Search the California Content Standards

Standard:
Select a variety of appropriate affixes for accuracy and precision (e.g., She’s walking. I’m uncomfortable. They left reluctantly).

Standard:
Select a few frequently used affixes for accuracy and precision (e.g., She walks, I’m unhappy).

Standard:
Select a growing number of frequently used affixes for accuracy and precision (e.g., She walked. He likes . . . , I’m unhappy).

Standard:
Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, and problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with light support.

Standard:
Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, and problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with substantial support.

Standard:
Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, and problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with moderate support.

Standard:
Use knowledge of morphology (e.g., affixes, roots, and base words), linguistic context, and reference materials to determine the meaning of unknown words on familiar and new topics.

Standard:
Use knowledge of frequently-used affixes (e.g., un-, mis-), linguistic context, reference materials, and visual cues to determine the meaning of unknown words on familiar topics.

Standard:
Use knowledge of morphology (e.g., affixes, roots, and base words), linguistic context, and reference materials to determine the meaning of unknown words on familiar and new topics.

Standard:
Combine clauses in a wide variety of ways (e.g., creating compound and complex sentences) to make connections between and join ideas, for example, to express cause/effect (e.g., The deer ran because the mountain lion approached them), to make a concession (e.g., She studied all night even though she wasn’t feeling well), to link two ideas that happen at the same time (e.g., The cubs played while their mother hunted), or to provide reasons to support ideas (e.g., The author persuades the reader by _________ ).