Comparison of the Common Core Standards to the Wyoming English

110 Pages·2010·0.39 MB·English

For the Wyoming Department of Education

Comparison of the Common Core Standards
to the Wyoming English Language Arts Standards,
Grades K–8

May 2010
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Table of Contents

Kindergarten .............................................................................................................................................. 1
Grade 1 .................................................................................................................................................... 10
Grade 2 .................................................................................................................................................... 21
Grade 3 .................................................................................................................................................... 31
Grade 4 .................................................................................................................................................... 42
Grade 5 .................................................................................................................................................... 56
Grade 6 .................................................................................................................................................... 67
Grade 7 .................................................................................................................................................... 80
Grade 8 .................................................................................................................................................... 93
English Language Arts Gap Analysis
The Common Core Standards Compared to the Wyoming Standards
Common Core State Standards Alignment Rating with Wyoming Content Standards
Comment
Kindergarten
Reading Standards for Literature (RL)
Key Ideas and Details
K.RL.1 With prompting and support, ask No match
and answer questions about details and
events in a text.
K.RL.2 Retell familiar stories. Partial alignment (specificity): LAK.1B.2 Students use illustrations to retell story.
WY specifies using
illustrations.
K.RL.3 Identify characters, settings, and Partial alignment (implicit): LAK.1B.3 Students listen and respond to stories
key events in a story. Content is similar with some based on characters, themes, plots, and settings.
difference in phrasing. LAK.1B.1 Students understand sequence; i.e.,
beginning, middle, and end.
Craft and Structure
K.RL.4 Ask questions about unknown Weak alignment: Content is LAK.1A.1 Students use illustrations and prior
words in a text. similar, but there is significant knowledge to decode unknown words and
difference in emphasis. understand text.
K.RL.5 Recognize common types of texts Strong alignment LAK.1A.14 Students are familiar with a variety of
(e.g., storybooks, poems). modes such as Big Books, storytelling, and audio
and video modes.
K.RL.6 Name the author and illustrator of Partial alignment (scope): WY LAK.1A.8 Students identify parts of a book
a text and define the role of each. does not include students including the front and back covers, the title page,
defining roles. and the names of the author and illustrator.
Integration of Knowledge and Ideas
K.RL.7 Relate pictures and illustrations to Partial alignment (scope): WY LAK.1A.6 Students use pictures and illustrations to
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the overall story in which they appear. includes students making understand text and to make predictions.
predictions.
K.RL.8 (Not applicable in literature) N/A N/A
K.RL.9 Compare and contrast the Partial alignment (grade level): LA2.1B.1 Students compare and contrast plots,
adventures of characters in familiar WY content is in 2nd grade. characters, and settings presented by different
stories authors.
Range and Level of Text Complexity
K.RL.10 Read emergent-reader literature Weak alignment: Content is LAK.1A.5 Students self-correct for meaning.
texts with purpose and understanding. similar, but there is significant
difference in emphasis.
Reading Standards for Informational
Text (RI)
Key Ideas and Details
K.RI.1 With prompting and support, ask No match
and answer questions about information
and events in a text.
K.RI.2 Identify the main topic and main Partial alignment (grade level): LA1.1C.2 Students understand the main idea and
ideas of a text. WY content is in 1st grade. relevant facts in level-appropriate informational
texts.
K.RI.3 With prompting and support, Weak alignment: WY content LA1.1A.2 Students use sequence to understand
describe the connection between two is in 1st grade and has text and to make predictions about content.
events or ideas in a text. significant differences in
emphasis.
Craft and Structure
K.RI.4 Ask questions about unknown Partial alignment (implicit): LAK.1A.1 Students use illustrations and prior
words in a text. Content is similar, with some knowledge to decode unknown words and
difference in emphasis. understand text.
K.RI.5 Locate basic information in a text. Partial alignment (implicit): WY LA1.1C.2 Students understand the main idea and
content is similar, with some relevant facts in level-appropriate informational
difference in phrasing. texts.
K.RI.6 Name the author and illustrator of a Partial alignment (scope): WY LAK.1A.8 Students identify parts of a book
text and define the role of each. content does not include including the front and back covers, the title page,
students defining roles. CC and the names of the author and illustrator.
content related to book covers
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and title pages is found in
K.FS.1.a.
Integration of Knowledge and Ideas
K.RI.7 Relate pictures or illustrations to Strong alignment LAK.1A.6 Students use pictures and illustrations to
the overall text in which they appear. understand text and to make predictions.
K.RI.8 With prompting and support, Partial alignment (grade level): LA5.1A.5 Students understand cause and effect
recognize cause-and-effect relationships WY content is in 5th grade. relationships.
in a text.
K.RI.9 With prompting and support, Partial alignment (implicit): WY LA1.1A.3 Students compare information from
recognize basic similarities in and content is similar, with some several sources to understand text.
differences between two texts on the difference phrasing.
same topic (e.g., in illustrations or
descriptions).
Range and Level of Text Complexity
K.RI.10 Read emergent-reader Partial alignment (scope): CC LAK.1A.5 Students self-correct for meaning.
informational texts with purpose and specifies emergent-reader
understanding. level of text .
Reading Standards: Foundational (RF)
Print Concepts
K.RF.1 Demonstrate understanding of the
organization and basic features of print.

a. Identify the front cover, back cover, Strong alignment. CC content LAK.1A.8 Students identify parts of a book
and title page of a book. related to authors and including the front and back covers, the title page,
illustrators is found in K.RI.6. and the names of the author and illustrator.

b. Follow words from left to right, top LAK.1A.10 Students understand concepts of print,
to bottom, and page by page. Partial alignment (scope): WY including that print conveys meaning and that print
content includes knowledge is read top-to-bottom and left-to-right.
that print conveys meaning.

LAK.1A.9 Students differentiate letters and words.

c. Understand that words are
separated by spaces in print. Partial alignment (implicit):
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Content is similar, with some
difference in phrasing.
LAK.1A.12 Students name upper and lower case
alphabet letters.

d. Recognize and name all upper- and
lowercase letters of the alphabet.
Strong alignment
Phonological Awareness
K.RF.2 Demonstrate understanding of
spoken words, syllables, and phonemes.

a. Recite and produce rhyming Strong alignment LAK.1A.2 Students recognize and produce
words. rhyming words orally.

Partial alignment (specificity): LAK.1A.3 Students orally combine and segment
b. Count, pronounce, blend, and WY is less specific. syllables.
segment syllables in spoken words.

c. Count individual words in spoken No match
phrases or simple sentences.
LAK.2A.2 Students know some dominant sounds
d. Blend and segment consonants and Partial alignment (implicit): in words.
rimes of spoken words (/g/ - /oat/, WY content similar with some
/bl/ - /ack/). difference in phrasing.
LAK.1A.4 Students recognize initial and final
e. Demonstrate phonemic awareness sounds of words orally.
by isolating and pronouncing the Partial alignment (specificity):
initial, medial vowel, and final WY is less specific.
phonemes (sounds) in three-
phoneme (CVC) words (e.g., /save/,
/ham/).1 (This does not include
CVCs ending with /l/, /r/, or /x/.) LAK.1A.2 Students recognize and produce
rhyming words orally.
f. Add or substitute individual
phonemes in simple, one-syllable Partial alignment (specificity):
  4
words to make new words (e.g., /at/ WY is less specific.
→ /sat/→ /mat/ → /map/).
Phonics and Word Recognition
K.RF.3 Know and apply grade-level
phonics and word analysis skills in
decoding words.
Strong alignment LAK.1A.13 Students know letter/sound
a. Demonstrate basic knowledge of correspondences.
letter-sound correspondences by
producing the primary or most
frequent sound for each consonant.
Partial alignment (specificity): LAK.1A.13 Students know letter/sound
b. Associate the long and short WY content is less specific. correspondences.
sounds with the graphemes for the
five major vowels. Weak alignment: WY content LA1.1A.1 Students use letter-sound relationships,
is in 1st grade. WY content context, and high frequency words to decode
c. Read at least twenty-five very-high includes strategies related to unknown words and understand text.
frequency words by sight (e.g., the, letter-sound relationships and
of, to, you, she, my, is, are, do, context.
does). LAK.1A.13 Students know letter/sound
correspondences.
Weak alignment: Content is
d. Distinguish between similarly similar, but there is significant
spelled words by identifying the difference in emphasis.
sounds of the letters that differ (e.g.,
bat vs. sat, cat vs. can, hit vs. hot).
Fluency
K.RF.4 Read with sufficient accuracy and Weak alignment: WY content LA1.1A.6 Students read aloud with fluency in a
fluency to support comprehension. is in 1st grade. Content is manner that sounds like natural speech.
a. Read emergent-reader texts with similar, with some differences
purpose and understanding. in phrasing and emphasis.
Writing Standards (W)
Text Types and Purposes
K.W.1 Use a combination of drawing, Partial alignment (implicit): LAK.2B Students write a variety of expressive and
dictating, and writing to compose opinions Content is similar, with some expository pieces by drawing pictures and telling
in which they tell a reader the name of a differences in phrasing and about them, including pictures of "real-world"
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book or the topic they are “writing” about emphasis. events and ideas.
and give an opinion about the topic (e.g.,
My favorite book is . . . ). LAK.2A.1 Students use phonemic awareness,
letter-sound knowledge, letter formation, and
directionality of print to express ideas.
K.W.2 Use a combination of drawing, Partial alignment (implicit): LAK.2B Students write a variety of expressive and
dictating, and writing to compose Content is similar, with some expository pieces by drawing pictures and telling
informative and explanatory texts in which differences in phrasing and about them, including pictures of "real-world"
they name what they are “writing” about emphasis. events and ideas.
and share some information about it.
LAK.2A.1 Students use phonemic awareness,
letter-sound knowledge, letter formation, and
directionality of print to express ideas.
K.W.3 Use a combination of drawing, Partial alignment (implicit): LAK.2B Students write a variety of expressive and
dictating, and writing to narrate a single Content is similar, with some expository pieces by drawing pictures and telling
event or several loosely linked events, tell differences in phrasing and about them, including pictures of "real-world"
about the events in the order that they emphasis. events and ideas.
occurred, and provide a reaction to what
happened. LAK.2A.1 Students use phonemic awareness,
letter-sound knowledge, letter formation, and
directionality of print to express ideas.
Production and Distribution of Writing
K.W.4 (Begins in grade 3) N/A N/A
K.W.5 With guidance and support from Weak alignment: WY content LAK.2A Students apply writing skills to plan, draft,
adults, add details to strengthen writing as is less specific about revision. revise, and publish writing.
needed through revision. WY includes all aspects of the
writing process.
K.W. 6 (Begins in grade 2) N/A N/A
Research to Build Knowledge
K.W.7 (Begins in grade 1) N/A N/A
K.W.8 Gather information from Weak alignment: WY content LA2.1C.3 Students use a variety of sources to
experiences or provided text sources to is in 2nd grade. WY content is gather information, such as table of contents,
answer a specific question. more difficult in that students charts, informational books, and guest speakers.
must use a variety of sources.
K.W.9 (Begins in grade 4) N/A N/A
Range of Writing
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K.W.10 (Begins in grade 4) N/A N/A
Speaking and Listening (SL)
Comprehension and Collaboration
K.SL.1 Participate in conversations with Partial alignment (scope): WY LAK.3.2 Students orally share and listen to stories
peers and adults about kindergarten does not include taking turns and other expressive pieces such as poetry,
topics and texts being studied in class. or continuing a conversation. songs, nursery rhymes, etc.
a. Listen to others and take turns
speaking. LAK.3.3 Students share ideas after hearing or
viewing nonfiction and informational passages.
b. Continue a conversation through
several exchanges.
K.SL.2 Confirm understanding of Partial alignment (implicit): WY LAK.3.4 Students recall facts or details after
information presented orally or through does not specify asking and hearing or viewing an informational passage.
media by asking and answering questions answering questions.
about key details.
K.SL.3 Ask questions to get information, No match
seek help, or clarify something that is not
understood.
Presentation of Knowledge and Ideas
K.SL.4 Describe familiar people, places, No match
things, and events and, with prompting
and support, provide additional detail.
K.SL.5 (Begins in grade 4) N/A N/A
K.SL.6 (Begins in grade 1) N/A N/A
Language (L)
Conventions in Writing and Speaking
K.L.1 Observe conventions of grammar
and usage.
a. Print most upper- and lowercase Partial alignment (specificity): LAK.2A.1 Students use phonemic awareness,
letters. CC content specifies upper letter-sound knowledge, letter formation, and
and lower case. directionality of print to express ideas

b. Write a letter or letters for most LAK.2A.1 Students use phonemic awareness,
consonant and short-vowel sounds Partial alignment (specificity): letter-sound knowledge, letter formation, and
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