OUESD Standards & Benchmarks – English/Language Arts

Oakley Union Elementary School District
(O.U.E.S.D.)
Kid-Friendly
California
Standards & Benchmarks
for
English Language Arts

OUESD Kid Friendly Standards & Benchmarks – English/Language Arts (Kindergarten)

1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8

1.9
1.10
1.11
1.12
1.13
1.14
1.15
1.16

CA Standards & Benchmarks
OUESD Kid Friendly Standards & Benchmarks
Reading - 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Concepts About Print
Identify the front cover, back cover, and title page of a book.
I can point to the front cover, back cover, and title of a book.
Follow words from left to right and from top to bottom on the
I can track from left to right and top to bottom.
printed page.
Understand that printed materials provide information.
I know that words tell me things.
Recognize that sentences in print are made up of separate
I know that sentences are made up of words.
words.
Distinguish letters from words.
I know the difference between letters and words.
Recognize and name all uppercase and lowercase letters of the
I can find and name uppercase and lowercase letters out of
alphabet.
alphabetical order.
Phonemic Awareness
Track (move sequentially from sound to sound) and represent
I can hear and say all the sounds in a word and can tell which
the number, sameness/difference, and order of two and three
sounds come first, second, and third.
isolated phonemes [e.g., /f, s, th/, /j, d, j/ ].
Track (move sequentially from sound to sound) and represent
changes in simple syllables and words with two and three
I can change a sound in a word to make a different word.
sounds as one sound is added, substituted, omitted, shifted, or
repeated (e.g., vowel-consonant, consonant-vowel, or
consonant-vowel-consonant).
Blend vowel-consonant sounds orally to make words or
I can put sounds together (blend) to make words.
syllables.
Identify and produce rhyming words in response to an oral
I can hear and make rhyming words.
prompt.
Distinguish orally stated one-syllable words and separate into
I know the beginning and ending sounds of words.
beginning or ending sounds.
Track auditorily each word in a sentence and each syllable in a
When I listen to a sentence, I can tell the order of the words and
word.
can hear each syllable in each word.
Count the number of sounds in syllables and syllables in words.
I can count syllables in words and the sounds in the syllables.
Decoding and Word Recognition
Match all consonant and short-vowel sounds to appropriate
I can match sounds to letters.
letters.
Read simple one-syllable and high-frequency words (i.e., sight
I can read simple and high-frequency words.
words).
Understand that as letters of words change, so do the sounds
I know that when letters change, sounds change too.
(i.e., the alphabetic principle).

Developed by Pat Anderson and Traci Tovani

Oakley Union Elementary School District Revision Date: 3/11/2009

1.17
1.18

2.1
2.2
2.3
2.4
2.5

3.1
3.2
3.3

Vocabulary and Concept Development
Identify and sort common words in basic categories (e.g., colors,
I can sort words into groups that are alike in some way.
shapes, foods).
Describe common objects and events in both general and
I can talk about everyday things.
specific language.
Reading - 2.0 Reading Comprehension
Structural Features of Informational Materials
Locate the title, table of contents, name of author, and name of
I can find and name the author, illustrator, and parts of a book.
illustrator.
Comprehension and Analysis of Grade-Level-Appropriate Text
Use pictures and context to make predictions about story
I can guess/predict what might happen next in a story.
content.
Connect to life experiences the information and events in texts.
I use what I already know to make connections with a story.
Retell familiar stories.
I can retell a story I have heard or read.
Ask and answer questions about essential elements of a text.
I can ask and answer questions about a story I have heard or
read.
Reading - 3.0 Literary Response and Analysis
Narrative Analysis of Grade-Level-Appropriate Text
Distinguish fantasy from realistic text.
I can tell the difference between make-believe and true stories.
Identify types of everyday print materials (e.g., storybooks,
I know there are different types of written materials to read.
poems, newspapers, signs, labels).
Identify characters, settings, and important events.
I can tell who the characters are in a story, where the story takes
place and what happens in the story.



Writing - 1.0 Writing Strategies
Organization and Focus
Use letters and phonetically spelled words to write about
I can use letters and sounds to make written words that tell
experiences, stories, people, objects, or events.
about things.
Write consonant-vowel-consonant words (i.e., demonstrate the
I can write simple words (consonant-vowel-consonant).
alphabetic principle).
Write by moving from left to right and from top to bottom.
I can write by moving from left to right and from top to bottom.
Penmanship
Write uppercase and lowercase letters of the alphabet
I write using uppercase and lowercase letters neatly and use
independently, attending to the form and proper spacing of the
spaces between words.
letters.
Written and Oral English Language Conventions - 1.0 Written and Oral English Language Conventions
Sentence Structure
Recognize and use complete, coherent sentences when speaking. I speak in complete sentences that make sense.
Spelling
Spell independently by using pre-phonetic knowledge, sounds of I can spell words by using letter sounds and can spell some sight
the alphabet, and knowledge of letter names.
words correctly.
Listening and Speaking - 1.0 Listening and Speaking Strategies
Comprehension
Understand and follow one- and two-step oral directions.
I can listen and follow simple directions.
Share information and ideas, speaking audibly in complete,
I can speak and share with others using complete sentences that
coherent sentences.
make sense.
Listening and Speaking – 2.0 Speaking Applications (Genres and Their Characteristics)
Describe people, places, things (e.g., size, color, shape),
I can use describing words to tell about people, places and
locations, and actions.
things.
Recite short poems, rhymes, and songs.
I can recite poems, rhymes and songs.
Relate an experience or creative story in a logical sequence.
I can tell a story in an order that makes sense.

1.1
1.2
1.3
1.4

1.1
1.2

1.1
1.2

2.1
2.2
2.3



OUESD Kid Friendly Standards & Benchmarks – English/Language Arts (1st Grade)


Concepts About Print
1.1

Match oral words to printed words.

I match the words I hear to the words I see.

1.2

Identify the title and author of a reading selection.

I can find the title and author of a story.

1.3

Identify letters, words, and sentences.

I know the difference between letters, words, and sentences.

1.4
1.5
1.6
1.7
1.8
1.9

1.10
1.11
1.12
1.13

Phonemic Awareness
Distinguish initial, medial, and final sounds in a singleI can hear beginning, middle and the last sounds in a word.
syllable words
Distinguish long-and short-vowel sounds in orally stated
I can hear the difference between the short and the long vowel
single-syllable words [e.g.,bit/bite]
sounds in a word.
Create and state a series of rhyming words, including
I can make up rhyming words.
consonant blends.
Add, delete, or change target sounds to change words
I can change letters in words to make new words.
[e.g., change cow to how; pan to an].
Blend two to four phonemes into recognizable words
I can blend sounds to make words.
[e.g., /c/a/t/=cat].
Segment single-syllable words into their components
I can break down a word to hear all the sounds.
[e.g., /s/p/l/a/t/= splat].
Generate the sounds from all the letters and letter
patterns, including consonant blends and long and shortI can blend sounds to read words.
vowel patterns (i.e., phonograms) and blend those
sounds into recognizable words.
Read common, irregular sight words [e.g., the, have,
I can read sight words.
said].
Use knowledge of vowel digraphs and r-controlled letter- I can use the “sound chunks” to read words with special
sound associations to read words.
spellings.
Read compound words and contractions.
I can read compound words and contractions.



1.14

Read inflectional forms [e.g., -s, -ed, -ing].

1.15

Read common word families [e.g., -ite, -ate].
I can read words with the same “sound chunk.”
Read aloud with fluency in a manner that sounds like
I can read books aloud without making mistakes and with
natural speech.
expression.
Classify grade appropriate categories of words (e.g.,
I can sort words into groups that show how they’re alike.
concrete collections of animals, foods, toys).
Identify text that uses sequence or other logical order.
I understand and can figure out the order of a story.
I can answer who, what, where, when, and how questions
Respond to who, what, when, where, and how questions.
about a story I’ve heard or read.
Follow one-step written instructions.
I can follow simple written directions.
Use context to resolve ambiguities about word and
I use the other words in a sentence to help me understand a new
sentence meanings.
word.
Confirm predictions about what will happen next in a
I can predict what will happen next in a story.
text by identifying key words (i.e., signpost words).
Relate prior knowledge to textual information.
I use what I already know to help me to connect to what I’m
reading.
Retell the central ideas of simple expository or narrative
I can retell the main ideas of a story.
passages.
Identify and describe the elements of plot, setting, and
I can talk about the plot, setting, and characters in a story and
character(s) in a story, as well as the story’s beginning,
put the events in order.
middle, and ending.
Describe the roles of authors and illustrators and their
I know what authors and illustrators do.
contributions to print materials.
Recollect, talk, and write about books read during the
I can remember, talk about, and write about books I’ve heard
school year.
or read.

1.16
1.17

2.1
2.2
2.3
2.4
2.5
2.6
2.7

3.1
3.2
3.3


I can read words with special endings.


Writing – 1.0 Writing Strategies
1.1

Select a focus when writing.

I can choose a topic and stick to it when I write.

1.2

Use descriptive words when writing.

I use describing words when I write.
Penmanship

1.3

2.1
2.2

1.1

Print legibly and space letters, words, and sentences
I print my letters neatly and leave spaces between words.
appropriately.
Writing - 2.0 Writing Applications (Genres and Their Characters)
Write brief narratives (e.g., fictional, autobiographical)
I can write different kinds of stories.
describing an experience.
Write a brief expository description of a real object,
Using my senses, I can write about something real using
person, place, or event, using sensory details.
describing words.
Sentence Structure
Write and speak in complete, coherent sentences.
I write and speak in complete sentences.
Grammar

1.2

Identify and correctly use singular and plural nouns.

1.3

Identify and correctly use contractions (e.g., isn’t, aren’t,
I can correctly use contractions and possessive pronouns in my
can’t) and singular possessive pronouns (e.g., my/mine,
writing.
his/her) in writing and speaking.
Punctuation
Distinguish between declarative, exclamatory, and
I understand the difference between the three different types of
interrogative sentences.
sentences.
Use a period, exclamation point, or question mark at the I can correctly write sentences that end with a period, question
end of sentences.
mark, or an exclamation point.
Use knowledge of the basic rules of punctuation and
I use correct punctuation and capitals when I write.
capitalization when writing.

1.4
1.5
1.6


I know when to use an “s” at the end of a noun.



1.7

1.8

Capitalization
Capitalize the first word of a sentence, names of people,
I use a capital at the beginning of a sentence, for the names of
and the pronoun I.
important people, places, and things, and the word “I.”
Spelling
Spell three-and-four letter short-vowel words and gradeI can spell words with short vowels and my first grade sight
level-appropriate sight words correctly.
words.
Comprehension

1.1

Listen attentively.

I listen carefully to others.

1.2

Ask questions for clarification and understanding.

I ask questions when I don’t understand.

1.3

Give, restate, and follow simple two-step directions.

I can repeat and follow two- step directions.

Organization & Delivery of Oral Communication
1.4

Stay on the topic when speaking.

1.5

Use descriptive words when speaking about people,
I use describing words when talking about a topic.
places, things, and events.
Listening and Speaking - 2.0 Speaking Applications (Genres and Their Characteristics)

2.1

Recite poems, rhymes, songs, and stories.
Retell stories using basic story grammar and relating the
sequence of story events by answering who, what, when,
where, why, and how questions.
Relate an important life event or personal experience in a
simple sequence.
Provide descriptions with careful attention to sensory
detail.

2.2
2.3
2.4


I stay on one topic at a time while speaking.

I can recite poems, rhymes, song,s and stories.
I can retell stories in the right order of events and answer
questions about the story.
I can tell a story about an event that happened to me.
When I talk to others I can describe things in detail using my
senses.


OUESD Kid Friendly Standards & Benchmarks – English/Language Arts (2nd Grade)


Reading – 1.0 Word Analysis, Fluency, and Systemic Vocabulary Development
Recognize and use knowledge of spelling patterns (e.g.,
I use spelling patterns to read new words.
diphthongs, special vowel spellings) when reading.
Apply knowledge of basic syllabication rules when reading (e.g.,
vowel-consonant-vowel [= su/ per]; vowelI know how to “chunk” words into syllables.
consonant/consonant-vowel [= sup/ per].
Decode two-syllable nonsense words and regular multi-syllable
I use syllables to help read new words.
words.
Recognize common abbreviations [e.g., Jan., Sun., Mr., St.].
I know how to read abbreviations.
Identify and correctly use regular plurals [e.g., -s, -es, -ies] and
I know the plurals of words and how to form them.
irregular plurals [e.g., fly/ flies, wife/ wives].
Read aloud fluently and accurately and with appropriate
I read fluently without making mistakes and with
intonation and expression.
expression.

1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
1.10

Understand and explain common antonyms and synonyms.
Use knowledge of individual words in unknown compound
words to predict their meaning.
Know the meaning of simple prefixes and suffixes [e.g., over-,
un-, -ing, -ly].
Identify simple multiple-meaning words.


I know antonyms and synonyms.
I can figure out the meaning of compound words.
I know prefixes and suffixes and their meanings.
I can figure out simple words with more than one meaning.



Reading – 2.0 Reading Comprehension

2.5

Use titles, tables of contents, and chapter headings to locate
I use titles, tables of contents, and headings to find
information in expository text.
information.
State the purpose in reading (i. e., tell what information is
I understand the purpose for reading.
sought).
Use knowledge of the author's purpose(s) to comprehend
I understand what the author is trying to say.
informational text.
Ask clarifying questions about essential textual elements of
I can ask clarifying questions about what I read.
exposition [e.g., why, what if, how].
Restate facts and details in the text to clarify and organize ideas I can retell the story using facts and details.

2.6

Recognize cause-and-effect relationships in a text.

2.7

Interpret information from diagrams, charts, and graphs.

2.8

Follow two-step written instructions.

2.1

2.2
2.3
2.4

I can find cause-and-effect relationships in what I read.
I can gather information from diagrams, charts, and
graphs.
I can follow two-step written directions.

Reading – 3.0 Literary Response and Analysis
3.1
3.2
3.3
3.4

Compare and contrast plots, settings, and characters presented
I can talk about how plots, settings, and characters in
by different authors.
stories by different authors are alike and different.
Generate alternative endings to plots and identify the reason or
I can make up different endings to a story.
reasons for, and the impact of, the alternatives.
Compare and contrast different versions of the same stories that I can compare and contrast similar stories from different
reflect different cultures.
cultures.
Identify the use of rhythm, rhyme, and alliteration in poetry.
I can identify rhythm, rhyme, and alliteration in poetry.






1.1

I keep similar ideas together and write sentences with a
Group related ideas and maintain a consistent focus.
focus.
Penmanship

1.2

Create readable documents with legible handwriting.

1.3

1.4
2.1

I write neatly.

Research
Understand the purposes of various reference materials (e.g.,
I know how to use a dictionary, thesaurus, and atlas to find
dictionary, thesaurus, atlas).
information.
Evaluation and Revision
Revise original drafts to improve sequence and provide more
I can make my writing drafts better by revising and editing.
descriptive detail.
Writing – 2.0 Writing Applications (Genres and Their Characteristics)
Write brief narratives based on their experiences:

I can write about things I have done.

2.1.a Move through a logical sequence of events.

I can write events in a logical order.
I can write about something I have done using describing
2.1.b Describe the setting, characters, objects, and events in detail.
words for setting, characters, objects and events.
Write a friendly letter complete with the date, salutation, body, I can write a friendly letter using the date, salutation, body,
2.2
closing, and signature.
closing, and signature.
Written and Oral English Language Conventions – 1.0 Written and Oral English Language Convention
1.1
1.2

Sentence Structure
I know the difference between complete and incomplete
Distinguish between complete and incomplete sentences.
sentences.
Recognize and use the correct word order in written sentences.
I can write sentences with words in correct order.




1.3

1.4
1.5

1.6

1.7
1.8

Grammar
Identify and correctly use various parts of speech, including
nouns and verbs, in writing and speaking.
Punctuation
Use commas in the greeting and closure of a letter and with
dates and items in a series.
Use quotation marks correctly.

I know what nouns, pronouns, and verbs are and use them
correctly.
I can use commas correctly in letter greetings and closings,
dates, and words in a series.
I can use quotation marks correctly.

Capitalization
Capitalize all proper nouns, words at the beginning of sentences I can correctly use capital letters for proper nouns, sentence
and greetings, months and days of the week, and titles and
beginnings, greetings, months, days of the week, titles, and
initials of people.
initials of people.
Spelling
Spell frequently used, irregular words correctly (e.g., was, were,
I can spell high frequency words.
says, said, who, what, why).
Spell basic short-vowel, long-vowel, r- controlled, and
I know basic spelling patterns and use them to spell words.
consonant-blend patterns correctly.






Listening and Speaking – 1.0 Listening and Speaking Strategies

1.2

Comprehension
Determine the purpose or purposes of listening (e.g., to obtain
I know why I am listening.
information, to solve problems, for enjoyment).
Ask for clarification and explanation of stories and ideas.
I can ask clarifying questions when I do not understand.

1.3

Paraphrase information that has been shared orally by others.

1.1

1.4

1.5

I can retell what someone has said in my own words.
I can give and follow three- and four-step spoken
Give and follow three-and four-step oral directions.
directions.
Organization and Delivery of Oral Communication

1.7

Recount experiences in a logical sequence.

1.8

Retell stories, including characters, setting, and plot.

I can organize my ideas when speaking.
I can speak clearly and appropriately so others can
understand me.
I can retell events of an experience in an order that makes
sense.
I can retell stories using plot, setting, and characters.

1.9

Report on a topic with supportive facts and details.

I can speak about a topic with facts and details.

1.6

Organize presentations to maintain a clear focus.
Speak clearly and at an appropriate pace for the type of
communication (e.g., informal discussion, report to class).

I can tell about an experience I have had and retell stories I
2.1
Recount experiences or present stories
have heard.
I can tell of the events of an experience in an order that
2.1.a Move through a logical sequence of events.
makes sense.
21.b Describe story elements (e.g., characters, plot, setting).
I can tell a story describing the plot, setting, and characters.
Report on a topic with facts and details, drawing from several
I can learn about a topic from several information sources
2.2
sources of information.
and report about it with facts and details.



OUESD Kid Friendly Standards & Benchmarks – English/Language Arts (3rd Grade)


1.1
1.2
1.3

1.4
1.5
1.6
1.7
1.8

2.1

2.2
2.3

Know and use complex word families when reading [e.g.,
I know I can use word families to read words that are new.
-ight] to decode unfamiliar words.
Decode regular multisyllabic words.
I can use the “sound chunks” to read words with many syllables.
Read aloud narrative and expository text fluently and
accurately and with appropriate pacing, intonation, and
I can read fluently with expression.
expression.
Use knowledge of antonyms, synonyms, homophones,
I can use my understanding of antonyms, synonyms,
and homographs to determine the meanings of words.
homophones, and homographs to figure out new words.
Demonstrate knowledge of levels of specificity among
grade-appropriate words and explain the importance of
I can explain how words are related.
these relations [e.g., dog/mamma/animal/living things].
Use sentence and word context to find the meaning of
I can use the words and sentences in a story to help me figure
unknown words.
out the meaning of an unknown word.
Use a dictionary to learn the meaning and other features
I can use a dictionary to learn about words.
of unknown words.
Use knowledge of prefixes [e.g., un-.re-.pre-. bi-. mis-. disI understand how a prefix or a suffix added to a word changes
]and suffixes [e.g., -er, -est, -ful] to determine the
its meaning.
meaning or words.
Structural Features of Information Materials
Use titles, tables of contents, chapter headings, glossaries, I can use a title, table of contents, glossary, index or heading to
and indexes to locate information in text.
find information.
Ask questions and support answers by connecting prior
knowledge with literal information found in, and inferred I ask questions and use prior knowledge when I read.
from, the text.
Demonstrate comprehension by identifying answers in
I can find the answer to a question within the text.



the text.
2.4
2.5
2.6
2.7

3.1

3.2
3.3
3.4
3.5
3.6

1.1

Recall major points in the text and make and modify
I use reading strategies I’ve learned to help make sense of
predictions about forthcoming information.
stories.
Distinguish the main idea and supporting details in
I know the difference between the main idea of a story and the
expository text.
supporting details.
Extract appropriate and significant information from the
I can identify major ideas in a story including problems and
text, including problems and solutions.
solutions.
Follow simple multiple-step written instructions (e.g.,
I can follow written directions with many steps.
how to assemble a product or play a board game).
Structural Features of Literature
Distinguish common forms of literature (e.g., poetry,
I can identify forms of literature such as fiction, non-fiction,
drama, fiction, nonfiction).
poetry, or drama.
Comprehend basic plots of classic fairy tales, myths,
I can understand the basic plots of many types of literature such
folktales, legends, and fables from around the world.
as fairytales, fables, legends, and myths from around the world.
Determine what characters are like by what they say or
I can tell about a character based on what they say or do in a
do and by how the author or illustrator portrays them.
story.
Determine the underlying theme or author’s message in
I understand that there are themes in literature and that authors
fiction and nonfiction text.
often share their point of view or message in their writing.
Determine the similarities of sounds in words and
rhythmic patterns (e.g., alliteration, onomatopoeia) in a
I notice when authors use rhythmic patterns in their writing.
selection.
Identify the speaker or narrator in a selection.
I can identify the story teller.

Create a single paragraph;

I can write a single paragraph with a topic sentence, supporting
details and a closing.
I can develop a strong topic sentence.

1.1a

Develop a topic sentence.

1.1b

Include simple supporting facts and details.


I include supporting details when I write a paragraph.



2.1

Penmanship
Write legibly in cursive or joined italic, allowing margins
and correct spacing between letters in a word and words I can write neatly in cursive.
in a sentence.
Research
Understand the structure and organization of various
I know how to use a variety of resources including a dictionary,
reference materials (e.g., dictionary, thesaurus, atlas, and
thesaurus, atlas or encyclopedia.
encyclopedia).
Revise drafts to improve the coherence and logical
I understand how a rubric works and can use the revision
progression of ideas by using an established rubric.
process to improve my writing.
Writing - 2.0 Writing Applications (Genres and Their Characteristics)
Write narratives:
I can write a story.

2.1a

Provide a context within which an action takes place.

2.1b

Include well-chosen details to develop the plot.
I can include details in my writing to improve my story.
Provide insight into why the selected incident is
I can tell why I remember this event.
memorable.
Write descriptions that use concrete sensory details to
I can write about people, places, things or my experiences using
present and support unified impressions of people, places,
details so that my reader can create a picture in their mind.
things, or experiences.
Write personal and formal letters, thank-you notes, and
I can write friendly letters, business letters, thank-you notes, and
invitations.
invitations.
Show an awareness of the knowledge and interest of the
I know my audience and the purpose for my writing.
audience and establish a purpose.
Include the date, proper salutation, body, closing, and
When I write personal or business letters I include the date,
signature.
proper salutation, body, closing and signature.
Sentence Structure
Understand and be able to use complete and correct
I know what makes sentences different and how to use them
declarative, interrogative, imperative, and exclamatory
correctly in writing and when speaking.
sentences in writing and speaking.

1.2

1.3

1.4

2.1c
2.2
2.3
2.3a
2.3b

1.1


I can write a story with a plot, setting and supporting details.


1.2
1.3
1.4
1.5
1.6
1.7
1.8

1.9

1.1
1.2
1.3
1.4

Grammar
Identify subjects and verbs that are in an agreement and
I can correctly use different parts of speech in my writing and
identify and use pronouns, adjectives, compound words,
when I speak to others.
and articles correctly in writing and speaking.
Identify and use past, present, and future verb tenses
I use the correct verb tenses (past, present, and future) when
properly in writing and speaking.
writing and speaking,
Identify and use subjects and verbs correctly in speaking
I can identify the subject and verbs in a sentence and I can use
and writing simple sentences.
these parts of speech correctly in my writing and when I speak.
Punctuation
Punctuate dates, city and state, and titles of books
I use the correct punctuation in dates, city and state, and titles of
correctly.
books.
Use commas in dates, locations, and addresses and for
I correctly use commas in dates, addresses, titles of books, and
items in a series.
words in a series.
Capitalization
Capitalize geographical names, holidays, historical
I use capital letters for proper names, holidays, historical periods,
periods, and special events correctly.
and special events.
Spelling
Spell correctly one-syllable words that have blends,
contractions, compounds, orthographic patterns (e.g.,
I can correctly spell words that have basic spelling patterns,
[qu], consonant doubling, changing the ending of a word compound words, contractions, irregular plurals, and common
from [-y] to [-ies] when forming the plural), and common homophones.
homophones [e.g., hair-hare].
Arrange words in alphabetical order.
I can alphabetize words.
Comprehension
Retell, paraphrase, and explain what has been said by a
I can use my own words to retell what a speaker has said.
speaker.
Connect and relate prior experiences, insights, and ideas
I can identify when I’ve made a personal connection to an
to those of a speaker.
experience someone else has shared.
Respond to questions with appropriate elaboration.
I can respond to questions and explain my ideas.
I can identify different types of literary elements such as; rhymes,
Identify the musical elements of literary language (e.g.,
repeated sounds, and onomatopoeia (words that sound like
rhymes, repeated sounds, instances of onomatopoeia).
what they mean).



1.5
1.6
1.7
1.8
1.9

1.10
1.11
2.1
2.1a
2.1b
2.1c
2.2
2.3

Organize ideas chronologically or around major points of I can organize my thoughts in the order of when they took place
information.
or around the most important pieces of information.
Provide a beginning, middle, and an end, including
I use a beginning middle and an end with details to explain what
concrete details that develop a central idea.
I am talking about.
Use clear and specific vocabulary to communicate ideas
I can speak clearly to share my ideas.
and establish the tone.
Clarify and enhance oral presentations through the use of
I know how to use props to add interest to oral presentations.
appropriate props (e.g., objects, pictures, charts).
Read prose and poetry aloud with fluency, rhythm, and
I can read aloud fluently, using the right speed and tone of
pace, using appropriate intonation and vocal patterns to
voice, so that what I say can be understood.
emphasize important passages of the text being read.
Analysis and Evaluation of Oral and Media Communications
Compare ideas and points of view expressed in broadcast I can compare ideas that I learn from different media sources
and print media.
(e.g., t.v., podcast, print).
Distinguish between the speaker’s opinions and verifiable
I know the difference between fact and opinion.
facts.
Make brief narrative presentations:
I can present a narrative in front of others.
Provide a context for an incident that is the subject of the
I can tell about my experiences and provide the order of events.
presentation.
Provide insight into why the selected incident is
I can share why the experience is memorable.
memorable.
Include well-chosen details to develop character, setting
I can use details in my presentation to tell about the characters,
and plot.
setting and plot.
Plan and present dramatic interpretations of experiences,
I can prepare and present different stories, experiences, poems or
stories, poems, or plays with clear dictation, pitch, tempo,
plays so that others can understand what I am saying.
and tone.
Make descriptive presentations that use concrete sensory
I can describe people, places, things, or experiences aloud so that
details to set forth and support unified impressions of
others can picture what I am saying.
people, places, things, or experiences.



OUESD Kid Friendly Standards & Benchmarks – English/Language Arts (4th Grade)


Reading – 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

1.5

Word Recognition
Read narrative and expository text aloud with gradeI can read narrative (stories) and expository (factual) text
appropriate fluency and accuracy and with appropriate
fluently and with good expression.
pacing, intonation, and expression.
Apply knowledge of word origins, derivations, synonyms,
I can figure out word meanings using the parts of the word I
antonyms, and idioms to determine the meaning of words
already know including origins, synonyms, antonyms, and
and phrases.
expressions.
Use knowledge of root words to determine the meaning of
I can figure out word meanings using their roots in other
unknown words within a passage
languages.
Know common roots and affixes derived from Greek and
I can figure out the meaning of difficult words using my
Latin and use this knowledge to analyze the meaning of
understanding of Greek and Latin roots, suffixes and prefixes.
complex words [e.g., international].
Use a thesaurus to determine related words and concepts.
I can use a thesaurus to build my vocabulary.

1.6

Distinguish and interpret words with multiple meanings.

1.1

1.2
1.3
1.4

I can understand multiple meaning words.

Reading – 2.0 Reading Comprehension

2.1

2.2

Identify structural patterns found in informational text (e.g.,
To understand what I am reading, I can use patterns of text
compare and contrast, cause and effect, sequential or
such as compare and contrast, cause and effect, order of
chronological order, proposition and support) to strengthen
events, proposition and support.
comprehension.
Use appropriate strategies when reading for different
I use the right kind of reading strategies depending on the
purposes (e.g., full comprehension, location of information,
purposes for my reading.
personal enjoyment).




2.3
2.4
2.5
2.6
2.7

3.1

3.2
3.3

3.4
3.5

Make and confirm predictions about text by using prior
By using what I already know and ideas I find in the text
knowledge and ideas presented in the text itself, including
including titles, topic sentences, important words and other
illustrations, titles, topic sentences, important words, and
clues, I can predict and see if my predictions are correct about
foreshadowing clues.
what I read.
Evaluate new information and hypotheses by testing them
I can think about what I am reading by comparing it to what
against known information and ideas.
I already know.
Compare and contrast information on the same topic after
I can compare and contrast information on the same topic
reading several passages or articles.
after reading several different pieces.
Distinguish between cause and effect and between fact and
I can tell the difference between cause and effect and fact and
opinion in expository text.
opinion in expository (factual) text.
Follow multiple-step instructions in a basic technical manual
I can read and follow multi-step instructions in explanatory
(e.g., how to use computer commands or video games).
text such as a technical manual.
Reading – 3.0 Literary Response and Analysis
Describe the structural differences of various imaginative
I can describe the differences between different types of
forms of literature, including fantasies, fables, myths, legends, imaginative literature including fantasies, fables, myths,
and fairy tales.
legends and fairy tales.
Identify the main events of the plot, their causes, and the
I can identify the main events of the plot and describe how
influence of each event on future actions.
the events affect what happens in a story.
Use knowledge of the situation and setting and of a
I can use my understanding of situation, setting, and
character's traits and motivations to determine the causes for character traits and motivations to determine a character’s
that character's actions.
actions.
Compare and contrast tales from different cultures by tracing
the exploits of one character type and develop theories to
I can compare and contrast tales from different cultures.
account for similar tales in diverse cultures (e.g., trickster
tales)
Define figurative language (e.g., simile, metaphor, hyperbole, I know that simile, metaphor, hyperbole, and personification
personification) and identify its use in literary works.
are elements of figurative language and can show their use.






1.1
1.2
1.2.a
1.2.b
1.2.c
1.2.d
1.2.e
1.3

1.4

1.5
1.6
1.7

Select a focus, an organizational structure, and a point of
I can choose a subject/topic and stay focused and organized
view based upon purpose, audience, length, and format
in my writing according to assignment requirements.
requirements.
Create multiple-paragraph compositions:
I can write a multi-paragraph composition.
I can write a multi-paragraph composition with an
Provide an introductory paragraph.
introductory paragraph.
Establish and support a central idea with a topic sentence at
I can write a multi-paragraph composition with a main idea
or near the beginning of the first paragraph.
supported by first or beginning paragraph topic sentence.
Include supporting paragraphs with simple facts, details, and
I can write a multi-paragraph composition with supporting
explanations.
paragraphs that have simple facts and details.
I can write a multi-paragraph composition with an ending
Conclude with a paragraph that summarizes the points.
paragraph that summarizes the important ideas and details of
my composition.
I can write a multi-paragraph composition using correct
Use correct indention.
indention.
Use traditional structures for conveying information (e.g.,
I include structures that convey information in my writing
chronological order, cause and effect, similarity and
such as chronological order, cause and effect, similarity and
difference, posing and answering a question).
differences and asking and answering a question.
Penmanship
Write fluidly and legibly in cursive or joined italic.

I can write neatly in cursive.

Research and Technology
Quote or paraphrase information sources, citing them
I can use my own words or quote from information sources
appropriately.
and credit the sources properly.
Locate information in reference texts by using organizational I can locate information in reference books by using prefaces,
features (e.g., prefaces, appendixes).
appendixes, and other organization sections.
Use various reference materials (e.g., dictionary, thesaurus, card I can use a dictionary, thesaurus, card catalog, encyclopedia,
catalog, encyclopedia, online information) as an aid to writing.
and online resources to help with my writing.


1.8
1.9

1.10

2.1
2.1.a
2.1.b
2.1.c
2.1.d
2.2

Understand the organization of almanacs, newspapers, and
I know how almanacs, newspapers, and periodicals are
periodicals and how to use those print materials.
organized and how to use them.
Demonstrate basic keyboarding skills and familiarity with
I can effectively type on a computer and know basic
computer terminology (e.g., cursor, software, memory, disk
computer terms.
drive, hard drive).
Edit and revise selected drafts to improve coherence and
progression by adding, deleting, consolidating, and
I can edit and revise my text to improve it.
rearranging text.
Writing – 2.0 Writing Applications (Genres and Their Characteristics)
Write narratives:
Relate ideas, observations, or recollections of an event or
experience.
Provide a context to enable the reader to imagine the world
of the event or experience.
Use concrete sensory details.
Provide insight into why the selected event or experience is
memorable.
Write responses to literature:

2.2.a Demonstrate an understanding of the literary work.
2.2.b
2.3

Support judgments through references to both the text and
prior knowledge.
Write information reports

2.3.a Frame a central question about an issue or situation.
2.3.b Include facts and details for focus.
2.3.c
2.4

Draw from more than one source of information (e.g.,
speakers, books, newspapers, other media sources).
Write summaries that contain the main ideas of the reading
selection and the most significant details.


I can write narratives.
I can write a narrative of an event or experience that shares
ideas, observations, or recollections.
I can write a narrative of an event or experience with a
setting that helps my reader picture where it is taking place.
I can write a narrative containing sensory details.
I can write a narrative of an event or experience that includes
why I remember it.
I can write a response to a piece of literature.
I can write a response to a piece of literature that shows my
understanding of it.
I can write a response to a piece of literature that uses
examples from the work to support my opinions.
I can write an information report.
I can write an information report that frames a question to
direct my research and writing.
I can write an information report that is developed on a topic
with simple facts and details to help my reader focus.
I can write an information report and gather information
from more than one source.
I can write summaries that contain the main ideas and most
important details from the piece.

Written and Oral English Language Conventions – 1.0 Written and Oral English Language Conventions
Sentence Structure
1.1
1.2

1.3

1.4
1.5

1.6

1.7

1.1
1.2
1.3
1.4

Use simple and compound sentences in writing and speaking. I can write and speak using simple and compound sentences.
Combine short, related sentences with appositives, participial I can combine short sentences with appositive, participial
phrases, adjectives, ad-verbs, and prepositional phrases.
phrases, adjectives, and prepositional phrases.
Grammar
Identify and use regular and irregular verbs, adverbs,
I can identify and use irregular verbs, adverbs, prepositions,
prepositions, and coordinating conjunctions in writing and
and coordinating conjunctions in my writing and speaking.
speaking.
Punctuation
Use parentheses, commas in direct quotations, and
apostrophes in the possessive case of nouns and in
I can correctly use parentheses, commas, and apostrophes.
contractions.
Use underlining, quotation marks, or italics to identify titles
I can use underlining, quotation marks, or italics to punctuate
of documents.
titles of documents.
Capitalization
Capitalize names of magazines, newspapers, works of art,
I correctly use capital letters for names of magazines,
musical compositions, organizations, and the first word in
newspapers, works of art, musical compositions,
quotations when appropriate.
organizations and the first word in quotations.
Spelling
Spell correctly roots, inflections, suffixes and prefixes, and
I can correctly spell roots, inflections, suffixes and prefixes,
syllable constructions.
and syllable constructions.
Listening and Speaking – 1.0 Listening and Speaking Strategies
Comprehension
Ask thoughtful questions and respond to relevant questions
I can ask thoughtful questions and respond to questions.
with appropriate elaboration in oral settings.
Summarize major ideas and supporting evidence presented in I can summarize the major ideas and supporting details
spoken messages and formal presentations.
presented in spoken messages.
Identify how language usages (e.g., sayings, expressions)
I can identify how sayings and expressions are related to
reflect regions and cultures.
different parts of the country and different cultures.
Give precise directions and instructions.
I can give accurate directions and instructions.



1.5
1.6
1.7
1.8
1.9

1.10

2.1
2.1.a
2.1.b
2.1.c
2.2

Present effective introductions and conclusions that guide and
I can use introductions and conclusions to guide the audience
inform the listener's understanding of important ideas and
towards understanding my important ideas.
evidence.
Use traditional structures for conveying information (e.g.,
I can use cause and effect, similarity and difference, questions
cause and effect, similarity and difference, posing and
and answers to communicate ideas.
answering a question).
Emphasize points in ways that help the listener or viewer to
I can use emphasis of points to help the audience follow my
follow important ideas and concepts.
important ideas.
Use details, examples, anecdotes, or experiences to explain or I can use details, examples, anecdotes, or experiences to
clarify information.
explain or make my ideas clear.
Use volume, pitch, phrasing, pace, modulation, and gestures
I can use my voice and body language to help my audience
appropriately to enhance meaning.
understand what I am saying.
Analysis and Evaluation of Oral Media Communication
Evaluate the role of the media in focusing attention on events I can assess how the media is delivering their message about
and in forming opinions on issues.
an event and trying to form audience opinions.
Make narrative presentations:
Relate ideas, observations, or recollections about an event or
experience.
Provide a context that enables the listener to imagine the
circumstances of the event or experience.
Provide insight into why the selected event or experience is
memorable.
Make informational presentations:

2.2.a Frame a key question.
2.2.b Include facts and details that help listeners to focus.
2.2.c

Incorporate more than one source of information (e.g.,
speakers, books, newspapers, television or radio reports).


I can tell a story aloud.
I can tell a story aloud about an event or experience that
shares ideas, observations, or recollections.
I can tell a story aloud about an event or experience with a
setting that helps my audience image it.
I can tell a story aloud about an event or experience that
includes why I remember it.
I can share information aloud.
I can share information aloud and frame an important
question to direct my audience’s listening.
I can share information aloud based on a topic with simple
facts and details to help my audience focus.
I can share aloud information gathered from more than one
source.


2.3
2.4

Deliver oral summaries of articles and books that contain the
main ideas of the event or article and the most significant
details.
Recite brief poems (i.e., two or three stanzas), soliloquies, or
dramatic dialogues, using clear diction, tempo, volume, and
phrasing.


I can summarize aloud about articles and books and talk
about main ideas and important details.
I can recite brief poems, speeches, or parts of plays using my
voice clearly and so others can understand me.



1.1

1.2
1.3
1.4
1.5

2.1
2.2

2.3
2.4

2.5


Word Recognition
Read aloud narrative and expository text fluently and
I can read stories and information text fluently and with
accurately and with appropriate pacing, intonation, and
good expression.
expression.
Use word origins to determine the meaning of unknown
I can use the origins of words to determine their meaning.
words.
Understand and explain frequently used synonyms, antonyms,
I use synonyms, antonyms, and homographs correctly.
and homographs.
Know abstract, derived roots and affixes from Greek and Latin
I know Latin and Greek roots and can figure out the
and use this knowledge to analyze the meaning of complex
meaning of words based on their root.
words (e.g., controversial)
Understand explain the figurative and metaphorical use of
I can use figurative speech such as similes and metaphors.
words in context.
Structural Features of Information Materials
Understand how text features (e.g., format, graphics, sequence,
I can use charts, maps, graphs, and tables to get
diagrams, illustrations, charts, maps) make information
information.
accessible and usable.
Analyze text that is organized in sequential or chronological
I understand and can describe the sequential or
order.
chronological order of stories.
Discern main ideas and concepts presented in texts, identifying I can determine a main idea in a story and provide evidence
and assessing evidence that supports those ideas.
from the text to support my belief.
Draw inferences, conclusions, or generalizations about text and I can infer while I’m reading and am able to make
support them with textual evidence and prior knowledge.
conclusions and predictions.
Expository Critique
I know the difference between facts, opinions and
Distinguish facts, supported inferences, and opinions in text.
inferences.




3.1

3.2
3.3

3.4
3.5

3.6

3.7

1.1
1.1a

Identify and analyze the characteristics of poetry, drama
I understand about and can explain the different forms of
fiction, and nonfiction and explain the appropriateness of the
literature and can talk about the author’s purpose.
literary forms chosen by an author for specific purpose.
Identify the main problem or conflict of the plot and explain
I can identify the main problem in a story and tell how it
how it is resolved.
was resolved.
Contrast the actions, motives (e.g., loyalty, selfishness,
conscientiousness), and appearances of characters in a work of I can describe the feelings, actions and motives of characters
fiction and discuss the importance of the contrasts to the plot
in fictional text and discuss how they impact the story.
or theme.
Understand that theme refers to the meaning or moral of a
I understand that a theme refers to the meaning or moral of
selection and recognize themes (whether implied or stated
a written selection. I can identify the theme of a story
directly)in sample works.
whether it has been stated or implied.
Describe the function and effect of common literary devices
I know how to use imagery, metaphor and symbolism and
(e.g., imagery, metaphor, symbolism).
understand how it impacts a story.
Literary Criticism
Evaluate the meaning of archetypal patterns and symbols that
I can evaluate the symbolism and patterns in literature from
are found in myth and tradition by using literature from
diverse cultures and time periods.
different eras and cultures.
Evaluate the author’s use of various techniques (e.g., appeal of
characters in picture book, logic and credibility of plots and
I understand and can discuss the impact an author’s style of
settings, use of figurative language) to influence reader’s
writing has on the audience.
perspective.
I can stay on topic and write a narrative with multiple
Create multiple-paragraph narrative compositions:
paragraphs.
I am able to develop a story situation or plot within my
Establish and develop a situation or plot.
writing.



1.1b

Describe the setting.

1.1c

Present an ending.

1.2

Create multiple-paragraph expository compositions:

1.2a
1.2b
1.2c

1.3
1.4
1.5

1.6

I can describe a setting using sensory words, adjectives,
showing the reader not just telling.
I am able to conclude my story with a strong ending.
I can write an expository composition with many
paragraphs.

Establish a topic, important ideas, or events in sequence or
I can write using a logical sequence.
chronological order.
Provide details and transitional expressions that link one
I know about and can use transitional words that help
paragraph to another in a clear line of thought.
connect one paragraph to the next.
Offer a concluding paragraph that summarizes important ideas In my conclusion I am able to summarize important
and details.
information using details.
Research and Technology
I can use different organizational features such as citations,
Use organizational features of printed text (e.g., citations, end
end notes, and bibliographies to locate and share important
notes, bibliographic references) to locate relevant information.
information.
Create simple documents by using electronic media and
I can use basic organizational features on the computer to
employing organizational features (e.g., passwords, entry and
help me create simple documents.
pull-down menus, word searches, a thesaurus, spell checks).
Use a thesaurus to identify alternative word choices and
I know how and can demonstrate the use of a thesaurus to
meanings.
identify different word choices and meanings.
Edit and revise manuscripts to improve the meaning and focus
I can edit and revise my writing to make sure that I am
of writing by adding, deleting, consolidating, clarifying, and
understood.
rearranging words and sentences.
Writing - 2.0 Writing Applications (Genres and Their Characteristics)

2.1

Write narratives:

2.1a

Establish a plot, point of view, setting and conflict.

2.1b

Show, rather than tell, the events of the story.

2.2

Write responses to literature:


I can write a story.
In my writing I can establish a plot, point of view, setting
and conflict.
In my writing I show, rather than tell, the events of the story
using details and examples.
I can write a response to literature sharing my thoughts and
opinions about the text.

2.2a
2.2b
2.2c
2.3
2.3a

Demonstrate an understanding of a literary work.
Support judgments through references to the text and to prior
knowledge.
Develop interpretations that exhibit careful reading and
understanding.
Write research reports about important ideas, issues, or events
by using the following guidelines:
Frame questions that direct the investigation.

I can demonstrate that I understand the piece of literature
by citing the text that supports my ideas.
I can support my ideas with references to the piece and to
what I already know.
In my response I am able to show that I understand the
author’s message by sharing my interpretations of the piece.
I can write a research report that includes the expected
format and expectations.
I can frame questions that give my research report direction.

2.3b Establish a controlling idea or topic.
Develop the topic with simple facts, details, examples, and
2.3c
explanations.
2.4
Write persuasive letters or compositions:

I can establish an idea or topic for my research report.
I can write a research report that includes facts, details,
examples and explanations to help develop the topic.
I can write persuasive letters or compositions.
In my persuasive writing I clearly state my opinion about the
2.4a State a clear position in support of a proposal.
topic.
In my persuasive writing I support my position with good
2.4b Support a position with relevant evidence.
reasons.
In my persuasive writing I use a simple organized pattern to
2.4c Follow a simple organizational pattern.
share my thinking.
In my persuasive writing I address the concerns of my
2.4d Address reader concerns.
readers.

1.1

1.2

Sentence Structure
Identify and correctly use prepositional phrases, appositives,
I can identify and correctly use prepositional phrases,
and independent and dependent clauses; use transitions and
appositives, and independent and dependent clauses; use
conjunctions to connect ideas.
transitions and conjunctions to connect ideas.
Grammar
Identify and correctly use verbs that are often misused (e.g.,
I can use verbs, modifiers, and pronouns.
lie/lay, sit/set, rise/raise), modifiers, and pronouns.




1.3

Punctuation
Use a colon to separate hours and minutes and to introduce a
list; use quotation marks around the exact words of a speaker
I can use colons and quotation marks correctly.
and titles of poems, songs, short stories, and so forth.
Capitalization

1.4

Use correct capitalization.

I know the rules for capitalization and I apply them.
Spelling

1.5

Spell roots, suffixes, prefixes, contractions, and syllable
I know how to spell root words, suffixes, prefixes, and
constructions correctly.
contractions correctly.
Comprehension

1.1
1.2
1.3
1.4
1.5
1.6

1.7
1.8

Ask questions that seek information not already discussed.
Interpret a speaker’s verbal and nonverbal messages, purposes,
and perspectives.
Make inferences or draw conclusions based on an oral report.

I ask questions to learn new information.
I listen to and watch a speaker to understand their message,
purpose and points of view.
I can listen to information and draw conclusions.

Select a focus, organizational structure, and point of view for
I can choose a focus, organize my thoughts and share my
an oral presentation.
point of view in an oral presentation.
I can make my ideas and opinions clear to the audience by
Clarify and support spoken ideas with evidence and examples.
sharing evidence and examples.
Engage the audience with appropriate verbal cues, facial
I can keep my audience interested in my presentation with
expressions, and gestures.
my voice, face, and body language.
Analysis and Evaluation of Oral and Media Communications
Identify, analyze, and critique persuasive techniques (e.g.,
I understand and can identify how persuasion techniques are
promises, dares, flattery, glittering generalities); identify logical
used in oral presentations and media messages.
fallacies used in oral presentations and media messages.
Analyze media as sources for information, entertainment,
I can listen to and discuss how media is used to inform,
persuasion, interpretation of events, and transmission of
entertain, persuade, interpret events and share culture.
culture.



2.1
2.1a
2.1b
2.2
2.2a

Deliver narrative presentations:
Establish a situation, plot, point of view, and setting with
descriptive words and phrases.
Show, rather than tell, the listener what happens.
Deliver informative presentations about an important idea,
issue, or event by the following means:
Frame questions to direct the investigation.

2.2b Establish a controlling idea or topic.
Develop the topic with simple facts, details, examples, and
2.2c
explanations.
2.3
Deliver oral responses to literature:
2.3a
2.3b
2.3c

Summarize significant events and details.
Articulate an understanding of several ideas or images
communicated by the literary work.
Use examples or textual evidence from the work to support
conclusions.


I can tell stories aloud.
I can tell stories aloud that establish a situation, plot, point
of view, and setting.
I can tell stories aloud using techniques that show, rather
than tell, what happened.
I can deliver informational presentations aloud.
I can pose a question to give my presentation direction.
I can present an idea or topic.
I am able to develop the topic using facts, details, examples
and explanations.
I can deliver responses to literature aloud.
I can summarize significant events and details from the
piece.
I can share my understanding of the ideas in the piece.
I can use evidence or examples from the text to support my
oral presentation.


OUESD Standards & Benchmarks – English/Language Arts

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