Azccs 5th Grade Ela

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

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
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

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

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
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
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
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

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.
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:
9. Compareandcontrastthethemes,settings,andplots
ofstorieswrittenbythesameauthoraboutthesame
orsimilarcharacters(e.g.,inbooksfromaseries).
(3.RL.9)
10. Bytheendoftheyear,readandcomprehend
literature,includingstories,dramas,andpoetry,at
thehighendofthegrades23textcomplexityband
independentlyandproficiently.(3.RL.10)
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)
literature,includingstories,dramas,andpoetry,at
literature,includingstories,dramas,andpoetry,in
thegrades45textcomplexitybandproficiently,with
thehighendofthegrades45textcomplexityband
independentlyandproficiently.(5.RL.10)
scaffoldingasneededatthehighendoftherange.
(4.RL.10)
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)
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)
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)
Arizona Reading Standards English Language Arts Informational Text 35

Grade3students:
9. Compareandcontrastthemostimportantpointsand
keydetailspresentedintwotextsonthesametopic.
(3.RI.9)
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
science,andtechnicaltexts,inthegrades45text
complexitybandproficiently,withscaffoldingas
neededatthehighendoftherange.(4.RI.10)
a. Bytheendofyear,readandcomprehend
science,andtechnicaltexts,inthegrades45
textcomplexitybandproficiently,with
scaffoldingasneededatthehighendofthe
range.(AZ.4.RI.10)
Grade5 students:
9.
Integrateinformationfromseveraltextsonthesame
topicinordertowriteorspeakaboutthesubject
knowledgeably.(5.RI.9)
science,andtechnicaltexts,atthehighendofthe
grades45textcomplexitybandindependentlyand
proficiently.(5.RI.10)
a. Bytheendoftheyear,readandcomprehend
science,andtechnicaltexts,atthehighendof
thegrades45textcomplexityband
independentlyandproficiently.(AZ.5.RI.10)
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)
Grade4 students:
Grade5 students:
3.
Knowandapplygradelevelphonicsandword
a. Usecombinedknowledgeofalllettersound
correspondences,syllabicationpatterns,and
morphology(e.g.,rootsandaffixes)toread
accuratelyunfamiliarmultisyllabicwordsin
contextandoutofcontext.(4.RF.3)
3.
Knowandapply gradelevelphonicsandword
a. Usecombinedknowledgeofalllettersound
correspondences,syllabicationpatterns,and
morphology(e.g.,rootsandaffixes)toread
accuratelyunfamiliarmultisyllabicwordsin
contextandoutofcontext.(5.RF.3)
4.
Readwithsufficientaccuracyandfluencytosupport
comprehension.
understanding.
successivereadings.
necessary.(4.RF.4)
4.
Readwithsufficientaccuracyandfluencytosupport
comprehension.
understanding.
successivereadings.
necessary.(5.RF.4)
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

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.

STUDENT WRITING
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.
Writing Standards 35
Thefollowingstandardsfor35offerafocusforinstructioneachyeartohelpensurethatstudentsgainadequatemasteryofarangeofskillsandapplications.Eachyearintheir
writing,studentsshoulddemonstrateincreasingsophisticationinallaspectsoflanguageuse,fromvocabularyandsyntaxtothedevelopmentandorganizationofideas,andthey
shouldaddressincreasinglydemandingcontentandsources.Studentsadvancingthroughthegradesareexpectedtomeeteachyearsgradespecificstandardsandretainorfurther
developskillsandunderstandingsmasteredinprecedinggrades.Theexpectedgrowthinstudentwritingabilityisreflectedbothinthestandardsthemselvesandinthecollectionof
annotatedstudentwritingsamplesinAppendixC.
Grade3students:
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)
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)
Grade3students:
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)
Grade4 students:
2.
Writeinformative/explanatorytextstoexaminea
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
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)
Grade3students:
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)
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)
4.
5.
Grade4 students:
Grade5 students:
Writenarrativestodeveloprealorimagined
3.
a. Orientthereaderbyestablishingasituationand
introducinganarratorand/orcharacters;
organizeaneventsequencethatunfolds
naturally.
b. Usedialogueanddescriptiontodevelop
experiencesandeventsorshowtheresponsesof
characterstosituations.
c. Useavarietyoftransitionalwordsandphrasesto
managethesequenceofevents.
d. Useconcretewordsandphrasesandsensory
detailstoconveyexperiencesandevents
precisely.
e. Provideaconclusionthatfollowsfromthe
narratedexperiencesorevents.(4.W.3)
Writenarrativestodeveloprealorimagined
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
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,
planning,revising,andediting.(Editingfor
conventionsshoulddemonstratecommandof
Languagestandards13uptoandincludinggrade4.)
(4.W.5)
4.
Produceclearandcoherentwritinginwhichthe
task,purpose,andaudience.(Gradespecific
standards13above.(5.W.4)
a. Produceclearandcoherentfunctionalwriting
(e.g.,formalletters,recipes,experiments,
notes/messages,labels,timelines,graphs/tables,
procedures,invitations,envelopes)inwhichthe
taskandpurpose.(AZ.5.W.4)
5.
Withguidanceandsupportfrompeersandadults,
planning,revising,editing,rewriting,ortryinganew
approach.(Editingforconventionsshould
demonstratecommandofLanguagestandards13up
toandincludinggrade5.)(5.W.5)
Grade3students:
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)
(4.W.10)
9.
(5.W.10)

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
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.

STUDENT SPEAKING AND
LISTENING
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.
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)
4. Reportonatopicortext,tellastory,orrecountan
experiencewithappropriatefactsandrelevant,
descriptivedetails,speakingclearlyatan
understandablepace.(3.SL.4)
Grade4students:
1.
2.
Engageeffectivelyinarangeofcollaborative
clearly.
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
clearly.
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)
Grade3students:
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)
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

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.

STUDENT LANGUAGE USE
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.
Language Standards 35
Thefollowingstandardsforgrades35offerafocusforinstructioneachyeartohelpensurethatstudentsgainadequatemasteryofarangeofskillsandapplications.Students
advancingthroughthegradesareexpectedtomeeteachyearsgradespecificstandardsandretainorfurtherdevelopskillsandunderstandingsmasteredinprecedinggrades.
Beginningingrade3,skillsandunderstandingsthatareparticularlylikelytorequirecontinuedattentioninhighergradesastheyareappliedtoincreasinglysophisticatedwriting
andspeakingaremarkedwithanasterisk(*).Seepage31inAppendixAforanexampleofhowtheseskillsdevelopinsophistication.
Grade3students:
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)
Grade4 students:
1.
Grade5 students:
Demonstratecommandoftheconventionsof
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)
Grade3students:
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)
Grade4 students:
Grade5 students:
2.
a. Usecorrectcapitalization.
b. Usecommasandquotationmarkstomarkdirect
speechandquotationsfromatext.
c. Useacommabeforeacoordinatingconjunction
inacompoundsentence.
d. Spellgradeappropriatewordscorrectly,
consultingreferencesasneeded.(4.L.2)
2.
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
a. Choosewordsandphrasestoconveyideas
precisely.
b. Choosepunctuationforeffect.*
c. Differentiatebetweencontextsthatcallfor
formalEnglish(e.g.,presentingideas)and
situationswhereinformaldiscourseis
appropriate(e.g.,smallgroupdiscussion).(4.L.3)
3.
Useknowledgeoflanguageanditsconventionswhen
a. Expand,combine,andreducesentencesfor
meaning,reader/listenerinterest,andstyle.
b. CompareandcontrastthevarietiesofEnglish
(e.g.,dialects,registers)usedinstories,dramas,
orpoems.(5.L.3)
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)
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
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
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.
ArizonasCollegeandCareerReadyStandardsEnglishLanguageArtsStateBoardApprovedJune2010October2013PublicationPage31of32
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)
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)

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Arizonas

College and Career Ready Standards

Arizonas College and Career Ready Standards English Language Arts 35

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

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

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

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

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

ArizonaDepartmentofEducationHighAcademicStandardsforStudents ArizonasCollegeandCareerReadyStandardsEnglishLanguageArts StateBoardApprovedJune2010October2013PublicationPageiiof32

Arizonas College and Career Ready Standards English Language Arts 35

ArizonaDepartmentofEducationHighAcademicStandardsforStudents ArizonasCollegeandCareerReadyStandardsEnglishLanguageArts StateBoardApprovedJune2010October2013PublicationPageiiiof32

Arizonas College and Career Ready Standards English Language Arts 35

Key Design Considerations

Arizonas College and Career Ready Standards English Language Arts 35

Arizonas College and Career Ready Standards English Language Arts 35

ArizonaDepartmentofEducationHighAcademicStandardsforStudents ArizonasCollegeandCareerReadyStandardsEnglishLanguageArts StateBoardApprovedJune2010October2013PublicationPageviof32

Arizonas College and Career Ready Standards English Language Arts 35

What Is Not Covered by the Standards

ArizonaDepartmentofEducationHighAcademicStandardsforStudents ArizonasCollegeandCareerReadyStandardsEnglishLanguageArts StateBoardApprovedJune2010October2013PublicationPageviiof32

Arizonas College and Career Ready Standards English Language Arts 35

Arizonas College and Career Ready Standards English Language Arts 35

How to Read This Document

Key Features of the Standards

Arizonas College and Career Ready Standards English Language Arts 35

ArizonaDepartmentofEducationHighAcademicStandardsforStudents ArizonasCollegeandCareerReadyStandardsEnglishLanguageArts StateBoardApprovedJune2010October2013PublicationPagexof32

College and Career Readiness Anchor Standards for Reading

NOTE ON RANGE AND CONTENT OF

Arizona Reading Standards English Language Arts Literature 35

Reading Standards for Literature 35

Arizona Reading Standards English Language Arts Literature 35

Arizona Reading Standards English Language Arts Informational Text 35

Reading Standards for Informational Text 35

Arizona Reading Standards English Language Arts Informational Text 35

Arizona Reading Standards English Language Arts Foundational Skills 35

Reading Standards: Foundational Skills

College and Career Readiness Anchor Standards for Writing

NOTE ON RANGE AND CONTENT OF

NOTE ON RANGE AND CONTENT OF

Speaking and Listening Standards 35

College and Career Readiness Anchor Standards for Language

NOTE ON RANGE AND CONTENT OF

Language Progressive Skills

Range, Quality, and Complexity of Student Reading K5

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

Range, Quality, and Complexity of Student Reading K5

Staying on Topic within a Grade and Across Grades

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