| | | The student will demonstrate growth in the use of oral language listening to a variety of literary forms, including stories and poems. | To be successful with this standard, students are expected to listen to texts read aloud and ask and answer questions for further understanding. | All students should understand that oral language entertains and communicates information. | | | | | | |
| | | The student will demonstrate growth in the use of oral language, participating in a variety of oral language activities including choral and echo speaking and recitation of short poems, rhymes, songs, and stories with repeated word order patterns. | To be successful with this standard, students are expected to participate in choral and echo speaking and recitation of short poems, rhymes, songs, and stories with repeated patterns and refrains. | All students should understand that oral language entertains and communicates information.
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| | | The student will demonstrate growth in the use of oral language, participating in oral generation of language experience narratives. | To be successful with this standard, students are expected to
- participate in choral and echo speaking and recitation of short poems, rhymes, songs, and stories with repeated patterns and refrains.
- generate ideas to develop a group language experience narrative.
- dictate sentences about a group experience for a group language experience narrative (e.g., a story about a class field trip).
- dictate an experience or story to create an individual language experience narrative (e.g., a story about a family pet).
| All students should understand that oral language entertains and communicates information.
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| | | The student will demonstrate growth in the use of oral language, participating in creative dramatics. | To be successful with this standard, students are expected to participate in creative dramatics, such as classroom songs, plays, skits, and group activities designed to give students frequent opportunities for listening and speaking. | All students should understand that oral language entertains and communicates information.
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| | | The student will demonstrate growth in the use of oral language, using complete sentences that include subject, verb, and object. | To be successful with this standard, students are expected to use complete sentences that include subject, verb, and object when speaking. | All students should understand that oral language entertains and communicates information.
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| | | The student will expand understanding and use of word meanings, increasing listening and speaking vocabularies. | To be successful with this standard, students are expected to ****** | All students should
•understand that learning new words enhances communication.
•understand that word choice makes communication clearer.
•understand that information can be gained by asking about words not understood.
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| | | The student will expand understanding and use of word meanings, using number words. | To be successful with this standard, students are expected to
understand and use number words in conversations, during partner and group activities, and during teacher-directed instruction.
| All students should
• understand that learning new words enhances communication.
• understand that word choice makes communication clearer.
• understand that information can be gained by asking about words not understood. | | | | | | |
| | | The student will expand understanding and use of word meanings, using words to describe/name people, places, and things. | To be successful with this standard, students are expected to use words to describe or name people, places, feelings, and things during partner and group activities and during teacher-directed instruction. | All students should
• understand that learning new words enhances communication.
• understand that word choice makes communication clearer.
• understand that information can be gained by asking about words not understood.
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| | | The student will expand understanding and use of word meanings using words to describe/name location, size, color, and shape. | To be successful with this standard, students are expected to use size, shape, color, and spatial words to describe people, places, and things during group or individual activities and during teacher-directed instruction. | All students should
• understand that learning new words enhances communication.
• understand that word choice makes communication clearer.
• understand that information can be gained by asking about words not understood.
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| | | The student will expand understanding and use of word meanings, using words to describe/name actions. | To be successful with this standard, students are expected to use a variety of words to describe the actions of characters and people in real and make-believe settings in response to stories or class activities. | All students should
• understand that learning new words enhances communication.
• understand that word choice makes communication clearer.
• understand that information can be gained by asking about words not understood.
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| | | The student will expand understanding and use of word meanings, asking about words not understood. | To be successful with this standard, students are expected to recognize when they do not understand a word or phrase and seek clarification by asking a peer or an adult. | All students should
• understand that learning new words enhances communication.
• understand that word choice makes communication clearer.
• understand that information can be gained by asking about words not understood.
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| | | The student will expand understanding and use of word meanings, using vocabulary from other content areas. | To be successful with this standard, students are expected to use vocabulary from content areas during partner or group activities and during teacher-directed instruction. | All students should
• understand that learning new words enhances communication.
• understand that word choice makes communication clearer.
• understand that information can be gained by asking about words not understood.
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| | | The student will build oral communication skills, expressing ideas in complete sentences and express needs through direct requests. | To be successful with this standard, students are expected to
• speak audibly in complete sentences, expressing thoughts, feelings and ideas clearly.
• verbally express needs through direct requests.
| All students should
• understand that conversation is interactive.
• begin to understand that the setting influences rules for communication.
• understand that information can be gained by generating questions and seeking answers
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| | | The student will demonstrate growth in the use of oral language.
The student will build oral communication skills by beginning to initiate conversations. | To be successful with this standard, students are expected to initiate conversations with peers and teachers in a variety of school settings. | All students should
• understand that conversation is interactive.
• begin to understand that the setting influences rules for communication.
•understand that information can be gained by generating questions and seeking answers.
| Remembering, Understanding |
1. During a shared reading experience, sit close to the students to read a poem, rhyme, song, or story written in large-text format and illustrated with a strong match between pictures and text. (A big book is an example of such a text.) Before beginning to read, ask students to predict what they think the text will be about by looking at the cover and title page pictures. Read a portion of the text and ask students if any of their predictions have come true. During the reading of the text, stop once or twice at an appropriate story point to lead students to confirm or modify previous predictions and make new ones based on the reading and pictures.
2. Involve students in choral speaking and echo reading of familiar poems, songs, rhymes, or chants. In choral speaking, students recite a selection together, either as a class or in small groups. The lines may be divided so that several students speak one line and then the whole class speaks a set of lines. Coach tempo (how fast or slow to read the lines), rhythm (which words to stress or say the loudest), pitch (when to raise or lower the voice), and juncture (when to pause and how long to pause). Discuss with students the decisions about the oral speaking of a selection and have them explain why they are making the choices they are. The same considerations should be made when students are involved in echo reading. In echo reading you take the lead and model how a line of text is read; students “echo” the reading.
3. Create simple props that support acting out the book, nursery rhyme, or fairy tale that the class is studying. Discuss the props as a class. Divide the class into small groups and give each group a set of props. Have students work together to retell the story through drama. Place props in the pretend area of the class so students may repeatedly act out the story. This activity may be done with puppets acting out the story.
4. When revisiting a shared reading text, students decide on sounds (to be made vocally, with simple musical instruments, or with found objects) and/or motions that represent key parts of the text selection. Students may work with motions and sounds as an entire class, or they may be grouped and assigned to be in charge of specific scenes. Students practice and experiment with ideas and interpretations. Then conduct a reading of the text with students participating on cue.
5. Read a familiar nursery rhyme or predictable text. Then tell the students you are going to read the selection again. This time you will leave out a rhyming word. (Cover the word with a post-it.) Their job is to supply the missing word. Prompt: What word is next? (g. and h.)
6. Read stories that have rhyming words. Draw students’ attention to the words that rhyme. Help the students to identify the patterns made by the rhyme, (i.e., which last two sounds are the same).
7. Make up rhymes or use rhymes in a book. Leave rhyming words at the end of a phrase blank. Students select rhyming words that make sense to finish the rhyme.
8. Record on chart paper, a language experience text based on a common class activity. (A language experience text is one that the class composes, and the teacher records.) As students contribute ideas, write them. Write each new sentence on a separate line. As each sentence is written, identify it as a sentence. As you record the students’ sentences, also periodically identify single words. For example, you might say, “Now, I’m going to write the word duck.” or ask, “What word goes next?”
9. Use picture cards for rhyming activities that emphasize the concept of word. For example, when students are shown picture cards of a bat, a cat, and a ball, ask them, “Two of these words rhyme, one does not rhyme. Can you tell me which word does not rhyme with the other words.”
10. After students are familiar with a big book selection because they have listened to it read several times and they have interacted with the text by acting it out, drawing pictures, doing a choral reading, etc., read the text again. This time let the students know that you are going to read it one sentence at a time and that you are going to clap each time you read a word. Model the activity. Then invite students to repeat the sentence with you and clap for each word.
Special thanks for the above learning experiences provided by Lynchburg City, Bedford, Appomattox and Pittsylvania Counties in conjunction with the VA Department of Education.
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| | | The student will build oral communication skills by beginning to follow implicit rules for conversation, including taking turns and staying on topic. | To be successful with this standard, students are expected to wait for their turn to speak, allowing others to speak without unnecessary interruptions. | All students should
• understand that conversation is interactive.
• begin to understand that the setting influences rules for communication.
• understand that information can be gained by generating questions and seeking answers
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| | | The student will build oral communication skills, listen and speak in informal conversations with peers and adults. | To be successful with this standard, students are expected to
• initiate conversations with peers and teachers in a variety of school settings.
• listen attentively to others in a variety of formal and informal settings involving peers and adults.
| All students should
• understand that conversation is interactive.
• begin to understand that the setting influences rules for communication.
• understand that information can be gained by generating questions and seeking answers.
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| | | The student will build oral communication skills, participating in group and partner discussions about various texts and topics. | To be successful with this standard, students are expected to
• listen to and discuss a variety of texts that reflect the Virginia Standards of Learning in English, history and social science, science, and mathematics.
• in group and partner discussions clearly state a thought related to the book or topic being discussed.
| All students should
• understand that conversation is interactive.
• begin to understand that the setting influences rules for communication.
• understand that information can be gained by generating questions and seeking answers
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| | | The student will build oral communication skills, beginning to use voice level, phrasing, and intonation appropriate for various language situations. | To be successful with this standard, students are expected to begin to use voice level, phrasing, and intonation appropriate for the language situation. | All students should
• understand that conversation is interactive.
• begin to understand that the setting influences rules for communication.
• understand that information can be gained by generating questions and seeking answers
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| | | The student will build oral communication skills, following one- and two-step directions. | To be successful with this standard, students are expected to repeat and follow one- and two-step oral directions. | All students should
• understand that conversation is interactive.
• begin to understand that the setting influences rules for communication.
• understand that information can be gained by generating questions and seeking answers
| Remembering, Understanding, Applying | 1. During a shared reading experience, sit close to the students to read a poem, rhyme, song, or story written in large-text format and illustrated with a strong match between pictures and text. (A big book is an example of such a text.) Before beginning to read, ask students to predict what they think the text will be about by looking at the cover and title page pictures. Read a portion of the text and ask students if any of their predictions have come true. During the reading of the text, stop once or twice at an appropriate story point to lead students to confirm or modify previous predictions and make new ones based on the reading and pictures.
2. Involve students in choral speaking and echo reading of familiar poems, songs, rhymes, or chants. In choral speaking, students recite a selection together, either as a class or in small groups. The lines may be divided so that several students speak one line and then the whole class speaks a set of lines. Coach tempo (how fast or slow to read the lines), rhythm (which words to stress or say the loudest), pitch (when to raise or lower the voice), and juncture (when to pause and how long to pause). Discuss with students the decisions about the oral speaking of a selection and have them explain why they are making the choices they are. The same considerations should be made when students are involved in echo reading. In echo reading you take the lead and model how a line of text is read; students “echo” the reading.
3. Create simple props that support acting out the book, nursery rhyme, or fairy tale that the class is studying. Discuss the props as a class. Divide the class into small groups and give each group a set of props. Have students work together to retell the story through drama. Place props in the pretend area of the class so students may repeatedly act out the story. This activity may be done with puppets acting out the story.
4. When revisiting a shared reading text, students decide on sounds (to be made vocally, with simple musical instruments, or with found objects) and/or motions that represent key parts of the text selection. Students may work with motions and sounds as an entire class, or they may be grouped and assigned to be in charge of specific scenes. Students practice and experiment with ideas and interpretations. Then conduct a reading of the text with students participating on cue.
5. Read a familiar nursery rhyme or predictable text. Then tell the students you are going to read the selection again. This time you will leave out a rhyming word. (Cover the word with a post-it.) Their job is to supply the missing word. Prompt: What word is next? (g. and h.)
6. Read stories that have rhyming words. Draw students’ attention to the words that rhyme. Help the students to identify the patterns made by the rhyme, (i.e., which last two sounds are the same).
7. Make up rhymes or use rhymes in a book. Leave rhyming words at the end of a phrase blank. Students select rhyming words that make sense to finish the rhyme.
8. Record on chart paper, a language experience text based on a common class activity. (A language experience text is one that the class composes, and the teacher records.) As students contribute ideas, write them. Write each new sentence on a separate line. As each sentence is written, identify it as a sentence. As you record the students’ sentences, also periodically identify single words. For example, you might say, “Now, I’m going to write the word duck.” or ask, “What word goes next?”
9. Use picture cards for rhyming activities that emphasize the concept of word. For example, when students are shown picture cards of a bat, a cat, and a ball, ask them, “Two of these words rhyme, one does not rhyme. Can you tell me which word does not rhyme with the other words.”
10. After students are familiar with a big book selection because they have listened to it read several times and they have interacted with the text by acting it out, drawing pictures, doing a choral reading, etc., read the text again. This time let the students know that you are going to read it one sentence at a time and that you are going to clap each time you read a word. Model the activity. Then invite students to repeat the sentence with you and clap for each word.
Special thanks for the above learning experiences provided by Lynchburg City, Bedford, Appomattox and Pittsylvania Counties in conjunction with the VA Department of Education.
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| | | The student will build oral communication skills, beginning to ask how and why questions. | To be successful with this standard, students are expected to ask who, what, where, when, why, and how questions to obtain information, seek help, or clarify something not understood | All students should
• understand that conversation is interactive.
• begin to understand that the setting influences rules for communication.
• understand that information can be gained by generating questions and seeking answers
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| | | The student will identify, say, segment, and blend various units of speech sounds, beginning to discriminate between spoken sentences, words, and syllables. | • Focus on speech sounds.
• demonstrate the concept of word by segmenting spoken sentences into individual words.
• segment a word into individual syllables by clapping hands or snapping fingers.
• discriminate between large phonological units of running speech, sentences, words, and syllables.
| . | Remembering, Understanding, Applying, Analyzing | | | | | |
| | | The student will identify, say, segement, and bland various units of speech sounds, identify and produce words that thyme. | | . | Understanding, Applying, Analyzing | 1. Show the students a set of three pictures, two of which rhyme. Ask the students to name the pictures and choose the two that rhyme. Repeat the rhyming set orally as a class. Confirm if the two words rhyme.
2. Show the students a set of three pictures, two of which start with the same beginning sound. Ask the students to name the pictures and choose the two that begin with the same sound. Repeat the set orally as a class. Confirm if the two words rhyme.
3. Engage students in picture sorting by rhyme. Conduct the activity as a whole-class or small-group, teacher-directed lesson to model the process for students. Once students understand the process, they can be guided to work more independently in pairs, small groups, and individually. Identify two pictures with different rime pattern, say each, and place each at the beginning of what will be a column for all pictures that rhyme with the guide picture word. Students sort picture cards according to the picture with which they rhyme and place rhyming cards under the guide card. If the student makes a mistake, say the name of the guide picture that the student identified followed by the name of the picture and prompt the student to listen if they sound the same. Repeat the process with the alternative guide picture, coaching the student to hear the sounds that are the same.
4. Give a target word to students, (e.g., bat) and have them list orally words that rhyme with the given word. Have students say the rhyming part of the word. Record the words that rhyme in a list under the target word. If students give words that rhyme, but do not have the same end rime, record the word, but make a new column for the variant spelling.
5. Give each student a set of three cards with pictures that represent a variety of end rimes. (Not all students have the same card, although cards may be repeated across students.) Say a word aloud. The students with a picture whose name rhymes with the word hold it up. Each student with a rhyming card repeats the word that the teacher said and the name of her/his picture. The class determines if they hear the rhyme by saying the two words. If the sounds do not match, coach the students to hear the difference.
Special thanks for the above learning experiences courtesy of Lynchburg City, Bedford, Appomattox, and Pittsylvania Counties in conjunction with the VA Department of Education.
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| | | The student will identify, say, segement, and blend various unit of speech sounds, blend, segment multisyllabic words at the syllable level. | | . | | | | | | |
| | | The student will identify, say, segment, and blend various unit of speech sounds, segment one-syllable words into speech sound units including beginning phonem(s) (onset) and ending (rimes). | | . | | | | | | |
| | | The student will identify, say, segment, and blend various units of speech sounds, identify words according to shared beginning and/or ending sounds. | • recognize that a word can be segmented into individual speech sound units.
• recognize how phonemes sound when spoken in isolation.
• recognize similarities and differences in beginning and ending sounds of words.
• determine the order of speech sounds in a given word by answering the following questions:
What is the beginning sound you hear?
What is the ending sound you hear?
• produce a word that has the same beginning or ending sound as a spoken word (e.g., /sock/- /sun/ and /hot/- /rat/).
• identify pictures of objects whose names share the same beginning or ending sound.
• sort pictures or objects whose names share the same beginning or ending sound.
. | . | Remembering, Understanding, Applying, Analyzing | | | | | |
| | | The student will understand how print is organized and read, holding print materials in the correct position. | | . | | | | | | |
| | | The student will understand how print is organized and read, identifying the front cover, back cover, and title page of a book. | | . | Remembering, Understanding, Applying | • Student will hold books correctly per teacher modeling
• Students will identify the cover, back cover, and title page for each book sharing
• Students will distinguish between print and pictures during book sharing or read alouds
• Students will be given daily opportunities to track print on chart songs, poems, and books. (pattern books, big books, leveled books, book bin books, library books)
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| | | The student will understand how print is organized and read, distinguishing between print and pictures. | To be successful with this standard, students are expected to
hold printed material the correct way.
identify the front and back covers of a book.
distinguish the title page from all the other pages in a book.
turn pages appropriately.
distinguish print from pictures.
follow text with a finger, pointing to each word as it is read from left to right and top to bottom.
locate lines of text, words, letters, and spaces.
match voice with print in syllables, words, and phrases.
locate and name periods, question marks, and exclamation points. | . | Understanding, Applying | Provide daily experiences for children to listen to stories to demonstrate how print works. When reading a story to the students begin by displaying the cover page and point to the print (title and author) and read. Help the chidren recognize that these are letters and letters make words which can be read, written, spoken, and sung. As the book is read note how the pictures correlate with the text. Repeat these activities on a daily basis.
Teach the students a repetitive song or poem. After the students have learned the song display the song/poem on a chart tablet. Talk to the children about the words on the chart. Explain that the words from the song they learned are now on the chart page. Point to the words on the chart as you sing/read the chart. Tell students that the words we speak can be written and that we use the letters of the alphabet to spell the words.
Another activitiy would be to do a picture walk (Jan Richardson) with students.
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| | | The student will understand how print is organized and read, following words from left to right and from top to bottom on a printed page. | | . | | | | | | |
| | | The student will understand how print is organized and read, Match voice with print (concept of word). | | . | | | | | | |
| | | The student will demonstrate an understanding that print conveys meaning, identifying common signs and logos. | | . | Understanding | Have prepared images ready of signs and logos for students to discuss. Ask students if they recognize any of the signs. Discuss the images and the wording on the images. Point to the letters on the signs and how the letters when joined make words that can be read and written. After students have a good understanding of the signs and logos help them create a book of signs. Label each page and have the children read their books to the class. | | | | |
| | | The student will demonstrate an understanding that print conveys meaning, explaining that printed materials provide information. | | . | Understanding | Introduce a piece of non fiction literature to the students. Talk about how we can learn new things from books. Display the book and give students and opportunity to tell what they already know about the topic (identify prior knowledge). Tell the students they will learn more about the topic by reading the story. | | | | |
| | | The student will demonstrate an understanding that print conveys meaning, reading and explaining own writing and drawings. | | . | | | | | | |
| | | The student will demonstrate an understanding that print conveys meaning, reading his/her name and read fifteen meaningful, concrete words. | | . | | | | | | |
| | | The student will develop an understanding of basic phonetic principles, identifying and naming the uppercase and lowercase letters of the alphabet. | | . | | | | | | |
| | | The student will develop an understanding of basic phonetic principles, matching consonant, short vowel, and initial consonant digraph sounds to appropriate letters. | | . | | | | | | |
| | | The student will develop an understanding of basic phonetic principles, demonstrating a speech-to-print match through accurate finger-point reading in familiar text that includes words with more than one syllable. | | . | | | | | | |
| | | The student will develop an understanding of basic phonetic principles, identifying beginning consonant sounds in single-syllable words. | | . | | | | | | |
| | | The student will expand vocabulary, discussing meanings of words. | | . | | | | | | |
| | | The student will expand vocabulary, developing vocabulary by listening to a variety of texts read aloud. | | . | | | | | | |
| | | The student will demonstrate comprehension of fictional texts, identifying what an author does and what an illustrator does. | | . | | | | | | |
| | | The student will demonstrate comprehension of fictional texts, relating previous experiences to what is read. | | . | | | | | | |
| | | The student will demonstrate comprehension of fictional texts, using pictures to make predictions. | | . | | | | | | |
| | | The student will demonstrate comprehension of fictional texts, beginning to ask and answer questions about what is read. | | . | | | | | | |
| | | The student will demonstrate comprehension of fictional texts, using story language in discussions and retellings. | | . | | | | | | |
| | | The student will demonstrate comprehension of fictional texts, retelling familiar stories, using beginning, middle, and end. | | . | | | | | | |
| | | The student will demonstrate comprehension of fictional texts, discussing characters, setting, and events. | | . | | | | | | |
| | | The student will demonstrate comprehension of nonfiction texts, using pictures to identify topic and make predictions. | | . | | | | | | |
| | | The student will demonstrate comprehension of nonfiction texts, identifying text features specific to the topic, such as titles, headings, and pictures. | | . | | | | | | |
| | | The student will print in manuscript, printing uppercase and lowercase letters of the alphabet independently. | | . | | | | | | |
| | | The student will print in manuscript, printing his/her first and last names. | | . | | | | | | |
| | | The student will write to communicate ideas for a variety of purposes, differentiating pictures from writing. | | . | | | | | | |
| | | The student will write to communicate ideas for a variety of purposes, drawing pictures and/or use letters and phonetically spelled words to write about experiences. | | . | | | | | | |
| | | The student will write to communicate ideas for a variety of purposes, using letters and beginning consonant sounds to spell phonetically words to describe pictures or write about experiences. | | . | | | | | | |
| | | The student will write to communicate ideas for a variety of purposes, writing left to right and top to bottom. | | . | | | | | | |
| | | The student will use available technology for reading and writing, | | . | | | | | | |
| | | The student will continue to demonstrate growth in the use of oral language, listening and responding to a variety of electronic media and other age-appropriate materials. | | . | | | | | | |
| | | The student will continue to demonstrate growth in the use of oral language, telling and retelling stories and events in logical order. | | . | | | | | | |
| | | The student will continue to demonstrate growth in the use of oral language, participating in a variety of oral language activities, including choral speaking and reciting short poems, rhymes, songs, and stories with repeated patterns. | | . | | | | | | |
| | | The student will continue to demonstrate growth in the use of oral language, participating in creative dramatics. | | . | | | | | | |
| | | The student will continue to demonstrate growth in the use of oral language, expressing ideas orally in complete sentences. | | . | | | | | | |
| | | The student will expand understanding and use of word meanings, increasing listening and speaking vocabularies. | | . | | | | | | |
| | | The student will expand understanding and use of word meanings, beginning to ask for clarification and explanation of words and ideas. | | . | | | | | | |
| | | The student will expand understanding and use of word meanings, using common singular and plural nouns. | | . | | | | | | |
| | | The student will expand understanding and use of word meanings, using vocabulary from other content areas. | | . | | | | | | |
| | | The student will adapt or change oral language to fit the situation, initiating conversation with peers and adults. | | . | | | | | | |
| | | The student will adapt or change oral language to fit the situation, following rules for conversation using appropriate voice level in small-group settings. | | . | | | | | | |
| | | The student will adapt or change oral language to fit the situation, asking and respond to questions. | | . | | | | | | |
| | | The student will adapt or change oral language to fit the situation, following simple two-step oral directions. | | . | | | | | | |
| | | The student will adapt or change oral language to fit the situation, giving simple two-step oral directions. | | . | | | | | | |
| | | The student will orally identify, produce, and manipulate various units of speech sounds within words, creating rhyming words. | | . | | | | | | |
| | | The student will orally identify, produce, and manipulate various units of speech sounds within words, counting phonemes (sounds) in one-syllable words. | | . | | | | | | |
| | | The student will orally identify, produce, and manipulate various units of speech sounds within words, blending sounds to make one-syllable words. | | . | | | | | | |
| | | The student will orally identify, produce, and manipulate various units of speech sounds within words, segmenting one-syllable words into individual speech sounds (phonemes). | | . | | | | | | |
| | | The student will orally identify, produce, and manipulate various units of speech sounds within words, adding or deleting phonemes (sounds) to make new words. | | . | | | | | | |
| | | The student will apply knowledge of how print is organized and read, reading from left to right and from top to bottom. | | . | Applying | * demonstrate concept of word by tracking print from left to right and top to bottom, following print from one line to the next line (return sweep), and matching spoken words to print.
* identify letters, words, sentences, and ending punctuation (i.e., periods, question and quotation marks, and exclamation points).
* differentiate between letters and words by recognizing spaces between words in sentences and recognizing that a sentence starts with a capital letter and ends with a period, question mark, or exclamation point.
*read their own writing
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| | | The student will apply knowledge of how print is organized and read, matching spoken words with print. | | . | Applying | * demonstrate concept of word by tracking print from left to right and top to bottom, following print from one line to the next line (return sweep), and matching spoken words to print.
* identify letters, words, sentences, and ending punctuation (i.e., periods, question and quotation marks, and exclamation points).
* differentiate between letters and words by recognizing spaces between words in sentences and recognizing that a sentence starts with a capital letter and ends with a period, question mark, or exclamation point.
*read their own writing | | | | |
| | | The student will apply knowledge of how print is organized and read, identifing letters, words, sentences, and ending punctuation. | | . | Applying | * demonstrate concept of word by tracking print from left to right and top to bottom, following print from one line to the next line (return sweep), and matching spoken words to print. * identify letters, words, sentences, and ending punctuation (i.e., periods, question and quotation marks, and exclamation points).
* differentiate between letters and words by recognizing spaces between words in sentences and recognizing that a sentence starts with a capital letter and ends with a period, question mark, or exclamation point.
*read their own writing | | | | |
| | | The student will apply knowledge of how print is organized and read, reading his/her own writing. | | . | Applying | * demonstrate concept of word by tracking print from left to right and top to bottom, following print from one line to the next line (return sweep), and matching spoken words to print. * identify letters, words, sentences, and ending punctuation (i.e., periods, question and quotation marks, and exclamation points).
* differentiate between letters and words by recognizing spaces between words in sentences and recognizing that a sentence starts with a capital letter and ends with a period, question mark, or exclamation point.
*read their own writing | | | | |
| | | The student will apply phonetic principles to read and spell, using beginning and ending consonants to decode and spell single-syllable words. | | . | | | | | | |
| | | The student will apply phonetic principles to read and spell, using two-letter consonant blends to decode and spell single-syllable words. | | . | | | | | | |
| | | The student will apply phonetic principles to read and spell, using beginning consonant digraphs to decode and spell single-syllable words. | | . | | | | | | |
| | | The student will apply phonetic principles to read and spell, using short vowel sounds to decode and spell single-syllable words. | | . | | | | | | |
| | | The student will apply phonetic principles to read and spell, blending beginning, middle, and ending sounds to recognize and read words. | | . | | | | | | |
|  | | The student will apply phonetic principles to read and spell, using word patterns to decode unfamiliar words. | | . | | | | | | |
| | | The student will apply phonetic principles to read and spell, reading and spelling simple two-syllable compound words. | | . | | | | | | |
| | | The student will apply phonetic principles to read and spell, reading and spelling commonly used sight words. | | . | | | | | | |
| | | The student will use semantic clues and syntax to expand vocabulary when reading, using words, phrases, and sentences. | | . | Applying | see attachments
*use pictures and looking at the words to evaluate word choice
*use sentence level context as a clue to the meaning of words or phrases
*use title and pictures to make predictions about text
*use pictures and rereading to confirm vocabulary choice
* use information in the story to make predictions about vocabulary and text.
* notice when words or sentences do not make sense in context.
* use intonation, pauses, and emphases that signal the structure of the sentence when reading aloud (prosody).
* use punctuation clues, including period, question mark, exclamation point, commas, and quotation marks, to guide their comprehension.
* use knowledge of story structure (i.e., characters, setting, problem/solution) to guide comprehension.
*reread and self-correct when text does not make sense. | | | | |
| | | The student will use semantic clues and syntax to expand vocabulary when reading, using titles and pictures. | | . | | see attachments *use pictures and looking at the words to evaluate word choice
*use sentence level context as a clue to the meaning of words or phrases
*use title and pictures to make predictions about text
*use pictures and rereading to confirm vocabulary choice
* use information in the story to make predictions about vocabulary and text.
* notice when words or sentences do not make sense in context.
* use intonation, pauses, and emphases that signal the structure of the sentence when reading aloud (prosody).
* use punctuation clues, including period, question mark, exclamation point, commas, and quotation marks, to guide their comprehension.
* use knowledge of story structure (i.e., characters, setting, problem/solution) to guide comprehension.
*reread and self-correct when text does not make sense | | | | |
| | | The student will use semantic clues and syntax to expand vocabulary when reading, using information in the story to read words. | | . | | see attachments *use pictures and looking at the words to evaluate word choice
*use sentence level context as a clue to the meaning of words or phrases
*use title and pictures to make predictions about text
*use pictures and rereading to confirm vocabulary choice
* use information in the story to make predictions about vocabulary and text.
* notice when words or sentences do not make sense in context.
* use intonation, pauses, and emphases that signal the structure of the sentence when reading aloud (prosody).
* use punctuation clues, including period, question mark, exclamation point, commas, and quotation marks, to guide their comprehension.
* use knowledge of story structure (i.e., characters, setting, problem/solution) to guide comprehension.
*reread and self-correct when text does not make sense | | | | |
| | | The student will use semantic clues and syntax to expand vocabulary when reading, using knowledge of sentence structure. | | . | | see attachments *use pictures and looking at the words to evaluate word choice
*use sentence level context as a clue to the meaning of words or phrases
*use title and pictures to make predictions about text
*use pictures and rereading to confirm vocabulary choice
* use information in the story to make predictions about vocabulary and text.
* notice when words or sentences do not make sense in context.
* use intonation, pauses, and emphases that signal the structure of the sentence when reading aloud (prosody).
* use punctuation clues, including period, question mark, exclamation point, commas, and quotation marks, to guide their comprehension.
* use knowledge of story structure (i.e., characters, setting, problem/solution) to guide comprehension.
*reread and self-correct when text does not make sense | | | | |
| | | The student will use semantic clues and syntax to expand vocabulary when reading, using knowledge of story structure. | | . | | see attachments *use pictures and looking at the words to evaluate word choice
*use sentence level context as a clue to the meaning of words or phrases
*use title and pictures to make predictions about text
*use pictures and rereading to confirm vocabulary choice
* use information in the story to make predictions about vocabulary and text.
* notice when words or sentences do not make sense in context.
* use intonation, pauses, and emphases that signal the structure of the sentence when reading aloud (prosody).
* use punctuation clues, including period, question mark, exclamation point, commas, and quotation marks, to guide their comprehension.
* use knowledge of story structure (i.e., characters, setting, problem/solution) to guide comprehension.
*reread and self-correct when text does not make sense | | | | |
| | | The student will use semantic clues and syntax to expand vocabulary when reading, rereading and self-correcting. | | . | | see attachments *use pictures and looking at the words to evaluate word choice
*use sentence level context as a clue to the meaning of words or phrases
*use title and pictures to make predictions about text
*use pictures and rereading to confirm vocabulary choice
* use information in the story to make predictions about vocabulary and text.
* notice when words or sentences do not make sense in context.
* use intonation, pauses, and emphases that signal the structure of the sentence when reading aloud (prosody).
* use punctuation clues, including period, question mark, exclamation point, commas, and quotation marks, to guide their comprehension.
* use knowledge of story structure (i.e., characters, setting, problem/solution) to guide comprehension.
*reread and self-correct when text does not make sense | | | | |
| | | The student will expand vocabulary, discussing meanings of words in context. | | . | | * understand and discuss the meanings of new words as presented in context.
* develop their vocabulary by listening to and reading a variety of texts (e.g., predictable, decodable, and narrative/expository texts written in the original, natural language of the authors).
* use words, pictures, and other clues from text to confirm or self-correct, rereading as necessary.
* ask for the meaning of unknown words and make connections to familiar words by:
° sorting words into categories (e.g., colors, animals);
° defining words by category and by one or more attributes (e.g., a swan is a bird that swims, a cardinal is a red bird); and
° identifying real-life connections between words and their use (e.g., places that are safe).
*use vocabulary from other content areas in literacy tasks | | | | |
| | | The student will expand vocabulary, developing vocabulary by listening to and reading a variety of texts. | | . | | * understand and discuss the meanings of new words as presented in context.
* develop their vocabulary by listening to and reading a variety of texts (e.g., predictable, decodable, and narrative/expository texts written in the original, natural language of the authors).
* use words, pictures, and other clues from text to confirm or self-correct, rereading as necessary.
* ask for the meaning of unknown words and make connections to familiar words by:
° sorting words into categories (e.g., colors, animals);
° defining words by category and by one or more attributes (e.g., a swan is a bird that swims, a cardinal is a red bird); and
° identifying real-life connections between words and their use (e.g., places that are safe).
*use vocabulary from other content areas in literacy tasks | | | | |
| | | The student will expand vocabulary, asking for the meaning of unknown words and make connections to familiar words. | | . | | * understand and discuss the meanings of new words as presented in context.
* develop their vocabulary by listening to and reading a variety of texts (e.g., predictable, decodable, and narrative/expository texts written in the original, natural language of the authors).
* use words, pictures, and other clues from text to confirm or self-correct, rereading as necessary.
* ask for the meaning of unknown words and make connections to familiar words by:
° sorting words into categories (e.g., colors, animals);
° defining words by category and by one or more attributes (e.g., a swan is a bird that swims, a cardinal is a red bird); and
° identifying real-life connections between words and their use (e.g., places that are safe).
*use vocabulary from other content areas in literacy tasks | | | | |
| | | The student will expand vocabulary, using text clues such as words or pictures to discern meanings of unknown words. | | . | | * understand and discuss the meanings of new words as presented in context.
* develop their vocabulary by listening to and reading a variety of texts (e.g., predictable, decodable, and narrative/expository texts written in the original, natural language of the authors).
* use words, pictures, and other clues from text to confirm or self-correct, rereading as necessary.
* ask for the meaning of unknown words and make connections to familiar words by:
° sorting words into categories (e.g., colors, animals);
° defining words by category and by one or more attributes (e.g., a swan is a bird that swims, a cardinal is a red bird); and
° identifying real-life connections between words and their use (e.g., places that are safe).
*use vocabulary from other content areas in literacy tasks | | | | |
| | | The student will expand vocabulary, using vocabulary from other content areas. | | . | | * understand and discuss the meanings of new words as presented in context.
* develop their vocabulary by listening to and reading a variety of texts (e.g., predictable, decodable, and narrative/expository texts written in the original, natural language of the authors).
* use words, pictures, and other clues from text to confirm or self-correct, rereading as necessary.
* ask for the meaning of unknown words and make connections to familiar words by:
° sorting words into categories (e.g., colors, animals);
° defining words by category and by one or more attributes (e.g., a swan is a bird that swims, a cardinal is a red bird); and
° identifying real-life connections between words and their use (e.g., places that are safe).
*use vocabulary from other content areas in literacy tasks | | | | |
| | | The student will read and demonstrate comprehension of a variety of fictional texts, previewing the selection. | | . | |
* preview reading material by looking at the book’s cover and illustrations and by reading titles and headings
* set a purpose for reading by looking at the illustrations, activating prior knowledge, and predicting the outcome of the selection.
* identify who is telling the story at various points in a text.
* use knowledge from their own experience to make sense of and talk about a text.
* identify and describe characters, settings, and important events in a story using details.
* use illustrations and details to describe characters, settings, and important events in a story.
* demonstrate comprehension by retelling stories and events orally or in writing, using beginning, middle, and end structure, and demonstrating comprehension of the central message or lesson.
*identify the main idea or theme of a short fiction selection
* identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
* read a wide variety of self-selected and teacher-selected stories and poems aloud.
* use expression and intonation to convey meaning when reading aloud (prosody).
* reread as necessary to confirm and self-correct word recognition and understanding.
*practice reading and rereading familiar stories, poems, and passages at their independent reading level to develop fluency, accuracy, and meaningful expression. | | | | |
| | | The student will read and demonstrate comprehension of a variety of fictional texts, setting a purpose for reading. | | . | |
* preview reading material by looking at the book’s cover and illustrations and by reading titles and headings
* set a purpose for reading by looking at the illustrations, activating prior knowledge, and predicting the outcome of the selection.
* identify who is telling the story at various points in a text.
* use knowledge from their own experience to make sense of and talk about a text.
* identify and describe characters, settings, and important events in a story using details.
* use illustrations and details to describe characters, settings, and important events in a story.
* demonstrate comprehension by retelling stories and events orally or in writing, using beginning, middle, and end structure, and demonstrating comprehension of the central message or lesson.
*identify the main idea or theme of a short fiction selection * identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
* read a wide variety of self-selected and teacher-selected stories and poems aloud.
* use expression and intonation to convey meaning when reading aloud (prosody).
* reread as necessary to confirm and self-correct word recognition and understanding.
*practice reading and rereading familiar stories, poems, and passages at their independent reading level to develop fluency, accuracy, and meaningful expression. | | | | |
| | | The student will read and demonstrate comprehension of a variety of fictional texts, relating previous experiences to what is read. | | . | |
* preview reading material by looking at the book’s cover and illustrations and by reading titles and headings.
* set a purpose for reading by looking at the illustrations, activating prior knowledge, and predicting the outcome of the selection.
* identify who is telling the story at various points in a text.
* use knowledge from their own experience to make sense of and talk about a text.
* identify and describe characters, settings, and important events in a story using details.
* use illustrations and details to describe characters, settings, and important events in a story.
* demonstrate comprehension by retelling stories and events orally or in writing, using beginning, middle, and end structure, and demonstrating comprehension of the central message or lesson.
*identify the main idea or theme of a short fiction selection * identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
* read a wide variety of self-selected and teacher-selected stories and poems aloud.
* use expression and intonation to convey meaning when reading aloud (prosody).
* reread as necessary to confirm and self-correct word recognition and understanding.
*practice reading and rereading familiar stories, poems, and passages at their independent reading level to develop fluency, accuracy, and meaningful expression. | | | | |
| | | The student will read and demonstrate comprehension of a variety of fictional texts, making and confirming predictions. | | . | |
* preview reading material by looking at the book’s cover and illustrations and by reading titles and headings
* set a purpose for reading by looking at the illustrations, activating prior knowledge, and predicting the outcome of the selection.
* identify who is telling the story at various points in a text.
* use knowledge from their own experience to make sense of and talk about a text.
* identify and describe characters, settings, and important events in a story using details.
* use illustrations and details to describe characters, settings, and important events in a story.
* demonstrate comprehension by retelling stories and events orally or in writing, using beginning, middle, and end structure, and demonstrating comprehension of the central message or lesson.
*identify the main idea or theme of a short fiction selection * identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
* read a wide variety of self-selected and teacher-selected stories and poems aloud.
* use expression and intonation to convey meaning when reading aloud (prosody).
* reread as necessary to confirm and self-correct word recognition and understanding.
*practice reading and rereading familiar stories, poems, and passages at their independent reading level to develop fluency, accuracy, and meaningful expression. | | | | |
| | | The student will read and demonstrate comprehension of a variety of fictional texts, asking and answer who, what, when, where, why, and how questions about what is read. | | . | |
* preview reading material by looking at the book’s cover and illustrations and by reading titles and headings
* set a purpose for reading by looking at the illustrations, activating prior knowledge, and predicting the outcome of the selection.
* identify who is telling the story at various points in a text.
* use knowledge from their own experience to make sense of and talk about a text.
* identify and describe characters, settings, and important events in a story using details.
* use illustrations and details to describe characters, settings, and important events in a story.
* demonstrate comprehension by retelling stories and events orally or in writing, using beginning, middle, and end structure, and demonstrating comprehension of the central message or lesson.
*identify the main idea or theme of a short fiction selection * identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
* read a wide variety of self-selected and teacher-selected stories and poems aloud.
* use expression and intonation to convey meaning when reading aloud (prosody).
* reread as necessary to confirm and self-correct word recognition and understanding.
*practice reading and rereading familiar stories, poems, and passages at their independent reading level to develop fluency, accuracy, and meaningful expression. | | | | |
| | | The student will read and demonstrate comprehension of a variety of fictional texts, identifing characters, setting, and important events. | | . | |
* preview reading material by looking at the book’s cover and illustrations and by reading titles and headings
* set a purpose for reading by looking at the illustrations, activating prior knowledge, and predicting the outcome of the selection.
* identify who is telling the story at various points in a text.
* use knowledge from their own experience to make sense of and talk about a text.
* identify and describe characters, settings, and important events in a story using details.
* use illustrations and details to describe characters, settings, and important events in a story.
* demonstrate comprehension by retelling stories and events orally or in writing, using beginning, middle, and end structure, and demonstrating comprehension of the central message or lesson.
*identify the main idea or theme of a short fiction selection * identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
* read a wide variety of self-selected and teacher-selected stories and poems aloud.
* use expression and intonation to convey meaning when reading aloud (prosody).
* reread as necessary to confirm and self-correct word recognition and understanding.
*practice reading and rereading familiar stories, poems, and passages at their independent reading level to develop fluency, accuracy, and meaningful expression. | | | | |
| | | The student will read and demonstrate comprehension of a variety of fictional texts, retelling stories and events, using beginning, middle, and end. | | . | |
* preview reading material by looking at the book’s cover and illustrations and by reading titles and headings
* set a purpose for reading by looking at the illustrations, activating prior knowledge, and predicting the outcome of the selection.
* identify who is telling the story at various points in a text.
* use knowledge from their own experience to make sense of and talk about a text.
* identify and describe characters, settings, and important events in a story using details.
* use illustrations and details to describe characters, settings, and important events in a story.
* demonstrate comprehension by retelling stories and events orally or in writing, using beginning, middle, and end structure, and demonstrating comprehension of the central message or lesson.
*identify the main idea or theme of a short fiction selection * identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
* read a wide variety of self-selected and teacher-selected stories and poems aloud.
* use expression and intonation to convey meaning when reading aloud (prosody).
* reread as necessary to confirm and self-correct word recognition and understanding.
*practice reading and rereading familiar stories, poems, and passages at their independent reading level to develop fluency, accuracy, and meaningful expression. | | | | |
| | | The student will read and demonstrate comprehension of a variety of fictional texts, identifing the main idea or theme. | | . | |
* preview reading material by looking at the book’s cover and illustrations and by reading titles and headings
* set a purpose for reading by looking at the illustrations, activating prior knowledge, and predicting the outcome of the selection.
* identify who is telling the story at various points in a text.
* use knowledge from their own experience to make sense of and talk about a text.
* identify and describe characters, settings, and important events in a story using details.
* use illustrations and details to describe characters, settings, and important events in a story.
* demonstrate comprehension by retelling stories and events orally or in writing, using beginning, middle, and end structure, and demonstrating comprehension of the central message or lesson.
*identify the main idea or theme of a short fiction selection * identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
* read a wide variety of self-selected and teacher-selected stories and poems aloud.
* use expression and intonation to convey meaning when reading aloud (prosody).
* reread as necessary to confirm and self-correct word recognition and understanding.
*practice reading and rereading familiar stories, poems, and passages at their independent reading level to develop fluency, accuracy, and meaningful expression. | | | | |
| | | The student will read and demonstrate comprehension of a variety of fictional texts, reading and rereading familiar stories, poems, and passages with fluency, accuracy, and meaningful expression. | | . | |
* preview reading material by looking at the book’s cover and illustrations and by reading titles and headings
* set a purpose for reading by looking at the illustrations, activating prior knowledge, and predicting the outcome of the selection.
* identify who is telling the story at various points in a text.
* use knowledge from their own experience to make sense of and talk about a text.
* identify and describe characters, settings, and important events in a story using details.
* use illustrations and details to describe characters, settings, and important events in a story.
* demonstrate comprehension by retelling stories and events orally or in writing, using beginning, middle, and end structure, and demonstrating comprehension of the central message or lesson.
*identify the main idea or theme of a short fiction selection * identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
* read a wide variety of self-selected and teacher-selected stories and poems aloud.
* use expression and intonation to convey meaning when reading aloud (prosody).
* reread as necessary to confirm and self-correct word recognition and understanding.
*practice reading and rereading familiar stories, poems, and passages at their independent reading level to develop fluency, accuracy, and meaningful expression. | | | | |
| | | The student will read and demonstrate comprehension of a variety of nonfiction texts, previewing the selection.
| | . | | * read with purpose and understanding.
* preview reading material by looking at the book’s cover and illustrations or other graphics and by reading titles and headings.
* set a purpose for reading by looking at the illustrations or other graphics, activating prior knowledge, and predicting the outcome of the selection.
* identify text features (e.g., illustrations, photographs, headings, charts and captions).
* use text features to locate facts and information in a text (e.g., headings, tables of contents, glossaries).
* distinguish between information provided by pictures or illustrations and information provided by words in the text.
* make and confirm predictions before, during, and after reading.
* ask and answer simple questions (e.g., who, what, when, where, why, and how) about a selection.
* read a wide variety of self-selected and teacher-selected informational texts aloud.
* read various nonfiction forms, including letters, lists, recipes, newspapers, and magazines.
* identify the main idea and key details of a short nonfiction selection.
* identify the reasons an author gives to support points in a text.
*practice reading and rereading texts on their independent reading level to develop accuracy, fluency, and meaningful expression. | | | | |
| | | The student will read and demonstrate comprehension of a variety of nonfiction texts, using prior and background knowledge as context for new learning. | | . | |
* read with purpose and understanding.
* preview reading material by looking at the book’s cover and illustrations or other graphics and by reading titles and headings.
* set a purpose for reading by looking at the illustrations or other graphics, activating prior knowledge, and predicting the outcome of the selection.
* identify text features (e.g., illustrations, photographs, headings, charts and captions).
* use text features to locate facts and information in a text (e.g., headings, tables of contents, glossaries).
* distinguish between information provided by pictures or illustrations and information provided by words in the text.
* make and confirm predictions before, during, and after reading.
* ask and answer simple questions (e.g., who, what, when, where, why, and how) about a selection.
* read a wide variety of self-selected and teacher-selected informational texts aloud.
* read various nonfiction forms, including letters, lists, recipes, newspapers, and magazines.
* identify the main idea and key details of a short nonfiction selection.
* identify the reasons an author gives to support points in a text.
*practice reading and rereading texts on their independent reading level to develop accuracy, fluency, and meaningful expression. | | | | |
| | | The student will read and demonstrate comprehension of a variety of nonfiction texts, setting a purpose for reading. | | . | | * read with purpose and understanding.
* preview reading material by looking at the book’s cover and illustrations or other graphics and by reading titles and headings.
* set a purpose for reading by looking at the illustrations or other graphics, activating prior knowledge, and predicting the outcome of the selection.
* identify text features (e.g., illustrations, photographs, headings, charts and captions).
* use text features to locate facts and information in a text (e.g., headings, tables of contents, glossaries).
* distinguish between information provided by pictures or illustrations and information provided by words in the text.
* make and confirm predictions before, during, and after reading.
* ask and answer simple questions (e.g., who, what, when, where, why, and how) about a selection.
* read a wide variety of self-selected and teacher-selected informational texts aloud.
* read various nonfiction forms, including letters, lists, recipes, newspapers, and magazines.
* identify the main idea and key details of a short nonfiction selection.
* identify the reasons an author gives to support points in a text.
*practice reading and rereading texts on their independent reading level to develop accuracy, fluency, and meaningful expression. | | | | |
| | | The student will read and demonstrate comprehension of a variety of nonfiction texts, identifing text features such as pictures, headings, charts, and captions. | | . | | * read with purpose and understanding.
* preview reading material by looking at the book’s cover and illustrations or other graphics and by reading titles and headings.
* set a purpose for reading by looking at the illustrations or other graphics, activating prior knowledge, and predicting the outcome of the selection.
* identify text features (e.g., illustrations, photographs, headings, charts and captions).
* use text features to locate facts and information in a text (e.g., headings, tables of contents, glossaries).
* distinguish between information provided by pictures or illustrations and information provided by words in the text.
* make and confirm predictions before, during, and after reading.
* ask and answer simple questions (e.g., who, what, when, where, why, and how) about a selection.
* read a wide variety of self-selected and teacher-selected informational texts aloud.
* read various nonfiction forms, including letters, lists, recipes, newspapers, and magazines.
* identify the main idea and key details of a short nonfiction selection.
* identify the reasons an author gives to support points in a text.
*practice reading and rereading texts on their independent reading level to develop accuracy, fluency, and meaningful expression. | | | | |
| | | The student will read and demonstrate comprehension of a variety of nonfiction texts, making and confirming predictions. | | . | | * read with purpose and understanding.
* preview reading material by looking at the book’s cover and illustrations or other graphics and by reading titles and headings.
* set a purpose for reading by looking at the illustrations or other graphics, activating prior knowledge, and predicting the outcome of the selection.
* identify text features (e.g., illustrations, photographs, headings, charts and captions).
* use text features to locate facts and information in a text (e.g., headings, tables of contents, glossaries).
* distinguish between information provided by pictures or illustrations and information provided by words in the text.
* make and confirm predictions before, during, and after reading.
* ask and answer simple questions (e.g., who, what, when, where, why, and how) about a selection.
* read a wide variety of self-selected and teacher-selected informational texts aloud.
* read various nonfiction forms, including letters, lists, recipes, newspapers, and magazines.
* identify the main idea and key details of a short nonfiction selection.
* identify the reasons an author gives to support points in a text.
*practice reading and rereading texts on their independent reading level to develop accuracy, fluency, and meaningful expression. | | | | |
| | | The student will read and demonstrate comprehension of a variety of nonfiction texts, asking and answering who, what, where, when, why, and how questions about what is read. | | . | | * read with purpose and understanding.
* preview reading material by looking at the book’s cover and illustrations or other graphics and by reading titles and headings.
* set a purpose for reading by looking at the illustrations or other graphics, activating prior knowledge, and predicting the outcome of the selection.
* identify text features (e.g., illustrations, photographs, headings, charts and captions).
* use text features to locate facts and information in a text (e.g., headings, tables of contents, glossaries).
* distinguish between information provided by pictures or illustrations and information provided by words in the text.
* make and confirm predictions before, during, and after reading.
* ask and answer simple questions (e.g., who, what, when, where, why, and how) about a selection.
* read a wide variety of self-selected and teacher-selected informational texts aloud.
* read various nonfiction forms, including letters, lists, recipes, newspapers, and magazines.
* identify the main idea and key details of a short nonfiction selection.
* identify the reasons an author gives to support points in a text.
*practice reading and rereading texts on their independent reading level to develop accuracy, fluency, and meaningful expression. | | | | |
| | | The student will read and demonstrate comprehension of a variety of nonfiction texts, identifing the main idea. | | . | | * read with purpose and understanding.
* preview reading material by looking at the book’s cover and illustrations or other graphics and by reading titles and headings.
* set a purpose for reading by looking at the illustrations or other graphics, activating prior knowledge, and predicting the outcome of the selection.
* identify text features (e.g., illustrations, photographs, headings, charts and captions).
* use text features to locate facts and information in a text (e.g., headings, tables of contents, glossaries).
* distinguish between information provided by pictures or illustrations and information provided by words in the text.
* make and confirm predictions before, during, and after reading.
* ask and answer simple questions (e.g., who, what, when, where, why, and how) about a selection.
* read a wide variety of self-selected and teacher-selected informational texts aloud.
* read various nonfiction forms, including letters, lists, recipes, newspapers, and magazines.
* identify the main idea and key details of a short nonfiction selection.
* identify the reasons an author gives to support points in a text.
*practice reading and rereading texts on their independent reading level to develop accuracy, fluency, and meaningful expression. | | | | |
| | | The student will read and demonstrate comprehension of a variety of nonfiction texts, reading and rereading familiar passages with fluency, accuracy, and meaningful expression. | | . | | * read with purpose and understanding.
* preview reading material by looking at the book’s cover and illustrations or other graphics and by reading titles and headings.
* set a purpose for reading by looking at the illustrations or other graphics, activating prior knowledge, and predicting the outcome of the selection.
* identify text features (e.g., illustrations, photographs, headings, charts and captions).
* use text features to locate facts and information in a text (e.g., headings, tables of contents, glossaries).
* distinguish between information provided by pictures or illustrations and information provided by words in the text.
* make and confirm predictions before, during, and after reading.
* ask and answer simple questions (e.g., who, what, when, where, why, and how) about a selection.
* read a wide variety of self-selected and teacher-selected informational texts aloud.
* read various nonfiction forms, including letters, lists, recipes, newspapers, and magazines.
* identify the main idea and key details of a short nonfiction selection.
* identify the reasons an author gives to support points in a text.
*practice reading and rereading texts on their independent reading level to develop accuracy, fluency, and meaningful expression. | | | | |
| | | The student will use simple reference materials, using knowledge of alphabetical order by first letter. | | . | | | | | | |
| | | The student will use simple reference materials, using a picture dictionary to find meanings of unfamiliar words. | | . | | | | | | |
| | | The student will print legibly, forming letters accurately. | | . | | | | | | |
| | | The student will print legibly, spacing words within sentences | | . | | | | | | |
| | | The student will print legibly, using the alphabetic code to write unknown words phonetically. | | . | |
* use appropriate pencil grip.
* use manuscript letter formation.
* print all upper and lowercase letters.
* use manuscript number formation.
* space words in sentences.
*apply the alphabetic principle while writing unfamiliar words | | | | |
| | | The student will write to communicate ideas for a variety of purposes, generating ideas. | | . | |
· use previous experiences to generate ideas.
· participate in teacher-directed brainstorming activities to generate ideas.
· participate in shared research and writing projects
· participate in teacher-directed prewriting strategies, such as webbing, clustering, and semantic mapping, to organize ideas and information.
· write informative/explanatory texts that introduce a topic, state an opinion or some facts, and provide a concluding sentence.
· write narrative pieces that include at least two sequenced events, with some details, and conclusion.
· revise their written pieces by adding descriptive words (adjectives) when writing about people, places, things, and events; focusing on the topic; and responding to questions and suggestions from peers and teachers.
· in final copies, use complete sentences that begin with a capital letter, use correct ending punctuation, and use commas in dates.
· capitalize days of the week and months of the year.
· capitalize names of people.
· spell commonly used sight words and phonetically regular words correctly in final copies.
· apply the alphabetic principle when writing words.
· use print resources in the classroom in order to spell words.
· use familiar writing forms, including lists, letters, stories, reports, messages, and poems.
· distinguish draft writing from final-product writing.
* share their writing with others. | | | | |
| | | The student will write to communicate ideas for a variety of purposes, focusing on one topic. | | . | | · use previous experiences to generate ideas.
· participate in teacher-directed brainstorming activities to generate ideas.
· participate in shared research and writing projects
· participate in teacher-directed prewriting strategies, such as webbing, clustering, and semantic mapping, to organize ideas and information.
· write informative/explanatory texts that introduce a topic, state an opinion or some facts, and provide a concluding sentence.
· write narrative pieces that include at least two sequenced events, with some details, and conclusion.
· revise their written pieces by adding descriptive words (adjectives) when writing about people, places, things, and events; focusing on the topic; and responding to questions and suggestions from peers and teachers.
· in final copies, use complete sentences that begin with a capital letter, use correct ending punctuation, and use commas in dates.
· capitalize days of the week and months of the year.
· capitalize names of people.
· spell commonly used sight words and phonetically regular words correctly in final copies.
· apply the alphabetic principle when writing words.
· use print resources in the classroom in order to spell words.
· use familiar writing forms, including lists, letters, stories, reports, messages, and poems.
· distinguish draft writing from final-product writing.
* share their writing with others.
| | | | |
| | | The student will write to communicate ideas for a variety of purposes, revising by adding descriptive words when writing about people, places, things, and events. | | . | | · use previous experiences to generate ideas.
· participate in teacher-directed brainstorming activities to generate ideas.
· participate in shared research and writing projects
· participate in teacher-directed prewriting strategies, such as webbing, clustering, and semantic mapping, to organize ideas and information.
· write informative/explanatory texts that introduce a topic, state an opinion or some facts, and provide a concluding sentence.
· write narrative pieces that include at least two sequenced events, with some details, and conclusion.
· revise their written pieces by adding descriptive words (adjectives) when writing about people, places, things, and events; focusing on the topic; and responding to questions and suggestions from peers and teachers.
· in final copies, use complete sentences that begin with a capital letter, use correct ending punctuation, and use commas in dates.
· capitalize days of the week and months of the year.
· capitalize names of people.
· spell commonly used sight words and phonetically regular words correctly in final copies.
· apply the alphabetic principle when writing words.
· use print resources in the classroom in order to spell words.
· use familiar writing forms, including lists, letters, stories, reports, messages, and poems.
· distinguish draft writing from final-product writing.
* share their writing with others.
| | | | |
| | | The student will write to communicate ideas for a variety of purposes, using complete sentences in final copies. | | . | | · use previous experiences to generate ideas.
· participate in teacher-directed brainstorming activities to generate ideas.
· participate in shared research and writing projects
· participate in teacher-directed prewriting strategies, such as webbing, clustering, and semantic mapping, to organize ideas and information.
· write informative/explanatory texts that introduce a topic, state an opinion or some facts, and provide a concluding sentence.
· write narrative pieces that include at least two sequenced events, with some details, and conclusion.
· revise their written pieces by adding descriptive words (adjectives) when writing about people, places, things, and events; focusing on the topic; and responding to questions and suggestions from peers and teachers.
· in final copies, use complete sentences that begin with a capital letter, use correct ending punctuation, and use commas in dates.
· capitalize days of the week and months of the year.
· capitalize names of people.
· spell commonly used sight words and phonetically regular words correctly in final copies.
· apply the alphabetic principle when writing words.
· use print resources in the classroom in order to spell words.
· use familiar writing forms, including lists, letters, stories, reports, messages, and poems.
· distinguish draft writing from final-product writing.
* share their writing with others.
| | | | |
| | | The student will write to communicate ideas for a variety of purposes, beginning each sentence with a capital letter and use ending punctuation in final copies. | | . | | · use previous experiences to generate ideas.
· participate in teacher-directed brainstorming activities to generate ideas.
· participate in shared research and writing projects
· participate in teacher-directed prewriting strategies, such as webbing, clustering, and semantic mapping, to organize ideas and information.
· write informative/explanatory texts that introduce a topic, state an opinion or some facts, and provide a concluding sentence.
· write narrative pieces that include at least two sequenced events, with some details, and conclusion.
· revise their written pieces by adding descriptive words (adjectives) when writing about people, places, things, and events; focusing on the topic; and responding to questions and suggestions from peers and teachers.
· in final copies, use complete sentences that begin with a capital letter, use correct ending punctuation, and use commas in dates.
· capitalize days of the week and months of the year.
· capitalize names of people.
· spell commonly used sight words and phonetically regular words correctly in final copies.
· apply the alphabetic principle when writing words.
· use print resources in the classroom in order to spell words.
· use familiar writing forms, including lists, letters, stories, reports, messages, and poems.
· distinguish draft writing from final-product writing.
* share their writing with others.
| | | | |
| | | The student will write to communicate ideas for a variety of purposes, using correct spelling for commonly used sight words and phonetically regular words in final copies. | | . | | · use previous experiences to generate ideas.
· participate in teacher-directed brainstorming activities to generate ideas.
· participate in shared research and writing projects
· participate in teacher-directed prewriting strategies, such as webbing, clustering, and semantic mapping, to organize ideas and information.
· write informative/explanatory texts that introduce a topic, state an opinion or some facts, and provide a concluding sentence.
· write narrative pieces that include at least two sequenced events, with some details, and conclusion.
· revise their written pieces by adding descriptive words (adjectives) when writing about people, places, things, and events; focusing on the topic; and responding to questions and suggestions from peers and teachers.
· in final copies, use complete sentences that begin with a capital letter, use correct ending punctuation, and use commas in dates.
· capitalize days of the week and months of the year.
· capitalize names of people.
· spell commonly used sight words and phonetically regular words correctly in final copies.
· apply the alphabetic principle when writing words.
· use print resources in the classroom in order to spell words.
· use familiar writing forms, including lists, letters, stories, reports, messages, and poems.
· distinguish draft writing from final-product writing.
* share their writing with others.
| | | | |
| | | The student will write to communicate ideas for a variety of purposes, sharing writing with others. | | . | | · use previous experiences to generate ideas.
· participate in teacher-directed brainstorming activities to generate ideas.
· participate in shared research and writing projects
· participate in teacher-directed prewriting strategies, such as webbing, clustering, and semantic mapping, to organize ideas and information.
· write informative/explanatory texts that introduce a topic, state an opinion or some facts, and provide a concluding sentence.
· write narrative pieces that include at least two sequenced events, with some details, and conclusion.
· revise their written pieces by adding descriptive words (adjectives) when writing about people, places, things, and events; focusing on the topic; and responding to questions and suggestions from peers and teachers.
· in final copies, use complete sentences that begin with a capital letter, use correct ending punctuation, and use commas in dates.
· capitalize days of the week and months of the year.
· capitalize names of people.
· spell commonly used sight words and phonetically regular words correctly in final copies.
· apply the alphabetic principle when writing words.
· use print resources in the classroom in order to spell words.
· use familiar writing forms, including lists, letters, stories, reports, messages, and poems.
· distinguish draft writing from final-product writing.
* share their writing with others.
| | | | |
| | | The student will use available technology for reading and writing. | | . | | · use digital tools to produce and publish writing including in collaboration with peers.
· use available media for reading and writing.
· use electronic templates (e.g., graphic organizers) to organize information.
· ask and respond to questions about material presented through various media formats.
*share their writing with others.*share their writing with others. | | | | |
| | | The student will demonstrate an understanding of oral language structure, creating oral stories to share with others. | | . | Understanding, Applying, Creating | Introduce story and assign characters. Introduce beginning, middle, end. Introduce a story map.
Story "Cordoury" and act the story out.
"Billy Goat's Gruff" - Sequencing - Beginning, Middle, End | Books: Corduroy and 3 Billy Goat’s Gruff, puppets, story map/graphic organizer, 5 senses sticks | informal by teacher | Flip camera let students watch and see how they did. They may evaluate their own performance and see how they can improve. | |
| | | The student will demonstrate an understanding of oral language structure, creating and participate in oral dramatic activities. | | . | Understanding, Applying, Evaluating, Creating | Text "Corduroy" and puppets. Introduce story map with a graphic organizer.
"Three Billy Goat's Gruff" - Sequencing events - Brginning, Middle, End | Books: Corduroy and 3 Billy Goat’s Gruff, puppets, story map/graphic organizer, 5 senses sticks | informal by teacher
| Flip camera, students will watch and see how they did. They will evaluate their performance and see how they can improve. | |
| | | The student will demonstrate an understanding of oral language structure, using correct verb tenses in oral communication. | | . | | | | | | |
| | | The student will demonstrate an understanding of oral language structure, Use increasingly complex sentence structures in oral communication. | | . | | | | | | |
| | | The student will demonstrate an understanding of oral language structure, beginning to self-correct errors in language use. | | . | | | | | | |
| | | The student will expand understanding and use of word meanings, increasing listening and speaking vocabularies. | | . | | | | | | |
| | | The student will expand understanding and use of word meanings, using words that reflect a growing range of interests and knowledge. | | . | | | | | | |
| | | The student will expand understanding and use of word meanings, clarifying and explaining words and ideas orally. | | . | | | | | | |
| | | The student will expand understanding and use of word meanings, identifying and use synonyms and antonyms. | | . | | | | | | |
| | | The student will expand understanding and use of word meanings, using vocabulary from other content areas. | | . | | | | | | |
| | | The student will use oral communication skills, using oral language for different purposes: to inform, to persuade, to entertain, to clarify, and to respond. | | . | | | | | | |
| | | The student will use oral communication skills, sharing stories or information orally with an audience. | | . | Understanding, Applying | Text "Cordury" with puppets for students to act it out. Story Map which can be introduced with a graphic organizer.
"Billy Goat's Gruff" - Sequencing events - Beginning, Middle, End
| Books: Corduroy and 3 Billy Goat’s Gruff, puppets, story map/graphic organizer, 5 senses sticks | informal by teacher
| Flip camera - Students will watch and see how they did. They will evaluate their performance and see how they can improve. | |
| | | The student will use oral communication skills, participating as a contributor and leader in a group. | | . | | | | | | |
| | | The student will use oral communication skills, retelling information shared by others. | | . | Remembering, Applying | Students interview each other and introduce their partner. | microphone, worksheet for interview questions, paper, crayons | informal by teacher | | |
| | | The student will use oral communication skills, following three- and four-step directions. | | . | | | | | | |
| | | The student will use oral communication skills, giving three- and four-step directions. | | . | | | | | | |
| | | The student will orally identify, produce, and manipulate various units of speech sounds within words, counting phonemes (sounds) within one-syllable words. | | . | | | | | | |
| | | The student will orally identify, produce, and manipulate various units of speech sounds within words, blending sounds to make one-syllable words. | | . | | Cut apart words and blend them together.
Push counters up in elkonian boxes to hear the sounds.
Students can complete IA assessments and review with the teacher. That will assist them in blending the sounds together to make words. | word tiles, elkonian boxes, counters, stamps, tablet | IA practice questions | Use tablet to highlight different sounds within words. | |
| | | The student will orally identify, produce, and manipulate various units of speech sounds within words, segmenting one-syllable words into individual speech sounds (phonemes). | | . | Remembering, Understanding, Applying | Use word tiles, elkonian boxes, and counters to take words apart to recognize individual sounds. | word tiles, elkonian boxes, counters, stamps, tablet | IA practice questions | A computer and Interactve Achievement website to make Interactive Achievement tests. | |
| | | The student will orally identify, produce, and manipulate various units of speech sounds within words, adding or deleting phonemes (sounds) to make words. | | . | Understanding, Applying, Evaluating, Creating | Change the letters within the words on word ladders. Provide clues to figure out the word.
Use tiles to blend sounds in the words.
Have a file folder with sticky notes with letters and sounds. They can switch the letters and the sounds. | word ladders, word wheels, word tiles, letter slides, file folder with letters, sticky notes | IA practice questions; teacher observations | Computer to print out IA assessments, IA assessment itself.
Tablet | |
| | | The student will orally identify, produce, and manipulate various units of speech sounds within words, blending and segmenting multisyllabic words at the syllable level. | | . | | | | | | |
| | | The student will use phonetic strategies when reading and spelling, using knowledge of consonants, consonant blends, and consonant digraphs to decode and spell words. | | . | Remembering, Understanding, Applying, Evaluating, Creating | Word ladder - remove parts of the word to create other words. Give context clues to figure out words.
Complete Ganske sorts and sorts out of Words Their Way. | word ladders, word wheels, word sorts, Ganske sorts/book, words their way sorts/book | spelling tests, sort correctness | Websites to assist spelling feature. | |
| | | The student will use phonetic strategies when reading and spelling, using knowledge of short, long, and r-controlled vowel patterns to decode and spell words. | | . | Remembering, Understanding, Applying, Evaluating, Creating | Word ladder - eliminate sounds and letters within words and replace with new letters and sounds. Give context clues for children to guess the word.
Ganske Word Sorts and Words Their Way sorts. | word ladders, word wheels, word sorts, Ganske sorts/book, words their way sorts/book | spelling tests, sort correctness | Websites to reinforce the spelling patterns within the words. | |
| | | The student will use phonetic strategies when reading and spelling, decoding regular multisyllabic words. | | . | | | | | | |
| | | The student will use semantic clues and syntax to expand vocabulary when reading, using information in the story to read words. | | . | | | | | | |
| | | The student will use semantic clues and syntax to expand vocabulary when reading, using knowledge of sentence structure. | | . | | | | | | |
| | | The student will use semantic clues and syntax to expand vocabulary when reading, using knowledge of story structure and sequence. | | . | | | | | | |
| | | The student will use semantic clues and syntax to expand vocabulary when reading, rereading and self-correcting. | | . | | | | | | |
| | | The student will expand vocabulary when reading, using knowledge of homophones. | | . | | | | | | |
| | | The student will expand vocabulary when reading, using knowledge of prefixes and suffixes. | | . | | | | | | |
| | | The student will expand vocabulary when reading, using knowledge of antonyms and synonyms. | | . | | | | | | |
| | | The student will expand vocabulary when reading, discussing meanings of words and developing vocabulary by listening and reading a variety of texts. | | . | | | | | | |
| | | The student will expand vocabulary when reading, using vocabulary from other content areas. | | . | | | | | | |
| | | The student will read and demonstrate comprehension of fictional texts, making and confirm predictions. | | . | Understanding, Applying, Analyzing | Wordless book for students to tell what is happening within the story.
Read aloud text to make predictions,
Write prediction in journal and check to see if their prediction is correct.
Journeys book can assist with lessons and stories with this SOL. | Journeys Book lessons, wordless book, journal, read-aloud book, pictures, EPIC! online books, Reading A-Z | check prediction confirmation | Epic website for books online.
Reading A-Z for different books. | |
| | | The student will read and demonstrate comprehension of fictional texts, relating previous experiences to the main idea. | | . | | | | | | |
| | | The student will read and demonstrate comprehension of fictional texts, asking and answering questions about what is read. | | . | Remembering, Understanding, Analyzing, Creating | Story Cube to ask questions about what is read.
Answer questions from different texts.
Students create questions for each other to answer.
Make a Jeopardy game based on answers from texts.
| story cube, story ball, Journeys Book lessons, Leveled readers, Reading A-Z, reading journals | questions answered; tests that go with stories | Computer to make the Jeopardy game. | |
| | | The student will read and demonstrate comprehension of fictional texts, locating information to answer questions. | | . | | | | | | |
| | | The student will read and demonstrate comprehension of fictional texts, describing characters, setting, and important events in fiction and poetry. | | . | Remembering, Understanding, Analyzing | Listen to a book on tape and fill out a foldable based on the story. Includes: character, setting, my favorite part.
Graphic organizers.
Play acting to act out the characters, setting, and important events | foldable with character, setting, favorite part to fill in, computer, books on CD, graphic organizer | assess foldable for completion | CD to put into computer to listen to the book on tape. | |
| | | The student will read and demonstrate comprehension of fictional texts, identifying the problem and solution. | | . | Understanding, Analyzing, Evaluating | Graphic organizers.
Pair share to share the problem, solution within the story.
Play acting to act out the story.
Use cross curriculum to find problems and solution in Science and Social Studies. | graphic organizer, problem/solution cards | : informal by teacher | | |
| | | The student will read and demonstrate comprehension of fictional texts, identifying the main idea. | | . | | | | | | |
| | | The student will read and demonstrate comprehension of fictional texts, summarizing stories and events with beginning, middle, and end in the correct sequence. | | . | | | | | | |
| | | The student will read and demonstrate comprehension of fictional texts, drawing conclusions based on the text. | | . | | | | | | |
| | | The student will read and demonstrate comprehension of fictional texts, reading and rereading familiar stories, poems, and passages with fluency, accuracy, and meaningful expression. | | . | | | | | | |
| | | The student will read and demonstrate comprehension of nonfiction texts, previewing the selection using text features. | | . | | | | | | |
| | | The student will read and demonstrate comprehension of nonfiction texts, making and confirming predictions about the main idea. | | . | | | | | | |
| | | The student will read and demonstrate comprehension of nonfiction texts, using prior and background knowledge as context for new learning. | | . | | | | | | |
| | | The student will read and demonstrate comprehension of nonfiction texts, setting purpose for reading. | | . | | | | | | |
| | | The student will read and demonstrate comprehension of nonfiction texts, asking and answering questions about what is read. | | . | | | | | | |
| | | The student will read and demonstrate comprehension of nonfiction texts, locating information to answer questions. | | . | | | | | | |
| | | The student will read and demonstrate comprehension of nonfiction texts, identifying the main idea. | | . | | | | | | |
| | | The student will read and demonstrate comprehension of nonfiction texts, reading and rereading familiar passages with fluency, accuracy, and meaningful expression. | | . | | | | | | |
| | | The student will demonstrate comprehension of information in reference materials, using table of contents. | | . | Remembering, Understanding, Applying | Students will need a text to find and identify the Table of Contents. Science and Social Studes books included.
Cooperative Learning and complete teacher-created games.
| books with table of contents (science, social studies, reading, math) | IA questions | | |
| | | The student will demonstrate comprehension of information in reference materials, using pictures, captions, and charts. | | . | | | | | | |
| | | The student will demonstrate comprehension of information in reference materials, using dictionaries, glossaries, and indices. | | . | | | | | | |
| | | The student will demonstrate comprehension of information in reference materials, using online resources. | | . | | | | | | |
| | | The student will maintain legible printing and begin to make the transition to cursive. | | . | | | | | | |
| | | The student will write stories, letters, and simple explanations, generating ideas before writing. | | . | | | | | | |
| | | The student will write stories, letters, and simple explanations, organizing writing to include a beginning, middle, and end for narrative and expository writing. | | . | | | | | | |
| | | The student will write stories, letters, and simple explanations, expanding writing to include descriptive detail. | | . | | | | | | |
| | | The student will write stories, letters, and simple explanations, revising writing for clarity. | | . | | | | | | |
| | | The student will edit writing for correct grammar, capitalization, punctuation, and spelling, recognizing and using complete sentences. | | . | | | | | | |
| | | The student will edit writing for correct grammar, capitalization, punctuation, and spelling, using and punctuate declarative, interrogative, and exclamatory sentences. | | . | | | | | | |
| | | The student will edit writing for correct grammar, capitalization, punctuation, and spelling, capitalizing all proper nouns and the word I. | | . | | | | | | |
| | | The student will edit writing for correct grammar, capitalization, punctuation, and spelling, using singular and plural nouns and pronouns. | | . | | | | | | |
| | | The student will edit writing for correct grammar, capitalization, punctuation, and spelling, using apostrophes in contractions and possessives. | | . | | | | | | |
| | | The student will edit writing for correct grammar, capitalization, punctuation, and spelling, using contractions and singular possessives. | | . | | | | | | |
| | | The student will edit writing for correct grammar, capitalization, punctuation, and spelling, using knowledge of simple abbreviations. | | . | | | | | | |
| | | The student will edit writing for correct grammar, capitalization, punctuation, and spelling, using correct spelling for commonly used sight words, including compound words and regular plurals. | | . | | | | | | |
| | | The student will edit writing for correct grammar, capitalization, punctuation, and spelling, using commas in the salutation and closing of a letter. | | . | | | | | | |
| | | The student will edit writing for correct grammar, capitalization, punctuation, and spelling, using verbs and adjectives correctly in sentences. | | . | | | | | | |
| | | The student will use available technology for reading and writing. | | . | | | | | | |
| | | The student will use effective communication skills in group activities, listening attentively by making eye contact, facing the speaker, asking questions, and summarizing what is said. | | . | | | | | | |
| | | The student will use effective communication skills in group activities, asking and responding to questions from teachers and other group members. | | . | | | | | | |
| | | The student will use effective communication skills in group activities, explaining what has been learned. | | . | | | | | | |
| | | The student will use effective communication skills in group activities, using language appropriate for context. | | . | | | | | | |
| | | The student will use effective communication skills in group activities, increasing listening and speaking vocabularies. | | . | | | | | | |
| | | The student will present brief oral reports using visual media, speaking clearly. | | . | | | | | | |
| | | The student will present brief oral reports using visual media, using appropriate volume and pitch. | | . | | | | | | |
| | | The student will present brief oral reports using visual media, speaking at an understandable rate. | | . | | | | | | |
| | | The student will present brief oral reports using visual media, organizing ideas sequentially or around major points of information. | | . | | | | | | |
| | | The student will present brief oral reports using visual media, using contextually appropriate language and specific vocabulary to communicate ideas. | | . | | | | | | |
| | | The student will apply word-analysis skills when reading, using knowledge of regular and irregular vowel patterns. | | . | | | | | | |
| | | The student will apply word-analysis skills when reading, decoding regular multisyllabic words. | | . | Understanding, Applying, Analyzing | The student will apply word-analysis skills when reading, using knowledge of regular and irregular vowel patterns.
| | | | |
| | | The student will expand vocabulary when reading, using knowledge of homophones. | | . | Applying | Talk about during spelling time and during reading time when we run into various homophones; during editing in writing; practice through sorts and writing activities. | | | | |
| | | The student will expand vocabulary when reading, using knowledge of roots, affixes, synonyms, and antonyms. | | . | Applying | Guided reading. Worksheet practice. Matching activities. | | | | |
| | | The student will expand vocabulary when reading, applying meaning clues, language structure, and phonetic strategies. | | . | Applying | students will use context clues to verify meaning of unfamiliar words and determne approprate homophone usage. Vocabulary Card activities; Teacher read alouds; Directed vocabulary activities prior to reading stories. | | | | |
| | | The student will expand vocabulary when reading, using context to clarify meaning of unfamiliar words. | | . | Applying | Teach decoding skills, such as using pictures and other words to help them figure out unfamiliar words. | | | | |
| | | The student will expand vocabulary when reading, discussing meanings of words and develop vocabulary by listening and reading a variety of texts. | | . | Understanding, Applying | Vocabulary Card activities; Teacher read alouds; Directed vocabulary activities prior to reading stories. | | | | |
| | | The student will expand vocabulary when reading, using vocabulary from other content areas. | | . | Applying | Vocabulary Card activities; Teacher read alouds; Directed vocabulary activities prior to reading stories. Use vocabulary from history, social studies, mathematics and science. Use of books/stories that relate to multiple subjects. | | | | |
| | | The student will expand vocabulary when reading, using word reference resources including the glossary, dictionary, and thesaurus. | | . | Applying | Model use of dictionary, thesaurus, and glossary. Workbook page practice using all three. Oral evaluation to demostrate skills. | | | | |
| | | The student will read and demonstrate comprehension of fictional text and poetry, setting a purpose for reading. | | . | Remembering, Understanding, Analyzing | Teacher will model first. Students will locate specific information in a reading selection; will identify details that support a stated main idea written and orally; and will express a stated main idea in their own words, written and orally. | | | | |
| | | The student will read and demonstrate comprehension of fictional text and poetry, making connections between previous experiences and reading selections. | | . | Analyzing | Students will connect text with their own personal experiences and what is happening in the text; connect the text they are reading and other text that they have read by identifying similiar plots, characters, settings, etc.; connect between what they already know about the topic and what they find in the reading that is new to them. Use of charts, graphic organizers. Oral and written activities. | | | | |
| | | The student will read and demonstrate comprehension of fictional text and poetry, making, confirming, or revising predictions. | | . | Remembering, Analyzing, Evaluating | Students will identify details from their own experience and knowledge to support their predictions (orally and written); identify information from the text that supports or contradicts a prediction (orally and written); and revise predictions based on new understandings (orally and written) | | | | |
| | | The student will read and demonstrate comprehension of fictional text and poetry, comparing and contrasting settings, characters, and events. | Use Venn Diagrams and other graphic organizers. Comprehension tests. Class/peer discussions. | . | Understanding, Applying | | | | | |
| | | The student will read and demonstrate comprehension of fictional text and poetry, identifying the author’s purpose. | | . | Understanding, Applying | Teach students the difference between stories that persuade, inform, and entertain. Have them iditify author's purpose in a variety on genres. Give them worksheets/short stories to read and have them identify the author's purpose. | | | | |
| | | The student will read and demonstrate comprehension of fictional text and poetry, asking and answering questions about what is read. | | . | Understanding, Applying | Have students generate a list of questions based on what they have read. Write questions on board and as a class discuss questions that can be answered. Allow students the opportunity to research questions related to the story that are not answered in the text. | | | | |
| | | The student will read and demonstrate comprehension of fictional text and poetry, drawing conclusions about text. | | . | Understanding, Analyzing | Have student write summaries of the text they have read. Discuss student responses as a group and write a final summary together. | | | | |
| | | The student will read and demonstrate comprehension of fictional text and poetry, identifying the problem and solution. | | . | Understanding, Applying, Analyzing | whole group introduction of vocabulary, guided reading groups (reading multiple fiction texts) with oral comprehension question/answer, written comprehension questions for written response, use of reader's theaters, choral reading - poetry/songs
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| | | The student will read and demonstrate comprehension of fictional text and poetry, identifying the main idea. | | . | Understanding, Applying, Analyzing | whole group introduction of vocabulary, guided reading groups (reading multiple fiction texts) with oral comprehension question/answer, written comprehension questions for written response, use of reader's theaters, choral reading - poetry/songs | | | | |
| | | The student will read and demonstrate comprehension of fictional text and poetry, identifying supporting details. | | . | Understanding, Applying, Analyzing | whole group introduction of vocabulary, guided reading groups (reading multiple fiction texts) with oral comprehension question/answer, written comprehension questions for written response, use of reader's theaters, choral reading - poetry/songs | | | | |
| | | The student will read and demonstrate comprehension of fictional text and poetry, using reading strategies to monitor comprehension throughout the reading process. | | . | Applying, Analyzing | whole group introduction of vocabulary, guided reading groups (reading multiple fiction texts) with oral comprehension question/answer, written comprehension questions for written response, use of reader's theaters, choral reading - poetry/songs, use of visualization and making connections | | | | |
| | | The student will read and demonstrate comprehension of fictional text and poetry, differentiating between fiction and nonfiction. | | . | Applying | whole group introduction of vocabulary, guided reading groups (reading multiple fiction and multiple nonfiction texts) with oral comprehension question/answer, written comprehension questions for written response, use of reader's theaters, choral reading - poetry/songs. Compare fiction/nonfiction selections weekly. | | | | |
| | | The student will read and demonstrate comprehension of fictional text and poetry, reading with fluency and accuracy. | | . | Understanding, Applying | guided reading groups (reading multiple fiction texts) with oral comprehension question/answer, rereads of texts multiple times, use of reader's theaters - change parts several days before assigning a part to practice before presentation to a group, choral reading - poetry/songs | | | | |
| | | The student will continue to read and demonstrate comprehension of nonfiction texts, identifying the author’s purpose. | | . | Understanding, Applying, Analyzing | whole group introduction of author's purpose, guided reading groups (reading multiple non-fiction texts) -teacher modeling of author's purpose, discuss during Science, Soc. St., etc. of nonfiction text. | | | | |
| | | The student will continue to read and demonstrate comprehension of nonfiction texts, using prior and background knowledge as context for new learning. | | . | | | | | | |
| | | The student will continue to read and demonstrate comprehension of nonfiction texts, previewing and using text features. | | . | | | | | | |
| | | The student will continue to read and demonstrate comprehension of nonfiction texts, asking and answering questions about what is read. | | . | | | | | | |
| | | The student will continue to read and demonstrate comprehension of nonfiction texts, drawing conclusions based on text. | | . | | | | | | |
| | | The student will continue to read and demonstrate comprehension of nonfiction texts, summarizing major points found in nonfiction texts. | | . | | | | | | |
| | | The student will continue to read and demonstrate comprehension of nonfiction texts, identifying the main idea. | | . | | | | | | |
| | | The student will continue to read and demonstrate comprehension of nonfiction texts, identifying supporting details. | | . | | | | | | |
| | | The student will continue to read and demonstrate comprehension of nonfiction texts, comparing and contrasting the characteristics of biographies and autobiographies. | | . | | | | | | |
| | | The student will continue to read and demonstrate comprehension of nonfiction texts, using reading strategies to monitor comprehension throughout the reading process. | | . | | | | | | |
| | | The student will continue to read and demonstrate comprehension of nonfiction texts, identifying new information gained from reading. | | . | | | | | | |
| | | The student will continue to read and demonstrate comprehension of nonfiction texts, reading with fluency and accuracy. | | . | | | | | | |
| | | The student will demonstrate comprehension of information from a variety of print and electronic resources, using encyclopedias and other reference books, including online reference materials. | | . | | | | | | |
| | | The student will demonstrate comprehension of information from a variety of print and electronic resources, using table of contents, indices, and charts. | | . | Understanding, Applying | Model how to use each; use a hands on approach to have students practice; teacher generated notes and worksheets. | | | | |
| | | The student will write legibly in cursive. | | . | Applying | Handwriting book; Teacher generated worksheets; Introduce gradually. | | | | |
| | | The student will write for a variety of purposes, identifying the intended audience. | | . | Understanding | Model and review different types of audiences. Use of Anchor Charts. | | | | |
| | | The student will write for a variety of purposes, using a variety of prewriting strategies. | | . | Applying | Word lists to pull from to create paragraphs/stories. Model for whole group. Use of a variety of graphic organizers (example: word webs). | | | | |
| | | The student will write for a variety of purposes, writing a clear topic sentence focusing on the main idea. | | . | Applying | Modeling for the class; give prompts and have them come up with titles; Reinforcement of main idea | | | | |
| | | The student will write for a variety of purposes, writing a paragraph on the same topic. | | . | Applying, Creating | Give students a title, have them create a story related to the title; reinforcement of main idea; word lists to use during writing. | | | | |
| | | The student will write for a variety of purposes, using strategies for organization of information and elaboration according to the type of writing. | | . | Understanding, Applying | Model and reinforce previous learned strategies. Highlight reading passages with the purpose of adding/identifying points of elaboration. | | | | |
| | | The student will write for a variety of purposes, including details that elaborate the main idea. | | . | Applying | Model and reinforce previous learned strategies. Highlight reading passages with the purpose of adding/identifying points of elaboration. | | | | |
| | | The student will write for a variety of purposes, revising writing for clarity of content using specific vocabulary and information. | | . | Evaluating, Creating | Peer partner editing; whole group spelling check; help generate vocabulary words based on ability levels. | | | | |
| | | The student will edit writing for correct grammar, capitalization, punctuation, and spelling, using complete sentences. | | . | Understanding, Applying | Daily proofreading practice; Partner Pairs; whole group spelling check; sentence versus fragment activities. | | | | |
| | | The student will edit writing for correct grammar, capitalization, punctuation, and spelling, using transition words to vary sentence structure. | | . | Applying | Teach sequencing vocabulary; use retelling story cards; Model on the board | | | | |
| | | The student will edit writing for correct grammar, capitalization, punctuation, and spelling, using the word I in compound subjects. | | . | Applying | Model oral and written language; Whole group practice correcting others writings; Teacher guided assistance when editing papers. | | | | |
| | | The student will edit writing for correct grammar, capitalization, punctuation, and spelling, using past and present verb tense. | | . | Applying | Model orally; Sequencing practicing using past, present, and future tense verbs; | | | | |
| | | The student will edit writing for correct grammar, capitalization, punctuation, and spelling, using singular possessives. | | . | | | | | | |
| | | The student will edit writing for correct grammar, capitalization, punctuation, and spelling, using commas in a simple series. | | . | | | | | | |
| | | The student will edit writing for correct grammar, capitalization, punctuation, and spelling, using simple abbreviations. | | . | | | | | | |
| | | The student will edit writing for correct grammar, capitalization, punctuation, and spelling, using apostrophes in contractions with pronouns and in possessives. | | . | | | | | | |
| | | The student will edit writing for correct grammar, capitalization, punctuation, and spelling, using the articles a, an, and the correctly. | | . | | | | | | |
| | | The student will edit writing for correct grammar, capitalization, punctuation, and spelling, using correct spelling for frequently used sight words, including irregular plurals. | | . | | | | | | |
| | | The student will write a short report, constructing questions about the topic. | | . | | | | | | |
| | | The student will write a short report, identifying appropriate resources. | | . | | | | | | |
| | | The student will write a short report, collecting and organizing information about the topic into a short report. | | . | | | | | | |
| | | The student will write a short report, understanding the difference between plagiarism and using own words. | | . | | | | | | |
| | | The student will use available technology for reading and writing. | To be successful with this standard, students are expected to
• use available technology for reading and writing.
• read electronic media to gather specific information, to gain knowledge, and for enjoyment.
• use available technology to compose, edit and share writing as well as to interact and collaborate with others.
• ask and respond to questions about material presented through various media formats.
| All students should
• understand that reading and writing skills can be adapted for use with available technology.
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| | | The student will use effective oral communication skills in a variety of settings, presenting accurate directions to individuals and small groups. | | . | | | | | | |
| | | The student will use effective oral communication skills in a variety of settings, contributing to group discussions across content areas. | | . | | | | | | |
| | | The student will use effective oral communication skills in a variety of settings, seeking ideas and opinions of others. | | . | | | | | | |
| | | The student will use effective oral communication skills in a variety of settings, using evidence to support opinions. | | . | | | | | | |
| | | The student will use effective oral communication skills in a variety of settings, using grammatically correct language and specific vocabulary to communicate ideas. | | . | | | | | | |
| | | The student will use effective oral communication skills in a variety of settings, communicating new ideas to others. | | . | | | | | | |
| | | The student will use effective oral communication skills in a variety of settings, demonstrating the ability to collaborate with diverse teams. | | . | | | | | | |
| | | The student will use effective oral communication skills in a variety of settings, demonstrating the ability to work independently. | | . | | | | | | |
| | | The student will make and listen to oral presentations and reports, using subject-related information and vocabulary. | | . | | | | | | |
| | | The student will make and listen to oral presentations and reports, listening to and recording information. | | . | | | | | | |
| | | The student will make and listen to oral presentations and reports, organizing information for clarity. | | . | | | | | | |
| | | The student will make and listen to oral presentations and reports, using language and style appropriate to the audience, topic, and purpose. | | . | | | | | | |
| | | The student will learn how media messages are constructed and for what purposes, differentiating between auditory, visual, and written media messages. | | . | Understanding, Applying, Analyzing, Evaluating, Creating | Viewing different kinds of media messages. Creating 4 different kinds of commercials and explain how they are made. | | | | |
| | | The student will learn how media messages are constructed and for what purposes, identifing the characteristics of various media messages. | | . | Remembering, Understanding, Applying, Analyzing, Evaluating, Creating | create commericals and identify which characteristics were used for the various media messages; analyze print and visual messages to compare and contrast the messages | | | | |
| | | The student will expand vocabulary when reading, using context to clarify meanings of unfamiliar words. | | . | | | | | | |
| | | The student will expand vocabulary when reading, using knowledge of roots, affixes, synonyms, antonyms, and homophones. | | . | | | | | | |
| | | The student will expand vocabulary when reading, using word-reference materials, including the glossary, dictionary, and thesaurus. | | . | | | | | | |
| | | The student will expand vocabulary when reading, developing vocabulary by listening to and reading a variety of texts. | | . | | | | | | |
| | | The student will expand vocabulary when reading, using vocabulary from other content areas. | | . | | | | | | |
| | | The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry, explaining the author’s purpose. | | . | Remembering, Understanding, Applying, Evaluating | graphic organizer, centers ,indentify the pupose behind the writing when you read a story, | | | | |
| | | The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry, describing how the choice of language, setting, characters, and information contributes to the author’s purpose. | | . | Remembering, Understanding, Applying, Analyzing, Evaluating | Graphic organizer where student identifies settings, character,word choice and genre. Journaling and identify information | | | | |
| | | The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry, identifying the main idea. | | . | Remembering, Understanding, Applying, Analyzing, Evaluating, Creating | ministories to figure out main idea, pieces of writing that have sentences that have nothing to do with the main idea, count word frequency to determine the main idea, t-chart writing a complete sentence | | | | |
| | | The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry, summarizing supporting details. | | . | | identify main idea and highlight supporting details, writing pieces which details don't belong | | | | |
| | | The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry, identifying the problem and solution. | | . | Remembering, Understanding, Applying, Analyzing, Evaluating, Creating | Picture books are used and not text- students identify what the problem and solutions. Keep journal on stories what the prblem and solution are. Create lists problems, pull magazines and thee what prblems are. | | | | |
| | | The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry, describing the relationship between text and previously read materials. | | . | Understanding, Applying, Analyzing, Evaluating | Comparing text with previously read text using a graphic organizer and journal. | | | | |
| | | The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry, identifing sensory words. | | . | Remembering, Understanding, Applying, Analyzing, Evaluating, Creating | identify words that give you the five senses; visualization, describe things using sensory words, use mentor texts, highlight words, elaborate simple sentences to include sensory words, | | | | |
| | | The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry, drawing conclusions/make inferences about text. | | . | Remembering, Understanding, Applying, Analyzing, Evaluating, Creating | use common everyday events to start understanding inferences; use observations in science to make inferences, work on how we understand character emotions using evidence from the story | | | | |
| | | The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry, making, confirming, or revising predictions. | | . | Remembering, Understanding, Applying, Analyzing, Evaluating, Creating | use external text features to make a prediction; give evidence from the story to support the prediction or change the prediction - journal | | | | |
| | | The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry, identifing cause and effect relationships. | | . | Remembering, Understanding, Applying, Analyzing, Evaluating | find cause and effect relationships in text, write effects from a given event | | | | |
| | | The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry, using reading strategies throughout the reading process to monitor comprehension. | | . | Remembering, Understanding, Applying, Analyzing, Evaluating | read lots of different texts using different journaling techniques, graphic organizers, QAR question relationship strategy, specific reading comrephension strategies | | | | |
| | | The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry, reading with fluency and accuracy. | | . | | Readers Theathers, timed passages, poetry, | | | | |
| | | The student will read and demonstrate comprehension of nonfiction texts, using text structures, such as type, headings, and graphics, to predict and categorize information in both print and digital texts. | | . | Remembering, Understanding, Applying, Evaluating | PIE, graphic organizers, identify purpose behind the writing when you read a story, identify text features and use them to support the identified purpose | | | | |