincreasinglydeeperunderstandingofthesetopics.Childrenin
theupperelementarygradeswillgenerallybeexpectedtoreadthesetextsindependentlyandreflectontheminwriting.However,childrenintheearlygrades(particularlyK2)
shouldparticipateinrich,structuredconversationswithanadultinresponsetothewrittentextsthatarereadaloud,orallycomparingandcontrastingaswellasanalyzingand
synthesizing,inthemannercalledforbytheStandards.
Preparationforreadingcomplexinformationaltextsshouldbeginattheveryearliestelementaryschoolgrades.Whatfollowsisoneexamplethatusesdomainspecificnonfiction
titlesacrossgradelevelstoillustratehowcurriculumdesignersandclassroomteacherscaninfusetheEnglishlanguageartsblockwithrich,ageappropriatecontentknowledgeand
vocabularyinhistory/socialstudies,science,andthearts.Havingstudentslistentoinformationalreadaloudsintheearlygradeshelpslaythenecessaryfoundationforstudents
readingandunderstandingofincreasinglycomplextextsontheirowninsubsequentgrades.
ExemplarTextsona
TopicAcrossGrades
TheHumanBody

Studentscanbegin
learningaboutthe
humanbodystartingin
kindergartenandthen
reviewandextendtheir
learningduringeach
subsequentgrade.

K
Thefivesensesandassociatedbody
parts
MyFiveSensesbyAliki(1989)
HearingbyMariaRius(1985)
SightbyMariaRius(1985)
SmellbyMariaRius(1985)
TastebyMariaRius(1985)
TouchbyMariaRius(1985)
Takingcareofyourbody:Overview
(hygiene,diet,exercise,rest)
MyAmazingBody:AFirstLookat
Health&FitnessbyPatThomas
(2001)
GetUpandGo!byNancyCarlson
(2008)
GoWashUpbyDoeringTourville
(2008)
SleepbyPaulShowers(1997)
FueltheBodybyDoeringTourville
(2008)

ArizonaDepartmentofEducationHighAcademicStandardsforStudents

23

45

Circulatorysystem
Introductiontothesystemsofthe
Digestiveandexcretorysystems
TheHeartbySeymourSimon(2006)
humanbodyandassociatedbodyparts WhatHappenstoaHamburgerby
TheHeartandCirculationbyCarol
UnderYourSkin:YourAmazingBody
PaulShowers(1985)
Ballard(2005)
byMickManning(2007)
TheDigestiveSystembyChristine
TheCirculatorySystembyKristin
MeandMyAmazingBodybyJoan
TaylorButler(2008)
Petrie(2007)
Sweeney(1999)
TheDigestiveSystembyRebeccaL.
TheAmazingCirculatorySystemby
TheHumanBodybyGallimard
Johnson(2006)
JohnBurstein(2009)
Jeunesse(2007)
TheDigestiveSystembyKristinPetrie
TheBusyBodyBookbyLizzyRockwell
(2007)
Respiratorysystem
(2008)
TheLungsbySeymourSimon(2007)
Takingcareofyourbody:Healthy
FirstEncyclopediaoftheHuman
eatingandnutrition
TheRespiratorySystembySusan
BodybyFionaChandler(2004)
GoodEnoughtoEatbyLizzyRockwell
Glass(2004)
Takingcareofyourbody:Germs,
(1999)
TheRespiratorySystembyKristin
diseases,andpreventingillness
ShowdownattheFoodPyramidby
Petrie(2007)
GermsMakeMeSickbyMarilyn
RexBarron(2004)
TheRemarkableRespiratorySystem
Berger(1995)
byJohnBurstein(2009)
Muscular,skeletal,andnervous
TinyLifeonYourBodybyChristine
systems
Endocrinesystem
TaylorButler(2005)
TheMightyMuscularandSkeletal
TheEndocrineSystembyRebecca
GermStoriesbyArthurKornberg
SystemsCrabtreePublishing(2009)
Olien(2006)
(2007)
MusclesbySeymourSimon(1998)
TheExcitingEndocrineSystemby
AllAboutScabsbyGenichiroYagu
BonesbySeymourSimon(1998)
JohnBurstein(2009)
(1998)
TheAstoundingNervousSystem
CrabtreePublishing(2009)
TheNervousSystembyJoelleRiley
(2004)

ArizonasCollegeandCareerReadyStandardsEnglishLanguageArts StateBoardApprovedJune2010October2013PublicationPage32of32