Common Core ELA Standards – Grades K–5

Discover ABZ Learning's engaging games and interactive stories aligned with Common Core ELA standards for Grades K–5. Enhance fluency, comprehension, and writing in a fun and effective way.

Kindergarten

Reading Literature (RL.K)

RL.K.1 – With prompting and support, ask and answer questions about key details in a text.

What it means: Kindergarteners, with an adult’s guidance, discuss key details by responding to simple who/what/where questions. Teachers read aloud and prompt children to ask questions or recall details about characters and events.

ABZ Learning Resources:
ABZ's Interactive Storybooks – Explore our collection of interactive storybooks designed to boost engagement, reading comprehension, and literacy skills for K-5 students. Our books are aligned with ELA standards to support curriculum planning and enhance classroom instruction.

RL.K.2 – With prompting and support, retell familiar stories, including key details.

What it means: Students practice recounting the beginning, middle, and end of a story they know, noting important details (with adult help). This builds sequencing skills and comprehension.

RL.K.3 – With prompting and support, identify characters, settings, and major events in a story.

What it means: Kindergarteners learn story elements. With guidance, they point out who is in the story (characters), where and when it happens (setting), and the important events that occur.

RL.K.4 – Ask and answer questions about unknown words in a text.

What it means: Students at this age should be curious about new vocabulary. During story time, teachers encourage them to ask what an unfamiliar word means and help them use context or pictures.

RL.K.5 – Recognize common types of texts (e.g., storybooks, poems).

What it means: Kindergarten students learn that not all texts are the same. They begin to notice differences between a storybook and a nursery rhyme or poem.

ABZ Learning Resources:

RL.K.6 – With prompting and support, name the author and illustrator of a story and define the role of each.

What it means: Students learn an author writes the words and an illustrator creates the pictures. Teachers show book covers and ask, “Who wrote this story? Who drew the pictures?”

ABZ Learning Resources:

RL.K.7 – With prompting and support, describe the relationship between illustrations and the story in which they appear.

What it means: Kindergarteners look at pictures in a story and talk about how they relate to what’s happening, using visual clues to support comprehension.

ABZ Learning Resources:

RL.K.8 – (Not applicable to literature)

Note: There is no RL.K.8 standard for literature; this number is used in informational text standards only.

RL.K.9 – With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

What it means: With guidance, children talk about how characters in different stories are alike or different (e.g., comparing journeys of two fairy-tale heroes).

ABZ Learning Resources:

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

What it means: Kindergarteners should listen attentively, ask or answer questions, and react to the story, often through interactive read-alouds or songs.

ABZ Learning Resources:

Reading Informational (RI.K)

RI.K.1 – With prompting and support, ask and answer questions about key details in informational texts.

What it means: Kindergarteners, with adult guidance, ask and answer questions about non‐fiction texts to identify the main topic and supporting details.

ABZ Learning Resources:

RI.K.2 – With prompting and support, identify the main topic of an informational text.

What it means: Students learn to recognize what an informational text is mainly about—its subject or central idea.

ABZ Learning Resources:

RI.K.3 – With prompting and support, retell key details from an informational text.

What it means: Children recall and sequence important facts from non-fiction texts to build comprehension.

ABZ Learning Resources:

Reading Foundational Skills (RF.K)

RF.K.1 – Demonstrate understanding of the organization and basic features of print.

RF.K.1.a – Follow words from left to right, top to bottom, and page by page.
RF.K.1.b – Recognize that spoken words are represented in written language by specific sequences of letters.
RF.K.1.c – Understand that words are separated by spaces in print.
RF.K.1.d – Recognize and name all upper- and lowercase letters of the alphabet.

What it means: Children learn print concepts: directionality, that letters make up words, spacing, and letter naming.

ABZ Learning Resources:
Letter Reversal Runner Race – exciting educational game that helps young learners master confusing letter pairs through high-speed gameplay and phonemic audio prompts. Players hear a letter sound and tap the matching letter—like b/d, p/q, n/u, or W/M—to race ahead and win!
Online Alphabet Flashcards – Engage early learners with digital flashcards that cover the entire alphabet, providing a foundation in letter recognition and phonics for reading readiness.

RF.K.2 – Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

RF.K.2.a – Recognize and produce rhyming words.
RF.K.2.b – Count, pronounce, blend, and segment syllables in spoken words.
RF.K.2.c – Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.d – Isolate and pronounce the initial, medial vowel, and final sounds in CVC words.
RF.K.2.e – Add or substitute individual sounds in simple, one-syllable words to make new words.

What it means: Students develop phonological awareness: rhyming, syllables, blending, segmenting, identifying first/middle/last sounds, and manipulating sounds.

ABZ Learning Resources: Phonics Slam Showdown – choose the correct rhyme or sound; Sound Hopscotch – hop out syllables or phonemes.

RF.K.3 – Know and apply grade-level phonics and word analysis skills in decoding words.

RF.K.3.a – Demonstrate basic knowledge of one-to-one letter-sound correspondences.
RF.K.3.b – Associate the long and short sounds with common spellings for the five major vowels.
RF.K.3.c – Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.3.d – Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

What it means: By the end of Kindergarten, children match letters to sounds, start sounding out simple words, and recognize some sight words.

ABZ Learning Resources:
Stitch's Phonics Spelling Quest – Listen and spell words correctly to unlock adorable Stitch GIFs and videos while building essential phonics and spelling skill!
Phonics Memory Match – Strengthen phonics skills and memory by matching word pairs, building sound recognition, and reinforcing essential spelling patterns for confident reading.
Phonics Slam Showdown – Master foundational phonics patterns as you battle it out in a showdown, building literacy skills through engaging word recognition challenges.
Phonics Scramble Mania – Unscramble words and boost phonics mastery while decoding, spelling, and improving foundational reading skills.

RF.K.4 – Read emergent-reader texts with purpose and understanding.

What it means: “Emergent-reader” texts are very simple books. Kindergarteners should try to make sense of them, not just recite words.

ABZ Learning Resources:
Phonics Dance Battle - Choose the best dancer while enhancing phonics skills, strengthening word recognition, decoding, and reading fluency!

Writing (W.K)

W.K.1 – Use a combination of drawing, dictating, and writing to compose opinion pieces.

What it means: Kindergarteners begin by expressing opinions in a simple form, such as “I like ___ best,” using drawings and emergent writing.

ABZ Learning Resources: My Favorite Things Journal – a guided digital journal; Opinionator – helps students form opinion statements with visual prompts.

W.K.2 – Use a combination of drawing, dictating, and writing to compose informative/explanatory texts.

What it means: Children create simple informational pieces, e.g., drawing a dog and writing “Dogs have fur. Dogs can run.”

ABZ Learning Resources: Show and Teach – label a drawing with facts; Kid Expert Video – record short “explainer” videos with drawn slides.

W.K.3 – Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events.

What it means: Students “write” a simple story about something that happened, putting events in order (beginning, middle, end) and providing a reaction at the end.

ABZ Learning Resources: My Day Storyboard – drag-and-drop story sequencing; StoryTime Theater – select images for an event and dictate what happened.

W.K.4 – (Begins in Grade 3)

Note: There is no Kindergarten standard for W.K.4. Formal organization of writing is introduced in Grade 3.

W.K.5 – With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

What it means: When a teacher or classmate asks, “Can you tell me more?” children learn to add another detail, either by drawing more or adding words.

ABZ Learning Resources: Peer Review Pals – a guided Q&A about a child’s drawing/writing; Add-a-Detail Game – a collaborative whiteboard where suggestions prompt adding details.

W.K.6 – With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including collaboration with peers.

What it means: Kindergarteners use technology (with help) to create or share writing, e.g., making a simple digital book together.

ABZ Learning Resources: Class eBook Creator – each student adds a page; Story Sticker Studio – a kid-friendly writing app with stickers and typing.

W.K.7 – Participate in shared research and writing projects.

What it means: For instance, the class might read several books by a favorite author and each child draws a picture of their favorite, compiling a class chart or e-book.

ABZ Learning Resources: Author Adventures – a guided class exploration of one author’s works; Shared Science Journal – each child contributes a fact or picture to a collective digital book.

W.K.8 – With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

What it means: If asked, “What did we learn about butterflies?” Kindergarteners can recall or look at a simple book/video to find the answer, with prompting.

ABZ Learning Resources: Show & Share Q&A – a teacher avatar asks about a short video; Picture Recall Quiz – drag-and-drop questions after an informational text.

W.K.9 – (Begins in Grade 4)

Note: Drawing evidence from texts to support analysis starts in Grade 4.

W.K.10 – (Begins in Grade 3)

Note: Writing routinely over extended time frames is introduced in Grade 3.

Speaking & Listening (SL.K)

SL.K.1 – Participate in collaborative conversations with diverse partners about kindergarten topics and texts.

SL.K.1.a – Follow agreed-upon rules for discussions (listening to others and taking turns).
SL.K.1.b – Continue a conversation through multiple exchanges.

What it means: Children practice basic discussion skills like listening, not interrupting, and responding back and forth.

ABZ Learning Resources: Circle Time Chat – a guided discussion simulation; Conversation Cards – simple Q&A flashcards that prompt multi-exchange talks.

SL.K.2 – Confirm understanding of a text read aloud or information presented orally by asking and answering questions.

What it means: After listening to a story or watching a short video, children answer simple questions about it. They can also ask for clarification if confused.

ABZ Learning Resources: Listen & Learn Quiz – an interactive storytime tool; Clarification Station – encourages kids to ask, “What does that mean?”

SL.K.3 – Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

What it means: Students learn everyday communication skills, like “Can you help me tie my shoe?” or “What does this word mean?”

ABZ Learning Resources: Helper Bot – scenario-based practice asking questions; Question Time – a role-play game about clarifying confusion.

SL.K.4 – Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

What it means: Children describe something they know (e.g., “This is my mom.”). With a prompt (“What does she do?”), they add detail (“She cooks dinner.”).

ABZ Learning Resources: Show and Tell Express – pick a person/place from a gallery to describe; Detail Detective – add missing details to a character’s description.

SL.K.5 – Add drawings or other visual displays to descriptions as desired to provide additional detail.

What it means: Kids often communicate through pictures or props. Showing a drawing while talking helps them provide more detail.

ABZ Learning Resources: Picture Helper – children draw something and then describe it; Story Prop Studio – pick a background and stickers to create a scene to present.

SL.K.6 – Speak audibly and express thoughts, feelings, and ideas clearly.

What it means: By the end of Kindergarten, kids should be heard and understood when sharing in class or talking to peers.

ABZ Learning Resources: Loud and Proud! – voice recording with volume feedback; Express Yourself Corner – prompts to talk about feelings or ideas clearly.

Language (L.K)

L.K.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.K.1.a – Print many upper- and lowercase letters.
L.K.1.b – Use frequently occurring nouns and verbs.
L.K.1.c – Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
L.K.1.d – Understand and use question words (who, what, where, when, why, how).
L.K.1.e – Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
L.K.1.f – Produce and expand complete sentences in shared language activities.

What it means: This covers basic grammar: letter formation, nouns/verbs, making simple plurals, using question words, basic prepositions, and simple sentences.

ABZ Learning Resources: Alphabet Tracing & Talking – practice printing letters; Grammar Garden – form simple sentences with word “flowers.”

L.K.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.K.2.a – Capitalize the first word in a sentence and the pronoun I.
L.K.2.b – Recognize and name end punctuation.
L.K.2.c – Write a letter or letters for most consonant and short-vowel sounds (phonemes).
L.K.2.d – Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

What it means: Children learn to start sentences with a capital, use end punctuation (period, question mark, exclamation point), and spell words by matching sounds to letters.

ABZ Learning Resources: Capitalization Castle – fix sentences by swapping in capitals; Punctuation Pickers – drag the correct punctuation to sentence ends.

L.K.3 – (Begins in Grade 2)

Note: There is no Kindergarten requirement for Knowledge of Language beyond L.K.1 and L.K.2. L.K.3 starts in Grade 2.

L.K.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

L.K.4.a – Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
L.K.4.b – Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

What it means: Kindergarteners start noticing that some words can mean different things, and that prefixes/suffixes can change a word’s meaning.

ABZ Learning Resources: Multiple-Meaning Match – match pictures with the same word used differently; Prefix-Suffix Magic – add common prefixes/suffixes to see new word meanings.

L.K.5 – With guidance and support from adults, explore word relationships and nuances in word meanings.

L.K.5.a – Sort common objects into categories (e.g., shapes, foods).
L.K.5.b – Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites.
L.K.5.c – Identify real-life connections between words and their use (e.g., note places at school that are colorful).
L.K.5.d – Distinguish shades of meaning among verbs describing the same general action (walk, march, strut, prance) by acting out the meanings.

What it means: Kids learn to group words, recognize opposites, connect words to real life, and notice subtle differences (e.g., “walk” vs. “tiptoe”).

ABZ Learning Resources: Categorize It! – sort pictures into bins; Opposites Action – show animations for run/stop, up/down, etc.; Action Verbs Theater – kids mimic different action words.

L.K.6 – Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

What it means: By the end of Kindergarten, children use new vocabulary from class discussions and story time in their own speech and writing.

ABZ Learning Resources: Word Wizard Review – highlights a few new words used in a story; Talk About It! – spin a wheel of new “cool words” and use one in a sentence about their life.

Grade 1

Reading Literature (RL.1)

RL.1.1 – Ask and answer questions about key details in a text.

What it means: First graders independently ask and answer simple who/what/where/when/why/how questions about stories they read or hear.

RL.1.2 – Retell stories, including key details, and demonstrate understanding of their central message or lesson.

What it means: Students practice retelling a story’s sequence and identifying the lesson or moral (with prompting if needed).

ABZ Learning Resources:

RL.1.3 – Describe characters, settings, and major events in a story, using key details.

What it means: Building on Kindergarten, first graders more independently identify story elements and details describing characters or events.

RL.1.4 – Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

What it means: Children notice descriptive words (like “sparkling,” “whispering,” “sad,” “delighted”) that convey emotion or sensory detail.

ABZ Learning Resources:

RL.1.5 – Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

What it means: Students learn to distinguish narrative texts (stories) from informational texts, explaining basic differences in purpose or style.

ABZ Learning Resources:

RL.1.6 – Identify who is telling the story at various points in a text.

What it means: Students notice if it’s a narrator, a character speaking, or a dialogue. They learn the difference between first-person and third-person (with help).

ABZ Learning Resources:

RL.1.7 – Use illustrations and details in a story to describe its characters, setting, or events.

What it means: First graders look at pictures to gather extra details about a character’s appearance, the setting, or a key event.

ABZ Learning Resources:

RL.1.8 – (Not applicable to literature)

Note: This standard applies to informational text only.

RL.1.9 – Compare and contrast the adventures and experiences of characters in stories.

What it means: Children note similarities and differences in how characters solve problems or experience events in two or more stories.

ABZ Learning Resources:

RL.1.10 – With prompting and support, read prose and poetry of appropriate complexity for grade 1.

What it means: Students engage with age-appropriate stories and poems, often with teacher assistance, building stamina for slightly longer texts than Kindergarten.

ABZ Learning Resources:

Reading Informational (RI.1)

RI.1.1 – Ask and answer questions about key details in informational texts.

What it means: First graders independently ask and answer simple questions about factual texts.

ABZ Learning Resources: Interactive Q&A games that encourage students to recall key facts from short informational passages.

RI.1.2 – Identify the main idea of an informational text.

What it means: Students determine what a non-fiction text is mainly about and identify its central message.

ABZ Learning Resources: Main Idea Matcher – a game that asks students to choose the best summary for a given informational text.

RI.1.3 – Describe how two or more pieces of information in a text relate to one another.

What it means: Learners identify connections among facts in informational texts, such as cause and effect or comparisons.

ABZ Learning Resources: Info Link – an activity that prompts students to connect related pieces of information.

Reading Foundational Skills (RF.1)

RF.1.1 – Demonstrate understanding of the organization and basic features of print.

RF.1.1.a – Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

What it means: Students build on Kindergarten print concepts, noticing sentence boundaries, capitals, and punctuation.

ABZ Learning Resources:

RF.1.2 – Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

RF.1.2.a – Distinguish long from short vowel sounds in spoken single-syllable words.
RF.1.2.b – Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.2.c – Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words.
RF.1.2.d – Segment spoken single-syllable words into their complete sequence of individual sounds.

What it means: First graders further refine phonological awareness, distinguishing short vs. long vowels, blending/segmenting words more precisely.

ABZ Learning Resources:
Online Elkonin Boxes – Boost phonemic awareness with interactive Elkonin Boxes! This tool helps young learners break words into sounds, strengthening decoding and spelling skills.
Phonetic Blending Cards – Enhance blending skills with these cards, designed to strengthen phonemic segmentation, a vital skill for early decoding and reading fluency.

RF.1.3 – Know and apply grade-level phonics and word analysis skills in decoding words.

RF.1.3.a – Know the spelling-sound correspondences for common consonant digraphs.
RF.1.3.b – Decode regularly spelled one-syllable words.
RF.1.3.c – Know final -e and common vowel team conventions for representing long vowel sounds.
RF.1.3.d – Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
RF.1.3.e – Decode two-syllable words following basic patterns by breaking the words into syllables.
RF.1.3.f – Read words with inflectional endings.
RF.1.3.g – Recognize and read grade-appropriate irregularly spelled words.

What it means: Students expand phonics to include digraphs (e.g., sh, th), silent e, common vowel teams (ea, ee), and basic syllable division rules. They also learn more sight words.

ABZ Learning Resources:
Digraph Detectives – Uncover the mystery of digraphs and sharpen decoding skills by selecting the correct digraph based on the image shown.
Phonics Slam Showdown – Master foundational phonics patterns as you battle it out in a showdown, building literacy skills through engaging word recognition challenges.
Stitch's Phonics Spelling Quest – Listen and spell words correctly to unlock adorable Stitch GIFs and videos while building essential phonics and spelling skill!
Phonics Memory Match – Strengthen phonics skills and memory by matching word pairs, building sound recognition, and reinforcing essential spelling patterns for confident reading.
Phonics Scramble Mania – Unscramble words and boost phonics mastery while decoding, spelling, and improving foundational reading skills.
Fill In and Spell Right –Practice blends and digraphs, enhancing spelling, decoding, and word recognition skills by completing words with missing letters.
Reading Guess The Athlete –Practice reading fluency with a fun sports twist! Read passages aloud, recognize phonics patterns, and guess the athlete while improving decoding and word recognition.

RF.1.4 – Read with sufficient accuracy and fluency to support comprehension.

RF.1.4.a – Read on-level text with purpose and understanding.
RF.1.4.b – Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.1.4.c – Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

What it means: First graders practice reading grade-level texts aloud smoothly and accurately, and they check for meaning by rereading if needed.

Writing (W.1)

W.1.1 – Write opinion pieces with guidance and support.

What it means: Students write short opinion pieces, stating a topic or book name and giving a reason for their opinion, often with teacher help.

ABZ Learning Resources:

W.1.2 – Write informative/explanatory texts that name a topic and supply some facts.

What it means: Learners produce a short piece explaining something they know (e.g., “Dogs: They have four legs. They bark.”).

ABZ Learning Resources:

W.1.3 – Write narratives in which they recount two or more appropriately sequenced events, include some details, and provide some sense of closure.

What it means: Children write a short narrative (e.g., “I went to the park. I played on the slide. It was fun.”), focusing on basic sequence and at least a brief conclusion.

ABZ Learning Resources: Story Sequencer – drag events into order and then write or dictate them; Mini Book Maker – create a simple story with beginning, middle, end, plus a closing sentence.

W.1.4 – (Begins in Grade 3)

Note: Developing and organizing writing appropriate to task and purpose is introduced in Grade 3.

W.1.5 – With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

What it means: Similar to Kindergarten, but first graders do slightly more on their own: they focus on a specific topic, and when peers/teacher ask for more, they add details.

ABZ Learning Resources: Peer Review Pals (Grade 1) – more advanced question prompts (“What else happened?” “How did you feel?”).

W.1.6 – With guidance and support from adults, use a variety of digital tools to produce and publish writing, including collaboration with peers.

What it means: First graders use simple technology (with help) to create, edit, or share short writing pieces, sometimes working with classmates.

ABZ Learning Resources: Class eBook Creator – extended for Grade 1, letting them type or record audio; Digital Story Collab – group story projects with each child writing a page.

W.1.7 – Participate in shared research and writing projects.

What it means: For example, reading multiple “how-to” books on a topic and then writing a shared “class how-to” piece.

ABZ Learning Resources: Group Research Adventure – watch short videos or read easy texts, then each child contributes one piece of information; Class Collab Book – each student adds a page on a sub-topic.

W.1.8 – With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

What it means: Students do simple Q&A research. If the question is “How do plants grow?”, they might recall a video or a book they read, with teacher help.

ABZ Learning Resources: Simple Research Q&A – pick answers from a word bank after watching a short clip or reading a passage.

W.1.9 – (Begins in Grade 4)

Note: Drawing evidence from texts to support analysis is introduced in Grade 4.

W.1.10 – (Begins in Grade 3)

Note: Writing routinely over extended time frames starts in Grade 3.

Speaking & Listening (SL.1)

SL.1.1 – Participate in collaborative conversations with diverse partners about grade 1 topics and texts.

SL.1.1.a – Follow agreed-upon rules for discussions (listening to others, speaking one at a time, etc.).
SL.1.1.b – Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
SL.1.1.c – Ask questions to clear up any confusion about the topics and texts under discussion.

What it means: First graders develop conversation skills further, listening carefully, taking turns, and asking clarifying questions.

ABZ Learning Resources: Circle Time Chat (Grade 1) – includes more open-ended questions; Discussion Detective – a scenario-based tool for practicing back-and-forth dialogue.

SL.1.2 – Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

What it means: Building on K, first graders show understanding by asking or answering more detailed questions about what they hear.

ABZ Learning Resources: Listen & Learn Quiz (Grade 1) – a slightly more advanced interactive Q&A; Clarification Station 2.0 – prompts kids to ask “Can you say that again?” or “What does that mean?”

SL.1.3 – Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

What it means: Similar to SL.1.2 but focuses on real-life conversation. Children learn to politely ask for more info or help if they’re confused.

ABZ Learning Resources: Helper Bot (Grade 1) – scenario-based practice; Question Time Advanced – a role-playing game with more complex confusion scenarios.

SL.1.4 – Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

What it means: First graders expand on descriptions, adding more than one detail about a topic, and stating feelings or ideas clearly.

ABZ Learning Resources: Show and Tell Express (Grade 1) – prompts for 2–3 details; Detail Detective 2.0 – ensures at least two descriptive points are included.

SL.1.5 – Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

What it means: Students use visuals (drawings, simple diagrams) to help communicate their descriptions or narratives.

ABZ Learning Resources: Picture Helper Extended – add more detail to images to clarify a story or explanation; Prop Presenter – choose a simple prop or image to enhance a verbal description.

SL.1.6 – Produce complete sentences when appropriate to task and situation.

What it means: By the end of Grade 1, children should generally speak in complete sentences in class discussions or presentations.

ABZ Learning Resources:

Language (L.1)

L.1.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.1.1.a – Print all upper- and lowercase letters.
L.1.1.b – Use common, proper, and possessive nouns.
L.1.1.c – Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
L.1.1.d – Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
L.1.1.e – Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked; Today I walk; Tomorrow I will walk).
L.1.1.f – Use frequently occurring adjectives.
L.1.1.g – Use frequently occurring conjunctions (e.g., and, but, or, so, because).
L.1.1.h – Use determiners (e.g., articles, demonstratives).
L.1.1.i – Use frequently occurring prepositions (e.g., during, beyond, toward).
L.1.1.j – Produce and expand simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

What it means: First graders practice printing all letters correctly, use nouns/pronouns/verbs that agree, handle basic tenses, and form different sentence types.

ABZ Learning Resources: Grammar Garden 1st Grade – more advanced word “flowers” (pronouns, adjectives, conjunctions); Sentence Builder Blast – create statements, questions, commands, exclamations.

L.1.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.1.2.a – Capitalize dates and names of people.
L.1.2.b – Use end punctuation for sentences.
L.1.2.c – Use commas in dates and to separate single words in a series.
L.1.2.d – Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.1.2.e – Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

What it means: Students capitalize names/dates, use end punctuation, sometimes use commas, and spell common words conventionally or phonetically if they’re unknown.

ABZ Learning Resources: Capitalization Castle 1st Grade – includes names/dates; Punctuation Pickers Extended – add commas for lists; Spelling Bee Basic – practice common patterns & irregular words.

L.1.3 – (Begins in Grade 2)

Note: Knowledge of language standard L.1.3 is not introduced until Grade 2. First graders focus on the fundamentals in L.1.1 and L.1.2.

L.1.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content.

L.1.4.a – Use sentence-level context as a clue to the meaning of a word or phrase.
L.1.4.b – Use frequently occurring affixes as a clue to the meaning of a word.
L.1.4.c – Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

What it means: First graders use context clues to figure out unknown words, notice common prefixes/suffixes (un-, -ed), and recognize base words with endings.

ABZ Learning Resources: Context Clue Quest – a short sentence puzzle; Prefix-Suffix Magic (Grade 1) – add or remove basic affixes; Root Word Explorer – see how “look” becomes “looked,” “looking.”

L.1.5 – With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

L.1.5.a – Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
L.1.5.b – Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
L.1.5.c – Identify real-life connections between words and their use (e.g., note places at home that are cozy).
L.1.5.d – Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

What it means: Students group words into categories, define words more specifically, connect words to real life, and notice small differences in meaning (like “glance” vs. “stare”).

ABZ Learning Resources: Categorize It! 1st Grade – sort words into categories; Shades of Meaning Theater – act out the difference between “whisper” and “shout,” or “big” and “huge.”

L.1.6 – Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships.

What it means: First graders apply new vocabulary from discussions or read-alouds, and start using words like “and,” “but,” “so,” “because” to link ideas in their speech/writing.

ABZ Learning Resources: Word Wizard Review (Grade 1) – highlights new words from a story; Conjunction Junction – a mini-game that shows how “and,” “but,” “so,” “because” connect simple ideas.

Grade 2

Reading Literature (RL.2)

RL.2.1 – Ask and answer questions about key details in a text.

What it means: Students begin to ask and answer questions more independently, using evidence from the text to support their responses.

ABZ Learning Resources:
Reading Guess The Athlete –Practice reading fluency with a fun sports twist! Read passages aloud, recognize phonics patterns, and guess the athlete while improving decoding and word recognition.
ABZ's Interactive Storybooks – Explore our collection of interactive storybooks designed to boost engagement, reading comprehension, and literacy skills for K-5 students. Our books are aligned with ELA standards to support curriculum planning and enhance classroom instruction.

RL.2.2 – Recount stories, including key details, and determine their central message, lesson, or moral.

What it means: Learners retell stories in their own words, emphasizing important events and the overall message or moral.

RL.2.3 – Describe how characters in a story respond to major events and challenges.

What it means: Students explain how characters react to key events and challenges, noting cause and effect in the story.

RL.2.4 – Determine the meaning of words and phrases in context, including figurative language.

What it means: Learners use context clues and pictures to figure out the meaning of new or figurative expressions in a text.

RL.2.5 – Compare and contrast two or more versions of the same story.

What it means: Students identify similarities and differences between different versions of a familiar story (such as a fairy tale and a culturally diverse version).

Reading Informational (RI.2)

RI.2.1 – Ask and answer questions about key details in informational texts.

What it means: Second graders work more independently to ask and answer questions that reveal important facts from informational texts.

ABZ Learning Resources: Interactive question-and-answer games that focus on extracting details from factual passages.

RI.2.2 – Determine the main idea of an informational text and support it with details.

What it means: Students identify the central idea of a non-fiction text and explain how specific details support that idea.

ABZ Learning Resources: Main Idea Explorer – a tool that guides learners in selecting key details to support the main idea.

RI.2.3 – Describe connections between two or more pieces of information in a text.

What it means: Learners explain relationships among facts, such as comparing or contrasting information, to deepen their understanding of the text.

ABZ Learning Resources: Info Connections – a matching activity that pairs related facts together.

Reading Foundational Skills (RF.2)

RF.2.1 – Demonstrate knowledge of grade-level phonics and word analysis skills in decoding words.

What it means: Students apply phonics rules and use strategies to decode multisyllabic words and understand word structure.

ABZ Learning Resources: Advanced versions of Phonics Slam Showdown and Word Analysis Challenge.

RF.2.2 – Read on-level text with sufficient accuracy and fluency to support comprehension.

What it means: Learners read texts smoothly, with proper expression and minimal errors, to aid overall comprehension.

ABZ Learning Resources: Timed reading fluency activities and read-aloud practice games.

Writing (W.2)

W.2.1 – Write opinion pieces that include reasons and supporting details.

What it means: Students express opinions about a topic or text and support their point of view with reasons in simple sentences.

ABZ Learning Resources: An opinion writing activity with sentence frames such as “I believe ___ because ___.”

W.2.2 – Write informative/explanatory texts that name a topic and supply some facts.

What it means: Learners produce short, organized texts that explain a topic by stating facts and details in a logical order.

ABZ Learning Resources: Interactive “Show and Teach” exercises for expository writing.

W.2.3 – Write narratives that recount two or more appropriately sequenced events with some descriptive details and a sense of closure.

What it means: Students craft narratives with a clear beginning, middle, and end, and include enough detail to show what happened.

ABZ Learning Resources: Digital storyboard activities that help students sequence events and provide a closing statement.

Speaking & Listening (SL.2)

SL.2.1 – Engage effectively in collaborative conversations.

What it means: Students actively participate in discussions, build on others’ ideas, and provide reasons for their opinions.

ABZ Learning Resources: Group discussion simulations (like Circle Time Chat) adapted for Grade 2 topics.

Language (L.2)

L.2.1 – Demonstrate command of standard English conventions for capitalization, punctuation, and spelling.

What it means: Students apply proper capitalization, punctuation, and spelling in their writing according to grade-level conventions.

ABZ Learning Resources: Games such as Capitalization Castle and Punctuation Pickers updated for Grade 2.

L.2.2 – Determine or clarify the meaning of unknown words and phrases using context clues.

What it means: Learners use the words around an unfamiliar term and visual cues to figure out its meaning.

ABZ Learning Resources: Context Clue Quest – a sentence puzzle game for Grade 2 vocabulary.

L.2.3 – Demonstrate understanding of word relationships, including synonyms and antonyms.

What it means: Students identify words with similar or opposite meanings to deepen their vocabulary and comprehension.

ABZ Learning Resources: Interactive matching games focusing on synonyms and antonyms.

Grade 3

Reading Literature (RL.3)

RL.3.1 – Ask and answer questions to demonstrate understanding of a text.

What it means: Third graders answer more complex questions and use text evidence to support their responses.

RL.3.2 – Recount stories, including key details, and determine their central message or moral.

What it means: Learners retell stories in their own words, emphasizing main events and the overall message.

ABZ Learning Resources: Story sequencing activities that require students to summarize and identify the moral.

RL.3.3 – Describe characters, settings, and events using key details.

What it means: Students provide detailed descriptions of the story’s characters, setting, and events, going beyond simple identification.

ABZ Learning Resources:
Reading Guess The Athlete –Practice reading fluency with a fun sports twist! Read passages aloud, recognize phonics patterns, and guess the athlete while improving decoding and word recognition.
Using Text Evidence: Quote Detective 🕵️‍♀️ – Become a Quote Detective! Read carefully and highlight the sentence that proves the statement. Can you solve all the cases?

RL.3.4 – Determine the meaning of words and phrases in context, including figurative language.

What it means: Learners use context clues and background knowledge to understand unfamiliar words and figurative expressions.

ABZ Learning Resources:

RL.3.5 – Compare and contrast the adventures and experiences of characters in different stories.

What it means: Students identify similarities and differences in how characters face challenges or experience events across texts.

ABZ Learning Resources:

RL.3.6 – Explain how illustrations and details support comprehension of a text’s characters, setting, or events.

What it means: Learners explain the role of illustrations in clarifying and enhancing the text’s meaning.

ABZ Learning Resources:

RL.3.7 – Use evidence from the text to support analysis of what the text says explicitly.

What it means: Students learn to quote or refer to specific details to back up their interpretations.

ABZ Learning Resources:

RL.3.8 – Write a summary of a text, including key details and the central message.

What it means: Learners practice summarizing texts by selecting the most important details and stating the main idea in their own words.

ABZ Learning Resources:

RL.3.9 – Describe the effect of dialogue in a text and how it contributes to meaning.

What it means: Students analyze how dialogue reveals character traits and advances the plot.

ABZ Learning Resources:

RL.3.10 – Refer to details and examples in a text when explaining explicit statements and drawing inferences.

What it means: Learners use specific details from the text to support both their literal explanations and their inferences about underlying meanings.

ABZ Learning Resources:

Reading Informational (RI.3)

RI.3.1 – Ask and answer questions to demonstrate understanding of informational texts.

What it means: Third graders engage in deeper questioning about factual texts and use evidence from the text to support their answers.

ABZ Learning Resources: Inference-based Q&A games that encourage students to refer back to the text for details.

RI.3.2 – Determine the main idea of an informational text and summarize its key details.

What it means: Students identify the central topic of a non-fiction text and succinctly retell the most important details.

ABZ Learning Resources: Main Idea Summarizer – an activity that guides learners through identifying and summarizing key points.

RI.3.3 – Analyze relationships among key details in an informational text.

What it means: Learners examine how specific facts in a text are connected to build a comprehensive understanding of the topic.

ABZ Learning Resources: Diagramming activities that help students map connections between details.

Reading Foundational Skills (RF.3)

RF.3.1 – Know and apply grade-level phonics and word analysis skills in decoding words.

What it means: Students apply advanced phonics rules and word analysis strategies to decode longer and multisyllabic words.

ABZ Learning Resources:

RF.3.2 – Use context clues and structural analysis (prefixes, suffixes) to read unfamiliar words.

What it means: Learners break down words into parts and use surrounding text to confirm meaning when encountering new words.

ABZ Learning Resources:

RF.3.3 – Read on-level text with sufficient accuracy and fluency to support comprehension.

What it means: Students read texts smoothly, accurately, and with appropriate expression to ensure understanding.

RF.3.4 – Read on-level text with sufficient accuracy and fluency to support comprehension.

What it means: Students read grade-level texts accurately and fluently, enabling them to understand the text without stumbling over words.

Writing (W.3)

W.3.1 – Write opinion pieces with supporting reasons and evidence.

What it means: Students compose opinion essays that include a clear statement of opinion, supported by reasons and evidence from texts or personal experience.

ABZ Learning Resources: Opinionator with digital drafting tools and sentence frames for Grade 3.

W.3.2 – Write informative/explanatory texts that include key facts and details.

What it means: Learners produce expository texts that explain a topic logically, including a topic sentence, supporting facts, and a concluding statement.

ABZ Learning Resources: Guided “Show and Teach” activities that help structure an informational text.

W.3.3 – Write narratives that recount events in sequence with descriptive details and a clear beginning, middle, and end.

What it means: Students write stories that are well-organized, include vivid details, and have a logical flow from start to finish.

ABZ Learning Resources: Digital storyboard tools and narrative writing prompts that guide students through the structure of a story.

Speaking & Listening (SL.3)

SL.3.1 – Engage effectively in collaborative conversations on grade-level topics.

What it means: Students actively participate in discussions, ask clarifying questions, and build on others’ ideas using appropriate language.

ABZ Learning Resources: Enhanced group discussion simulations (like Circle Time Chat) designed for Grade 3.

SL.3.2 – Present information clearly, using appropriate volume, expression, and organization.

What it means: Learners present ideas or findings clearly during class presentations, with proper pacing and expression.

ABZ Learning Resources: Presentation practice tools that provide feedback on clarity and expression.

SL.3.3 – Ask and answer questions to clarify understanding and support collaborative discussions.

What it means: Students ask relevant questions and offer responses that help clarify or deepen the conversation.

ABZ Learning Resources: Interactive Q&A tools and role-play activities to practice effective questioning.

Language (L.3)

L.3.1 – Demonstrate command of conventions of standard English grammar and usage.

What it means: Students produce clear, coherent writing and speech using proper grammar, verb tenses, and sentence structures.

ABZ Learning Resources: Grammar Garden with Grade 3 examples and editing challenges.

L.3.2 – Determine or clarify the meaning of unknown words and phrases using context clues and structural analysis.

What it means: Learners break unfamiliar words into parts (prefixes, suffixes, roots) and use context to figure out meanings.

ABZ Learning Resources: Vocabulary games focused on context clues and affix matching exercises.

L.3.3 – Demonstrate understanding of figurative language and word relationships, including synonyms and antonyms.

What it means: Students identify figurative language and explore relationships between words to expand their vocabulary.

ABZ Learning Resources: Interactive matching games and activities that require identifying synonyms, antonyms, and figurative expressions.

Grade 4

Reading Literature (RL.4)

RL.4.1 – Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences.

What it means: Fourth graders use specific details from a text to explain what is stated outright and to make inferences about underlying meanings.

RL.4.2 – Determine the meaning of words and phrases as they are used in a text, including figurative language.

What it means: Students use context clues and their vocabulary knowledge to understand both literal and figurative language.

ABZ Learning Resources:

RL.4.3 – Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text.

What it means: Learners analyze and describe elements of a story with rich detail, going beyond surface-level identification.

RL.4.4 – Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

What it means: Students explain how particular words contribute to the overall tone and meaning of a text.

ABZ Learning Resources:

RL.4.5 – Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narration.

What it means: Learners identify differences in narration style and discuss how point of view influences a story.

ABZ Learning Resources:

RL.4.6 – Explain how figurative language contributes to the meaning, tone, or mood of a text.

What it means: Students analyze the role of metaphors, similes, and other figures of speech in shaping a text’s emotional impact.

ABZ Learning Resources:

RL.4.7 – Analyze how specific details in a text contribute to its overall meaning.

What it means: Learners identify and explain how details and examples build the theme or message of a story.

ABZ Learning Resources: Digital text-mapping activities that highlight key details and require explanation of their importance.

RL.4.8 – Write a summary of a text, including its key details and central message.

What it means: Students practice summarizing longer texts by selecting essential details and clearly stating the main idea.

ABZ Learning Resources: Summarization tools that guide students through identifying key points and writing concise summaries.

RL.4.9 – Compare and contrast the treatment of similar themes or topics in different texts.

What it means: Learners analyze how various texts approach similar subjects, noting similarities and differences in theme, tone, or style.

ABZ Learning Resources: Comparison charts and interactive sorting games focusing on themes.

RL.4.10 – Use evidence from the text to support analysis and inferences.

What it means: Students learn to cite specific details from the text to back up their explanations and inferences.

ABZ Learning Resources: Activities that require students to highlight textual evidence and use it in written responses.

Reading Informational (RI.4)

RI.4.1 – Refer to details and examples in an informational text to explain explicit content and to draw inferences.

What it means: Fourth graders use specific details from a text to explain its meaning and to make inferences about the information presented.

ABZ Learning Resources: Annotation activities and inference-based games that prompt students to highlight and discuss key details.

RI-4.2 – Determine the main idea of an informational text and explain how it is supported by key details.

What it means: Students identify the primary topic of a factual text and justify it with specific supporting details.

ABZ Learning Resources: Main Idea Analyzer – an interactive exercise for linking details to the central idea.

RI-4.3 – Analyze how visual information (e.g., charts, graphs, images) contributes to an informational text’s meaning.

What it means: Learners evaluate the role of visual aids in enhancing or clarifying the information presented in a text.

ABZ Learning Resources: Visual Info Explorer – activities that integrate text with visuals for improved comprehension.

Reading Foundational Skills (RF.4)

RF.4.1 – Use context clues and word analysis strategies to read unfamiliar words.

What it means: Students break down words into parts (prefixes, suffixes, roots) and use surrounding text to determine meaning.

ABZ Learning Resources:

RF.4.2 – Demonstrate advanced phonics skills in decoding multisyllabic words.

What it means: Learners apply their phonics knowledge to accurately read longer, multisyllabic words and determine syllable boundaries.

ABZ Learning Resources:

RF.4.3 – Read on-level text with sufficient accuracy and fluency to support comprehension.

What it means: Students read grade-level texts smoothly, with appropriate expression and minimal errors, ensuring that their fluency enhances overall comprehension.

RF.5.3 – Read on-level text with sufficient accuracy and fluency to support comprehension.

What it means: Students read grade-level texts smoothly, with proper expression and minimal errors, ensuring their fluency enhances overall comprehension.

Writing (W.4)

W.4.1 – Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

What it means: Students compose well-organized opinion essays with a clear point of view, supported by reasons and evidence.

ABZ Learning Resources: Opinionator with digital drafting tools and sentence frames for Grade 4.

Speaking & Listening (SL.4)

SL.4.1 – Engage effectively in a range of collaborative discussions.

What it means: Learners use discussion techniques to clearly express ideas, respond to others, and build on classmates’ contributions.

ABZ Learning Resources: Group discussion simulations with enhanced prompts and feedback.

Language (L.4)

L.4.1 – Demonstrate command of the conventions of standard English grammar and usage when writing.

What it means: Students produce clear, coherent writing using appropriate grammar, verb tenses, and sentence structures.

ABZ Learning Resources: Grammar Garden with Grade 4-level sentence construction challenges.

L.4.2 – Determine or clarify the meaning of unknown words and phrases using context clues and structural analysis.

What it means: Learners use context and their understanding of word parts (prefixes, suffixes) to decipher unfamiliar vocabulary.

ABZ Learning Resources: Context clue puzzles and interactive affix games designed for Grade 4.

Grade 5

Reading Literature (RL.5)

RL.5.1 – Quote accurately from a text when explaining what the text says explicitly and when drawing inferences.

What it means: Fifth graders use direct quotes and specific details from the text to support their explanations and inferences.

ABZ Learning Resources:
Reading Guess The Athlete –Practice reading fluency with a fun sports twist! Read passages aloud, recognize phonics patterns, and guess the athlete while improving decoding and word recognition.
Making Predictions: Crystal Ball Challenge – Make predictions while reading and unlock silly fortunes from the crystal ball! Choose your grade and test your reading superpowers.
Using Text Evidence: Quote Detective 🕵️‍♀️ – Become a Quote Detective! Read carefully and highlight the sentence that proves the statement. Can you solve all the cases?

RL.5.2 – Determine the meaning of words and phrases as they are used in a text, including figurative language.

What it means: Learners use context clues to understand both the literal and figurative meanings of words and phrases in a text.

ABZ Learning Resources:

RL.5.3 – Analyze how a specific sentence, chapter, scene, or stanza fits into the overall structure of a text.

What it means: Students examine how parts of a text contribute to the whole, discussing organization and the flow of ideas.

RL.5.4 – Determine the meaning of words and phrases as they are used in a text, including figurative language, and analyze the impact of a specific word choice on meaning and tone.

What it means: Learners explain how word choices shape the tone and overall meaning of a text.

ABZ Learning Resources:

RL.5.5 – Compare and contrast two or more characters, settings, or events in a story or drama.

What it means: Students identify similarities and differences between various elements of a text, deepening their understanding of narrative and character development.

ABZ Learning Resources:

RL.5.6 – Explain how specific textual details contribute to a theme or central idea.

What it means: Learners identify key details that support the theme or main message of a text.

ABZ Learning Resources:

RL.5.7 – Analyze how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a text.

What it means: Students explore how parts of a text work together to build a cohesive whole.

ABZ Learning Resources:

RL.5.8 – Evaluate how much a text relies on its illustrations to convey meaning.

What it means: Learners assess the role of visual elements in a text and how they add to or change its meaning.

ABZ Learning Resources:

RL.5.9 – Compare and contrast the treatment of similar themes in different texts.

What it means: Students examine how different authors approach similar themes or topics.

ABZ Learning Resources:

RL.5.10 – Use evidence from the text to support analysis, reflection, and research.

What it means: Learners support their ideas by citing specific details from texts, whether in analysis or personal reflection.

ABZ Learning Resources:
Using Text Evidence: Quote Detective 🕵️‍♀️ – Become a Quote Detective! Read carefully and highlight the sentence that proves the statement. Can you solve all the cases?

Reading Informational (RI.5)

RI.5.1 – Quote accurately from an informational text when explaining explicit content and drawing inferences.

What it means: Fifth graders use direct evidence from texts to support their explanations and inferences about the content.

ABZ Learning Resources:

RI.5.2 – Determine the main idea of an informational text and analyze its supporting details.

What it means: Students identify the central topic of a factual text and explain how key details reinforce that main idea.

ABZ Learning Resources:

RI.5.3 – Analyze how two or more texts on the same topic build understanding through differing approaches.

What it means: Learners compare multiple informational texts about the same subject to understand varying perspectives and details.

ABZ Learning Resources: Comparison activities such as Venn diagrams that prompt students to evaluate and contrast information from different sources.

Reading Foundational Skills (RF.5)

RF.5.1 – Demonstrate an understanding of word analysis, phonics, and structural analysis of words.

What it means: Students apply advanced phonics skills and analyze word structures (including roots, prefixes, and suffixes) to read unfamiliar words.

ABZ Learning Resources: Challenging word puzzles and affix games designed for Grade 5.

RF.5.2 – Use knowledge of common prefixes, suffixes, and roots to determine the meaning of unfamiliar words.

What it means: Learners break down and analyze parts of words to figure out their meaning in context.

ABZ Learning Resources: Affix matching exercises and vocabulary challenges focusing on word parts.

Writing (W.5)

W.5.1 – Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

What it means: Students compose multi-paragraph opinion essays with clear evidence and logical reasoning.

ABZ Learning Resources: Collaborative digital writing projects with guided essay structures.

W.5.2 – Write informative/explanatory texts that include a topic sentence, supporting details, and a concluding statement.

What it means: Learners produce organized texts that explain a topic clearly, with an introduction, body, and conclusion.

ABZ Learning Resources: Structured “Show and Teach” activities with digital outlines.

W.5.3 – Write narratives to develop real or imagined experiences using descriptive details and clear event sequences.

What it means: Students write stories that have a clear beginning, middle, and end, with vivid details and smooth transitions.

ABZ Learning Resources: Interactive storyboarding tools and narrative writing prompts.

Speaking & Listening (SL.5)

SL.5.1 – Engage effectively in a range of collaborative discussions, building on others’ ideas and expressing their own clearly.

What it means: Students participate in discussions on complex topics, sharing their ideas and using evidence to support their contributions.

ABZ Learning Resources: Enhanced conversation simulations and debate-style activities.

SL.5.2 – Present information, findings, or ideas clearly, using appropriate presentation tools and visual aids.

What it means: Learners deliver presentations with clear organization, using visual aids to support their message.

ABZ Learning Resources: Presentation practice tools that provide real-time feedback on clarity and organization.

Language (L.5)

L.5.1 – Demonstrate command of the conventions of standard English grammar and usage when writing.

What it means: Students produce well-organized writing that follows standard conventions, including correct grammar, punctuation, and usage.

ABZ Learning Resources: Grammar Garden with editing challenges and sentence construction exercises.

L.5.2 – Determine or clarify the meaning of unknown words and phrases using context clues and structural analysis.

What it means: Learners break down unfamiliar words using context and word parts to determine their meanings.

ABZ Learning Resources: Interactive vocabulary puzzles and context clue challenges.

L.5.3 – Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

What it means: Students explore and analyze figurative language, synonyms, antonyms, and subtle differences in word meanings to deepen vocabulary.

ABZ Learning Resources: Matching games and interactive activities that prompt students to identify and compare word nuances.