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Common Core Standards

Common Core State Initiative Standards

I Love You the Mostest (ILYM) was written specifically to assist children with learning about superlative and comparative grammar concepts.  The provided overview (listed below) identifies Common Core English Language Arts Standards (Language and Reading Literature) that are satisfied by reading ILYM

English Language Arts – Language Standards

Kindergarten
Vocabulary Acquisition
  • Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
  • Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
  • Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
  • Use words and phrases acquired through conversations, reading and being read to, and responding to texts
  • Identify real-life connections between words and their use (e.g., note places at school that are colorful).
1st Grade
Vocabulary Acquisition
  • Use sentence-level context as a clue to the meaning of a word or phrase
  • Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
  • 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.
  • All things listed in prior grade level
2nd Grade
Convention of Standard English
  • Use adjectives and adverbs, and choose between them depending on what is to be modified.

Vocabulary Acquisition

  • Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
  • Use sentence-level context as a clue to the meaning of a word or phrase.
  • Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
  • All things in prior grade levels
3rd Grade
Convention of Standard English
  • Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
  • Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

Knowledge of Language

  • Choose words and phrases for effect.

Vocabulary Acquisition

  • Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
  • Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
  • All things listed in prior grade levels

English Language Arts - Reading Literature Standards

Kindergarten
 Integration of Knowledge and Ideas
  • With prompting and support, ask and answer questions about key details in a text.
  • 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).
1st Grade
Key Ideas and Details
  • Ask question and provide character descriptions
  • Use illustrations and details in a story to describe its characters, setting, or events.

Craft and Structure

  • Identify who is telling the story at various points in a text.
  • Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
  • Retell stories, including key details, and demonstrate understanding of their central message or lesson.
2nd Grade
Key Ideas and Detail
  • Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Craft and Structure

  • Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
  • Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Integration of Knowledge and Idea

  • Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

3rd Grade
Key Ideas and Details
  • Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
  • Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

Craft and Structure

  • Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
  • Distinguish their own point of view from that of the narrator or those of the characters.

Integration of Knowledge and Ideas

  • Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)