english language arts curriculum - diocese of...

English Language Arts 2012 i. Diocese of Raleigh Catholic Schools

ENGLISH LANGUAGE ARTS CURRICULUM

PHILOSOPHY Language Arts instruction is essential for a student to attain a high level of literacy and to function as an informed member of the school and broader community. To communicate effectively, a student must be able to apply skills in reading, writing, listening, and speaking. Because communication instruction crosses all disciplines, the opportunity to apply processes and skills must be provided in all content areas.

INTRODUCTION The English Language Arts Curriculum is intended for use in all Catholic elementary and middle schools in the Diocese of Raleigh. It is the framework for instruction that should assist teachers in identifying and implementing the appropriate instructional methodology in grades K through 8. The curriculum outlines the level of competency that is expected of students at each grade level. The primary goal of the Curriculum is to ensure that students are introduced to the language skills necessary to think critically, communicate effectively and reach high levels of literacy in all content areas. The curriculum is aligned to the Common Core Standards adopted by the North Carolina Department of Public Instruction, as well as 43 other states. Copies of the original Common Core and resources can be downloaded at http://corestandards.org/.

The curriculum is enhanced by specific Values and Attitudes unique to students in Catholic schools. Values and Attitudes highlight key principles that will guide

students in developing a critical conscience and viewing all content in the light of Gospel teachings. Values and Attitudes, which are not necessarily quantifiable but rather reflected in a student’s respect toward the content area, are the first Domain of every grade level. To effectively implement the curriculum the teacher must first be familiar with the terms of the format:

Strands are the five general areas of focus common to every grade.

Strand A Values and Attitudes Strand B Reading (Key Ideas and Details; Craft and Structure, Integration of Knowledge and Ideas; Range and level of Text Complexity; Print Concepts; Phonological Awareness; Phonics and Recognition; Fluency)

Strand C Writing (Text Types and Purposes; Production and Distribution of Writing; Research; Range; Handwriting) Strand D Speaking and Listening (Comprehension and Collaboration; Presentation of Knowledge and Ideas) Strand E Language (Conventions; Vocabulary Acquisition and Use)

Clusters (Column 1) divide each of the strands into specific subgroups that align competencies from Kindergarten through Grade 8.

Common Core Standards (Column 2) are the knowledge and skills all students need. (Note: The Diocesan Curriculum Committee added

a Handwriting Standard to the Writing Strand.)

Objectives (Column 3) further explain the intent of the Common Core Standards. Objectives from the former North Carolina Standard Course of Studies are acknowledged in parenthesis; e.g., (NC1) or (NC1.1).

Strategies (Column 4) found in Grades K-5 are suggested methods for a teacher to expand and enrich their instructional portfolio. Decisions about the

most effective method to teach the standard are left to the discretion of the teacher.

http://corestandards.org/

English Language Arts Curriculum 2012 ii. Diocese of Raleigh Catholic Schools

ACKNOWLEDGEMENTS The Catholic Schools Offices gratefully acknowledges the commitment of the Language Arts Committee. Their expertise, time, and input were invaluable in producing the revised Diocesan Language Arts Curriculum.

Core Committee

Diane McGrady Director of Curriculum Sacred Heart Cathedral School, Raleigh

Rosalie Innacelli Assistant Superintendent Catholic Schools Office

Lynn Magoon Principal St. Mary Catholic School, Goldsboro

Susan Parks Principal Annunciation Catholic School, Havelock

Connie Urbanski Principal Our Lady of Perpetual Help Catholic School, Rocky Mount

Teacher Committee Reviewers

Anna Barefoot St. Peter Catholic School, Greenville The Catholic Schools Office also acknowledges and thanks the following teachers for reviewing and commenting on the final draft: Tara Bartosik St. Paul Catholic School, New Bern

Cindi Carey Pope John Paul II Catholic School, Southern Pines Joye Deane St. Michael the Archangel Catholic School, Cary

Mike Chinneck The Franciscan School, Raleigh Diana Hurtado Sacred Heart Cathedral School, Raleigh

Jana Clever Immaculata Catholic School, Durham Christine O’Donnell Sacred Heart Cathedral School, Raleigh

Tracy Cordon St. Mary Catholic School, Wilmington Art Milowic Sacred Heart Cathedral School, Raleigh

Jane Ellenberg St. Michael the Archangel Catholic School, Cary Lis Pfeiffer St. Mary Magdalene Catholic School, Apex

Beth Fletcher St. Mary Catholic School, Goldsboro Kim Ross Sacred Heart Cathedral School, Raleigh

Shelley Fowler St. Peter Catholic School, Greenville Dana Sampson St. Michael the Archangel Catholic School, Cary

Lisa Hribar St. Raphael Catholic School, Raleigh Peggy Sharp Sacred Heart Cathedral School, Raleigh

Betty Lee St. Paul Catholic School, New Bern Kimberly Wheeler Sacred Heart Cathedral School, Raleigh

Susan Leising St. Mary Magdalene Catholic School, Apex

Amy Reitz St. Mary Magdalene Catholic School, Apex

Laura Rudiger St. Michael the Archangel Catholic School, Cary

Dan Schwankel Immaculata Catholic School, Durham

Cheryl Stevens The Franciscan School, Raleigh

Kathy Sutphen St. Catherine of Siena Catholic School, Wake Forest

Lori Tushar St. Catherine of Siena Catholic School, Wake Forest

Elizabeth White St. Mary Catholic School, Wilmington

Kindergarten ~ English Language Arts 2012 1 of 11 Diocese of Raleigh Catholic Schools

KINDERGARTEN ENGLISH LANGUAGE ARTS

STRAND A Value and Attitudes

Catholic Schools exist so that curriculum may be taught in the light of Gospel teachings. Teachers must reinforce Gospel truths and values so that students may serve as witnesses to their Catholic faith. The values listed below will help students develop a critical conscience in every content area. Values and Attitudes are not necessarily quantifiable but rather identified in a student’s respect toward the content area.

All people are created with minds and the gift to reason.

God makes each of us as a unique individual.

Recognize our talents and share them with one another in order to do God’s will.

Recognize and articulate Gospel values in literature.

Develop an appreciation for stories from other cultures and religions.

Recognize social justice themes.

Listen and speak with respect.

Writing must reflect a respect for others consistent with Christian values.

(The first three bullets are common to all areas of curriculum.)


STRAND B Reading for Literature

COMMON CORE STANDARD OBJECTIVES STRATEGIES

KE

Y I

DE

AS

AN

D D

ET

AIL

S

1. With prompting and support, ask and

answer questions about key details in text.

Ask and answer questions about essential elements of a

text.

Know the main idea or essential message from a read-aloud story or informational piece.

Begin to identify if an action happened or is going to happen.

Demonstrate sense of story, (e.g., beginning, middle, end, characters, and details). (NC2.01)

Tell and begin to write details about a story.

Maintain conversation and discussions; attending to oral presentations; taking turns expressing ideas and asking questions. (NC4.04)

Use words that name characters and settings (who, where) and words that tell action and events (what happened, what did___ do) in simple texts. (NC4.02)

Use preparation strategies to activate prior knowledge and experience before and during the reading of a text.

Predict possible events in texts before and during reading using pictures and context clues.

2. With prompting and support, retell

familiar stories, including key details.

3. With prompting and support, identify

characters, setting, and major events in a story.

CR

AF

T A

ND

ST

RU

CT

UR

E

4. Ask and answer questions about

unknown words in a text.

Demonstrate understanding of literary language (e.g.,

"once upon a time" and other vocabulary) specific to a genre. (NC2.07)

Demonstrate familiarity with a variety of types of books and selections (e.g., picture books, caption books, short informational texts, nursery rhymes, fairy tales, word plays/finger plays, puppet plays, and reenactments of familiar stories). (NC2.02)

Begin to understand the difference between fantasy and reality.

5. Recognize common types of texts,

(e.g., storybooks, poems).

6. With prompting and support, name the

author and illustrator of a story line and define the role of each in telling the story.


STRAND B Reading for Literature (continued)


INT

EG

RA

TIO

N O

F

KN

OW

LE

DG

E A

ND

ID

EA

S

7. With prompting and support, describe

the relationship between illustrations and the story in which they appear, (e.g., what moment in a story an illustration depicts).

Use speaking and listening skills and media to connect

experiences and text: listening to and re-visiting stories; discussing, illustrating, and dramatizing stories; discovering relationships. (NC3.04)

Demonstrate sense of story (e.g., beginning, middle, end, characters, and details). (NC2.01)

Use titles, illustrations, and personal knowledge to make and confirm oral predictions about stories.

Use a graphic organizer to compare and contrast familiar stories.

8. Not applicable to literature.

9. With prompting and support, compare

and contrast the adventures and experiences of characters in familiar stories.

RA

NG

E O

F R

EA

DIN

GG

AN

D L

EV

EL

OF

TE

XT

CO

MP

LE

XIT

Y

10. Actively engage in group reading

activities with purpose and understanding.

Interact for at least 10 minutes daily with teacher or self-

selected texts that are consistent with the student’s independent reading level, including the front cover, back cover, and title. (NC1.05)


STRAND B Reading for Informational Text - Non-Fiction COMMON CORE STANDARD OBJECTIVES STRATEGIES

KE

Y I

DE

AS

AN

D

DE

TA

ILS


answer questions about key details in text.

Discuss concepts and information in a text to clarify and

extend knowledge. (NC3.02)

2. With prompting and support, identify the

main topic and retell key details of a text.

3. With prompting and support, describe the

connection between two individuals, events, ideas, or pieces of information in a text.

CR

AF

T A

ND

ST

RU

CT

UR

E


answer questions about unknown words in a text.

Develop book and print awareness.

5. Identify the font cover, back cover, and

title page of a book.

6. Name the author and illustrator of a text

and define the role of each in presenting the ideas or information in a text.

INT

EG

RA

TIO

N O

F K

NO

WL

ED

GE

AN

D ID

EA

S

7. With prompting and support, describe the

relationship between illustrations and the text in which they appear (e.g., what person place, thing, or idea in the text an illustration depicts).

8. With prompting and support, identify the

reasons an author gives to support points in a text.

9. With prompting and support, identify basic

similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedure).

RA

NG

E

10. Actively engage in group reading activities with purpose and understanding.

Interact for at least 10 minutes daily with teacher or self-

selected texts that are consistent with the student’s independent reading level. (NC1.05)


STRAND B Reading: Foundational Skills


PR

INT

CO

NC

EP

TS

1. Demonstrate understanding of the

organization and basic features of print. a. Follow words from left to right, top

to bottom, and page by page. b. Recognize that spoken words are

represented in written language by specific sequences of letters.

c. Understand that words are separated by spaces in print.

d. Recognize and name all upper-and lowercase letters of the alphabet.

Demonstrate decoding and word recognition strategies

and skills and apply this knowledge to read simple sentences. (NC1.03)

Recognize some words by sight including a few common words, own name, and environmental print such as signs, labels, and trademarks. (NC1.03)

PH

ON

OL

OG

ICA

L A

WA

RE

NE

SS

2. Demonstrate understanding of spoken

words, syllables, and sounds (phonemes). a. Recognize and produce rhyming

words. b. Count, pronounce, blend, and

segment syllables in spoken words. c. Blend and segment onsets and

rimes of single-syllables in spoken words.

d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC words). (This does not include CVCs ending with /l/, /r/, or /x/.)

e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Demonstrate decoding and word recognition strategies

and skills and apply this knowledge to read simple sentences. (NC1.03)


STRAND B Reading: Foundational Skills (continued)


PH

ON

ICS

AN

D W

OR

D R

EC

OG

NIT

ION

3. Know and apply grade-level phonics

and word analysis skills in decoding words. a. Demonstrate basic knowledge of

letter-sound correspondences by producing the primary or most frequent sound for each consonant.

b. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Develop phonemic awareness and knowledge of

alphabetic principle. (NC1.02)

Write consonant-vowel-consonant words (e.g., demonstrate the alphabetic principle).

Develop spelling strategies and skills by: representing spoken language with temporary and/or conventional spelling; writing most letters of the alphabet; analyzing sounds in a word and writing dominant consonant letters. (NC5.01)

Flu

en

cy

4. Read emergent-reader texts with

purpose and understanding.

Read or begin to read own dictated stories.

Read or begin to read simple patterned text, decodable

text, and/or predictable texts using letter-sound knowledge and pictures to construct meaning. (NC1.04)

Use picture clues. Identify words that name persons, places, or things and words that name actions. Develop vocabulary by discussing characters and events from a story.


STRAND C Writing


TE

XT

TY

PE

S A

ND

PU

RP

OS

ES

1. Use a combination of drawing,

dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is….).

Apply strategies and skills to create oral, written, and visual

texts. (NC4)

Use words that name and words that tell action in a variety of simple texts. (NC4.02)

Use letters and phonetically spelled words to write about experiences, stories, people, objects, or events.

Represent oral language with temporary and/or conventional spelling.

Respond to stories in a variety of ways (e.g., orally, artistically, dramatically, other projects).

Draw and/or write labels, lists, and notes.

Revise by adding details to pictures, dictation, or letters and using words that describe color, size, and location in a variety of texts.

2. Use a combination of drawing,

dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

3. Use a combination of drawing, dictating

and writing to narrate 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.

PR

OD

UC

TIO

N A

ND

DIS

TR

IBU

TIO

N O

F

WR

ITIN

G

4. Begins in Grade 3

Apply strategies and skills to create final written text.

Use a variety of technology tools to gather information,

guide writing and create a final published product.

Begin to use literary language in own writing (e.g., “once upon a time”). Use new vocabulary in own speech and writing (NC4.01) to convey a message. Use a variety of sentence patterns such as interrogative requests (Can you go with me?), sentence fragments that convey emotion (Me, too!) (NC4.05) and descriptions.

5. With guidance and support from adults,

respond to questions and suggestions from peers and add details to strengthen writing as needed.


explore a variety of digital tools to produce and publish writing, including collaboration with peers.


STRAND C Writing (continued)


RE

SE

AR

CH

TO

PR

ES

EN

T

AN

D B

UIL

D K

NO

WL

ED

GE

7. Participate in shared research and

writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

Identify the relevant sources of information for a given task.

Identify questions that are relevant for a given topic or

purpose.

Connect information and events in text to experience. (NC3.01)

Use a graphic organizer to classify information. Introduce the steps of a simple research model.


recall information from experiences or gather information from provided sources to answer a question.


RA

NG

E O

F

WR

ITIN

G


HA

ND

WR

ITIN

G

11. Demonstrate knowledge of correct

letter and sentence formation. (DOR)

Write words and brief sentences using legible manuscript

handwriting.

Write by moving from left to right and from top to bottom.

Hold writing implement correctly. Place the paper in the proper position for writing. Demonstrate proper formation of all letters.


STRAND D Speaking and Listening


CO

MP

RE

HE

NS

ION

AN

D C

OL

LA

BO

RA

TIO

N

1. Participate in collaborative

conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for

discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

b. Continue a conversation through multiple exchanges.

Maintain conversation and discussions; attending to oral

presentations; taking turns expressing ideas and asking questions. (NC4.04)

Use speaking and listening skills and media to connect experiences and text. (NC3.04)

Distinguish between statements, questions, exclamations, and commands based on inflection.

Listen for speaker’s main idea; determine cause and effect, rhyme and alliteration. Describe objects, ideas, and concepts.

2. 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.

3. Ask and answer question in order to

seek help, get information, or clarify something that is not understood.

PR

ES

EN

TA

TIO

N O

F K

NO

WL

ED

GE

AN

D ID

EA

S

4. Describe familiar people, places, things,

and event and, with prompting and support, provide additional detail.

Deliver brief oral presentations about familiar experiences

or interests, demonstrating command of the organization and delivery strategies.

Make connections through the use of oral language, written language, illustrations or media and technology. (NC3)

5. Add drawings or other visual displays to

descriptions as desired to provide additional detail.

6. Speak audibly and express thoughts,

feelings, and ideas clearly.


STRAND E Language


CO

NV

EN

TIO

NS

AN

D S

TA

ND

AR

DS

OF

EN

GL

ISH

1. Demonstrate command of the

conventions of standard English grammar and usage when writing or speaking. a. Print many upper- and lowercase

letters. b. Use frequently occurring nouns and

verbs. c. Form regular plural nouns orally by

adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

e. Use the most frequently occurring Prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

f. Produce and expand complete sentences in shared language activities.

g. Identify the naming and action part of a sentence. (DOR )

Use correct grammar, punctuation and capitalization when

writing simple sentences.

Contribute to shared writing.

Make a plan for writing that includes central and related ideas (e.g., use prewriting strategies of drawing pictures and recording or dictating questions).

2. Demonstrate command of the

conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence

and the pronoun I. b. Recognize and name end

punctuation. c. Write a letter or letters for most

consonant and short-vowel sounds (phonemes).

d. Spell simple words phonetically drawing on knowledge of sound-letter relationships.

KNOWLEDGE OF LANGUAGE 3. Begins in Grade 2


STRAND E Language


VO

CA

BU

LA

RY

AC

QU

ISIT

ION

AN

D U

SE

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. a. Identify new meanings for familiar

words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, -re, im-, pre-, -ful, -less, as a clue to the meaning of an unknown word).

Use new vocabulary in personal speech and writing. (NC4.01)

Use nouns, verbs, and pronouns to convey meaning.

Generate ideas through brainstorming and listening to text read by teacher.

5. With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into

categories (e.g., shapes, foods, to gain a sense of the concepts the categories represent).

b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).

d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance, by acting out the meanings).

6. Use words and phrases acquired

through conversations, reading and being read to, and responding to texts.

CONVENTIONS ~ GRADES K-5

English Language Arts 2012 Diocese of Raleigh Catholic Schools

STRAND E LANGUAGE (CC.1) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Use frequently occurring nouns and verbs.

Use common, proper, and possessive nouns.

Use collective nouns (e.g.,

group).

Explain the function of nouns,

pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

Understand and use question words,

interrogatives (e.g., who, what, where, when, why, how).

Use personal, possessive and indefinite pronouns,

e.g., I, me, my; they, them, their, anyone, everything.

Use reflexive pronouns, e.g.,

myself, ourselves.

Use abstract nouns (e.g.,

childhood).

Use relative pronouns

(who, whose, whom, which, that) and relative adverbs (where, when, why).

Form regular plural nouns orally by adding

/s/ or /es/, e.g., dog, dogs; wish, wishes.

Use singular and plural nouns with matching verbs

in basic sentences (e.g., He hops; We hop).

Form and use frequently occurring irregular plural nouns (e.g., feet, children,

teeth, mice, fish).

Form and use regular and irregular plural nouns. Form and use regular and irregular verbs.

Identify the naming and action part of a sentence. DOR

Use verbs to convey a sense of past, present, and future

(e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

Form and use the past tense

of frequently occurring irregular verbs (e.g., sat, hid, told).

Form and use the simple verb tenses (e.g., I walked; I walk; I

will walk).

Form and use the progressive verb tenses

(e.g., I was walking; I am walking; I will be walking).

Form and use the perfect verb tenses(e.g., I had

walked; I have walked; I will have walked ); convey times and sequences; correct inappropriate shifts.

Use the most frequently occurring prepositions

(e.g., to, from, in, out).

Use frequently occurring prepositions (e.g., during,

beyond, toward).

Form and use prepositional phrases.

Explain the function of prepositions and function

in sentences.

Produce and expand complete sentences in

shared language activities.

Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences

in response to prompts.

Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie).

Produce simple, compound and complex sentences.

Ensure subject-verb and pronoun-antecedent agreement.

Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

Use frequently occurring adjectives.

Use adjectives and adverbs,

and choose between them depending on what is to be modified.

Form and use comparative and superlative adjectives and adverbs, and choose

between them depending on what is to be modified.

Order adjectives within

sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

Use frequently occurring conjunctions (e.g., and, but,

or, so, because).

Use coordinating and subordinating conjunctions.

Explain the function of conjunctions and interjections in general

and function in sentences.

Use determiners (e.g.,

articles, demonstratives). Use modal auxiliaries (e.g.,

can, may, must) to convey various conditions.

Use correlative conjunctions ((e.g.,

either/or, neither/nor).

CONVENTIONS ~ GRADES K-5

English Language Arts 2012 Diocese of Raleigh Catholic Schools

STRAND E LANGUAGE (CC.2) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Capitalize the first word in

a sentence and the pronoun I.

Capitalize dates and names

of people.

Capitalize holidays, product

names, and geographic names.

Capitalize appropriate words

in titles.

Use correct capitalization.

Recognize and name end punctuation.

Use end punctuation for

sentences.

Use punctuation to separate items in a series.

Use commas in dates and to

separate single words in a series.

Use commas in greetings and

closings of letters.

Use commas in addresses.

Use a comma before a

coordinating conjunction in a compound sentence.

Use a comma to set off the

words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?) and to indicate direct address (e.g., Is that you, Steve?)

Use commas and quotation marks in dialogue.

Use commas and quotation marks to mark

direct speech and quotations from a text.

Use underlining, quotation marks, or italics to indicate titles of

works.

Use an apostrophe to form contractions and frequently occurring possessives.

Form and use possessives.

Write a letter or letters for most consonant and short-vowel sounds (phonemes).

Use conventional spelling

for words with common spelling patterns and for frequently occurring irregular words.

Use conventional spelling for

high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

Spell simple words phonetically drawing on

knowledge of sound-letter relationships.

Spell untaught words phonetically, drawing on

phonemic awareness and spelling conventions.

Generalize learned spelling patterns when writing words

(e.g., cage badge; boy boi)l.

Use spelling patterns and

generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Spell grade-appropriate words correctly, consulting references as needed.

Spell grade-appropriate words correctly, consulting references as needed.

english language arts curriculum - diocese of...

Documents