14-15 english-language arts curriculum guide kindergarten · pdf filecurriculum guide...

ENGLISH/LANGUAGE ARTS

CURRICULUM GUIDE

KINDERGARTEN

LOUDOUN COUNTY PUBLIC SCHOOLS

2014-2015

ELEMENTARY LANGUAGE ARTS CONTACTS

Eric Williams, Ed.D. Dr. Terri Breeden

Superintendent Asst. Superintendent, Instruction

Dr. Michele Schmidt Moore David L. Arbogast

Supervisor, English and Language Arts English Specialist

Dr. Lori T. Riley Timothy J. Flynn

Elementary Reading Supervisor Director, Instructional Services

This document, based on the Virginia Department of Education’s English Standards of Learning Curriculum

Framework (2010), provides extensions and additions to form the Loudoun County English Curriculum.

Shannon Abel

Ariane Axt

Diane Bell

Barbara Brosnan

Brooke Brown

Tracey Burcroff

Elizabeth Carrig

Donna Cherundolo

Michele Copeland

John Cornely

Robert Davis

Teresa Delaney

Diane Dennis

Bill Fazzini

Janet Finn

Kelly Gallagher

Peggy Gearhart

Jaime Giles

Anita Gill-Anderson

Andrea Hanselman

Allison Hatton

Denise Hess

Gretchen Hill

Ryan Jeffers

Leslie Kash

Celia Key

Ellen Linza

Stacie Markel

Judi McCarthy

Greg Mihalik

Tammi Mydlinski

Elizabeth O’Connor

Nan Parrish

Pandora Passin

Marie Payne

Jennifer Petrusky

Natalie Porter

Traci Propst-Goff

Jill Redenburg

Jennifer Reed

Amy Reynolds

Michelle Saville

Devin Shannon

Carissa Stanziola

Mary Jo Totman

Susan Verdin

Beth Volpe

Valerie Wade

Kaity Wagner

Patricia Walker

Susan Weltens

CONTENTS

Mission Statement ....................................................................................................................................1

Internet Safety ..........................................................................................................................................2

At-A-Glance: Units by Quarter ................................................................................................................3

Unit Summaries .......................................................................................................................................7

Pacing Guide ............................................................................................................................................11

Curriculum Framework ............................................................................................................................21

Grammar Skills Progression ....................................................................................................................47

Kindergarten, page 1

LCPS English Department Mission Statement

Here are six beliefs that we strive to make true for all of our students.

Students communicate and collaborate effectively in written and oral discourse in ever-changing, real world

situations.

Therefore, we will

• develop active and involved listeners

• teach students to self-advocate and ask for clarification

• show students how to use the right language and diction for informal and formal

situations

• develop learning activities that encourage students to communicate in authentic contexts

• provide opportunities for collaborative learning in research and other projects.

Students think critically.

Therefore, we will

• provide opportunities to critically analyze language and media

• teach processes for critical thinking and making informed decisions

• show students how to refine their arguments based on new information.

Students understand and respect multiple perspectives and cultures.

Therefore, we will

• explore literature that reflects many cultures

• engage students in multiple perspectives and ideas.

Students value and appreciate the power of language through reading and writing.

Therefore, we will

• provide opportunities for students to choose and engage in relevant and meaningful texts

• provide opportunities for students to choose the audience and purpose for their writing.

Students take on challenges and reflect on progress.

Therefore, we will

• provide opportunities for increased rigor in assignments

• provide frequent opportunities for students to reflect on their growth as communicators.

Students are well-versed in technology tools used to help them communicate.

Therefore, we will

• integrate technology tools in our teaching and in student learning.


INTERNET SAFETY

The Virginia Department of Education (VDOE) has directed school districts to develop Internet safety

guidelines and procedures for students. Currently, VDOE Computer/Technology Standards 9-12.3, 4, 5

specify technology use behaviors students must practice. These standards have been integrated into the

English/Language Arts Information Literacy Framework. The safety and security of our students is our

responsibility. As you establish and develop the learning community in your classroom, integrate lessons

about internet safety that address personal safety on the Internet, accessing information on the Internet, and

activities on the Internet. Please be sure to incorporate the following Guidelines and Resources for Internet

Safety in Schools established by the Virginia Department of Education into your instruction.

Personal safety on the Internet.

• Students must understand that people are not always who they say

they are. They should never give out personal information without an

adult’s permission, especially if it conveys where they can be found

at a particular time. They should understand that predators are

always present on the Internet.

• Students should recognize the various forms of cyberbullying and

know what steps to take if confronted with that behavior.

Information on the Internet.

• Students and their families should discuss how to identify acceptable

sites to visit and what to do if an inappropriate site is accessed.

• Students should be informed about various Web advertising

techniques and realize that not all sites provide truthful information.

Activities on the Internet.

• Students and their families should discuss acceptable social

networking and communication methods and appropriate steps to

take when encountering a problem.

• Students should know the potential dangers of e-mailing, gaming,

downloading files, and peer-to-peer computing (e.g., viruses, legal

issues, harassment, sexual predators, identity theft).

VDOE’s Guidelines and Resources for Internet Safety in Schools (2007)

LANGUAGE ARTS

At-A-Glance: Units by Quarter

Kindergarten

In the following pages you will find the pacing of the units by quarter. Resources to support units can be found

on the curriculum resources section under the Staff tab on the LCPS webpage.


During the 1st quarter you are launching your reading and writing workshops. Establishing structure and

routines for the workshops and word study is essential during this quarter. This is the time to review your

students' portfolios, assess their skills, and begin forming guided reading and word study groups. Resources for

assessing students and determining their developmental word study stage can be found on the LCPS curriculum

webpage for Language Arts. The core writing unit for this quarter is Launching the Writing Workshop.

Teacher Choice units can be original or adapted from the other units in A Curricular Plan for Writing

Workshop.

This pacing guide was designed by a teacher committee. Standards have been placed in quarters when most

students are developmentally ready to be assessed on this skill. Language Arts is a developmental discipline.

You will most likely reteach and reassess each skill throughout the year depending on the development of each

student.

AT A GLANCE: Language Arts Kindergarten

Topic/Focus Related SOL

Approx. #

of Weeks Links and Resources

1st

Qu

art

er

Reading K.7 a

Use Pathways Instructional Framework

Launching the

Writing Workshop

K.13

4 weeks

• Units of Study for Primary Writing:

Launching the Writing Workshop (Book 1)

• LCPS Sample Unit: Launching the

Writing Workshop

• A Curricular Plan for the Writing

Workshop Unit 1: Launching the Writing

Workshop

Teacher Choice

(e.g. Pattern Books) 4 weeks


Workshop Unit 4: Writing Pattern Books

to Read, Write, & Teach

Communication

K.1 b, c, d, e

K.2 a, b, c, d, e

K.3 a, f, g

Integrated into

reading and the

writing workshop


In Quarter 2, continue to monitor your guided reading and word study groups, shifting groups as students grow

and develop. Toward the end of the quarter administer a mid-year evaluation for word study. The core writing

unit for Quarter 2 is Approximating Small Moments found in A Curriculum Plan for Writing Workshop. This

core unit is adapted from the "Small Moments" unit found in Units of Study for Primary Writing. Teacher

Choice units can be original or adapted from the other units in A Curricular Plan for Writing Workshop.

This pacing guide was designed by a teacher committee. Standards have been placed in quarters

when most students are developmentally ready to be assessed on this skill. Language Arts is a

developmental discipline. You will most likely reteach and reassess each skill throughout the year

depending on the development of each student.



Approx. #


2n

d Q

ua

rter

Reading

K.5 a, c

K.6 c

K.7 a, b, d

K.8 a, b

K.9 a, c, e

K.10 a


Personal Narrative

K.11 a

K.12 a, b

K.13

4 weeks


Workshop Unit 2: Approximating Small

Moments

Teacher Choice

(e.g. How-To Books) 4 weeks


Nonfiction Writing (Book 6, Part 1)


Workshop Unit 6: How-To Books

Communication

K.1 a

K.2 a

K.3 b

K.4 a, b, d, e

Integrated into

reading and the

writing workshop


In Quarter 3, continue to monitor and assess your guided reading and word study groups, shifting groups as

students grow and develop. The core writing unit for Quarter 3 is Nonfiction Writing. Teacher Choice

units can be original or adapted from the other units in A Curricular Plan for Writing Workshop.




student.



Approx. #


3rd

Qu

art

er

Reading

K.5 b, d, e

K.6 a, b, c, d

K.7 a, b, c

K.8 a, b

K.9 d, f, g

K.10 b


Nonfiction Writing

K.12 b, c, d

K.13

4 weeks


Nonfiction Writing (Book 6, Part 2)


Workshop Unit 7: Informational Books

Teacher Choice

(e.g. Raising the

Quality of Small

Moment Writing)

4 weeks


Workshop Unit 5: Raising the Quality of

Small Moment Writing

Communication

K.2 a, g

K.3 c, d, e

K.4 c

Integrated into

reading and the

writing workshop


In Quarter 4, continue to monitor and assess your guided reading and word study groups, shifting groups as

students grow and develop. The core writing unit for Quarter 4 is Authors as Mentors. Teacher Choice units

can be original or adapted from the other units in A Curricular Plan for Writing Workshop. Additional

resources for reading and writing workshop as well as word study can also be found in the resources section.




student.



Approx. #


4th

Qu

art

er

Reading

K.5 d, e

K.6 c

K.7 a, b, c

K.8 a, b

K.9 d, f, g

K.10 b


Authors As Mentors

K.11 b

K.12 b

K.13

4 weeks


Authors As Mentors (Book 5)


Workshop Unit 8: Authors As Mentors

Teacher Choice

(e.g. Poetry) 4 weeks


Poetry: Powerful Thoughts in Tiny

Packages (Book 7)


Workshop Unit 10: Poetry and Songs

Communication

K.2 a, f

K.3 h

Integrated into

reading and the

writing workshop

LANGUAGE ARTS

Unit Summaries

Kindergarten

Subject: Language Arts/Writing Grade Level: K Quarter 1


Unit:

Launching the Writing Workshop

Related SOL:

K.13 The student will use available technology for reading and writing.

Cognitive level: Knowledge, comprehension, application, and analysis

Big Ideas Essential Questions

• Students will generate ideas for writing, craft

stories about a small moment, develop

independence within the writing workshop, and

edit their work for developmentally appropriate

skills.

• Teachers will set expectations and routines to

launch the writing workshop.

• What is the structure of a writing workshop?

• What can students expect during writing time?

• What is the job/responsibility of the students

during writing workshop? The teacher?

• How can I come up with ideas for my writing?

• What do I do if I don’t know how to spell a

word?

Prerequisite Skills Vocabulary

Students should already be able to:

• Show and tell what happened

• Read pictures and some words

• Try to make words

• Writing folder

• Writing Workshop

• Edit

• Topic

• Label

Achievement Criteria How to Assess Achievement

Students will be able to:

• write independently

• develop stamina for writing

• generate writing ideas on their own

• develop strategies to spell unknown words

• develop the habit of rereading their writing

• see themselves as writers who have ideas to share

• Anecdotal notes/teacher notes

• Writer’s folder

• Celebration piece

• On demand writing samples

Differentiation Resources

• Students are writing at their own independent

level.

• Independent conferences where teachers coach

students at their independent level.

• Students are placed in strategy groups focused on

their areas of strength or need.

• Students work with writing partners, or if needed,

in triads to conference with.

• Units of Study: Launching the Writing

Workshop

• LCPS Sample Unit: Launching the Writing

Workshop

• A Curricular Plan for Writing Workshop Unit 1:

Launching the Writing Workshop

• English Language Arts Curriculum Guide, Grade

K: VDOE Grammar Skills Progression Chart



Unit:

Nonfiction /How-To-Books

Related SOL:

K.11 The student will print in manuscript.

a. Print uppercase and lowercase letters of the alphabet independently.

K.12 The student will write to communicate ideas for a variety of purposes.

a. Differentiate pictures from writing.

b. Draw pictures and/or use letters and phonetically spelled words to write

about experiences.



Students will learn how to write How-To-Books. The

purpose of a How-To-Book is to recall a procedure that

he/she can do and then lays out the directions for that

procedure.

• How do I come up with ideas for my How-To-

Book?

• What areas of expertise do I have?


word?

• Did I picture each step and then chose right

words?



• Read pictures


• Write for longer periods of time

• Expert

• Label

• Diagram

• Section

• Topic

• Edit


:Students will be able to:

• Generate ideas for writing

• Increase their writing stamina

• Write on a topic that they have expertise

• Space between words

• Choose appropriate paper for their piece

• Edit their writing for developmentally appropriate

skills







level.







• Units of Study For Primary Writing: Nonfiction

Writing (Book 6)


How-To-Books





Unit:

Nonfiction /Informational Books (All About Books)

Related SOL:


c. Use letters and beginning consonant sounds to spell phonetically words to

describe pictures or write about experiences.

d. Write left to right and top to bottom.



Students will focus writing lots of informational books

about many different topics. • How do I come up with ideas for my

informational/All-About books?

• Do I know enough information about my topic

• Have I made revisions?


word?



• Read pictures


• Write for longer periods of time

• Expert

• Category

• Section

• Paper choice

• Topic

• Edit

• Revise


:Students will be able to:

• Generate a folder full of Informational/ All-About

books

• Revise using new strategies

• Increase their writing stamina

• Write using different categories about one topic

• Choose appropriate paper for their piece

• Edit their writing for developmentally appropriate

skills







level.







• Units of Study For Primary Writing: Nonfiction

Writing (Book 6)


How-To-Books



Subject: Language Arts/ Writing Grade Level: K Quarter 4


Unit:

Authors as Mentors

Related SOL: K.11 The student will print in manuscript.

b. Print his/her first and last names.



Students will be able to make reading and writing

connections and help students learn the author’s craft. The

unit uses Reading/writing connections and author study to

lift expectations for all aspects’ of students work.

• How can I learn to write like another author/writer?

• How can I use words to help the reader picture my

story?

• Does my story have a beginning, middle and end?

• Where do writers get their ideas?

• How can I decide what writing piece to celebrate?



• Read their own writing

• Use the word wall to help spell

• Be able to put spaces between words

• Revise using various strategies

• Mentor text

• Author

• Technique

• Genre

• Connection

• Quality


Students will be able to:

• Emulate the author’s writing style

• Recognize the author’s craft

• Elaborate with their words

• Write a story with beginning, middle and end







level.







• Units of Study: Authors as Mentors(Book 5)_


Authors as Mentors



LANGUAGE ARTS

Pacing Guide &

Assessment Rubric

Kindergarten


English/Language Arts SOL Pacing Guide – Kindergarten

1st Quarter

The SOL listed are to be introduced each quarter. Instruction in these areas continues throughout the year.

Oral Language Reading Writing

K.1 The student will demonstrate growth in the use

of oral language.

a. Listen to a variety of literary forms,

including stories and poems

b. Participate 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.

c. Participate in oral generation of language

experience narratives.

d. Participate in creative dramatics.

e. Use complete sentences that include subject,

verb, and object.

K.2 The student will expand understanding and use

of word meanings.

a. Increase listening and speaking

vocabularies.

b. Use number words.

c. Use words to describe/name people, places,

and things.

d. Use words to describe/name location, size,

color, and shape.

e. Use words to describe/name actions.

K.3 The student will build oral communication

skills.

a. Express ideas in complete sentences and

express needs through direct requests.

f. Begin to use voice level, phrasing, and

intonation appropriate for various language

situations.

g. Follow one- and two-step directions.

K.7 The student will develop an understanding

of basic phonetic principles.

a. Identify and name the uppercase and

lowercase letters of the alphabet.

K.13 The student will use available

technology for reading and

writing.



2nd Quarter


K.3 The student will build oral

communication skills.

b. Begin to initiate conversations.

K.4 The student will identify, say,

segment, and blend various units of

speech sounds.

a. Begin to discriminate between

spoken sentences, words, and

syllables.

b. Identify and produce words that

rhyme.

d. Segment one-syllable words into

speech sound units including

beginning phoneme(s) (onset)

and ending (rimes).

e. Identify words according to

shared beginning and/or ending

sounds.

K.5 The student will understand how print is organized

and read.

a. Hold print materials in the correct position.

c. Distinguish between print and pictures.

K.6 The student will demonstrate an understanding that

print conveys meaning.

c. Read and explain own writing and drawings.

K.7 The student will develop an understanding of basic

phonetic principles.

b. Match consonant, short vowel, and initial

consonant digraph sounds to appropriate letters.

d. Identify beginning consonant sounds in single-

syllable words.

K.8 The student will expand vocabulary.

a. Discuss meanings of words.

b. Develop vocabulary by listening to a variety of

texts read aloud.

K.9 The student will demonstrate comprehension of

fictional texts.

a. Identify what an author does and what an

illustrator does.

c. Use pictures to make predictions.

e. Use story language in discussions and

retellings.

K.10 The student will demonstrate comprehension of

nonfiction texts.

a. Use pictures to identify topic and make

predictions.

K.11 The student will print in

manuscript.

a. Print uppercase and lowercase

letters of the alphabet

independently.

K.12 The student will write to

communicate ideas for a variety

of purposes.

a. Differentiate pictures from

writing.

b. Draw pictures and/or use

letters and phonetically

spelled words to write about

experiences.



3rd Quarter


K.2 The student will expand understanding

and use of word meanings.

g. Use vocabulary from other content

areas.



c. Begin to follow implicit rules for

conversation, including taking turns

and staying on topic.

d. Listen and speak in informal

conversations with peers and adults.

e. Participate in group and partner

discussions about various texts and

topics.

K.4 The student will identify, say, segment,

and blend various units of speech

sounds.

c. Blend and segment multisyllabic

words at the syllable level.

K.5 The student will understand how print is

organized and read.

b. Identify the front cover, back cover,

and title page of a book.

d. Follow words from left to right and

from top to bottom on a printed

page. (pointing to each word).

e. Match voice with print. (concept of

word).

K.6 The student will demonstrate an

understanding that print conveys

meaning.

a. Identify common signs and logos.

b. Explain that printed materials

provide information.

d. Read his/her name and read fifteen

meaningful, concrete words.

K.7 The student will develop an

understanding of basic phonetic

principles.

c. Demonstrate a speech-to-print

match through accurate finger-point

reading in familiar text that includes

words with more than one syllable.

K.12 The student will write to

communicate ideas for a variety of

purposes.

c. Use letters and beginning

consonant sounds to spell

phonetically words to describe

pictures or write about

experiences.

d. Write left to right and top to

bottom.

(Continued on next page)



3rd Quarter (Continued)


K.9 The student will demonstrate

comprehension of fictional texts.

d. Begin to ask and answer questions

about what is read.

f. Retell familiar stories, using

beginning, middle, and end.

g. Discuss characters, setting, and

events.


comprehension of nonfiction texts.

b. Identify text features specific to the

topic, such as titles, headings, and

pictures.



4th Quarter


K.2 The student will expand understanding

and use of word meanings.

f. Ask about words not understood.



h. Begin to ask how and why

questions.


comprehension of fictional texts.

b. Relate previous experiences to

what is read.


c. Print his/her first and last names.


This rubric represents the standards and skills that Kindergarten students should master by the end of the school year. During the course of

the year, students will demonstrate skills below, progressing, meeting, or exceeding the standards. Please note that in some areas it is not

possible to exceed the standard.

Topic Statements Below Progressing Meets Exceeds

Is Developing As A Reader

Names uppercase

letters of the

alphabet

The student names:

• 22 or fewer uppercase

letters

The student names:

• 23-25 uppercase letters

The student names:

• 26 uppercase letters

N/A

Names lowercase

letters of the

alphabet

The student names:

• 22 or fewer lowercase

letters

The student names:

• 23-25 lowercase letters

The student names:

• 26 lowercase letters

N/A

Develops and

expands

vocabulary

The student demonstrates 1

of the following:

• discusses meanings of

words

• uses number words

• uses words to describe

people, places, and things

• uses words to

describe/name location,

size, color and shape

The student demonstrates 2-

3 of the following:


words




• uses words to



The student demonstrates the

following:


words




• uses words to



N/A

Produces letter

sounds

The student produces the

following:

• 16 or fewer letter sounds

matched to appropriate

letters


following:

• 17-26 letter sounds


letters


following:

• 21 consonant sounds

• 5 short vowels

and

• 3 digraphs (e.g., sh, ch, th)


letters


following:

• 21 consonant sounds

• 5 short vowels

• 5 long vowels

and

• 4 or more digraphs and blends( e.g., sh, ch, th, sl,

bl, oa, ai) matched to the

appropriate letters


Topic Statement Below Progressing Meets Exceeds


Understands how

print is organized

and read


of the following:

• holds printed materials in

the correct position

• identifies the front cover,

back cover, and title page

of a book

• distinguishes between

print and pictures

• follows words, with

finger, from left to right

and from top to bottom on

a printed page

The student demonstrates 2-3

of the following:





of a book


print and pictures




a printed page


following:





of a book


print and pictures




a printed page

N/A

Understands that

print conveys

meaning

With teacher support, the

student demonstrates the

following:

• reads and explains

drawings and writings

• locates commonly used

words and phrases in

familiar text


of the following:





familiar text

The student demonstrates

the following:





familiar text

N/A

Reads familiar

text with

accuracy


student demonstrates the

following:

• uses finger to maintain

accurate speech-to-print

match in familiar text

that includes single

syllable words


following:




that includes single

syllable words


the following:




that includes words with

more than one syllable


following:



match in unfamiliar text

that includes words with

more than one syllable




Demonstrates

understanding of

text


of the following:

• identifies the role of an

author and an illustrator

• connects previous

experiences to what he or

she is reading

• uses pictures to make

predictions

• asks and answers

questions about what is

read

• includes a beginning,

middle, and end in

retelling familiar stories

• discusses characters,

settings and events

• identifies text features

such as titles, pictures and

headings

The student demonstrates 3-6 of

the following:





she is reading


predictions

• asks and answers questions

about what is read


middle, and end in


• discusses characters,

settings and events



headings


following:





she is reading


predictions

• asks and answers

questions about what is

read


middle, and end in


• discusses settings and

events



headings

N/A



Is Developing As A Writer

Writes to

communicate

ideas

The student writes to

communicate and make

meaning using the following:

• drawings

• scribbles

• letter strings

• and/or letter

approximations


student writes on assigned and /

or self-selected topics to



• phonetically spelled words

The student writes on assigned

and self-selected topics to

communicate and / or make


• phonetically spelled

words

The student writes on assigned

and / or self-selected topics to



• phonetically spelled words

and

• conventional spelling

Understands

writing

mechanics


student writes 1 of the

following:

• left to right and top to

bottom

• capital letters at the

beginning of a sentence

The student writes 1 of the

following:


bottom



The student writes the

following:


bottom



The student writes the

following:


bottom



• end punctuation

and

• uses spaces between

words .

Prints in

manuscript

legibly

The student legibly prints

the following:

• first name with a model

• last name with a model

• few upper and lower case

letters

The student legibly prints the

following:

• first name without a

model

• last name with a model

• most upper and lower

case letters

The student legibly prints

the following:

• first name without a

model

• last name without a

model

• all upper and lower case

letters independently

N/A



Is Developing as a Speaker and a Listener

Uses effective oral

communication in

a variety of

settings

The student demonstrates 1-

2 of the following:

• participates in a variety of

oral language activities

• uses complete sentences

• initiates conversations,

takes turns, stays on topic

and uses voice level,

phrasing and intonation

appropriate for various

language situations

• follows one-step and two-

step directions

• begins to ask how and

why questions


of the following:









language situations


step directions

• begins to ask how and why

questions


following:









language situations


step directions

• begins to ask how and

why questions

N/A

Demonstrates

phonemic

awareness

(rhyming,

blending sounds

and

word/sentence

segmenting)


of the following:

• identifies and produces

words that rhyme

• blends 3 sounds to make a

one-syllable word (/c/

/a//t/ = cat)

• segments a one syllable

word into sounds (cat =

/c/ /a/ /t/)

• understands that a spoken

sentence is made up of

individual words


of the following:


words that rhyme


one-syllable word (/c/ /a//t/

= cat)

• segments a one syllable

word into sounds (cat = /c/

/a/ /t/)



individual words


the following:


words that rhyme


one-syllable word (/c/

/a//t/ = cat)

• segments a one-syllable

word into sounds (cat =

/c/ /a/ /t/)



individual words

N/A

LANGUAGE ARTS

VDOE Curriculum Framework

Kindergarten


Model Performance Indicators

Embedded in the VDOE curriculum framework are sample Model Performance Indicator (MPI) tables.

These tables will be useful as you differentiate instruction for all of your learners, but they are especially

helpful for English Language Learners. Below are frequently asked questions about MPI.

What is a Model Performance Indicator (MPI)? An MPI is a tool that can be used to show examples of how language is processed or produced within a

particular context, including the language with which students may engage during classroom instruction and

assessment.

Each MPI contains three main parts:

• Language Function: The first part of an MPI, this shows how students are processing/producing

language at each level of language proficiency

• Content Stem: This will remain consistent throughout an MPI strand and should reflect the knowledge

and skills of the state’s content standards

• Support: The final part of an MPI, this highlights the differentiation that should be incorporated for

students at each language level by suggesting appropriate instructional supports for students at each

level of language proficiency

The samples provided also include an example context for language use that provides a brief descriptor of the

activity or task in which students would be engaged, while the inclusion of topic-related language helps to

support the emphasis on imbedding academic language instruction into our content-area teaching practices.

How can these sample MPIs help me? Educators can use MPI strands in several ways:

• to align students’ performance to levels of language development

• as a tool for creating language objectives/targets that will help extend students’ level of language

proficiency

• as a means for differentiating instruction that incorporates the language of the content area in a way that

meets the needs of students’ levels of language proficiency

An MPI strand helps illustrate the progression of language development from one proficiency level to the next

within a particular context. As these strands are examples, they represent one of many possibilities; therefore,

they can be transformed in order to be made more relevant to the individual classroom context.

Where can I get more information about WIDA, MPIs, etc.? See My Learning Plan for several WIDA training modules

• Introduction to the WIDA ELD Standards

• Transforming the WIDA ELD Standards

• Interpreting the WIDA ACCESS Score Report

The information above was adapted from the 2012 Amplification of the English Development Standards

Kindergarten-Grade 12 resource guide and can be accessed at www.wida.us

FOCUS STRAND: ORAL LANGUAGE GRADE LEVEL K


At the kindergarten level, students will engage in a variety of oral language activities in order to develop their understanding of language and enhance

their ability to communicate effectively. Of primary importance is the development of phonological awareness, which is essential for success in

literacy. Emphasis will be placed on having the students build and use listening and speaking vocabularies through participation in oral language

activities employing poems, rhymes, songs, and stories. Students will learn rules for conversation and skills for participation in discussions. They will

also learn how to formulate basic investigative questions.

STANDARD K.1 STRAND: ORAL LANGUAGE GRADE LEVEL K


K.1 The student will demonstrate growth in the use of oral language.

a) Listen to a variety of literary forms, including stories and poems.

b) Participate 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.

c) Participate in oral generation of language experience narratives.

d) Participate in creative dramatics.

e) Use complete sentences that include subject, verb, and object.

UNDERSTANDING THE STANDARD

(Teacher Notes)

ESSENTIAL

UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

• The intent of this standard is that students will

expand their oral language vocabulary by

listening to and participating in a variety of

literacy experiences that reflect the Virginia

Standards of Learning in English, history and

social science, science, and mathematics.

• By participating in choral and echo speaking,

language experience narratives and creative

dramatics (e.g., songs, poems, role play,

storytelling), students will expand their oral

language.

• A language experience narrative can be

produced from any individual or group

experience. For an individual language

experience narrative the student dictates a story

to the teacher. For the group language

experience narrative students contribute ideas

to develop sentences for a class story.

All students should

• understand that oral language

entertains and communicates

information.

To be successful with this standard, students are expected to

• listen to texts read aloud and ask and answer questions for further

understanding.

• 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).

• use drama to retell familiar stories, rhymes, and poems (e.g., storytelling

with role play or puppets).

• participate in creative dramatics, such as classroom songs, plays, skits, and

group activities designed to give students frequent opportunities for

listening and speaking.

• use complete sentences that include subject, verb, and object when

speaking.



K.2 The student will expand understanding and use of word meanings.

a) Increase listening and speaking vocabularies.

b) Use number words.

c) Use words to describe/name people, places, and things.

d) Use words to describe/name location, size, color, and shape.

e) Use words to describe/name actions.

f) Ask about words not understood.

g) Use vocabulary from other content areas.


(Teacher Notes)

ESSENTIAL



expand understanding and use of word

meanings through cross-curricular activities.

• Vocabulary growth aids in development of

reading and comprehension as students

progress in school.

• Teachers should provide opportunities for

students to participate in partner or group

activities to use descriptive words (e.g., read

and sing number poems and songs).

• Teacher-initiated activities will expand

students’ language by introducing new

vocabulary in the context of a variety of texts

that reflect the Virginia Standards of Learning

in English, history and social science, science,

and mathematics, and by modeling ways to

participate in discussions about learning.

• Teacher modeling of the appropriate use of

content vocabulary will help students expand

their use of word meanings.

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.


• understand and use number words in conversations, during partner and

group activities, and during teacher-directed instruction.

• use words to describe or name people, places, feelings, and things during

partner and group activities and during teacher-directed instruction.

• use size, shape, color, and spatial words to describe people, places, and

things during group or individual activities and during teacher-directed

instruction.

• use words to show direction and location (e.g., on, off, in, out, over, under,

between, and beside).

• 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.

• recognize when they do not understand a word or phrase and seek

clarification by asking a peer or an adult.

• use vocabulary from content areas during partner or group activities and

during teacher-directed instruction.



K.3 The student will build oral communication skills.

a) Express ideas in complete sentences and express needs through direct requests.

b) Begin to initiate conversations.

c) Begin to follow implicit rules for conversation, including taking turns and staying on topic.

d) Listen and speak in informal conversations with peers and adults.

e) Participate in group and partner discussions about various texts and topics.

f) Begin to use voice level, phrasing, and intonation appropriate for various language situations.

g) Follow one- and two-step directions.

h) Begin to ask how and why questions.


(Teacher Notes)

ESSENTIAL



build oral communication skills within a

language-rich environment through a variety of

experiences.

• With teacher support students generate how and

why questions across curricula and begin to use

these questions to guide their search for

answers.

• In various group settings, students should have

opportunities to initiate informal conversations

with peers and adults, learning and practicing

implicit rules for conversation (e.g., voice level

and intonation appropriate for specific language

situations).

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.


• speak audibly in complete sentences, expressing thoughts, feelings and

ideas clearly.

• verbally express needs through direct requests.

• participate in a range of collaborative discussions building on others’ ideas

and clearly expressing their own (e.g., one-on-one, small group, teacher-

led).

• 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.

• participate in partner or group activities, (i.e., conversations, discussions,

book chats, retellings of stories, choral speaking, language experience

narratives, morning routines, dramatizations and role play).

• listen to and discuss a variety of texts that reflect the Virginia Standards of

Learning in English, history and social science, science, and mathematics.

• wait for their turn to speak, allowing others to speak without unnecessary

interruptions.

• maintain conversation on topic through multiple exchanges.

• in group and partner discussions clearly state a thought related to the book

or topic being discussed.



K.3 The student will build oral communication skills.

a) Express ideas in complete sentences and express needs through direct requests.

b) Begin to initiate conversations.

c) Begin to follow implicit rules for conversation, including taking turns and staying on topic.

d) Listen and speak in informal conversations with peers and adults.

e) Participate in group and partner discussions about various texts and topics.

f) Begin to use voice level, phrasing, and intonation appropriate for various language situations.

g) Follow one- and two-step directions.

h) Begin to ask how and why questions.


(Teacher Notes)

ESSENTIAL


• begin to use voice level, phrasing, and intonation appropriate for the

language situation.

• match language to the purpose, situation, environment, and audience.

• repeat and follow one- and two-step oral directions.

• ask who, what, where, when, why, and how questions to obtain

information, seek help, or clarify something not understood.



K.4 The student will identify, say, segment, and blend various units of speech sounds.

a) Begin to discriminate between spoken sentences, words, and syllables.

b) Identify and produce words that rhyme.

c) Blend and segment multisyllabic words at the syllable level.

d) Segment one-syllable words into speech sound units including beginning phoneme(s) (onset) and ending (rimes).

e) Identify words according to shared beginning and/or ending sounds.


(Teacher Notes)

ESSENTIAL



focus on various units of speech sounds in

words.

• This skill includes an understanding of the

hierarchical concepts of sentence, word,

syllable, and letter. Consequently, students

need to demonstrate the ability to segment a

sentence orally into individual words and to

segment individual words into individual

syllables and sounds.

• Phonological awareness is the term used to

describe a student’s understanding that spoken

words consist of sounds. Students who are

phonologically aware demonstrate an ability to

hear and manipulate the sound structure of

language at each of the word, syllable and

phoneme (individual sound) levels.

• Phonological awareness typically progresses in

a developmental continuum, (i.e., rhyming →

sentence segmenting → syllable

blending/segmenting → syllable splitting [onset

and rime blending/segmenting] → phoneme

blending, segmenting, and manipulating).

• Students who are phonemically aware are able

to attend to the individual phonemes of spoken

language by demonstrating the higher-order

ability to blend, segment and manipulate them.

All students should

• understand that words are

made up of small units of

sound and that these sounds

can be blended to make a

word.

• understand that words are

made up of syllables.

• understand that a spoken


individual words.


• 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.

• identify a word that rhymes with a spoken word.

• supply a word that rhymes with a spoken word.

• produce rhyming words and recognize pairs of rhyming words presented

orally.

• generate rhyming words based on a given rhyming pattern.

• supply an appropriate rhyming word to complete a familiar nursery rhyme

or a predictable text with rhyming lines.

• blend and segment consonants and rimes of spoken words (e.g., /b/- /oat/ =

boat, black = /bl/- /ack/).

• blend and segment multisyllabic words into syllables (e.g., the teacher asks

students to say robot without the /ro-/ and students respond with /bot/).

• 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










(Teacher Notes)

ESSENTIAL


• Students orally blend speech sound units

(phonemes) together to make a word (e.g., /m/-

/a/-/n/ → man).

• Students segment spoken words into individual

sounds (e.g., man → /m/- /a/- /n/.

• Understanding rhyme allows students to

generate new words from a known word (e.g.,

if the student knows the word “fun,” then

he/she can orally produce the word “run.”) It is

more difficult to produce a rhyme than to

identify a rhyme when presented orally.

• Syllables are units of speech that consist of a

vowel preceded and/or followed by consonants.

Each time a syllable is produced, the mouth

opens and closes. Each syllable spoken consists

of a single rhythmic beat (e.g., the word absent

has two syllables: ab/sent).

• Phonemes are the smallest units of sound in

spoken language.

• Through many learning experiences with songs,

rhymes, and language play, students will

develop the ability to hear, produce, and

manipulate phonemes.

• The ability to segment and blend phonemes

facilitates spelling and decoding.

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.

• blend three spoken phonemes to make words (e.g., the teacher says /c/ /a/

/t/, and the student blends the phonemes to say the word cat).

• segment one-syllable words into onset and rime (e.g., the teacher says the

word hat and when asked, the student verbally says /h/ for the onset and /-

at/ for the rime.) Students are not expected to know the terms onset and

rime.

• segment one-syllable words into speech sound units (e.g., the teacher says

the word bat, and the student segments the sounds /b/- /a/- /t/).

• substitute the beginning consonant to make a new word (e.g., the teacher

asks the student to say cat, but in the place of /c/ she asks them to say /b/,

and the student responds with bat).










(Teacher Notes)

ESSENTIAL


• Onsets are speech sounds (/b/, /c/, /f/, /h/)

before a vowel. Rimes are comprised of the

vowel and what follows (e.g., -at, -it, -op). If a

one-syllable word begins with a vowel, it has

only a rime. Many words are formed by

combining onsets and rimes (bat, bit, but).

FOCUS STRAND: READING GRADE LEVEL K


At the kindergarten level, students will be immersed in a print-rich environment. They will learn the concepts of print, basic phonetic principles,

comprehension of stories, and letter identification skills through systematic, direct instruction, individual and small group activities, and time spent

exploring and reading books and other print material. Students will learn to identify and name the uppercase and lowercase letters of the alphabet,

understand that letters represent sounds, and identify beginning consonant sounds in single consonant words. They will also learn to comprehend and

relate stories through drama, retelling, drawing, and their own writing.

STANDARD K.5 STRAND: READING GRADE LEVEL K


K.5 The student will understand how print is organized and read.

a) Hold print materials in the correct position.

b) Identify the front cover, back cover, and title page of a book.

c) Distinguish between print and pictures.

d) Follow words from left to right and from top to bottom on a printed page.

e) Match voice with print (concept of word).


(Teacher Notes)

ESSENTIAL



understand book handling skills, directionality

of print, and the correspondence of the spoken

word to the written word.

• The ability to match spoken words to print

involves developing a student’s concept of

word. Instruction may include modeling how

print is organized, pointing to words on a page

as it is read, and having students “finger-point

read” memorized text.

All students should

• understand that all print

materials in English follow

similar patterns.

• understand that there is a one-

to-one correspondence

between the spoken and

written word.


• 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.



K.6 The student will demonstrate an understanding that print conveys meaning.

a) Identify common signs and logos.

b) Explain that printed materials provide information.

c) Read and explain own writing and drawings.

d) Read his/her name and read fifteen meaningful, concrete words.


(Teacher Notes)

ESSENTIAL



learn that books, environmental print (print

seen in one’s environment), and other printed

materials convey meaning and provide

information for the reader.

• Teachers should provide a variety of

opportunities for students to demonstrate their

understanding of the constancy of print by

drawing pictures and producing their own

written messages to communicate ideas and

information.

• These messages may include scribbles, letter

approximations, letter strings, and invented

spellings.

• Concrete words are specific words that refer to

definite persons, places or things.

• Students who recognize words automatically

spend less time decoding and can pay more

attention to comprehending what is being read.

• Provide opportunities for the student to read

his/her name.

All students should

• understand that print conveys

meaning.


• apply knowledge that print conveys meaning.

• recognize and identify common signs, logos, and labels.

• explain that printed material provides information.

• read and explain their own drawings and writings.

• locate commonly used words and phrases in familiar text.

• recognize a selection of high-frequency and sight words as well as read

fifteen meaningful, concrete words. (Each student may know a different set

of words.)

• recognize and identify their own first and last names.



K.7 The student will develop an understanding of basic phonetic principles.

a) Identify and name the uppercase and lowercase letters of the alphabet.

b) Match consonant, short vowel, and initial consonant digraph sounds to appropriate letters.

c) Demonstrate a speech-to-print match through accurate finger-point reading in familiar text that includes words with more

than one syllable.

d) Identify beginning consonant sounds in single-syllable words.


(Teacher Notes)

ESSENTIAL



develop an understanding of basic phonetic

principles.

• Phonetic skills are the foundation for decoding

and encoding words — i.e., they are the basic

skills needed to develop fluency and

automaticity in reading and writing.

• A digraph is the spelling of one sound using

two letters. Digraphs can spell consonant

sounds (e.g., sh, ch, th, ng) or vowel sounds

(e.g., ai, ay, ee, ea, oo, ow, ey, oi, oy, au, aw).

All students should

• understand that there is a one-

to-one correspondence

between spoken and written

words.

• understand that written words

are composed of letters that

represent specific sounds.


• recognize and name rapidly and with ease uppercase and lowercase letters

in sequence and in random order.

• match uppercase and lowercase letter pairs.

• produce the usual sounds of consonants, short vowels and initial consonant

digraphs.

• demonstrate concept of word by:

° tracking familiar print from left to right and top to bottom; and

° matching spoken words to print including words with more than

one

syllable.

• write the grapheme (letter) that represents a spoken sound.

• use basic knowledge of one-to-one letter-sound correspondences by

producing sounds for each consonant.

• isolate initial consonants in single-syllable words (e.g., /t/ is the first sound

in top).

• identify long and short sounds with common spellings for the five major

vowels.

• distinguish between similarly spelled words by identifying sounds of the

letters that differ.

• segment onsets and rimes and begin to blend to form the words.



K.8 The student will expand vocabulary.

a) Discuss meanings of words.

b) Develop vocabulary by listening to a variety of texts read aloud.


(Teacher Notes)

ESSENTIAL



expand their vocabulary by listening to and

participating in a variety of literacy

experiences, including, but not limited to,

discussion and listening to a variety of texts

read aloud.

• Teachers reading texts aloud provide

opportunities for students to have language

modeled for them and expose them to new

words in order to expand their working

vocabularies.

• Vocabulary growth aids in development of

reading and comprehension.

All students should

• understand that vocabulary is

made up of words and that

words have meaning.


• discuss meanings of specific words including synonyms and antonyms in

partner, group and teacher-guided settings.

• identify new meanings for familiar words and apply them accurately (e.g.,

knowing water as a drink and learning the verb water the flowers).

• sort common objects into categories (e.g., shapes, foods) to gain a sense of

the concepts the categories represent.

• use common adjectives to distinguish objects (e.g., the small red square; the

shy white cat). (Students are not required to know the term adjective at this

level.)

• ask and respond to questions about unknown words in a text.

• identify real-life connections between words and their use (e.g., places that

are loud).

• use newly learned words in literacy tasks.



SOL Strand and Bullet: K.8 The student will expand vocabulary.

b) Develop vocabulary by listening to a variety of texts read aloud.

Example Context for Language Use: The student will work with a partner to identify unknown words from a story after an interactive read aloud

activity. Students will re-tell or summarize the story in small groups, using the new words learned.

COGNITIVE FUNCTION: Students at all levels of English language proficiency APPLY oral, visual, and context clues to expand vocabulary.

SP

EA

KIN

G

Level 1

Entering

Level 2

Emerging

Level 3

Developing

Level 4

Expanding

Level 5

Bridging

Lev

el 6-R

each

ing

Communicate the

meanings of new words

from a read aloud using

photos, illustrations, and

realia with a partner in

L1 or L2

Identify the meanings of

new words from a read

aloud using realia,

teacher modeling, and

visual support

Apply the meanings of


aloud using visuals,

graphic organizers, and

oral sentence frames

Explain the meanings of


aloud using visual

support (e.g., captioned

illustrations of plot and

main ideas) to a partner

Model the use of new

words from a read

aloud through retelling

events of the story in

small groups

R

EA

DIN

G

Identify the meanings of


aloud using illustrated

descriptive labels and

text in small groups in L1

or L2

Distinguish the

meanings of new words

from a read aloud using

illustrated word cards

and realia with a partner

Infer the meanings of new

words from a read aloud

using illustrated and

labeled graphic organizers

in small groups (e.g.,

timeline)

Make connections about

the meanings of new

words from a read aloud

using labeled visual and

graphic support with a

partner

Draw conclusions

about the meanings of


aloud using graphic

support in small groups

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as:

vocabulary, words, meaning, retell, summarize, vocabulary, communicate, identify, apply, explain, model, distinguish, infer, make connections, draw

conclusions



K.9 The student will demonstrate comprehension of fictional texts.

a) Identify what an author does and what an illustrator does.

b) Relate previous experiences to what is read.

c) Use pictures to make predictions.

d) Begin to ask and answer questions about what is read.

e) Use story language in discussions and retellings.

f) Retell familiar stories, using beginning, middle, and end.

g) Discuss characters, setting, and events.


(Teacher Notes)

ESSENTIAL



understand the elements of a story (characters,

setting, problem/solution, events) and begin to

analyze these elements for meaning.

• Students will learn that comprehension is an

active process requiring them to use their own

experiences and learn new vocabulary in order

to get meaning from fictional texts that are

read aloud to them.

• Students should be exposed to and be able to

recognize various types of fictional texts (e.g.,

storybooks, poems).

All students should

• understand that fictional

texts tell a story.

• understand that authors tell

stories through words and

illustrators tell stories with

pictures.


• identify the roles of the author and the illustrator of selected texts.

• make ongoing predictions based on illustrations and text.

• describe the relationship between illustration and the story (e.g., what moment

in the story does the illustration depict).

• link knowledge from their own experiences to make sense of and talk about a

text.

• give evidence that they understand the meaning of what is being read aloud,

including the who, what, when, where, why, and how.

• ask and respond to simple questions about the content of a book.

• use vocabulary from a story in discussions and retellings.

• retell a story from pictures or text in their own words, arranging the events in

the correct sequence (beginning, middle, and end).

• use words to sequence events (e.g., before, after, and next).

• produce artwork or a written response (letters or phonetically spelled words)

that demonstrates comprehension of a story that they have heard read aloud.

• use descriptive language to talk about characters, settings, and events of a story.

• recognize various types of fictional texts (e.g., storybooks, poems).



SOL Strand and Bullet: K.9 The student will demonstrate comprehension of fictional texts.

f) Retell familiar stories, using beginning, middle, and end.

Example Context for Language Use: The student will work independently, or with a partner, or in a small group to identify the beginning, middle

and end of a story following an interactive read aloud activity.

COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE fictional text through the retelling of the beginning,

middle, and end of a story.

SP

EA

KIN

G

Level 1

Entering

Level 2

Emerging

Level 3

Developing

Level 4

Expanding

Level 5

Bridging

Lev

el 6-R

each

ing

Communicate the

beginning, middle, and

end of a story using

illustrations or realia

(e.g., felt figures) and

teacher guidance in L1 or

L2

Identify the beginning,

middle, and end of a

story using realia and

oral sentence starters

with a partner

Describe the beginning,

middle, and end of a story

using illustrated word

cards and manipulatives

(e.g., Story Retelling

Rope) with a partner

Discuss the beginning,


story using graphic

organizers in a small

group

Explain the beginning,

middle, and end of

story using visual

support (e.g., captioned

illustrations or

drawings of plot) to a

small group

R

EA

DIN

G



story using captioned

story illustrations, a

graphic organizer, and

teacher guidance


middle and end of a

story using captioned

story illustrations and a

graphic organizer with a

partner

Categorize the beginning,

middle, and end of a story

using captioned story

illustrations and a graphic

organizer

Sequence information

about the beginning,


story from illustrated text

using a graphic organizer

(e.g., plot train, timeline)

Make connections

about the beginning ,


story using illustrated

text and word walls in

small groups


fiction, story, author, illustrator, characters, setting, events, before, first, after, next, last, retell, who, what, when, where, why, how, beginning,

middle, end, communicate, identify, describe, discuss, explain, categorize, sequence, make connections



K.10 The student will demonstrate comprehension of nonfiction texts.

a) Use pictures to identify topic and make predictions.

b) Identify text features specific to the topic, such as titles, headings, and pictures.


(Teacher Notes)

ESSENTIAL


• The intent of this standard relative to nonfiction

is that students will demonstrate comprehension

of a variety of texts across the curriculum,

including age-appropriate materials that reflect

the Virginia Standards of Learning in English,

history and social science, science, and

mathematics.

• Students will learn that comprehension is an

active process requiring them to use their own

experiences and learn new vocabulary in order

to get meaning from nonfictional texts that are

read aloud to them.

• Students’ understanding of text features, (i.e.,

titles, headings, and graphics) will support

comprehension of nonfiction texts.

All students should

• understand that nonfictional

texts provide information.


• make ongoing predictions based on graphics and text.

• relate pictures and illustrations to the text in which they appear.

• link knowledge from their own experiences to make sense of and talk about

a text.

• identify the topic of a nonfiction selection.

• ask and respond to simple questions about the content of a book.

• discuss simple facts and information relevant to the topic.

• identify text features including titles, headings and pictures in text.

• identify the author and illustrator of a text and define the role of each in

presenting the ideas or information in a text.



SOL Strand and Bullet: K.10 The student will demonstrate comprehension of nonfiction texts.

a) Use pictures to identify topic and make predictions.

Example Context for Language Use: Before an interactive read aloud of nonfiction text, students examine pictures to identify the topic and make

predictions about the nonfiction text. After the interactive read aloud and class discussion, students select a grade-level nonfiction article (e.g., Time

for Kids), identify the topic, and make predictions based on the illustrations. Students will work in pairs or small groups.

COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE pictures to identify specific topics and make

predictions about non-fiction text.

SP

EA

KIN

G

Level 1

Entering

Level 2

Emerging

Level 3

Developing

Level 4

Expanding

Level 5

Bridging

Lev

el 6-R

each

ing

Communicate the

specific topic of

nonfiction text using

pictures, word/phrase

banks, and teacher

modeling in L1 or L2

Identify the specific

topic of nonfiction text

using pictures,

word/phrase banks and

oral sentence starters

with a partner

Describe the specific topic

of nonfiction text using

pictures and oral sentence

frames (e.g., “I think the

topic is ____because

___.”) in small groups

Discuss the specific topic


pictures and word banks

in small groups

Present and make

predictions about the

specific topic of


pictures and graphic

organizers (e.g., topic

pyramid) in small

groups

R

EA

DIN

G

Identify the specific topic


visually supported text

(e.g., pictures, graphs,

charts) with a partner in

L1 or L2

Identify the specific


using visually supported

text (e.g., pictures,

graphs, charts) and

word/phrase banks with

a partner

Make an inference about

the specific topic of




charts) and graphic

organizers (e.g., web

organizer) in small groups

Classify the specific


using visually supported

text (e.g., pictures,

graphs, charts) and

illustrated word walls in

small groups

Make predictions about

the specific topic of




charts) in small groups


nonfiction, text features, topic, pictures, graphs, charts, captions, title, headings, communicate, identify, describe, discuss, present, make predictions,

make an inference, classify, make predictions

FOCUS STRAND: WRITING GRADE LEVEL K


At the kindergarten level, students will begin to build a connection between oral and written language. Awareness that spoken language can be

written and written language can be read is a fundamental concept in communicating ideas. Students will learn to print the uppercase and lowercase

letters of the alphabet as well as their first and last names. Kindergarten writing reflects the students’ oral language. Students will communicate their

ideas through drawings, scribbles, letter strings, letter approximations, and dictation to adults.

STANDARD K.11 STRAND: WRITING GRADE LEVEL K



a) Print uppercase and lowercase letters of the alphabet independently.

b) Print his/her first and last names.


(Teacher Notes)

ESSENTIAL



begin developing neat, legible handwriting.

• Students will learn to print uppercase and

lowercase letters of the alphabet.

• Students need explicit, direct instruction to

learn to form uppercase and lowercase

manuscript letters correctly.

• Reproducing letters with automaticity assists

with learning sounds, spelling words and word

recognition.

• Teaching appropriate pencil grip will assist

students with printing in manuscript.

All students should

• understand that there are

correct ways to write the

manuscript letters of the

alphabet.

• understand that their written

name provides identification.

• understand that printing

properly formed letters makes

manuscript writing legible.


• use appropriate pencil grip.

• print upper- and lower-case letters of the alphabet legibly and

independently.

• use manuscript letter formation.

• use manuscript number formation.

• form the letters of and space their first and last names.

• write their first and last names for a variety of purposes.

• capitalize the first word in a sentence and the pronoun I.



SOL Strand and Bullet: K.11 The student will print in manuscript.

a) Print uppercase and lowercase letters of the alphabet independently.

b) Print his/her first and last names.

Example Context for Language Use: Students print uppercase and lowercase letters of the alphabet, including their first and last names, from a

given model during a handwriting lesson. Afterwards, they will apply their knowledge of print to new situations.

COGNITIVE FUNCTION: Students at all levels of English Language proficiency will APPLY their knowledge of printing uppercase and

lowercase letters to writing their first/last names.

WR

ITIN

G

Level 1

Entering

Level 2

Emerging

Level 3

Developing

Level 4

Expanding

Level 5

Bridging Lev

el 6-R

each

ing

Produce letters and

words in manuscript print

(e.g., trace, then write,

first and last name) from

desktop name tag or

teacher model in

manuscript print

Produce letters and

words in manuscript

print (e.g., first and last

name) using manuscript

cards for models

Produce letters and words

in manuscript print from

labeled models in a small

group

Produce letters and

words in manuscript print

from labeled models

Produce letters and

words in manuscript

print using sentence

starters (e.g., “My

name is __.”)

TOPIC-RELATED LANGUAGE: Students at all levels of English Language proficiency interact with grade-level words/expressions such as:

uppercase, lowercase, first name, last name, trace, manuscript, print




a) Differentiate pictures from writing.

b) Draw pictures and/or use letters and phonetically spelled words to write about experiences.

c) Use letters and beginning consonant sounds to spell phonetically words to describe pictures or write about experiences.

d) Write left to right and top to bottom.


(Teacher Notes)

ESSENTIAL



understand that writing is used for a variety of

purposes, including sharing events and telling

stories (narrative writing), informing others and

making reports (informational writing), labeling

and making lists (functional writing), and

responding to literature.

• Writing in kindergarten prepares students for

more formalized writing styles in subsequent

grades.

• Students will draw upon their growing phonetic

knowledge to spell words using letters and

beginning consonant sounds when describing

pictures or writing about experiences.

• Beginning writings may include drawings,

letter strings, scribbles, letter approximations,

and other graphic representations, as well as

phonetically spelled words.

All students should

• understand that their writing

serves a variety of purposes.


• distinguish print from pictures.

• write daily for a variety of purposes (e.g., practicing formation of alphabet

letters, labeling, and journal writing).

• write on assigned and/or self-selected topics.

• use writing, dictation, and drawing to compose informative/explanatory

texts that introduce a topic (what they are writing about), state an opinion or

some facts and provide some information (e.g., My favorite book is …).

• use writing, dictation, and drawing to narrate an event.

• generate text to communicate and make meaning by creating drawings,

letter strings, scribbles, letter approximations, or other graphic

representations, as well as phonetically spelled words.

• write left to right and top to bottom.



SOL Strand and Bullet: K.12 The student will write to communicate ideas for a variety of purposes.

b) Draw pictures and/or use letters and phonetically spelled words to write about experiences.

Example Context for Language Use: In preparation to draw and/or write about a personal experience, students work with a partner to verbally

brainstorm ideas. For their assignment, students will use a list of oral and written sentence starters and visual prompts that include a list of “Things I

can write about.” Students will share their drawing and/or writing with a partner.

COGNITIVE FUNCTION: Students at all levels of English proficiency will APPLY their knowledge of letters and letter sounds to communicate

ideas.

SP

EA

KIN

G

Level 1

Entering

Level 2

Emerging

Level 3

Developing

Level 4

Expanding

Level 5

Bridging

Lev

el 6-R

each

ing

Communicate knowledge

of letters and letter

sounds in brainstorming

ideas for a writing topic

using illustrated graphic

support of pictures and

letters with a partner

Build knowledge of

letters and letter sounds

in brainstorming ideas

for a writing topic using

illustrated graphic

support with a partner

Apply knowledge of

letters and letter sounds in

brainstorming ideas for a

writing topic using

illustrations and oral

sentence frames with a

partner

Develop comprehension

of letters and letter

sounds while


writing topic using

illustrated sentence

frames with a partner

Model knowledge of

letters and letter sounds

while brainstorming

ideas for a writing topic

with a partner

WR

ITIN

G

Write letters and words

in brainstorming ideas

for a writing topic

using illustrated graphic

support of pictures and

letters with a partner

(e.g., phonetically spell

words)

Apply sound knowledge

of letters and words in

brainstorming ideas for

a writing topic using

charts (e.g., Alphabet

card, Chunk chart) in a

small group support

with a partner

Produce letters and words

in brainstorming ideas for


sentence frames and

Alphabet Chart

Apply sound knowledge

of letters and words in


writing topic using charts

(e.g., Alphabet card,

Chunk chart)

Produce and edit sound

knowledge of letters

and words in

brainstorming ideas for


charts (e.g., Alphabet

card, Chunk chart)

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as;

draw, label, letter, sound, beginning sound, ending sound, stretch-out, spell, detail, describe, brainstorm, communicate, build, apply, develop, model





(Teacher Notes)

ESSENTIAL



use available technology for reading and

writing.

All students should

• understand that technology

provides a way to interact with

print.


• use available digital tools for reading and writing.

• ask and respond to questions about material presented through various

media formats.

• share their writing with others.




Example Context for Language Use: Students use a variety of technology for writing support such as the iPad, and computer software.

COGNITIVE FUNCTION: Students at all levels of English Language proficiency DISCOVER ways to create written work using available

technology.

WR

ITIN

G

Level 1

Entering

Level 2

Emerging

Level 3

Developing

Level 4

Expanding

Level 5

Bridging Lev

el 6-R

each

ing

Write name and words

typed or written by

teacher using the Pixie

computer program and

share finished work with

peers, with teacher

modeling and support

Copy name or words

written by the teacher

using the Pixie computer

program and share

finished work with

peers, with teacher

support

Label or write words

using the Pixie computer

program and share

finished work with peers,

with teacher support

Write or type words and

simple sentences using

the Pixie computer

program and share

finished work with a

partner, using sentence

frames and illustrated

word cards

Write or type a

sentence using the

Pixie computer

program and share

finished work with a

partner, using sentence

frames

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words/expressions such as:

keyboard, password, username, backspace, space bar

LANGUAGE ARTS

VDOE Grammar Skills Progression Chart

Kindergarten

14-15 english-language arts curriculum guide kindergarten · pdf filecurriculum guide...

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