Pennsylvania Bulletin

PA Bulletin, Doc. No. 12-1986b

[42 Pa.B. 6365]
[Saturday, October 6, 2012]

[Continued from previous Web Page]

1.4 Writing
Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

Grade Pre-K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Informative/Explanatory 1.4.PK.A
Draw/dictate to compose informative/ explanatory texts examining a topic.
1.4.K.A
Use a combination of drawing, dictating, and writing to compose informative/ explanatory texts.
1.4.1.A
Write informative/ explanatory texts to examine a topic and convey ideas and information.
1.4.2.A
Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.
1.4.3.A
Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.
1.4.4.A
Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.
1.4.5.A
Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.

Informative/Explanatory
Focus
1.4.PK.B
With prompting and support, draw/dictate about one specific topic.
1.4.K.B
Use a combination of drawing, dictating, and writing to focus on one specific topic.
1.4.1.B
Identify and write about one specific topic.
1.4.2.B
Identify and introduce the topic.
1.4.3.B
Identify and introduce the topic.

E03C.1.2.1
E03E.1.1.1
1.4.4.B
Identify and introduce the topic clearly.

E04C.1.2.1
E04E.1.1.1
1.4.5.B
Identify and introduce the topic clearly.

E05C.1.2.1
E05E.1.1.1

Informative/Explanatory
Content
1.4.PK.C
With prompting and support, generate ideas to convey information.
1.4.K.C
With prompting and support, generate ideas and details to convey information that relates to the chosen topic.
1.4.1.C
Develop the topic with two or more facts.
1.4.2.C
Develop the topic with facts and/or definitions.
1.4.3.C
Develop the topic with facts, definitions, details, and illustrations, as appropriate.

E03C.1.2.2
E03E.1.1.2
1.4.4.C
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic; include illustrations and multimedia when useful to aiding comprehension.

E04C.1.2.2
E04E.1.1.2
1.4.5.C
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic; include illustrations and multimedia when useful to aiding comprehension.

E05C.1.2.2
E05E.1.1.2

Informative/Explanatory
Organization
1.4.PK.D
With prompting and support, make logical connections between drawing and dictation.
1.4.K.D
Make logical connections between drawing and dictation/
writing.
1.4.1.D
Group information and provide some sense of closure.
1.4.2.D
Group information and provide a concluding statement or section.
1.4.3.D
Create an organizational structure that includes information grouped and connected logically with a concluding statement or section.

E03.C.1.2.3
E03.C.1.2.4
E03.E.1.1.3
E03.E.1.1.5
1.4.4.D
Group related information in paragraphs and sections, linking ideas within categories of information using words and phrases; provide a concluding statement or section; include formatting when useful to aiding comprehension.

E04.C.1.2.3
E04.C.1.2.5
E04.E.1.1.3
E04.E.1.1.5
1.4.5.D
Group related information logically linking ideas within and across categories of information using words, phrases, and clauses; provide a concluding statement or section; include formatting when useful to aiding comprehension.

E05.C.1.2.3
E05.E.1.2.6
E05.E.1.1.3
E05.E.1.1.6

Informative/Explanatory
Conventions
Intentionally Blank 1.4.K.E
Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.
• Capitalize first word in sentence and pronoun I.
• Recognize and use end punctuation.
• Spell simple words phonetically.
1.4.1.E
Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.
• Capitalize dates and names of people.
• Use end punctuation; use commas in dates and words in series.
• Spell words drawing on common spelling patterns, phonemic awareness and spelling conventions.
1.4.2.E
Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.
• Capitalize proper nouns.
• Use commas and apostrophes appropriately.
• Spell words drawing on common spelling patterns.
• Consult reference material as needed.
1.4.3.E
Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.

E 03.D.1.1.1
E 03.D.1.1.2
E 03.D.1.1.3
E 03.D.1.1.4
E 03.D.1.1.5
E 03.D.1.1.6
E 03.D.1.1.7
E 03.D.1.1.8
E 03.D.1.1.9
E 03.D.1.2.1
E 03.D.1.2.2
E 03.D.1.2.3
E 03.D.1.2.4
E 03.D.1.2.5
E 03.D.1.2.6
1.4.4.E
Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.

E 04.D.1.1.1
E 04.D.1.1.2
E 04.D.1.1.3
E 04.D.1.1.4
E 04.D.1.1.5
E 04.D.1.1.6
E 04.D.1.1.7
E 04.D.1.1.8
E 04.D.1.2.1
E 04.D.1.2.2
E 04.D.1.2.3
E 04.D.1.2.4
1.4.5.E
Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.

E 05.D.1.1.1
E 05.D.1.1.2
E 05.D.1.1.3
E 05.D.1.1.4
E 05.D.1.1.5
E 05.D.1.1.6
E 05.D.1.1.7
E 05.D.1.1.8
E 05.D.1.2.1
E 05.D.1.2.2
E 05.D.1.2.3
E 05.D.1.2.4
E 05.D.1.2.5

Informative/Explanatory
Style
Intentionally Blank 1.4.K.F
With prompting and support, illustrate using details and dictate/write using descriptive words.
1.4.1.F
Choose words and phrases for effect.
1.4.2.F
Choose words and phrases for effect.
1.4.3.F
Choose words and phrases for effect.

E 03.D.2.1.1
E 03.E.1.1.4
1.4.4.F
Use precise language and domain-specific vocabulary to inform about or explain the topic.

E 04.C.1.2.4
E 04.D.2.1.1
E 04.E.1.1.4
1.4.5.F
Write with an awareness of style.
• Use precise language and domain-specific vocabulary to inform about or explain the topic.
• Use sentences of varying length.

E 05.C.1.2.4
E 05.C.1.2.5
E 05.D.2.1.2
E 05.E.1.1.4
E 05.E.1.1.5

Opinion/Arguments Intentionally Blank 1.4.K.G
Use a combination of drawing, dictating, and writing to compose opinion pieces on familiar topics.
1.4.1.G
Write opinion pieces on familiar topics.
1.4.2.G
Write opinion pieces on familiar topics or texts.
1.4.3.G
Write opinion pieces on familiar topics or texts.
1.4.4.G
Write opinion pieces on topics or texts.
1.4.5G
Write opinion pieces on topics or texts.

Opinion/Arguments
Focus
Intentionally Blank 1.4.K.H
Form an opinion by choosing between two given topics.
1.4.1.H
Form an opinion by choosing among given topics.
1.4.2.H
Identify the topic and state an opinion.
1.4.3.H
Introduce the topic and state an opinion on the topic.

E 03.C.1.1.1
E 03.E.1.1.1
1.4.4.H
Introduce the topic and state an opinion on the topic.

E 04.C.1.1.1
E 04.E.1.1.1
1.4.5.H
Introduce the topic and state an opinion on the topic.

E 05.C.1.1.1
E 05.E.1.1.1

Opinion/Arguments
Content
Intentionally Blank 1.4.K.I
Support the opinion with reasons.
1.4.1.I
Support the opinion with reasons related to the opinion.
1.4.2.I
Support the opinion with reasons that include details connected to the opinion.
1.4.3.I
Support an opinion with reasons.

E 03.C.1.1.2
E 03.E.1.1.2
1.4.4.I
Provide reasons that are supported by facts and details.

E 04.C.1.1.2
E 04.E.1.1.2
1.4.5.I
Provide reasons that are supported by facts and details; draw from credible sources.

E 05.C.1.1.2
E 05.E.1.1.2

Opinion/Arguments
Organization
Intentionally Blank 1.4.K.J
Make logical connections between drawing and writing.
1.4.1.J
Create an organizational structure that includes reasons and provides some sense of closure.
1.4.2.J
Create an organizational structure that includes reasons and includes a concluding statement.
1.4.3.J
Create an organizational structure that includes reasons linked in a logical order with a concluding statement or section.

E 03.C.1.1.1
E 03.C.1.1.3
E 03.C.1.1.4
E 03.E.1.1.3
E 03.E.1.1.5
1.4.4.J
Create an organizational structure that includes related ideas grouped to support the writer's purpose and linked in a logical order with a concluding statement or section related to the opinion.

E 04.C.1.1.1
E 04.C.1.1.3
E 04.C.1.1.4
E 04.E.1.1.3
E 04.E.1.1.5
1.4.5.J
Create an organizational structure that includes related ideas grouped to support the writer's purpose; link opinion and reasons using words, phrases, and clauses; provide a concluding statement or section related to the opinion.

E 05.C.1.1.1
E 05.C.1.1.3
E 05.C.1.1.5
E 05.E.1.1.3
E 05.E.1.1.6

Opinion/Arguments
Style
Intentionally Blank Intentionally Blank 1.4.1.K
Use a variety of words and phrases.
1.4.2.K
Use a variety of words and phrases to appeal to the audience.
1.4.3.K
Use a variety of words and sentence types to appeal to the audience.

E 03.D.2.1.1
E 03.E.1.1.4
1.4.4.K
Choose words and phrases to convey ideas precisely.

E 04.D.2.1.1
E 04.D.2.1.2
E 04.D.2.1.3
E 04.E.1.1.4
1.4.5.K
Write with an awareness of style.
• Use sentences of varying length.
• Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

E 05.C.1.1.4
E 05.D.2.1.1
E 05.D.2.1.2
E 05.D.2.1.3
E 05.D.2.1.4
E 05.E.1.1.4
E 05.E.1.1.5

Opinion/Arguments
Conventions of Language
Intentionally Blank 1.4.K.L
Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.
1.4.1.L
Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.
1.4.2.L
Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.
1.4.3.L
Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.

E 03.D.1.1.1
E 03.D.1.1.2
E 03.D.1.1.3
E 03.D.1.1.4
E 03.D.1.1.5
E 03.D.1.1.6
E 03.D.1.1.7
E 03.D.1.1.8
E 03.D.1.1.9
E 03.D.1.2.1
E 03.D.1.2.2
E 03.D.1.2.3
E 03.D.1.2.4
E 03.D.1.2.5
E 03.D.1.2.6
1.4.4.L
Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.

E 04.D.1.1.1
E 04.D.1.1.2
E 04.D.1.1.3
E 04.D.1.1.4
E 04.D.1.1.5
E 04.D.1.1.6
E 04.D.1.1.7
E 04.D.1.1.8
E 04.D.1.2.1
E 04.D.1.2.2
E 04.D.1.2.3
E 04.D.1.2.4
1.4.5.L
Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.

E 05.D.1.1.1
E 05.D.1.1.2
E 05.D.1.1.3
E 05.D.1.1.4
E 05.D.1.1.5
E 05.D.1.1.6
E 05.D.1.1.7
E 05.D.1.1.8
E 05.D.1.2.1
E 05.D.1.2.2
E 05.D.1.2.3
E 05.D.1.2.4
E 05.D.1.2.5

Narrative 1.4.PK.M
Dictate narratives to describe real or imagined experiences or events.
1.4.K.M
Use a combination of drawing, dictating, and writing to compose narratives that describe real or imagined experiences or events.
1.4.1.M
Write narratives to develop real or imagined experiences or events.
1.4.2.M
Write narratives to develop real or imagined experiences or events.
1.4.3.M
Write narratives to develop real or imagined experiences or events.
1.4.4.M
Write narratives to develop real or imagined experiences or events.
1.4.5.M
Write narratives to develop real or imagined experiences or events.

Narrative
Focus
1.4.PK.N
Establish ''who'' and ''what'' the narrative will be about.
1.4.K.N
Establish ''who'' and ''what'' the narrative will be about.
1.4.1.N
Establish ''who'' and ''what'' the narrative will be about.
1.4.2.N
Establish a situation and introduce a narrator and/or characters.
1.4.3.N
Establish a situation and introduce a narrator and/or characters.

E 03C.1.3.1
1.4.4.N
Orient the reader by establishing a situation and introducing a narrator and/or characters.

E 04C.1.3.1
1.4.5.N
Orient the reader by establishing a situation and introducing a narrator and/or characters.

E 05C.1.3.1

Narrative
Content
1.4.PK.O
With prompting and support describe experiences and events.
1.4.K.O
Describe experiences and events.
1.4.1.O
Include thoughts and feelings to describe experiences and events.
1.4.2.O
Include thoughts and feeling to describe experience and events to show the response of characters to situations.
1.4.3.O
Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

E 03C.1.3.2
1.4.4.O
Use dialogue and descriptions to develop experiences and events or show the responses of characters to situations; use concrete words and phrases and sensory details to convey experiences and events precisely.

E 04.C.1.3.2
E 04.C.1.3.4
1.4.5.O
Use narrative techniques such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations; use concrete words and phrases and sensory details to convey experiences and events precisely.

E 05.C.1.3.2
E 05.C.1.3.4

Narrative
Organization
1.4.PK.P
Recount a single event and tell about the events in the order in which they occurred.
1.4.K.P
Recount a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
1.4.1.P
Recount two or more appropriately sequences events using temporal words to signal event order and provide some sense of closure.
1.4.2.P
Organize a short sequence of events, using temporal words to signal event order; provide a sense of closure.
1.4.3.P
Organize an event sequence that unfolds naturally, using temporal words and phrases to signal event order; provide a sense of closure.

E 03.C.1.3.1
E 03.C.1.3.3
E 03.C.1.3.4
1.4.4.P
Organize an event sequence that unfolds naturally, using a variety of transitional words and phrases to manage the sequence of events; provide a conclusion that follows from the narrated experiences and events.

E 04.C.1.3.1
E 04.C.1.3.3
E 04.C.1.3.5
1.4.5.P
Organize an event sequence that unfolds naturally, using a variety of transitional words and phrases to manage the sequence of events; provide a conclusion that follows from the narrated experiences and events.

E 05.C.1.3.1
E 05.C.1.3.3
E 05.C.1.3.5

Narrative
Style
Intentionally Blank Intentionally Blank 1.4.1.Q
Use a variety of words and phrases.
1.4.2.Q
Choose words and phrases for effect
1.4.3.Q
Choose words and phrases for effect.

E 03.D.2.1.1
1.4.4.Q
Choose words and phrases to convey ideas precisely.

E 04.D.2.1.1
E 04.D.2.1.2
E 04.D.2.1.3
1.4.5.Q
• Write with an awareness of styles.
• Use sentences of varying length.
• Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

E 05.D.2.1.1
E 05.D.2.1.2
E 05.D.2.1.3
E 05.D.2.1.4

Narrative
Conventions of Language
Intentionally Blank 1.4.K.R
Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.
• Capitalize first word in sentence and pronoun I.
• Recognize and use end punctuation.
• Spell simple words phonetically.
1.4.1.R Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.
• Capitalize dates and names of people.
• Use end punctuation; use commas in dates and words in series.
• Spell words drawing on common spelling patterns, phonemic awareness and spelling conventions.
1.4.2.R
Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.
• Capitalize proper nouns.
• Use commas and apostrophes appropriately.
• Spell words drawing on common spelling patterns.
• Consult reference material as needed.
1.4.3.R
Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.

E 03.D.1.1.1
E 03.D.1.1.2
E 03.D.1.1.3
E 03.D.1.1.4
E 03.D.1.1.5
E 03.D.1.1.6
E 03.D.1.1.7
E 03.D.1.1.8
E 03.D.1.1.9
E 03.D.1.2.1
E 03.D.1.2.2
E 03.D.1.2.3
E 03.D.1.2.4
E 03.D.1.2.5
E 03.D.1.2.6
1.4.4.R
Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.

E 04.D.1.1.1
E 04.D.1.1.2
E 04.D.1.1.3
E 04.D.1.1.4
E 04.D.1.1.5
E 04.D.1.1.6
E 04.D.1.1.7
E 04.D.1.1.8
E 04.D.1.2.1
E 04.D.1.2.2
E 04.D.1.2.3
E 04.D.1.2.4
1.4.5.R
Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.

E 05.D.1.1.1
E 05.D.1.1.2
E 05.D.1.1.3
E 05.D.1.1.4
E 05.D.1.1.5
E 05.D.1.1.6
E 05.D.1.1.7
E 05.D.1.1.8
E 05.D.1.2.1
E 05.D.1.2.2
E 05.D.1.2.3
E 05.D.1.2.4
E 05.D.1.2.5

Response to Literature Intentionally Blank Intentionally Blank Intentionally Blank Intentionally Blank 1.4.3.S
Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and informational texts.

E 03.E.1.1.1
E 03.E.1.1.2
E 03.E.1.1.3
E 03.E.1.1.4
E 03.E.1.1.5
1.4.4.S
Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and informational texts.
1.4.5.S
Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and informational texts.

E 05.E.1.1.1
E 05.E.1.1.2
E 05.E.1.1.3
E 05.E.1.1.4
E 05.E.1.1.5
E 05.E.1.1.6

Production and Distribution of Writing
Writing Process
1.4.PK.T
With guidance and support from adults and peers, respond to questions and suggestions, add details as needed.
1.4.K.T
With guidance and support from adults and peers, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
1.4.1.T
With guidance and support from adults and peers, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
1.4.2.T
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
1.4.3.T
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
1.4.4.T
With guidance and support form peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
1.4.5.T
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Technology and Publication Intentionally Blank 1.4.K.U
With guidance and support, explore a variety of digital tools to produce and publish writing or in collaboration with peers.
1.4.1.U
With guidance and support, use a variety of digital tools to produce and publish writing including in collaboration with peers.
1.4.2.U
With guidance and support, use a variety of digital tools to produce and publish writing including in collaboration with peers.
1.4.3.U
With guidance and support, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
1.4.4.U
With some guidance and support, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
1.4.5.U
With some guidance and support, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

Conducting Research 1.4.PK.V
Ask questions about topics of personal interest to gain information; with teacher guidance and support, locate information on the chosen topic.
1.4.K.V
Participate in individual or shared research projects on a topic of interest.
1.4.1.V
Participate in individual or shared research and writing projects.
1.4.2.V
Participate in individual or shared research and writing projects.
1.4.3.V
Conduct short research projects that build knowledge about a topic.
1.4.4.V
Conduct short research projects that build knowledge through investigation of different aspects of a topic.
1.4.5.V
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

Credibility, Reliability, Validity of Sources 1.4.PK.W
With guidance and support, recall information from experiences or books.
1.4.K.W
With guidance and support, recall information from experiences or gather information from provided sources to answer a question.
1.4.1.W
With guidance and support, recall information from experiences or gather information from provided sources to answer a question.
1.4.2.W
Recall information from experiences or gather information from provided sources to answer a question.
1.4.3.W
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
1.4.4.W
Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
1.4.5.W
Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

Range of Writing Intentionally Blank 1.4.K.X
Write routinely over short time frames.
1.4.1.X
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.
1.4.2.X
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.
1.4.3.X
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.
1.4.4.X
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.
1.4.5.X
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

1.5 Speaking and Listening
Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

Grade Pre-K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Comprehension and Collaboration
Collaborative Discussion
1.5.PK.A
Participate in collaborative conversations with peers and adults in small and larger groups.
1.5.K.A
Participate in collaborative conversations with peers and adults in small and larger groups.
1.5.1.A
Participate in collaborative conversations with peers and adults in small and larger groups.
1.5.2.A
Participate in collaborative conversations with peers and adults in small and larger groups.
1.5.3.A
Engage effectively in a range of collaborative discussions on grade level topics and texts, building on others' ideas and expressing their own clearly.
1.5.4.A
Engage effectively in a range of collaborative discussions on grade level topics and texts, building on others' ideas and expressing their own clearly.
1.5.5.A
Engage effectively in a range of collaborative discussions on grade level topics and texts, building on others' ideas and expressing their own clearly.

Comprehension—Integrate and
Evaluating Information
1.5.PK.B
Answer questions about key details in a text read aloud or information presented orally or through other media.
1.5.K.B
Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
1.5.1.B
Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
1.5.2.B
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
1.5.3.B
Determine the main ideas and supporting details of a text read aloud or information presented in diverse media formats, including visually, quantitatively, and orally.
1.5.4.B
Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
1.5.5.B
Summarize the main points written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Comprehension and Collaboration
Evaluating Information
1.5.PK.C
Respond to what a speaker says in order to follow directions, seek help, or gather information.
1.5.K.C
Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
1.5.1.C
Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
1.5.2.C
Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
1.5.3.C
Ask and answer questions about information from a speaker, offering appropriate detail.
1.5.4.C
Identify the reasons and evidence a speaker provides to support particular points.
1.5.5.C
Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Presentation of Knowledge and Ideas 1.5.PK.D
Using simple sentences, share stories, familiar experiences, and interests speaking clearly enough to be understood by most audiences.
1.5.K.D
Share stories, familiar experiences, and interests speaking clearly enough to be understood by all audiences using appropriate volume.
1.5.1.D
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
1.5.2.D
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
1.5.3.D
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly with adequate volume, appropriate pacing, and clear pronunciation.
1.5.4.D
Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speaking clearly with adequate volume, appropriate pacing, and clear pronunciation.
1.5.5.D
Report on a topic or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speaking clearly with adequate volume, appropriate pacing, and clear pronunciation.

Integration of Knowledge,
Multimedia and Ideas
Intentionally Blank Intentionally Blank 1.5.1.E
Add drawings or other visual displays when sharing aloud to clarify ideas, thoughts, and feelings.
1.5.2.E
Add drawings or other visual displays to presentations when appropriate to clarify ideas, thoughts, and feelings.
1.5.3.E
Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
1.5.4.E
Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
1.5.5.E
Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

Integration of Knowledge, Context and Ideas 1.5.PK.F
Using simple sentences, express thoughts, feelings, and ideas, speaking clearly enough to be understood by most audiences.
1.5.K.F
Speak audibly and express thoughts, feelings, and ideas clearly.
1.5.1.F
Produce complete sentences when appropriate to task and situation.
1.5.2.F
Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
1.5.3.F
Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
1.5.4.F
Differentiate between contexts that require formal English versus informal situations.
1.5.5.F
Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

Conventions of
Standard English
1.5.PK.G
Demonstrate command of the conventions of standard English when speaking based on pre-kindergarten level and content.
1.5.K.G
Demonstrate command of the conventions of standard English when speaking based on kindergarten level and content.
1.5.1.G
Demonstrate command of the conventions of standard English when speaking based on grade 1 level and content.
1.5.2.G
Demonstrate command of the conventions of standard English when speaking based on grade 2 level and content.
1.5.3.G
Demonstrate command of the conventions of standard English when speaking based on grade 3 level and content.
1.5.4.G
Demonstrate command of the conventions of standard English when speaking based on grade 4 level and content.
1.5.5.G
Demonstrate command of the conventions of standard English when speaking based on grade 5 level and content.

[Continued on next Web Page]

No part of the information on this site may be reproduced for profit or sold for profit.

This material has been drawn directly from the official Pennsylvania Bulletin full text database. Due to the limitations of HTML or differences in display capabilities of different browsers, this version may differ slightly from the official printed version.

1.4	Writing Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.
	Grade Pre-K	Grade K	Grade 1	Grade 2	Grade 3	Grade 4	Grade 5
Informative/Explanatory	1.4.PK.A Draw/dictate to compose informative/ explanatory texts examining a topic.	1.4.K.A Use a combination of drawing, dictating, and writing to compose informative/ explanatory texts.	1.4.1.A Write informative/ explanatory texts to examine a topic and convey ideas and information.	1.4.2.A Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.	1.4.3.A Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.	1.4.4.A Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.	1.4.5.A Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.
Informative/Explanatory Focus	1.4.PK.B With prompting and support, draw/dictate about one specific topic.	1.4.K.B Use a combination of drawing, dictating, and writing to focus on one specific topic.	1.4.1.B Identify and write about one specific topic.	1.4.2.B Identify and introduce the topic.	1.4.3.B Identify and introduce the topic. E03C.1.2.1 E03E.1.1.1	1.4.4.B Identify and introduce the topic clearly. E04C.1.2.1 E04E.1.1.1	1.4.5.B Identify and introduce the topic clearly. E05C.1.2.1 E05E.1.1.1
Informative/Explanatory Content	1.4.PK.C With prompting and support, generate ideas to convey information.	1.4.K.C With prompting and support, generate ideas and details to convey information that relates to the chosen topic.	1.4.1.C Develop the topic with two or more facts.	1.4.2.C Develop the topic with facts and/or definitions.	1.4.3.C Develop the topic with facts, definitions, details, and illustrations, as appropriate. E03C.1.2.2 E03E.1.1.2	1.4.4.C Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic; include illustrations and multimedia when useful to aiding comprehension. E04C.1.2.2 E04E.1.1.2	1.4.5.C Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic; include illustrations and multimedia when useful to aiding comprehension. E05C.1.2.2 E05E.1.1.2
Informative/Explanatory Organization	1.4.PK.D With prompting and support, make logical connections between drawing and dictation.	1.4.K.D Make logical connections between drawing and dictation/ writing.	1.4.1.D Group information and provide some sense of closure.	1.4.2.D Group information and provide a concluding statement or section.	1.4.3.D Create an organizational structure that includes information grouped and connected logically with a concluding statement or section. E03.C.1.2.3 E03.C.1.2.4 E03.E.1.1.3 E03.E.1.1.5	1.4.4.D Group related information in paragraphs and sections, linking ideas within categories of information using words and phrases; provide a concluding statement or section; include formatting when useful to aiding comprehension. E04.C.1.2.3 E04.C.1.2.5 E04.E.1.1.3 E04.E.1.1.5	1.4.5.D Group related information logically linking ideas within and across categories of information using words, phrases, and clauses; provide a concluding statement or section; include formatting when useful to aiding comprehension. E05.C.1.2.3 E05.E.1.2.6 E05.E.1.1.3 E05.E.1.1.6
Informative/Explanatory Conventions	Intentionally Blank	1.4.K.E Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling. • Capitalize first word in sentence and pronoun I. • Recognize and use end punctuation. • Spell simple words phonetically.	1.4.1.E Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling. • Capitalize dates and names of people. • Use end punctuation; use commas in dates and words in series. • Spell words drawing on common spelling patterns, phonemic awareness and spelling conventions.	1.4.2.E Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling. • Capitalize proper nouns. • Use commas and apostrophes appropriately. • Spell words drawing on common spelling patterns. • Consult reference material as needed.	1.4.3.E Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling. E 03.D.1.1.1 E 03.D.1.1.2 E 03.D.1.1.3 E 03.D.1.1.4 E 03.D.1.1.5 E 03.D.1.1.6 E 03.D.1.1.7 E 03.D.1.1.8 E 03.D.1.1.9 E 03.D.1.2.1 E 03.D.1.2.2 E 03.D.1.2.3 E 03.D.1.2.4 E 03.D.1.2.5 E 03.D.1.2.6	1.4.4.E Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling. E 04.D.1.1.1 E 04.D.1.1.2 E 04.D.1.1.3 E 04.D.1.1.4 E 04.D.1.1.5 E 04.D.1.1.6 E 04.D.1.1.7 E 04.D.1.1.8 E 04.D.1.2.1 E 04.D.1.2.2 E 04.D.1.2.3 E 04.D.1.2.4	1.4.5.E Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling. E 05.D.1.1.1 E 05.D.1.1.2 E 05.D.1.1.3 E 05.D.1.1.4 E 05.D.1.1.5 E 05.D.1.1.6 E 05.D.1.1.7 E 05.D.1.1.8 E 05.D.1.2.1 E 05.D.1.2.2 E 05.D.1.2.3 E 05.D.1.2.4 E 05.D.1.2.5
Informative/Explanatory Style	Intentionally Blank	1.4.K.F With prompting and support, illustrate using details and dictate/write using descriptive words.	1.4.1.F Choose words and phrases for effect.	1.4.2.F Choose words and phrases for effect.	1.4.3.F Choose words and phrases for effect. E 03.D.2.1.1 E 03.E.1.1.4	1.4.4.F Use precise language and domain-specific vocabulary to inform about or explain the topic. E 04.C.1.2.4 E 04.D.2.1.1 E 04.E.1.1.4	1.4.5.F Write with an awareness of style. • Use precise language and domain-specific vocabulary to inform about or explain the topic. • Use sentences of varying length. E 05.C.1.2.4 E 05.C.1.2.5 E 05.D.2.1.2 E 05.E.1.1.4 E 05.E.1.1.5
Opinion/Arguments	Intentionally Blank	1.4.K.G Use a combination of drawing, dictating, and writing to compose opinion pieces on familiar topics.	1.4.1.G Write opinion pieces on familiar topics.	1.4.2.G Write opinion pieces on familiar topics or texts.	1.4.3.G Write opinion pieces on familiar topics or texts.	1.4.4.G Write opinion pieces on topics or texts.	1.4.5G Write opinion pieces on topics or texts.
Opinion/Arguments Focus	Intentionally Blank	1.4.K.H Form an opinion by choosing between two given topics.	1.4.1.H Form an opinion by choosing among given topics.	1.4.2.H Identify the topic and state an opinion.	1.4.3.H Introduce the topic and state an opinion on the topic. E 03.C.1.1.1 E 03.E.1.1.1	1.4.4.H Introduce the topic and state an opinion on the topic. E 04.C.1.1.1 E 04.E.1.1.1	1.4.5.H Introduce the topic and state an opinion on the topic. E 05.C.1.1.1 E 05.E.1.1.1
Opinion/Arguments Content	Intentionally Blank	1.4.K.I Support the opinion with reasons.	1.4.1.I Support the opinion with reasons related to the opinion.	1.4.2.I Support the opinion with reasons that include details connected to the opinion.	1.4.3.I Support an opinion with reasons. E 03.C.1.1.2 E 03.E.1.1.2	1.4.4.I Provide reasons that are supported by facts and details. E 04.C.1.1.2 E 04.E.1.1.2	1.4.5.I Provide reasons that are supported by facts and details; draw from credible sources. E 05.C.1.1.2 E 05.E.1.1.2
Opinion/Arguments Organization	Intentionally Blank	1.4.K.J Make logical connections between drawing and writing.	1.4.1.J Create an organizational structure that includes reasons and provides some sense of closure.	1.4.2.J Create an organizational structure that includes reasons and includes a concluding statement.	1.4.3.J Create an organizational structure that includes reasons linked in a logical order with a concluding statement or section. E 03.C.1.1.1 E 03.C.1.1.3 E 03.C.1.1.4 E 03.E.1.1.3 E 03.E.1.1.5	1.4.4.J Create an organizational structure that includes related ideas grouped to support the writer's purpose and linked in a logical order with a concluding statement or section related to the opinion. E 04.C.1.1.1 E 04.C.1.1.3 E 04.C.1.1.4 E 04.E.1.1.3 E 04.E.1.1.5	1.4.5.J Create an organizational structure that includes related ideas grouped to support the writer's purpose; link opinion and reasons using words, phrases, and clauses; provide a concluding statement or section related to the opinion. E 05.C.1.1.1 E 05.C.1.1.3 E 05.C.1.1.5 E 05.E.1.1.3 E 05.E.1.1.6
Opinion/Arguments Style	Intentionally Blank	Intentionally Blank	1.4.1.K Use a variety of words and phrases.	1.4.2.K Use a variety of words and phrases to appeal to the audience.	1.4.3.K Use a variety of words and sentence types to appeal to the audience. E 03.D.2.1.1 E 03.E.1.1.4	1.4.4.K Choose words and phrases to convey ideas precisely. E 04.D.2.1.1 E 04.D.2.1.2 E 04.D.2.1.3 E 04.E.1.1.4	1.4.5.K Write with an awareness of style. • Use sentences of varying length. • Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. E 05.C.1.1.4 E 05.D.2.1.1 E 05.D.2.1.2 E 05.D.2.1.3 E 05.D.2.1.4 E 05.E.1.1.4 E 05.E.1.1.5
Opinion/Arguments Conventions of Language	Intentionally Blank	1.4.K.L Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.	1.4.1.L Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.	1.4.2.L Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.	1.4.3.L Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling. E 03.D.1.1.1 E 03.D.1.1.2 E 03.D.1.1.3 E 03.D.1.1.4 E 03.D.1.1.5 E 03.D.1.1.6 E 03.D.1.1.7 E 03.D.1.1.8 E 03.D.1.1.9 E 03.D.1.2.1 E 03.D.1.2.2 E 03.D.1.2.3 E 03.D.1.2.4 E 03.D.1.2.5 E 03.D.1.2.6	1.4.4.L Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling. E 04.D.1.1.1 E 04.D.1.1.2 E 04.D.1.1.3 E 04.D.1.1.4 E 04.D.1.1.5 E 04.D.1.1.6 E 04.D.1.1.7 E 04.D.1.1.8 E 04.D.1.2.1 E 04.D.1.2.2 E 04.D.1.2.3 E 04.D.1.2.4	1.4.5.L Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling. E 05.D.1.1.1 E 05.D.1.1.2 E 05.D.1.1.3 E 05.D.1.1.4 E 05.D.1.1.5 E 05.D.1.1.6 E 05.D.1.1.7 E 05.D.1.1.8 E 05.D.1.2.1 E 05.D.1.2.2 E 05.D.1.2.3 E 05.D.1.2.4 E 05.D.1.2.5
Narrative	1.4.PK.M Dictate narratives to describe real or imagined experiences or events.	1.4.K.M Use a combination of drawing, dictating, and writing to compose narratives that describe real or imagined experiences or events.	1.4.1.M Write narratives to develop real or imagined experiences or events.	1.4.2.M Write narratives to develop real or imagined experiences or events.	1.4.3.M Write narratives to develop real or imagined experiences or events.	1.4.4.M Write narratives to develop real or imagined experiences or events.	1.4.5.M Write narratives to develop real or imagined experiences or events.
Narrative Focus	1.4.PK.N Establish ''who'' and ''what'' the narrative will be about.	1.4.K.N Establish ''who'' and ''what'' the narrative will be about.	1.4.1.N Establish ''who'' and ''what'' the narrative will be about.	1.4.2.N Establish a situation and introduce a narrator and/or characters.	1.4.3.N Establish a situation and introduce a narrator and/or characters. E 03C.1.3.1	1.4.4.N Orient the reader by establishing a situation and introducing a narrator and/or characters. E 04C.1.3.1	1.4.5.N Orient the reader by establishing a situation and introducing a narrator and/or characters. E 05C.1.3.1
Narrative Content	1.4.PK.O With prompting and support describe experiences and events.	1.4.K.O Describe experiences and events.	1.4.1.O Include thoughts and feelings to describe experiences and events.	1.4.2.O Include thoughts and feeling to describe experience and events to show the response of characters to situations.	1.4.3.O Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. E 03C.1.3.2	1.4.4.O Use dialogue and descriptions to develop experiences and events or show the responses of characters to situations; use concrete words and phrases and sensory details to convey experiences and events precisely. E 04.C.1.3.2 E 04.C.1.3.4	1.4.5.O Use narrative techniques such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations; use concrete words and phrases and sensory details to convey experiences and events precisely. E 05.C.1.3.2 E 05.C.1.3.4
Narrative Organization	1.4.PK.P Recount a single event and tell about the events in the order in which they occurred.	1.4.K.P Recount a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.	1.4.1.P Recount two or more appropriately sequences events using temporal words to signal event order and provide some sense of closure.	1.4.2.P Organize a short sequence of events, using temporal words to signal event order; provide a sense of closure.	1.4.3.P Organize an event sequence that unfolds naturally, using temporal words and phrases to signal event order; provide a sense of closure. E 03.C.1.3.1 E 03.C.1.3.3 E 03.C.1.3.4	1.4.4.P Organize an event sequence that unfolds naturally, using a variety of transitional words and phrases to manage the sequence of events; provide a conclusion that follows from the narrated experiences and events. E 04.C.1.3.1 E 04.C.1.3.3 E 04.C.1.3.5	1.4.5.P Organize an event sequence that unfolds naturally, using a variety of transitional words and phrases to manage the sequence of events; provide a conclusion that follows from the narrated experiences and events. E 05.C.1.3.1 E 05.C.1.3.3 E 05.C.1.3.5
Narrative Style	Intentionally Blank	Intentionally Blank	1.4.1.Q Use a variety of words and phrases.	1.4.2.Q Choose words and phrases for effect	1.4.3.Q Choose words and phrases for effect. E 03.D.2.1.1	1.4.4.Q Choose words and phrases to convey ideas precisely. E 04.D.2.1.1 E 04.D.2.1.2 E 04.D.2.1.3	1.4.5.Q • Write with an awareness of styles. • Use sentences of varying length. • Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. E 05.D.2.1.1 E 05.D.2.1.2 E 05.D.2.1.3 E 05.D.2.1.4
Narrative Conventions of Language	Intentionally Blank	1.4.K.R Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling. • Capitalize first word in sentence and pronoun I. • Recognize and use end punctuation. • Spell simple words phonetically.	1.4.1.R Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling. • Capitalize dates and names of people. • Use end punctuation; use commas in dates and words in series. • Spell words drawing on common spelling patterns, phonemic awareness and spelling conventions.	1.4.2.R Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling. • Capitalize proper nouns. • Use commas and apostrophes appropriately. • Spell words drawing on common spelling patterns. • Consult reference material as needed.	1.4.3.R Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling. E 03.D.1.1.1 E 03.D.1.1.2 E 03.D.1.1.3 E 03.D.1.1.4 E 03.D.1.1.5 E 03.D.1.1.6 E 03.D.1.1.7 E 03.D.1.1.8 E 03.D.1.1.9 E 03.D.1.2.1 E 03.D.1.2.2 E 03.D.1.2.3 E 03.D.1.2.4 E 03.D.1.2.5 E 03.D.1.2.6	1.4.4.R Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling. E 04.D.1.1.1 E 04.D.1.1.2 E 04.D.1.1.3 E 04.D.1.1.4 E 04.D.1.1.5 E 04.D.1.1.6 E 04.D.1.1.7 E 04.D.1.1.8 E 04.D.1.2.1 E 04.D.1.2.2 E 04.D.1.2.3 E 04.D.1.2.4	1.4.5.R Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling. E 05.D.1.1.1 E 05.D.1.1.2 E 05.D.1.1.3 E 05.D.1.1.4 E 05.D.1.1.5 E 05.D.1.1.6 E 05.D.1.1.7 E 05.D.1.1.8 E 05.D.1.2.1 E 05.D.1.2.2 E 05.D.1.2.3 E 05.D.1.2.4 E 05.D.1.2.5
Response to Literature	Intentionally Blank	Intentionally Blank	Intentionally Blank	Intentionally Blank	1.4.3.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and informational texts. E 03.E.1.1.1 E 03.E.1.1.2 E 03.E.1.1.3 E 03.E.1.1.4 E 03.E.1.1.5	1.4.4.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and informational texts.	1.4.5.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and informational texts. E 05.E.1.1.1 E 05.E.1.1.2 E 05.E.1.1.3 E 05.E.1.1.4 E 05.E.1.1.5 E 05.E.1.1.6
Production and Distribution of Writing Writing Process	1.4.PK.T With guidance and support from adults and peers, respond to questions and suggestions, add details as needed.	1.4.K.T With guidance and support from adults and peers, respond to questions and suggestions from peers, and add details to strengthen writing as needed.	1.4.1.T With guidance and support from adults and peers, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.	1.4.2.T With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.	1.4.3.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.	1.4.4.T With guidance and support form peers and adults, develop and strengthen writing as needed by planning, revising, and editing.	1.4.5.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Technology and Publication	Intentionally Blank	1.4.K.U With guidance and support, explore a variety of digital tools to produce and publish writing or in collaboration with peers.	1.4.1.U With guidance and support, use a variety of digital tools to produce and publish writing including in collaboration with peers.	1.4.2.U With guidance and support, use a variety of digital tools to produce and publish writing including in collaboration with peers.	1.4.3.U With guidance and support, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.	1.4.4.U With some guidance and support, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.	1.4.5.U With some guidance and support, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
Conducting Research	1.4.PK.V Ask questions about topics of personal interest to gain information; with teacher guidance and support, locate information on the chosen topic.	1.4.K.V Participate in individual or shared research projects on a topic of interest.	1.4.1.V Participate in individual or shared research and writing projects.	1.4.2.V Participate in individual or shared research and writing projects.	1.4.3.V Conduct short research projects that build knowledge about a topic.	1.4.4.V Conduct short research projects that build knowledge through investigation of different aspects of a topic.	1.4.5.V Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
Credibility, Reliability, Validity of Sources	1.4.PK.W With guidance and support, recall information from experiences or books.	1.4.K.W With guidance and support, recall information from experiences or gather information from provided sources to answer a question.	1.4.1.W With guidance and support, recall information from experiences or gather information from provided sources to answer a question.	1.4.2.W Recall information from experiences or gather information from provided sources to answer a question.	1.4.3.W Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.	1.4.4.W Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.	1.4.5.W Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
Range of Writing	Intentionally Blank	1.4.K.X Write routinely over short time frames.	1.4.1.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.	1.4.2.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.	1.4.3.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.	1.4.4.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.	1.4.5.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

1.5	Speaking and Listening Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.
	Grade Pre-K	Grade K	Grade 1	Grade 2	Grade 3	Grade 4	Grade 5
Comprehension and Collaboration Collaborative Discussion	1.5.PK.A Participate in collaborative conversations with peers and adults in small and larger groups.	1.5.K.A Participate in collaborative conversations with peers and adults in small and larger groups.	1.5.1.A Participate in collaborative conversations with peers and adults in small and larger groups.	1.5.2.A Participate in collaborative conversations with peers and adults in small and larger groups.	1.5.3.A Engage effectively in a range of collaborative discussions on grade level topics and texts, building on others' ideas and expressing their own clearly.	1.5.4.A Engage effectively in a range of collaborative discussions on grade level topics and texts, building on others' ideas and expressing their own clearly.	1.5.5.A Engage effectively in a range of collaborative discussions on grade level topics and texts, building on others' ideas and expressing their own clearly.
Comprehension—Integrate and Evaluating Information	1.5.PK.B Answer questions about key details in a text read aloud or information presented orally or through other media.	1.5.K.B Ask and answer questions about key details in a text read aloud or information presented orally or through other media.	1.5.1.B Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.	1.5.2.B Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.	1.5.3.B Determine the main ideas and supporting details of a text read aloud or information presented in diverse media formats, including visually, quantitatively, and orally.	1.5.4.B Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.	1.5.5.B Summarize the main points written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Comprehension and Collaboration Evaluating Information	1.5.PK.C Respond to what a speaker says in order to follow directions, seek help, or gather information.	1.5.K.C Ask and answer questions in order to seek help, get information, or clarify something that is not understood.	1.5.1.C Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.	1.5.2.C Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.	1.5.3.C Ask and answer questions about information from a speaker, offering appropriate detail.	1.5.4.C Identify the reasons and evidence a speaker provides to support particular points.	1.5.5.C Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
Presentation of Knowledge and Ideas	1.5.PK.D Using simple sentences, share stories, familiar experiences, and interests speaking clearly enough to be understood by most audiences.	1.5.K.D Share stories, familiar experiences, and interests speaking clearly enough to be understood by all audiences using appropriate volume.	1.5.1.D Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.	1.5.2.D Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.	1.5.3.D Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly with adequate volume, appropriate pacing, and clear pronunciation.	1.5.4.D Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speaking clearly with adequate volume, appropriate pacing, and clear pronunciation.	1.5.5.D Report on a topic or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speaking clearly with adequate volume, appropriate pacing, and clear pronunciation.
Integration of Knowledge, Multimedia and Ideas	Intentionally Blank	Intentionally Blank	1.5.1.E Add drawings or other visual displays when sharing aloud to clarify ideas, thoughts, and feelings.	1.5.2.E Add drawings or other visual displays to presentations when appropriate to clarify ideas, thoughts, and feelings.	1.5.3.E Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.	1.5.4.E Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.	1.5.5.E Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
Integration of Knowledge, Context and Ideas	1.5.PK.F Using simple sentences, express thoughts, feelings, and ideas, speaking clearly enough to be understood by most audiences.	1.5.K.F Speak audibly and express thoughts, feelings, and ideas clearly.	1.5.1.F Produce complete sentences when appropriate to task and situation.	1.5.2.F Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.	1.5.3.F Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.	1.5.4.F Differentiate between contexts that require formal English versus informal situations.	1.5.5.F Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
Conventions of Standard English	1.5.PK.G Demonstrate command of the conventions of standard English when speaking based on pre-kindergarten level and content.	1.5.K.G Demonstrate command of the conventions of standard English when speaking based on kindergarten level and content.	1.5.1.G Demonstrate command of the conventions of standard English when speaking based on grade 1 level and content.	1.5.2.G Demonstrate command of the conventions of standard English when speaking based on grade 2 level and content.	1.5.3.G Demonstrate command of the conventions of standard English when speaking based on grade 3 level and content.	1.5.4.G Demonstrate command of the conventions of standard English when speaking based on grade 4 level and content.	1.5.5.G Demonstrate command of the conventions of standard English when speaking based on grade 5 level and content.

[42 Pa.B. 6365][Saturday, October 6, 2012]

[Continued from previous Web Page]

[Continued on next Web Page]

[42 Pa.B. 6365]
[Saturday, October 6, 2012]