CSET Practice Test On English-Language Arts Content Standards For California Schools

Grade One Reading 1.0 Word Analysis, Fluency, and
Systematic Vocabulary Development Students understand the
basic features of reading. They select letter patterns and
know how to translate them into spoken language by using
phonics, syllabication, and word parts. They apply this
knowledge to achieve fluent oral and silent reading.

Concepts About Print 1.1 Match oral words to printed
words. 1.2 Identify the title and author of a reading
selection. 1.3 Identify letters, words, and sentences. 

Phonemic Awareness 1.4 Distinguish initial, medial, and
final sounds in single-syllable words. 1.5 Distinguish
long-and short-vowel sounds in orally stated single-
syllable words (e.g., bit/bite). 1.6 Create and state a
series of rhyming words, including consonant blends. 1.7
Add, delete, or change target sounds to change words
(e.g., change cow to how; pan to an). 1.8 Blend two to
four phonemes into recognizable words (e.g., /c/ a/ t/ =
cat; /f/ l/ a/ t/ = flat). 1.9 Segment single-syllable
words into their components (e.g., /c/ a/ t/ = cat; /s/ p/
l/ a/ t/ = splat; /r/ i/ ch/ = rich). 

Decoding and Word Recognition 1.10 Generate the sounds
from all the letters and letter patterns, including
consonant blends and long-and short-vowel patterns (i.e.,
phonograms), and blend those sounds into recognizable
words. 1.11 Read common, irregular sight words (e.g., the,
have, said, come, give, of). 1.12 Use knowledge of vowel
digraphs and r- controlled letter-sound associations to
read words. 1.13 Read compound words and contractions.
1.14 Read inflectional forms (e.g., -s, -ed, -ing) and
root words (e.g., look, looked, looking). 1.15 Read common
word families (e.g., -ite, -ate). 1.16 Read aloud with
fluency in a manner that sounds like natural speech. 

Vocabulary and Concept Development 1.17 Classify grade-
appropriate categories of words (e.g., concrete
collections of animals, foods, toys). 

2.0 Reading Comprehension Students read and understand
grade-level-appropriate material. They draw upon a variety
of comprehension strategies as needed (e.g., generating
and responding to essential questions, making predictions,
comparing information from several sources). The
selections in Recommended Literature, Kindergarten Through
Grade Twelve illustrate the quality and complexity of the
materials to be read by students. In addition to their
regular school reading, by grade four, students read one-
half million words annually, including a good
representation of grade-level-appropriate narrative and
expository text (e.g., classic and contemporary
literature, magazines, newspapers, online information). In
grade one, students begin to make progress toward this
goal. 

Structural Features of Informational Materials 2.1
Identify text that uses sequence or other logical order. 

Comprehension and Analysis of Grade-Level-Appropriate Text
2.2 Respond to who, what, when, where, and how questions.
2.3 Follow one-step written instructions. 2.4 Use context
to resolve ambiguities about word and sentence meanings.
2.5 Confirm predictions about what will happen next in a
text by identifying key words (i.e., signpost words). 2.6
Relate prior knowledge to textual information. 2.7 Retell
the central ideas of simple expository or narrative
passages. 

3.0 Literary Response and Analysis Students read and
respond to a wide variety of significant works of
children's literature. They distinguish between the
structural features of the text and the literary terms or
elements (e.g., theme, plot, setting, characters). The
selections in Recommended Literature, Kindergarten Through
Grade Twelve illustrate the quality and complexity of the
materials to be read by students. 

Narrative Analysis of Grade-Level-Appropriate Text 3.1
Identify and describe the elements of plot, setting, and
character(s) in a story, as well as the story's beginning,
middle, and ending. 3.2 Describe the roles of authors and
illustrators and their contributions to print materials.
3.3 Recollect, talk, and write about books read during the
school year. 

Writing 1.0 Writing Strategies Students write clear and
coherent sentences and paragraphs that develop a central
idea. Their writing shows they consider the audience and
purpose. Students progress through the stages of the
writing process (e.g., prewriting, drafting, revising,
editing successive versions). 

Organization and Focus 1.1 Select a focus when writing.
1.2 Use descriptive words when writing. 

Penmanship 1.3 Print legibly and space letters, words, and
sentences appropriately. 

2.0 Writing Applications (Genres and Their
Characteristics) Students write compositions that describe
and explain familiar objects, events, and experiences.
Student writing demonstrates a command of standard
American English and the drafting, research, and
organizational strategies outlined in Writing Standard
1.0. 

Using the writing strategies of grade one outlined in
Writing Standard 1.0, students: 2.1 Write brief narratives
(e.g., fictional, autobiographical) describing an
experience. 2.2 Write brief expository descriptions of a
real object, person, place, or event, using sensory
details. 

Written and Oral English Language Conventions The
standards for written and oral English language
conventions have been placed between those for writing and
for listening and speaking because these conventions are
essential to both sets of skills. 

1.0 Written and Oral English Language Conventions Students
write and speak with a command of standard English
conventions appropriate to this grade level. 

Sentence Structure 1.1 Write and speak in complete,
coherent 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, can't, won't) and singular possessive
pronouns (e.g., my/ mine, his/ her, hers, your/s) in
writing and speaking. 

Punctuation 1.4 Distinguish between declarative,
exclamatory, and interrogative sentences. 1.5 Use a
period, exclamation point, or question mark at the end of
sentences. 1.6 Use knowledge of the basic rules of
punctuation and capitalization when writing. 

Capitalization 1.7 Capitalize the first word of a
sentence, names of people, and the pronoun I. 

Spelling 1.8 Spell three-and four-letter short-vowel words
and grade-level-appropriate sight words correctly. 

Listening and Speaking 1.0 Listening and Speaking
Strategies Students listen critically and respond
appropriately to oral communication. They speak in a
manner that guides the listener to understand important
ideas by using proper phrasing, pitch, and modulation. 

Comprehension 1.1 Listen attentively. 1.2 Ask questions
for clarification and understanding. 1.3 Give, restate,
and follow simple two-step directions. 

Organization and Delivery of Oral Communication 1.4 Stay
on the topic when speaking. 1.5 Use descriptive words when
speaking about people, places, things, and events. 

2.0 Speaking Applications (Genres and Their
Characteristics) Students deliver brief recitations and
oral presentations about familiar experiences or interests
that are organized around a coherent thesis statement.
Student speaking demonstrates a command of standard
American English and the organizational and delivery
strategies outlined in Listening and Speaking Standard
1.0. 

Using the speaking strategies of grade one outlined in
Listening and Speaking Standard 1.0, students: 2.1 Recite
poems, rhymes, songs, and stories. 2.2 Retell stories
using basic story grammar and relating the sequence of
story events by answering who, what, when, where, why, and
how questions. 2.3 Relate an important life event or
personal experience in a simple sequence. 2.4 Provide
descriptions with careful attention to sensory detail.

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Grade Two Reading 1.0 Word Analysis, Fluency, and
Systematic Vocabulary Development Students understand the
basic features of reading. They select letter patterns and
know how to translate them into spoken language by using
phonics, syllabication, and word parts. They apply this
knowledge to achieve fluent oral and silent reading.

Decoding and Word Recognition 1.1 Recognize and use
knowledge of spelling patterns (e.g., diphthongs, special
vowel spellings) when reading. 1.2 Apply knowledge of
basic syllabication rules when reading (e.g., vowel-
consonant-vowel = su/ per; vowel-consonant/consonant-vowel
= sup/ per). 1.3 Decode two-syllable nonsense words and
regular multisyllable words. 1.4 Recognize common
abbreviations (e.g., Jan., Sun., Mr., St.). 1.5 Identify
and correctly use regular plurals (e.g., -s, -es, -ies)
and irregular plurals (e.g., fly/ flies, wife/ wives). 1.6
Read aloud fluently and accurately and with appropriate
intonation and expression. 

Vocabulary and Concept Development 1.7 Understand and
explain common antonyms and synonyms. 1.8 Use knowledge of
individual words in unknown compound words to predict
their meaning. 1.9 Know the meaning of simple prefixes and
suffixes (e.g., over-, un-, -ing, -ly). 1.10 Identify
simple multiple-meaning words. 

2.0 Reading Comprehension Students read and understand
grade-level-appropriate material. They draw upon a variety
of comprehension strategies as needed (e.g., generating
and responding to essential questions, making predictions,
comparing information from several sources). The
selections in Recommended Literature, Kindergarten Through
Grade Twelve illustrate the quality and complexity of the
materials to be read by students. In addition to their
regular school reading, by grade four, students read one-
half million words annually, including a good
representation of grade-level-appropriate narrative and
expository text (e.g., classic and contemporary
literature, magazines, newspapers, online information). In
grade two, students continue to make progress toward this
goal. 

Structural Features of Informational Materials 2.1 Use
titles, tables of contents, and chapter headings to locate
information in expository text. 

Comprehension and Analysis of Grade-Level-Appropriate Text
2.2 State the purpose in reading (i. e., tell what
information is sought). 2.3 Use knowledge of the author's
purpose( s) to comprehend informational text. 2.4 Ask
clarifying questions about essential textual elements of
exposition (e.g., why, what if, how). 2.5 Restate facts
and details in the text to clarify and organize ideas. 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. 

3.0. Literary Response and Analysis Students read and
respond to a wide variety of significant works of
children's literature. They distinguish between the
structural features of the text and the literary terms or
elements (e.g., theme, plot, setting, characters). The
selections in Recommended Literature, Kindergarten Through
Grade Twelve illustrate the quality and complexity of the
materials to be read by students. 

Narrative Analysis of Grade-Level-Appropriate Text 3.1
Compare and contrast plots, settings, and characters
presented by different authors. 3.2 Generate alternative
endings to plots and identify the reason or reasons for,
and the impact of, the alternatives. 3.3 Compare and
contrast different versions of the same stories that
reflect different cultures. 3.4 Identify the use of
rhythm, rhyme, and alliteration in poetry. 

Writing 1.0 Writing Strategies Students write clear and
coherent sentences and paragraphs that develop a central
idea. Their writing shows they consider the audience and
purpose. Students progress through the stages of the
writing process (e.g., prewriting, drafting, revising,
editing successive versions). 

Organization and Focus 1.1 Group related ideas and
maintain a consistent focus. 

Penmanship 1.2 Create readable documents with legible
handwriting. 

Research 1.3 Understand the purposes of various reference
materials (e.g., dictionary, thesaurus, atlas). 

Evaluation and Revision 1.4 Revise original drafts to
improve sequence and provide more descriptive detail. 

2.0 Writing Applications (Genres and Their
Characteristics) Students write compositions that describe
and explain familiar objects, events, and experiences.
Student writing demonstrates a command of standard
American English and the drafting, research, and
organizational strategies outlined in Writing Standard
1.0. 

Using the writing strategies of grade two outlined in
Writing Standard 1.0, students:

2.1 Write brief narratives based on their experiences: 

Move through a logical sequence of events. Describe the
setting, characters, objects, and events in detail. 2.2
Write a friendly letter complete with the date,
salutation, body, closing, and signature. 

Written and Oral English Language Conventions The
standards for written and oral English language
conventions have been placed between those for writing and
for listening and speaking because these conventions are
essential to both sets of skills. 

1.0 Written and Oral English Language Conventions Students
write and speak with a command of standard English
conventions appropriate to this grade level. 

Sentence Structure 1.1 Distinguish between complete and
incomplete sentences. 1.2 Recognize and use the correct
word order in written sentences. 

Grammar 1.3 Identify and correctly use various parts of
speech, including nouns and verbs, in writing and
speaking. 

Punctuation 1.4 Use commas in the greeting and closure of
a letter and with dates and items in a series. 1.5 Use
quotation marks correctly. 

Capitalization 1.6 Capitalize all proper nouns, words at
the beginning of sentences and greetings, months and days
of the week, and titles and initials of people. 

Spelling 1.7 Spell frequently used, irregular words
correctly (e.g., was, were, says, said, who, what, why).
1.8 Spell basic short-vowel, long-vowel, r- controlled,
and consonant-blend patterns correctly. 

Listening and Speaking 1.0 Listening and Speaking
Strategies Students listen critically and respond
appropriately to oral communication. They speak in a
manner that guides the listener to understand important
ideas by using proper phrasing, pitch, and modulation. 

Comprehension 1.1 Determine the purpose or purposes of
listening (e.g., to obtain information, to solve problems,
for enjoyment). 1.2 Ask for clarification and explanation
of stories and ideas. 1.3 Paraphrase information that has
been shared orally by others. 1.4 Give and follow three-
and four-step oral directions. 

Organization and Delivery of Oral Communication 1.5
Organize presentations to maintain a clear focus. 1.6
Speak clearly and at an appropriate pace for the type of
communication (e.g., informal discussion, report to
class). 1.7 Recount experiences in a logical sequence. 1.8
Retell stories, including characters, setting, and plot.
1.9 Report on a topic with supportive facts and details. 

2.0 Speaking Applications (Genres and Their
Characteristics) Students deliver brief recitations and
oral presentations about familiar experiences or interests
that are organized around a coherent thesis statement.
Student speaking demonstrates a command of standard
American English and the organizational and delivery
strategies outlined in Listening and Speaking Standard
1.0. 

Using the speaking strategies of grade two outlined in
Listening and Speaking Standard 1.0, students:

2.1 Recount experiences or present stories:

Move through a logical sequence of events. Describe story
elements (e.g., characters, plot, setting). 2.2 Report on
a topic with facts and details, drawing from several
sources of information.

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Grade Three Reading 1.0 Word Analysis, Fluency, and
Systematic Vocabulary Development Students understand the
basic features of reading. They select letter patterns and
know how to translate them into spoken language by using
phonics, syllabication, and word parts. They apply this
knowledge to achieve fluent oral and silent reading.

Decoding and Word Recognition 1.1 Know and use complex
word families when reading (e.g., -ight) to decode
unfamiliar words. 1.2 Decode regular multisyllabic words.
1.3 Read aloud narrative and expository text fluently and
accurately and with appropriate pacing, intonation, and
expression.

Vocabulary and Concept Development 1.4 Use knowledge of
antonyms, synonyms, homophones, and homographs to
determine the meanings of words. 1.5 Demonstrate knowledge
of levels of specificity among grade-appropriate words and
explain the importance of these relations (e.g., dog/
mammal/ animal/ living things). 1.6 Use sentence and word
context to find the meaning of unknown words. 1.7 Use a
dictionary to learn the meaning and other features of
unknown words. 1.8 Use knowledge of prefixes (e.g., un-,
re-, pre-, bi-, mis-, dis-) and suffixes (e.g., -er, -est,
-ful) to determine the meaning of words.

2.0 Reading Comprehension Students read and understand
grade-level-appropriate material. They draw upon a variety
of comprehension strategies as needed (e.g., generating
and responding to essential questions, making predictions,
comparing information from several sources). The
selections in Recommended Literature, Kindergarten Through
Grade Twelve illustrate the quality and complexity of the
materials to be read by students. In addition to their
regular school reading, by grade four, students read one-
half million words annually, including a good
representation of grade-level-appropriate narrative and
expository text (e.g., classic and contemporary
literature, magazines, newspapers, online information). In
grade three, students make substantial progress toward
this goal.

Structural Features of Informational Materials 2.1 Use
titles, tables of contents, chapter headings, glossaries,
and indexes to locate information in text.

Comprehension and Analysis of Grade-Level-Appropriate Text
2.2 Ask questions and support answers by connecting prior
knowledge with literal information found in, and inferred
from, the text. 2.3 Demonstrate comprehension by
identifying answers in the text. 2.4 Recall major points
in the text and make and modify predictions about
forthcoming information. 2.5 Distinguish the main idea and
supporting details in expository text. 2.6 Extract
appropriate and significant information from the text,
including problems and solutions. 2.7 Follow simple
multiple-step written instructions (e.g., how to assemble
a product or play a board game).

3.0 Literary Response and Analysis Students read and
respond to a wide variety of significant works of
children's literature. They distinguish between the
structural features of the text and literary terms or
elements (e.g., theme, plot, setting, characters). The
selections in Recommended Literature, Kindergarten Through
Grade Twelve illustrate the quality and complexity of the
materials to be read by students.

Structural Features of Literature 3.1 Distinguish common
forms of literature (e.g., poetry, drama, fiction,
nonfiction).

Narrative Analysis of Grade-Level-Appropriate Text 3.2
Comprehend basic plots of classic fairy tales, myths,
folktales, legends, and fables from around the world. 3.3
Determine what characters are like by what they say or do
and by how the author or illustrator portrays them. 3.4
Determine the underlying theme or author's message in
fiction and nonfiction text. 3.5 Recognize the
similarities of sounds in words and rhythmic patterns
(e.g., alliteration, onomatopoeia) in a selection. 3.6
Identify the speaker or narrator in a selection.

Writing 1.0 Writing Strategies Students write clear and
coherent sentences and paragraphs that develop a central
idea. Their writing shows they consider the audience and
purpose. Students progress through the stages of the
writing process (e.g., prewriting, drafting, revising,
editing successive versions).

Organization and Focus 1.1 Create a single paragraph:

Develop a topic sentence. Include simple supporting facts
and details. Penmanship 1.2 Write legibly in cursive or
joined italic, allowing margins and correct spacing
between letters in a word and words in a sentence.

Research 1.3 Understand the structure and organization of
various reference materials (e.g., dictionary, thesaurus,
atlas, encyclopedia).

Evaluation and Revision 1.4 Revise drafts to improve the
coherence and logical progression of ideas by using an
established rubric.

2.0 Writing Applications (Genres and Their
Characteristics) Students write compositions that describe
and explain familiar objects, events, and experiences.
Student writing demonstrates a command of standard
American English and the drafting, research, and
organizational strategies outlined in Writing Standard
1.0.

Using the writing strategies of grade three outlined in
Writing Standard 1.0, students:

2.1 Write narratives:

Provide a context within which an action takes place.
Include well-chosen details to develop the plot. Provide
insight into why the selected incident is memorable. 2.2
Write descriptions that use concrete sensory details to
present and support unified impressions of people, places,
things, or experiences.

2.3 Write personal and formal letters, thank-you notes,
and invitations:

Show awareness of the knowledge and interests of the
audience and establish a purpose and context. Include the
date, proper salutation, body, closing, and signature.
Written and Oral English Language Conventions The
standards for written and oral English language
conventions have been placed between those for writing and
for listening and speaking because these conventions are
essential to both sets of skills.

1.0 Written and Oral English Language Conventions Students
write and speak with a command of standard English
conventions appropriate to this grade level.

Sentence Structure 1.1 Understand and be able to use
complete and correct declarative, interrogative,
imperative, and exclamatory sentences in writing and
speaking.

Grammar 1.2 Identify subjects and verbs that are in
agreement and identify and use pronouns, adjectives,
compound words, and articles correctly in writing and
speaking. 1.3 Identify and use past, present, and future
verb tenses properly in writing and speaking. 1.4 Identify
and use subjects and verbs correctly in speaking and
writing simple sentences.

Punctuation 1.5 Punctuate dates, city and state, and
titles of books correctly. 1.6 Use commas in dates,
locations, and addresses and for items in a series.

Capitalization 1.7 Capitalize geographical names,
holidays, historical periods, and special events
correctly.

Spelling 1.8 Spell correctly one-syllable words that have
blends, contractions, compounds, orthographic patterns
(e.g., qu, consonant doubling, changing the ending of a
word from -y to -ies when forming the plural), and common
homophones (e.g., hair-hare). 1.9 Arrange words in
alphabetic order.

Listening and Speaking 1.0 Listening and Speaking
Strategies Students listen critically and respond
appropriately to oral communication. They speak in a
manner that guides the listener to understand important
ideas by using proper phrasing, pitch, and modulation.

Comprehension 1.1 Retell, paraphrase, and explain what has
been said by a speaker. 1.2 Connect and relate prior
experiences, insights, and ideas to those of a speaker.
1.3 Respond to questions with appropriate elaboration. 1.4
Identify the musical elements of literary language (e.g.,
rhymes, repeated sounds, instances of onomatopoeia).

Organization and Delivery of Oral Communication 1.5
Organize ideas chronologically or around major points of
information. 1.6 Provide a beginning, a middle, and an
end, including concrete details that develop a central
idea. 1.7 Use clear and specific vocabulary to communicate
ideas and establish the tone. 1.8 Clarify and enhance oral
presentations through the use of appropriate props (e.g.,
objects, pictures, charts). 1.9 Read prose and poetry
aloud with fluency, rhythm, and pace, using appropriate
intonation and vocal patterns to emphasize important
passages of the text being read.

Analysis and Evaluation of Oral and Media Communications
1.10 Compare ideas and points of view expressed in
broadcast and print media. 1.11 Distinguish between the
speaker's opinions and verifiable facts.

2.0 Speaking Applications (Genres and Their
Characteristics) Students deliver brief recitations and
oral presentations about familiar experiences or interests
that are organized around a coherent thesis statement.
Student speaking demonstrates a command of standard
American English and the organizational and delivery
strategies outlined in Listening and Speaking Standard
1.0.

Using the speaking strategies of grade three outlined in
Listening and Speaking Standard 1.0, students:

2.1 Make brief narrative presentations:

Provide a context for an incident that is the subject of
the presentation. Provide insight into why the selected
incident is memorable. Include well-chosen details to
develop character, setting, and plot. 2.2 Plan and present
dramatic interpretations of experiences, stories, poems,
or plays with clear diction, pitch, tempo, and tone.

2.3 Make descriptive presentations that use concrete
sensory details to set forth and support unified
impressions of people, places, things, or experiences.

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Grade Four Reading 1.0 Word Analysis, Fluency, and
Systematic Vocabulary Development Students understand the
basic features of reading. They select letter patterns and
know how to translate them into spoken language by using
phonics, syllabication, and word parts. They apply this
knowledge to achieve fluent oral and silent reading.

Word Recognition 1.1 Read narrative and expository text
aloud with grade-appropriate fluency and accuracy and with
appropriate pacing, intonation, and expression. 

Vocabulary and Concept Development 1.2 Apply knowledge of
word origins, derivations, synonyms, antonyms, and idioms
to determine the meaning of words and phrases. 1.3 Use
knowledge of root words to determine the meaning of
unknown words within a passage. 1.4 Know common roots and
affixes derived from Greek and Latin and use this
knowledge to analyze the meaning of complex words (e.g.,
international). 1.5 Use a thesaurus to determine related
words and concepts. 1.6 Distinguish and interpret words
with multiple meanings. 

2.0 Reading Comprehension Students read and understand
grade-level-appropriate material. They draw upon a variety
of comprehension strategies as needed (e.g., generating
and responding to essential questions, making predictions,
comparing information from several sources). The
selections in Recommended Literature, Kindergarten Through
Grade Twelve illustrate the quality and complexity of the
materials to be read by students. In addition to their
regular school reading, students read one-half million
words annually, including a good representation of grade-
level-appropriate narrative and expository text (e.g.,
classic and contemporary literature, magazines,
newspapers, online information).

Structural Features of Informational Materials 2.1
Identify structural patterns found in informational text
(e.g., compare and contrast, cause and effect, sequential
or chronological order, proposition and support) to
strengthen comprehension. 

Comprehension and Analysis of Grade-Level-Appropriate Text
2.2 Use appropriate strategies when reading for different
purposes (e.g., full comprehension, location of
information, personal enjoyment). 2.3 Make and confirm
predictions about text by using prior knowledge and ideas
presented in the text itself, including illustrations,
titles, topic sentences, important words, and
foreshadowing clues. 2.4 Evaluate new information and
hypotheses by testing them against known information and
ideas. 2.5 Compare and contrast information on the same
topic after reading several passages or articles. 2.6
Distinguish between cause and effect and between fact and
opinion in expository text. 2.7 Follow multiple-step
instructions in a basic technical manual (e.g., how to use
computer commands or video games). 

3.0 Literary Response and Analysis Students read and
respond to a wide variety of significant works of
children's literature. They distinguish between the
structural features of the text and the literary terms or
elements (e.g., theme, plot, setting, characters). The
selections in Recommended Literature, Kindergarten Through
Grade Twelve illustrate the quality and complexity of the
materials to be read by students. 

Structural Features of Literature 3.1 Describe the
structural differences of various imaginative forms of
literature, including fantasies, fables, myths, legends,
and fairy tales. 

Narrative Analysis of Grade-Level-Appropriate Text 3.2
Identify the main events of the plot, their causes, and
the influence of each event on future actions. 3.3 Use
knowledge of the situation and setting and of a
character's traits and motivations to determine the causes
for that character's actions. 3.4 Compare and contrast
tales from different cultures by tracing the exploits of
one character type and develop theories to account for
similar tales in diverse cultures (e.g., trickster tales).
3.5 Define figurative language (e.g., simile, metaphor,
hyperbole, personification) and identify its use in
literary works. 

Writing 1.0 Writing Strategies Students write clear,
coherent sentences and paragraphs that develop a central
idea. Their writing shows they consider the audience and
purpose. Students progress through the stages of the
writing process (e.g., prewriting, drafting, revising,
editing successive versions). 

Organization and Focus 1.1 Select a focus, an
organizational structure, and a point of view based upon
purpose, audience, length, and format requirements.

1.2 Create multiple-paragraph compositions: 

Provide an introductory paragraph. Establish and support a
central idea with a topic sentence at or near the
beginning of the first paragraph. Include supporting
paragraphs with simple facts, details, and explanations.
Conclude with a paragraph that summarizes the points. Use
correct indention. 

1.3 Use traditional structures for conveying information
(e.g., chronological order, cause and effect, similarity
and difference, posing and answering a question). 

Penmanship 1.4 Write fluidly and legibly in cursive or
joined italic. 

Research and Technology 1.5 Quote or paraphrase
information sources, citing them appropriately. 1.6 Locate
information in reference texts by using organizational
features (e.g., prefaces, appendixes). 1.7 Use various
reference materials (e.g., dictionary, thesaurus, card
catalog, encyclopedia, online information) as an aid to
writing. 1.8 Understand the organization of almanacs,
newspapers, and periodicals and how to use those print
materials. 1.9 Demonstrate basic keyboarding skills and
familiarity with computer terminology (e.g., cursor,
software, memory, disk drive, hard drive). 

Evaluation and Revision 1.10 Edit and revise selected
drafts to improve coherence and progression by adding,
deleting, consolidating, and rearranging text. 

2.0 Writing Applications (Genres and Their
Characteristics) Students write compositions that describe
and explain familiar objects, events, and experiences.
Student writing demonstrates a command of standard
American English and the drafting, research, and
organizational strategies outlined in Writing Standard
1.0. 

Using the writing strategies of grade four outlined in
Writing Standard 1.0, students:

2.1 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. 2.2 Write responses to
literature:

Demonstrate an understanding of the literary work. Support
judgments through references to both the text and prior
knowledge. 2.3 Write information reports:

Frame a central question about an issue or situation.
Include facts and details for focus. Draw from more than
one source of information (e.g., speakers, books,
newspapers, other media sources). 2.4 Write summaries that
contain the main ideas of the reading selection and the
most significant details. 

Written and Oral English Language Conventions The
standards for written and oral English language
conventions have been placed between those for writing and
for listening and speaking because these conventions are
essential to both sets of skills. 

1.0 Written and Oral English Language Conventions Students
write and speak with a command of standard English
conventions appropriate to this grade level. 

Sentence Structure 1.1 Use simple and compound sentences
in writing and speaking. 1.2 Combine short, related
sentences with appositives, participial phrases,
adjectives, ad-verbs, and prepositional phrases. 

Grammar 1.3 Identify and use regular and irregular verbs,
adverbs, prepositions, and coordinating conjunctions in
writing and speaking. 

Punctuation 1.4 Use parentheses, commas in direct
quotations, and apostrophes in the possessive case of
nouns and in contractions. 1.5 Use underlining, quotation
marks, or italics to identify titles of documents. 

Capitalization 1.6 Capitalize names of magazines,
newspapers, works of art, musical compositions,
organizations, and the first word in quotations when
appropriate. 

Spelling 1.7 Spell correctly roots, inflections, suffixes
and prefixes, and syllable constructions. 

Listening and Speaking 1.0 Listening and Speaking
Strategies Students listen critically and respond
appropriately to oral communication. They speak in a
manner that guides the listener to understand important
ideas by using proper phrasing, pitch, and modulation. 

Comprehension 1.1 Ask thoughtful questions and respond to
relevant questions with appropriate elaboration in oral
settings. 1.2 Summarize major ideas and supporting
evidence presented in spoken messages and formal
presentations. 1.3 Identify how language usages (e.g.,
sayings, expressions) reflect regions and cultures. 1.4
Give precise directions and instructions.

Organization and Delivery of Oral Communication 1.5
Present effective introductions and conclusions that guide
and inform the listener's understanding of important ideas
and evidence. 1.6 Use traditional structures for conveying
information (e.g., cause and effect, similarity and
difference, posing and answering a question). 1.7
Emphasize points in ways that help the listener or viewer
to follow important ideas and concepts. 1.8 Use details,
examples, anecdotes, or experiences to explain or clarify
information. 1.9 Use volume, pitch, phrasing, pace,
modulation, and gestures appropriately to enhance meaning.

Analysis and Evaluation of Oral Media Communication 1.10
Evaluate the role of the media in focusing attention on
events and in forming opinions on issues. 

2.0 Speaking Applications (Genres and Their
Characteristics) Students deliver brief recitations and
oral presentations about familiar experiences or interests
that are organized around a coherent thesis statement.
Student speaking demonstrates a command of standard
American English and the organizational and delivery
strategies outlined in Listening and Speaking Standard
1.0. 

Using the speaking strategies of grade four outlined in
Listening and Speaking Standard 1.0, students:

2.1 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. 2.2 Make informational
presentations:

Frame a key question. Include facts and details that help
listeners to focus. Incorporate more than one source of
information (e.g., speakers, books, newspapers, television
or radio reports). 2.3 Deliver oral summaries of articles
and books that contain the main ideas of the event or
article and the most significant details.

2.4 Recite brief poems (i.e., two or three stanzas),
soliloquies, or dramatic dialogues, using clear diction,
tempo, volume, and phrasing.

----------------------------------------------------------

Grade Five Reading 1.0 Word Analysis, Fluency, and
Systematic Vocabulary Development Students use their
knowledge of word origins and word relationships, as well
as historical and literary context clues, to determine the
meaning of specialized vocabulary and to understand the
precise meaning of grade-level-appropriate words.

Word Recognition 1.1 Read aloud narrative and expository
text fluently and accurately and with appropriate pacing,
intonation, and expression. 

Vocabulary and Concept Development 1.2 Use word origins to
determine the meaning of unknown words. 1.3 Understand and
explain frequently used synonyms, antonyms, and
homographs. 1.4 Know abstract, derived roots and affixes
from Greek and Latin and use this knowledge to analyze the
meaning of complex words (e.g., controversial). 1.5
Understand and explain the figurative and metaphorical use
of words in context. 

2.0 Reading Comprehension (Focus on Informational
Materials) Students read and understand grade-level-
appropriate material. They describe and connect the
essential ideas, arguments, and perspectives of the text
by using their knowledge of text structure, organization,
and purpose. The selections in Recommended Literature,
Kindergarten Through Grade Twelve illustrate the quality
and complexity of the materials to be read by students. In
addition, by grade eight, students read one million words
annually on their own, including a good representation of
grade-level-appropriate narrative and expository text
(e.g., classic and contemporary literature, magazines,
newspapers, online information). In grade five, students
make progress toward this goal. 

Structural Features of Informational Materials 2.1
Understand how text features (e.g., format, graphics,
sequence, diagrams, illustrations, charts, maps) make
information accessible and usable. 2.2 Analyze text that
is organized in sequential or chronological order.

Comprehension and Analysis of Grade-Level-Appropriate Text
2.3 Discern main ideas and concepts presented in texts,
identifying and assessing evidence that supports those
ideas. 2.4 Draw inferences, conclusions, or
generalizations about text and support them with textual
evidence and prior knowledge. 

Expository Critique 2.5 Distinguish facts, supported
inferences, and opinions in text. 

3.0 Literary Response and Analysis Students read and
respond to historically or culturally significant works of
literature. They begin to find ways to clarify the ideas
and make connections between literary works. The
selections in Recommended Literature, Kindergarten Through
Grade Twelve illustrate the quality and complexity of the
materials to be read by students. 

Structural Features of Literature 3.1 Identify and analyze
the characteristics of poetry, drama, fiction, and
nonfiction and explain the appropriateness of the literary
forms chosen by an author for a specific purpose. 

Narrative Analysis of Grade-Level-Appropriate Text 3.2
Identify the main problem or conflict of the plot and
explain how it is resolved. 3.3 Contrast the actions,
motives (e.g., loyalty, selfishness, conscientiousness),
and appearances of characters in a work of fiction and
discuss the importance of the contrasts to the plot or
theme. 3.4 Understand that theme refers to the meaning or
moral of a selection and recognize themes (whether implied
or stated directly) in sample works. 3.5 Describe the
function and effect of common literary devices (e.g.,
imagery, metaphor, symbolism). 

Literary Criticism 3.6 Evaluate the meaning of archetypal
patterns and symbols that are found in myth and tradition
by using literature from different eras and cultures. 3.7
Evaluate the author's use of various techniques (e.g.,
appeal of characters in a picture book, logic and
credibility of plots and settings, use of figurative
language) to influence readers' perspectives. 

Writing 1.0 Writing Strategies Students write clear,
coherent, and focused essays. The writing exhibits the
students' awareness of the audience and purpose. Essays
contain formal introductions, supporting evidence, and
conclusions. Students progress through the stages of the
writing process as needed. 

Organization and Focus 1.1 Create multiple-paragraph
narrative compositions: 

Establish and develop a situation or plot. Describe the
setting. Present an ending. 1.2 Create multiple-paragraph
expository compositions: 

Establish a topic, important ideas, or events in sequence
or chronological order. Provide details and transitional
expressions that link one paragraph to another in a clear
line of thought. Offer a concluding paragraph that
summarizes important ideas and details. Research and
Technology 1.3 Use organizational features of printed text
(e.g., citations, end notes, bibliographic references) to
locate relevant information. 1.4 Create simple documents
by using electronic media and employing organizational
features (e.g., passwords, entry and pull-down menus, word
searches, a thesaurus, spell checks). 1.5 Use a thesaurus
to identify alternative word choices and meanings. 

Evaluation and Revision 1.6 Edit and revise manuscripts to
improve the meaning and focus of writing by adding,
deleting, consolidating, clarifying, and rearranging words
and sentences. 

2.0 Writing Applications (Genres and Their
Characteristics) Students write narrative, expository,
persuasive, and descriptive texts of at least 500 to 700
words in each genre. Student writing demonstrates a
command of standard American English and the research,
organizational, and drafting strategies outlined in
Writing Standard 1.0. 

Using the writing strategies of grade five outlined in
Writing Standard 1.0, students:

2.1 Write narratives: 

Establish a plot, point of view, setting, and conflict.
Show, rather than tell, the events of the story. 2.2 Write
responses to literature: 

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. 2.3 Write research reports
about important ideas, issues, or events by using the
following guidelines: 

Frame questions that direct the investigation. Establish a
controlling idea or topic. Develop the topic with simple
facts, details, examples, and explanations. 2.4 Write
persuasive letters or compositions: 

State a clear position in support of a proposal. Support a
position with relevant evidence. Follow a simple
organizational pattern. Address reader concerns. Written
and Oral English Language Conventions The standards for
written and oral English language conventions have been
placed between those for writing and for listening and
speaking because these conventions are essential to both
sets of skills. 

1.0 Written and Oral English Language Conventions Students
write and speak with a command of standard English
conventions appropriate to this grade level. 

Sentence Structure 1.1 Identify and correctly use
prepositional phrases, appositives, and independent and
dependent clauses; use transitions and conjunctions to
connect ideas. 

Grammar 1.2 Identify and correctly use verbs that are
often misused (e.g., lie/ lay, sit/ set, rise/ raise),
modifiers, and pronouns. 

Punctuation 1.3 Use a colon to separate hours and minutes
and to introduce a list; use quotation marks around the
exact words of a speaker and titles of poems, songs, short
stories, and so forth. 

Capitalization 1.4 Use correct capitalization. 

Spelling 1.5 Spell roots, suffixes, prefixes,
contractions, and syllable constructions correctly. 

Listening and Speaking 1.0 Listening and Speaking
Strategies Students deliver focused, coherent
presentations that convey ideas clearly and relate to the
background and interests of the audience. They evaluate
the content of oral communication. 

Comprehension 1.1 Ask questions that seek information not
already discussed. 1.2 Interpret a speaker's verbal and
nonverbal messages, purposes, and perspectives. 1.3 Make
inferences or draw conclusions based on an oral report. 

Organization and Delivery of Oral Communication 1.4 Select
a focus, organizational structure, and point of view for
an oral presentation. 1.5 Clarify and support spoken ideas
with evidence and examples. 1.6 Engage the audience with
appropriate verbal cues, facial expressions, and gestures.

Analysis and Evaluation of Oral and Media Communications
1.7 Identify, analyze, and critique persuasive techniques
(e.g., promises, dares, flattery, glittering
generalities); identify logical fallacies used in oral
presentations and media messages. 1.8 Analyze media as
sources for information, entertainment, persuasion,
interpretation of events, and transmission of culture. 

2.0 Speaking Applications (Genres and Their
Characteristics) Students deliver well-organized formal
presentations employing traditional rhetorical strategies
(e.g., narration, exposition, persuasion, description).
Student speaking demonstrates a command of standard
American English and the organizational and delivery
strategies outlined in Listening and Speaking Standard
1.0. 

Using the speaking strategies of grade five outlined in
Listening and Speaking Standard 1.0, students: 

2.1 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. 2.2 Deliver informative
presentations about an important idea, issue, or event by
the following means: 

Frame questions to direct the investigation. Establish a
controlling idea or topic. Develop the topic with simple
facts, details, examples, and explanations. 2.3 Deliver
oral responses to literature:

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. 

----------------------------------------------------------

Grade Six Reading 1.0 Word Analysis, Fluency, and
Systematic Vocabulary Development Students use their
knowledge of word origins and word relationships, as well
as historical and literary context clues, to determine the
meaning of specialized vocabulary and to understand the
precise meaning of grade-level-appropriate words.

Word Recognition 1.1 Read aloud narrative and expository
text fluently and accurately and with appropriate pacing,
intonation, and expression. 

Vocabulary and Concept Development 1.2 Identify and
interpret figurative language and words with multiple
meanings. 1.3 Recognize the origins and meanings of
frequently used foreign words in English and use these
words accurately in speaking and writing. 1.4 Monitor
expository text for unknown words or words with novel
meanings by using word, sentence, and paragraph clues to
determine meaning. 1.5 Understand and explain "shades of
meaning" in related words (e.g., softly and quietly). 

2.0 Reading Comprehension (Focus on Informational
Materials) Students read and understand grade-level-
appropriate material. They describe and connect the
essential ideas, arguments, and perspectives of the text
by using their knowledge of text structure, organization,
and purpose. The selections in Recommended Literature,
Kindergarten Through Grade Twelve illustrate the quality
and complexity of the materials to be read by students. In
addition, by grade eight, students read one million words
annually on their own, including a good representation of
grade-level-appropriate narrative and expository text
(e.g., classic and contemporary literature, magazines,
newspapers, online information). In grade six, students
continue to make progress toward this goal.

Structural Features of Informational Materials 2.1
Identify the structural features of popular media (e.g.,
newspapers, magazines, online information) and use the
features to obtain information. 2.2 Analyze text that uses
the compare-and-contrast organizational pattern. 

Comprehension and Analysis of Grade-Level-Appropriate Text
2.3 Connect and clarify main ideas by identifying their
relationships to other sources and related topics. 2.4
Clarify an understanding of texts by creating outlines,
logical notes, summaries, or reports. 2.5 Follow multiple-
step instructions for preparing applications (e.g., for a
public library card, bank savings account, sports club,
league membership). 

Expository Critique 2.6 Determine the adequacy and
appropriateness of the evidence for an author's
conclusions. 2.7 Make reasonable assertions about a text
through accurate, supporting citations. 2.8 Note instances
of unsupported inferences, fallacious reasoning,
persuasion, and propaganda in text. 

3.0 Literary Response and Analysis Students read and
respond to historically or culturally significant works of
literature that reflect and enhance their studies of
history and social science. They clarify the ideas and
connect them to other literary works. The selections in
Recommended Literature, Kindergarten Through Grade Twelve
illustrate the quality and complexity of the materials to
be read by students. 

Structural Features of Literature 3.1 Identify the forms
of fiction and describe the major characteristics of each
form. 

Narrative Analysis of Grade-Level-Appropriate Text 3.2
Analyze the effect of the qualities of the character
(e.g., courage or cowardice, ambition or laziness) on the
plot and the resolution of the conflict. 3.3 Analyze the
influence of setting on the problem and its resolution.
3.4 Define how tone or meaning is conveyed in poetry
through word choice, figurative language, sentence
structure, line length, punctuation, rhythm, repetition,
and rhyme. 3.5 Identify the speaker and recognize the
difference between first-and third-person narration (e.g.,
autobiography compared with biography). 3.6 Identify and
analyze features of themes conveyed through characters,
actions, and images. 3.7 Explain the effects of common
literary devices (e.g., symbolism, imagery, metaphor) in a
variety of fictional and nonfictional texts. 

Literary Criticism 3.8 Critique the credibility of
characterization and the degree to which a plot is
contrived or realistic (e.g., compare use of fact and
fantasy in historical fiction). 

Writing 1.0 Writing Strategies Students write clear,
coherent, and focused essays. The writing exhibits
students' awareness of the audience and purpose. Essays
contain formal introductions, supporting evidence, and
conclusions. Students progress through the stages of the
writing process as needed. 

Organization and Focus 1.1 Choose the form of writing
(e.g., personal letter, letter to the editor, review,
poem, report, narrative) that best suits the intended
purpose.

1.2 Create multiple-paragraph expository compositions: 

Engage the interest of the reader and state a clear
purpose. Develop the topic with supporting details and
precise verbs, nouns, and adjectives to paint a visual
image in the mind of the reader. Conclude with a detailed
summary linked to the purpose of the composition. 1.3 Use
a variety of effective and coherent organizational
patterns, including comparison and contrast; organization
by categories; and arrangement by spatial order, order of
importance, or climactic order. 

Research and Technology 1.4 Use organizational features of
electronic text (e.g., bulletin boards, databases, keyword
searches, e-mail addresses) to locate information. 1.5
Compose documents with appropriate formatting by using
word-processing skills and principles of design (e.g.,
margins, tabs, spacing, columns, page orientation). 

Evaluation and Revision 1.6 Revise writing to improve the
organization and consistency of ideas within and between
paragraphs. 

2.0 Writing Applications (Genres and Their
Characteristics) Students write narrative, expository,
persuasive, and descriptive texts of at least 500 to 700
words in each genre. Student writing demonstrates a
command of standard American English and the research,
organizational, and drafting strategies outlined in
Writing Standard 1.0. 

Using the writing strategies of grade six outlined in
Writing Standard 1.0, students:

2.1 Write narratives: 

Establish and develop a plot and setting and present a
point of view that is appropriate to the stories. Include
sensory details and concrete language to develop plot and
character. Use a range of narrative devices (e.g.,
dialogue, suspense). 2.2 Write expository compositions
(e.g., description, explanation, comparison and contrast,
problem and solution): 

State the thesis or purpose. Explain the situation. Follow
an organizational pattern appropriate to the type of
composition. Offer persuasive evidence to validate
arguments and conclusions as needed. 2.3 Write research
reports: 

Pose relevant questions with a scope narrow enough to be
thoroughly covered. Support the main idea or ideas with
facts, details, examples, and explanations from multiple
authoritative sources (e.g., speakers, periodicals, online
information searches). Include a bibliography. 2.4 Write
responses to literature: 

Develop an interpretation exhibiting careful reading,
understanding, and insight. Organize the interpretation
around several clear ideas, premises, or images. Develop
and justify the interpretation through sustained use of
examples and textual evidence. 2.5 Write persuasive
compositions: 

State a clear position on a proposition or proposal.
Support the position with organized and relevant evidence.
Anticipate and address reader concerns and
counterarguments. Written and Oral English Language
Conventions The standards for written and oral English
language conventions have been placed between those for
writing and for listening and speaking because these
conventions are essential to both sets of skills. 

1.0 Written and Oral English Language Conventions Students
write and speak with a command of standard English
conventions appropriate to this grade level. 

Sentence Structure 1.1 Use simple, compound, and compound-
complex sentences; use effective coordination and
subordination of ideas to express complete thoughts. 

Grammar 1.2 Identify and properly use indefinite pronouns
and present perfect, past perfect, and future perfect verb
tenses; ensure that verbs agree with compound subjects. 

Punctuation 1.3 Use colons after the salutation in
business letters, semicolons to connect independent
clauses, and commas when linking two clauses with a
conjunction in compound sentences. 

Capitalization 1.4 Use correct capitalization. 

Spelling 1.5 Spell frequently misspelled words correctly
(e.g., their, they're, there). 

Listening and Speaking 1.0 Listening and Speaking
Strategies Students deliver focused, coherent
presentations that convey ideas clearly and relate to the
background and interests of the audience. They evaluate
the content of oral communication. 

Comprehension 1.1 Relate the speaker's verbal
communication (e.g., word choice, pitch, feeling, tone) to
the nonverbal message (e.g., posture, gesture). 1.2
Identify the tone, mood, and emotion conveyed in the oral
communication. 1.3 Restate and execute multiple-step oral
instructions and directions. 

Organization and Delivery of Oral Communication 1.4 Select
a focus, an organizational structure, and a point of view,
matching the purpose, message, occasion, and vocal
modulation to the audience. 1.5 Emphasize salient points
to assist the listener in following the main ideas and
concepts. 1.6 Support opinions with detailed evidence and
with visual or media displays that use appropriate
technology. 1.7 Use effective rate, volume, pitch, and
tone and align nonverbal elements to sustain audience
interest and attention. 

Analysis and Evaluation of Oral and Media Communications
1.8 Analyze the use of rhetorical devices (e.g., cadence,
repetitive patterns, use of onomatopoeia) for intent and
effect. 1.9 Identify persuasive and propaganda techniques
used in television and identify false and misleading
information. 

2.0 Speaking Applications (Genres and Their
Characteristics) Students deliver well-organized formal
presentations employing traditional rhetorical strategies
(e.g., narration, exposition, persuasion, description).
Student speaking demonstrates a command of standard
American English and the organizational and delivery
strategies outlined in Listening and Speaking Standard
1.0. 

Using the speaking strategies of grade six outlined in
Listening and Speaking Standard 1.0, students: 

2.1 Deliver narrative presentations: 

Establish a context, plot, and point of view. Include
sensory details and concrete language to develop the plot
and character. Use a range of narrative devices (e.g.,
dialogue, tension, or suspense). 2.2 Deliver informative
presentations: 

Pose relevant questions sufficiently limited in scope to
be completely and thoroughly answered. Develop the topic
with facts, details, examples, and explanations from
multiple authoritative sources (e.g., speakers,
periodicals, online information). 2.3 Deliver oral
responses to literature: 

Develop an interpretation exhibiting careful reading,
understanding, and insight. Organize the selected
interpretation around several clear ideas, premises, or
images. Develop and justify the selected interpretation
through sustained use of examples and textual evidence.
2.4 Deliver persuasive presentations: 

Provide a clear statement of the position. Include
relevant evidence. Offer a logical sequence of
information. Engage the listener and foster acceptance of
the proposition or proposal. 2.5 Deliver presentations on
problems and solutions: 

Theorize on the causes and effects of each problem and
establish connections between the defined problem and at
least one solution. Offer persuasive evidence to validate
the definition of the problem and the proposed solutions. 

Source: California State Board of Education: English-
Language Arts Academic Content Standards