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Vertical Alignment DocumentEnglish Language Arts and ReadingKindergarten – Grade 2Reading2012-2013

ELAR VERTICAL ALIGNMENT DOCUMENTREADING

Bolded black text in italics: Knowledge and Skills Statement (TEKS) and College and Career Readiness Standard (CCRS); Bolded black text: Student Expectation (TEKS)Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

Bolded blue text: Standards for Ensuring Success From Kindergarten to College and Career, 2009 University of Texas System/Texas Education Agency

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KINDERGARTEN GRADE 1 GRADE 2Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to:

K.1A Recognize that spoken words can be represented by print for communication.

Recognize

THAT SPOKEN WORDS CAN BE REPRESENTED BY PRINT FOR COMMUNICATION

Including, but not limited to: His/her own name Environmental print Classroom labels and signs Word wall Sentence and/or story dictation

1.1A Recognize that spoken words are represented in written English byspecific sequences of letters.

Recognize

THAT SPOKEN WORDS ARE REPRESENTED IN WRITTEN ENGLISH BY SPECIFIC SEQUENCES OF LETTERS

Including, but not limited to:

Recognize that words can be transcribed from oral dictation

Note:This is the first time that spoken words are represented with a sequence of letters. The letters follow a left to right sequence.

K.1B Identify upper- and lower-case letters.

Identify

UPPER- AND LOWER-CASE LETTERS

Including, but not limited to: Discriminate letters from numbers and

other common symbols (e.g., dollar sign $)

Recognize and name the upper- and lower-case letters of the alphabet in sequence and in random order

Recognize the letters that are consonants (Consonants are the letters of the English alphabet whose

1.1B Identify upper- and lower-case letters.

Identify

UPPER- AND LOWER-CASE LETTERS

Including, but not limited to: Recognize and name the upper- and

lower-case letters of the alphabet in sequence and in random order

Recognize the letters that are consonants (Consonants are the letters of the English alphabet whose sounds are produced by involving the lips, teeth, or tongue.)

Recognize the letters that are vowels




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KINDERGARTEN GRADE 1 GRADE 2sounds are produced by involving the lips, teeth, or tongue.)

Recognize the letters that are vowels (Vowels are the six letters of the English alphabet [a, e, i, o, u, and sometimes y] whose sounds are produced by opening and shaping the mouth.)

(Vowels are the six letters of theEnglish alphabet [a, e, i, o, u, and sometimes y] whose sounds are produced by opening and shaping themouth.)

K.1C Demonstrate the one-to-one correspondence between a spoken wordand a printed word in text.

Demonstrate

THE ONE-TO-ONE CORRESPONDENCE BETWEEN A SPOKEN WORD AND A PRINTED WORD IN TEXT

Including, but not limited to: Point and/or count the words in a

sentence as the sentence is read aloud by teacher

K.1D Recognize the difference between a letter and a printed word.

Recognize

THE DIFFERENCE BETWEEN A LETTER AND A PRINTED WORD


Point to, count, or name upper- and lower-case letters in words

Point to complete words in text

1.1C Sequence the letters of the alphabet.




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KINDERGARTEN GRADE 1 GRADE 2

Sequence

THE LETTERS OF THE ALPHABET

Including, but not limited to: Name the alphabet in sequence Name the letter that comes before and

the letter that comes after a specific letter

K.1E Recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of wordboundaries (e.g., through kinesthetic ortactile actions such as clapping and jumping).

Recognize

THAT SENTENCES ARE COMPRISED OF WORDS SEPARATED BY SPACES AND DEMONSTRATE AWARENESS OFWORD BOUNDARIES

Including, but not limited to: Recognize word spacing in texts

through kinesthetic action such as clapping, jumping, etc.

Recognize word spacing in texts through tactile actions such as using blocks, touching, etc.

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

Recognize

THE DISTINGUISHING FEATURES OF A SENTENCE


A sentence communicates a complete thought

A capital letter signals to the reader when an author is beginning a thought

An ending punctuation mark signals the reader when the author completes the thought

2.1A Distinguish features of a sentence (e.g., capitalization of first word, ending punctuation, commas, quotation marks).

Distinguish

FEATURES OF A SENTENCE


A sentence communicates a complete thought

A capital letter signals to the reader when an author is beginning a thought

An ending punctuation mark signals the reader when the author completes the thought

Commas signal to the reader to pause when reading

Quotation marks signal to the reader that the author is quoting the specific words of a character

K.1F Hold a book right side up, turn its pages correctly, and know that reading movesfrom top to bottom and left to right.

1.1E Read texts by moving from top to bottom of the page and tracking wordsfrom left to right with return sweep.




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Hold

A BOOK

Including, but not limited to: Hold right side up Turn its pages correctly

Know that reading moves from top to bottom

Know that reading moves from left to right

Read

TEXT BY

Including, but not limited to: Move from top to bottom of the page

(use eyes/fingers)

Track words left to right with a return sweep (use eyes/fingers)

Tracking - looking at and processing all the letters in order from left to right

Return sweep - tracking the text from the end of one line of print to the beginning of the next line of print

K.1G Identify different parts of a book (e.g., front and back covers, title page).

Identify

DIFFERENT PARTS OF A BOOK

Including, but not limited to: Front cover of the book Back cover of the book Author Illustrator Title page

1.1F Identify the information that different parts of a book provide (e.g., title,author, illustrator, table of contents).

Identify

THE INFORMATION THAT DIFFERENT PARTS OF A BOOK PROVIDE

Including, but not limited to: Front cover of the book - the cover of

a book contains its title, the author's and illustrator's names, and any awards

Author - the person who wrote the book or story

Illustrator - the person who drew the pictures in the book or story




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KINDERGARTEN GRADE 1 GRADE 2 Back cover of the book - could show

illustrations or comments about thebook

Title page - contains similar information to the book cover (title, author's name, illustrator, etc.)

Glossary - contains vocabulary words, meanings, and sometimes pictures

Table of contents - list of parts of the book (usually in the order parts are arranged) and contains where parts can be located

Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to:

K.2A Identify a sentence made up of a group of words.

Identify

A SENTENCE MADE UP OF A GROUP OF WORDS


Point/count/clap the words in a sentence

K.2B Identify syllables in spoken words.

Identify

SYLLABLES IN SPOKEN WORDS

Syllable - a word or part of a word, whichhas one vowel sound- syllables are sounds that "open" the mouth

K.2C Orally generate rhymes in response to 1.2A Orally generate a series of original




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KINDERGARTEN GRADE 1 GRADE 2spoken words (e.g., "What rhymes with hat?").

Orally Generate

RHYMES IN RESPONSE TO SPOKEN WORDS

Example: “What rhymes with hat?”

Rhyme - identical or very similar recurring final sounds in words

rhyming words using a variety of phonograms (e.g., -ake, -ant, -ain) andconsonant blends (e.g., bl, st, tr).

Orally Generate

A SERIES OF ORIGINAL RHYMING WORDS USING A VARIETY OF PHONOGRAMS AND CONSONANT BLENDS

Including, but not limited to: Phonograms: -ake, -ant, -ain Consonant blends: bl, st, tr

Word families (e.g., make, take, rake, fake)

Word family - A group of words sharing a common root or base

Phonograms - the smallest unit of sound that distinguishes meaning (e.g., the /s/ of sad and /d/ of dad)

Consonant blends - group of consonants that appear together in a word without any vowels between them so that each sound is distinct (e.g., bl, st, tr)

1.2B Distinguish between long- and short- vowel sounds in spoken one-syllablewords (e.g., bit/bite).

Distinguish

BETWEEN LONG- AND SHORT-VOWEL SOUNDS IN SPOKEN ONE- SYLLABLE




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KINDERGARTEN GRADE 1 GRADE 2WORDS

Example:The teacher says long i / ī/. The teacher says bit/bite and asks: What word has the long i /ī/ sound? (bite)

1.2C Recognize the change in a spoken word when a specified phoneme is added,changed, or removed (e.g., /b/l/o/w/ to/g/l/o/w/).

Recognize

THE CHANGE IN A SPOKEN WORD WHEN A SPECIFIED PHONEME IS ADDED, CHANGED, OR REMOVED


Identify and isolate beginning, middle, and ending sounds of a word

Add, change, and/or remove the beginning sound in a word to make new words (e.g., /h/a/t to /s/a/t) (e.g.,/b/l/o/w/ to /g/l/o/w/)

Add, change, and/or remove the ending sound in a word to make new words (e.g., /h/a/t/ to /h/a/m/)

Add and/or change the middle sound in a word to make new words (i.e., change /h/a/m/ to /h/i/m/)

Change the location of sounds in a word to make new words (e.g., tan to ant)

K.2D Distinguish orally presented rhyming pairs of words from non-rhyming pairs.




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Distinguish

ORALLY PRESENTED RHYMING PAIRS OF WORDS FROM NON-RHYMING PAIRS

K.2E Recognize spoken alliteration or groups of words that begin with the samespoken onset or initial sound (e.g., "baby boy bounces the ball").

Recognize

SPOKEN ALLITERATION OR GROUPS OF WORDS THAT BEGIN WITH THE SAME SPOKEN ONSET OR INITIAL SOUND

Example: “baby boy bounces the ball”

Alliteration - the repetition of the samesounds at the beginning of two or moreadjacent words

K.2F Blend spoken onsets and rimes to form simple words (e.g., onset /c/ and rime/at/ make cat).

Blend

SPOKEN ONSETS AND RIMES TO FORM SIMPLE WORDS

Including, but not limited to: Blend onset and rimes in one-syllable

words (e.g., onset /c/ and rime /at/ make cat)




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Onset - the initial sound of a word (e.g.,/c/ in cat; in Spanish, /p/ in papa)

Rime - the terminal syllable of a word that can by rhymed (e.g., /at/ in cat and fat)

K.2G Blend spoken phonemes to form one- syllable words (e.g., /m/ …/a/ …/n/ says man).

Blend

SPOKEN PHONEMES TO FORM ONE- SYLLABLE WORDS

Including, but not limited to: Orally blend individual spoken

phonemes in two, three and four phoneme words (e.g., /m/ …/a/ …/n/ says man)

Syllable - a word or part of a word, which has one vowel sound- syllables are sounds that "open" the mouth

1.2D Blend spoken phonemes to form one- and two-syllable words, including consonant blends (e.g., spr).

Blend

SPOKEN PHONEMES TO FORM ONE- AND TWO-SYLLABLE WORDS


Orally blend two, three, and four spoken phoneme words (e.g., /f/+/l//ă/+/t/ = flat) with two and three letterconsonant blends (e.g., tr, spr)

Syllable - a word or part of a word, which has one vowel sound- syllables are sounds that "open" the mouth

K.2H Isolate the initial sound in one-syllable spoken words.

Isolate

THE INITIAL SOUND IN ONE- SYLLABLE SPOKEN WORDS

Example:(e.g.; cat = /k/)

1.2E Isolate initial, medial, and final sounds in one-syllable spoken words.

Isolate

INITIAL, MEDIAL, AND FINAL SOUNDS IN ONE-SYLLABLE SPOKEN WORDS

Example:(e.g., cat = /k/ + /ă/ + /t/)

K.2I Segment spoken one-syllable words into 1.2F Segment spoken one-syllable words of




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KINDERGARTEN GRADE 1 GRADE 2two to three phonemes (e.g., dog: /d/…/o/ …/g/).

Segment

SPOKEN ONE-SYLLABLE WORDS INTO TWO TO THREE PHONEMES


Clearly state beginning, medial, and final sounds (e.g., dog: /d/ …/o/ …/g/)

three to five phonemes into individual phonemes (e.g., splat =/s/p/l/a/t/).

Segment

SPOKEN ONE-SYLLABLE WORDS OF THREE TO FIVE PHONEMES INTO INDIVIDUAL PHONEMES

Including, but not limited to: Clearly produce beginning, medial,

and final sounds (e.g., splat =/s/p/l/a/t/)

K.3 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to:

1.3 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

2.2 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

K.3A Identify the common sounds that letters represent.

Identify

THE COMMON SOUNDS THAT LETTERS REPRESENT

Including, but not limited to: Identify letter-sound association Identify letters as consonants or

vowels (Vowels are a, e, i, o, u, and sometimes y.)

Identify long and short vowel sounds

1.3A Decode words in context and in isolation by applying common letter-sound correspondences, including:

Decode

WORDS IN CONTEXT AND IN ISOLATION BY APPLYING COMMON LETTER-SOUND CORRESPONDENCES

Including, but not limited to: Decode words in 80% decodable text

and by themselves in one- and two- syllable words

2.2A Decode multisyllabic words in context and independent of context by applyingcommon letter-sound correspondences, including:

Decode

MULTISYLLABIC WORDS IN CONTEXT AND INDEPENDENT OF CONTEXT BY APPLYING COMMON LETTER-SOUND CORRESPONDENCES




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KINDERGARTEN GRADE 1 GRADE 2Decode - breaking written words into small units of sound in order to read the word

(i) single letters (consonants) including b, c=/k/, c=/s/, d, f, g=/g/ (hard), g=/j/ (soft), h, j, k, l, m, n, p, qu=/kw/, r, s=/s/, s=/z/, t, v, w, x=/ks/, y, and z

(i) single letters (consonants and vowels)

(ii) single letters (vowels) including short a, short e, short i, short o,short u, long a (a-e), long e (e), long i (i-e), long o (o-e), long u (u-e), y=long e, y=long I

(iii) consonant blends (e.g., bl, st)


Initial blends r-blends (br, cr, dr, fr, gr, pr, tr)

s blends (sc, sk, sl, sm, sn, sp, st, sw) l blends (bl, cl, fl, gl, pl, sl) Consonant blends (tw and q)

Final consonant blends (ld, lf, sk, st, nk, nt, mb, mp, ng)

Consonant blend - a sequence of two or more consonants (e.g., bl- in black; in Spanish, br- in brazo)

(ii) consonant blends (e.g., thr, spl)


Three letter blends: str, spr, spl, scr, squ, thr, chr, phr, shr

Consonant blend - a sequence of two or more consonants (e.g., bl- in black; in Spanish, br- in brazo)




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(iv) consonant digraphs including ch, tch, sh, th=as in thing, wh, ng, ck, kn,-dge, and ph


Initial position digraphs: sh-, ch-, th- as in thing, wh-, kn-, ph-

Final position digraphs: -sh, -ch, -th, - ph, -gh, -ck, -ng

Consonant trigraphs: -tch, -dge Others as found in decodable text

Consonant digraph - a combination of two consonant letters to stand for a single speech sound (e.g., gn for /n/ in gnaw or gh for /f/ in tough)

(iii) consonant digraphs (e.g., ng, ck, ph)


Initial position digraphs: sh-, ch, th- as in thing, wh-, kn-, ph-



Consonant trigraphs: -tch, -dge Others as found in decodable text

Consonant digraph - a combination of two consonant letters to stand for a single speech sound (e.g., gn for /n/ in gnaw or gh for /f/ in tough)

(v) vowel digraphs including oo as in foot, oo as in moon, ea as in eat, ea as in bread, ee, ow as in how, ow as in snow, ou as in out, ay, ai, aw, au, ew, oa, ie as in chief, ie as in pie, and–igh

Vowel digraph or vowel pair - two vowels that together represent one phoneme or sound (e.g., ea, ai, oa)

(iv) vowel digraphs (e.g., ie, ue, ew) and diphthongs; (e.g., oi, ou)

Including, but not limited to: Digraphs ie, ue, ew Diphthongs oi, ou

Vowel digraph or vowel pair - two vowels that together represent one phoneme or sound (e.g., ea, ai, oa)

Vowel diphthong - pronouncing two vowel sounds one right after the other




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KINDERGARTEN GRADE 1 GRADE 2(e.g., /ow/ in howl, and /ou/ in cloud) -sounds glide together as in /oi/ in toy, and/ou/ as in cow

(vi) vowels diphthongs including oy, oi, ou, and ow

Vowel diphthong - pronouncing two vowel sounds one right after the other (e.g., /ow/ in howl, and /ou/ in cloud) - sounds glide together as in /oi/ in toy, and/ou/ as in cow

1.3B Combine sounds from letters and common spelling patterns (e.g.,consonant blends, long and short-vowel patterns) to create recognizable words.

Combine

SOUNDS FROM LETTERS AND COMMON SPELLING PATTERNS TO CREATE RECOGNIZABLE WORDS

Including, but not limited to: Short vowel patterns VC, CVC, CCVC

and CVCC Long vowel patterns CVCe, CCVCe Phonograms (rime) (e.g., as in bat and

–ack in black) Consonant blends

Spelling patterns are letter sequences that frequently occur in certain positions in words; also known as phonograms or rimes.




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KINDERGARTEN GRADE 1 GRADE 2K.3B Use knowledge of letter-sound

relationships to decode regular words intext and independent of content (e.g., VC, CVC, CCVC, CVCC words).

Use

KNOWLEDGE OF LETTER-SOUND RELATIONSHIPS TO DECODE REGULAR WORDS IN TEXT AND INDEPENDENTOF TEXT

Including, but not limited to: VC CVC CCVC CVCC

1.3C Use common syllabication patterns to decode words including:

Use

COMMON SYLLABICATION PATTERNS TO DECODE WORDS

Including, but not limited to: VC CVC CCVC CVCC CVCe (long vowel pattern) CCVCe (long vowel pattern)

2.2B Use common syllabication patterns to decode words including:

Use

COMMON SYLLABICATION PATTERNS TO DECODE WORDS

Including, but not limited to:Accented and unaccented syllables in a two-syllable word to the following patterns:

VC CVC CCVC CVCC CVCe (long vowel pattern) CCVCe (long vowel pattern)

Note:The first syllable is usually accented in a two-syllable word.

(i) closed syllable (CVC) (e.g., mat, rab- bit)

Closed syllable - a syllable with a short vowel ending in a consonant

(i) closed syllable (CVC) (e.g., pic-nic, mon-ster)

Closed syllable - a syllable with a short vowel ending in a consonant

(ii) open syllable (CV) (e.g., he, ba-by)

Open syllable - a syllable that ends with one vowel that is usually long

(ii) open syllable (CV) (e.g., ti-ger)

Open syllable - a syllable that ends with one vowel that is usually long

Note:




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KINDERGARTEN GRADE 1 GRADE 2An open syllable is usually the accented syllable.

(iii) final stable syllable (e.g., sta-tion, tum-ble)

Including, but not limited to: -le tion

Final stable syllable - consonant -le is a syllable containing a consonant, and l, and a silent –e

The final stable syllable -tion is an unaccented final syllable that is stable (e.g., action and station)

(iii) final stable syllable (e.g., ap-ple, a- ble)

Including, but not limited to: -le

Final stable syllable - consonant -le is a syllable containing a consonant, and l, and a silent –e

(iv) vowel-consonant-silent “e” words(VCe) (e.g., kite, hide)

Vowel-consonant-silent “e” syllable is a syllable that ends with a single vowel followed by a single consonant followed by a silent “e,” and the first vowel is usually long

(iv) vowel-consonant-silent “e” words(VCe) (e.g., in-vite, cape)

Vowel-consonant-silent “e” syllable is a syllable that ends with a single vowel followed by a single consonant followed by a silent “e” and the first vowel is usually long

(v) vowel diagraphs and diphthongs(e.g., boy-hood, oat-meal)

A vowel pair syllable (diagraph or diphthong) is a syllable with two adjacent vowels that make one sound

(vi) vowel digraphs and diphthongs(e.g., boy-hood, oat-meal)

A vowel pair syllable (digraph or diphthong) is a syllable with two adjacent vowels that make one sound




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(vi) r-controlled vowel sounds (e.g., tar)including er, ir, ur, ar, and or

An r-controlled syllable is a syllable in which the vowel is followed by an r, which influences the vowel sound

(v) r-controlled vowel sounds (e.g., per- fect, cor-ner)

An r-controlled syllable is a syllable in which the vowel is followed by an r, which influences the vowel sound

K.3C Recognize that new words are created when letters are changed, added, ordeleted.

Recognize

THAT NEW WORDS ARE CREATED WHEN LETTERS ARE CHANGED, ADDED, OR DELETED

Including, but not limited to: Add, change, and/or delete the

beginning letter(s) in a word to make new words (e.g., delete m- in mat to make at)

Add, change, and/or delete the ending letter(s) in a word to make new words (e.g., change final -t in mat to -n to make man)

Add and/or change the middle sound in a word to make new words (e.g., change -a in mat to -e to make met)

Change the location of letters in a word to make a new word (e.g., tan to ant)

1.3E Read base words with inflectional endings (e.g., plurals, past tenses).

2.2D Read words with common prefixes (e.g., un-, dis-) and suffixes (e.g., -ly, -less, -




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Read

BASE WORDS WITH INFLECTIONAL ENDINGS

Including, but not limited to: s plurals es ed ing Endings found in decodable text

Base word - a word that stands alone and has its own meaning

ful).

Read

WORDS WITH COMMON PREFIXES AND SUFFIXES


Prefixes and suffixes found in decodable text

Prefixes: un-, re-, dis-, in-

Suffixes: -less, -ly, -ng, -er, -ed, -es, - s, -ful

1.3D Decode words with common spelling patterns (e,g., -ink, -onk,-ick).

Decode

WORDS WITH COMMON SPELLING PATTERNS


-ay, -ill, -ip, -at, -am, -ag, -ack, -ank, - ick, -ell, -ot, ing, -ap, -unk, -ail, -ain, - eed, -y, -out, -onk, -ink


2.2C Decode words by applying knowledge of common spelling patterns (e.g., -ight, -ant).

Decode

WORDS BY APPLYING KNOWLEDGE OF COMMON SPELLING PATTERNS


-ug, -op, -in, -an, -est, -ink, -ow, -ew, - ore, -ed, -ab, -ob, -ock, -ake, -ine, - ight, -im, -uck, -um, -ant


1.3F Use knowledge of the meaning of base




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KINDERGARTEN GRADE 1 GRADE 2words to identify and read common compound words; (e.g., football,popcorn, daydream).

Use

KNOWLEDGE OF THE MEANING OF BASE WORDS TO IDENTIFY AND READ COMMON COMPOUND WORDS

Including, but not limited to: Football Popcorn Daydream

Base word - a word that stands alone and has its own meaning

Compound word - a word made when two words are joined to form a new word

2.2E Identify and read abbreviations (e.g., Mr., Ave.).

Identify, Read

ABBREVIATIONS

Including, but not limited to: Abbreviations as found in decodable

text (e.g., Mr., Mrs., St., Ave., months, days)

Abbreviations - a shortened form of a word used to save time, space, and energy when writing




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KINDERGARTEN GRADE 1 GRADE 21.3G Identify and read contractions (e.g.,

isn’t, can’t).

Identify, Read

CONTRACTIONS

Including, but not limited to: Isn’t Can’t

Others as found in grade appropriate text

Identify words in contractions (e.g., not in isn’t)

Contraction - a shortened word made by substituting an apostrophe for a letter or letters (e.g., “I am” contracts to “I'm”)

2.2F Identify and read contractions (e.g., haven’t, it’s).

Identify, Read

CONTRACTIONS

Including, but not limited to: Haven’t It’s

Others as found in grade appropriate text

Identify words in contractions (e.g., the is in it’s)

Contraction - a shortened word made by substituting an apostrophe for a letter or letters (e.g., “I am” contracts to “I'm”)

K.3D Identify and read at least 25 high- frequency words from a commonly used list.

Identify, Read

AT LEAST 25 HIGH-FREQUENCY WORDS FROM A COMMONLY USED LIST

Example of commonly used list:

Dolch List of Basic Sight Words Fry Instant Word List

High-frequency word - a small group of words (300-500) that account for a large percentage of words in print; can be

1.3H Identify and read at least 100 high- frequency words form a commonly used list.

Identify, Read





2.2G Identify and read at least 300 high- frequency words from a commonly used list.

Identify, Read








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KINDERGARTEN GRADE 1 GRADE 2regular or irregular words. Often, they are referred to as "sight words" sinceautomatic recognition of these words is required for fluent reading.

Sight word - a word that is recognized immediately. Note: Sometimes sight words are thought to be only words that are irregular or high-frequency words (e.g., on the Dolch and Fry lists). However, any word that is recognized automatically is a sight word. These words may be phonetically regular or irregular.

regular or irregular words. Often, they are referred to as "sight words" sinceautomatic recognition of these words is required for fluent reading.

Sight word - a word that is recognized immediately. Note: Sometimes sight words are thought to be only words that are irregular or high-frequency words; (e.g., on the Dolch and Fry lists) however, any word that is recognized automatically is a sight word. These words may be phonetically regular or irregular.

regular or irregular words. Often, they are referred to as "sight words" sinceautomatic recognition of these words is required for fluent reading.

Sight word - a word that is recognized immediately. Note: Sometimes sight words are thought to be only words that are irregular or high-frequency words; (e.g., on the Dolch and Fry lists) however, any word that is recognized automatically is a sight word. These words may be phonetically regular or irregular.

1.3I Monitor accuracy of decoding.

Monitor

ACCURACY OF DECODING

2.2H Monitor accuracy of decoding.

Monitor

ACCURACY OF DECODING

Reading/Beginning Reading /Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:

K.4A Predict what might happen next in text based on the cover, title, andillustrations.

Predict

WHAT MIGHT HAPPEN IN TEXT BASED ON

Including, but not limited to: Title Cover Illustrations

1.4A Confirm predictions about what will happen next in text by “reading the partthat tells.”

Confirm

PREDICTIONS ABOUT WHAT WILL HAPPEN NEXT IN THE TEXT BY

Including, but not limited to: Reading the part that tells

Stopping routinely to summarize what's been read, check against the predictions, modify the prediction, and then predict what will happen next

2.3A Use ideas (e.g., illustrations, titles, topic sentences, key words, andforeshadowing) to make and confirm predictions.

Use

IDEAS TO MAKE AND CONFIRM PREDICTIONS

Including, but not limited to: Illustrations Titles Topic sentences




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KINDERGARTEN GRADE 1 GRADE 2Note:Focus on one paragraph and/or an entire text.

Key words Foreshadowing clues

Ideas - a wide range of tools a student may use to make and confirm predictions

Foreshadowing - the use of hints or clues in a narrative to suggest what action is tocome

K.4B Ask and respond to questions about texts read aloud.

Ask, Respond

TO QUESTIONS ABOUT TEXTS READ ALOUD


Literal questions – (e.g., Who is the main character? Where is the story taking place? What is the story about?)

1.4B Ask relevant questions, seek clarification, and locate facts and detailsabout stories and other texts.

Ask

RELEVANT QUESTIONS, SEEK CLARIFICATION, AND LOCATE FACTS AND DETAILS ABOUT STORIES AND OTHER TEXTS


Literal questions – (e.g., Who is the main character? What is the story setting? What is the topic?)

Note:Focus on one paragraph or an entire text.

2.3B Ask relevant questions, seek clarification and locate facts and detailsabout stories and other texts andsupport answers with evidence from text.

Ask

RELEVANT QUESTIONS, SEEK CLARIFICATION AND LOCATE FACTS AND DETAILS ABOUT STORIES AND OTHER TEXTS AND SUPPORT ANSWERS WITH EVIDENCE FROM TEXT


Literal questions – (e.g., Who is the main character? What is the story setting? What is the topic?)

Find specific text evidence such as details or specific facts to support answers

Note:Focus on one paragraph or an entire text.

1.4C Establish purpose for reading selected texts and monitor comprehension,making corrections and adjustments

2.3C Establish purpose for reading selected texts and monitor comprehension,making corrections and adjustments




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KINDERGARTEN GRADE 1 GRADE 2when that understanding breaks down(e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).

Establish

PURPOSE FOR READING SELECTED TEXTS

Including, but not limited to: To be informed To follow directions To be entertained

Monitor

COMPREHENSION, MAKING CORRECTIONS AND ADJUSTMENTS WHEN THAT UNDERSTANDING BREAKS DOWN

Including, but not limited to: Identify clues Use background knowledge Generate questions Re-read a portion aloud Ask for help

when that understanding breaks down(e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).

Establish

PURPOSE FOR READING SELECTED TEXTS

Including, but not limited to: To be informed To follow directions To be entertained

Monitor

COMPREHENSION, MAKING CORRECTIONS AND ADJUSTMENTS WHEN THAT UNDERSTANDING BREAKS DOWN

Including, but not limited to: Identify clues Use background knowledge Generate questions Re-read a portion aloud Ask for help

Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to:

1.5A Read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) andcomprehension.

2.4A Read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) andcomprehension.




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KINDERGARTEN GRADE 1 GRADE 2Read Aloud

GRADE-LEVEL APPROPRIATE TEXT WITH FLUENCY AND COMPREHENSION


Instructional-level materials - (texts in which no more that approximately 1 in10 words are difficult for the reader and 80% of the words are decodable)

Independent-level materials - (texts in which no more than approximately 1 in20 words are difficult for the reader)

60-110 wcpm (words correct per minute) by the end of first grade (rate and accuracy)

Expression - use raised and lowered voices appropriately, emphasizing words and sentences

Appropriate phrasing - pausing appropriately with intonation by paying attention to punctuation, bold print, italics, etc.

Rate - the number of words read per minute

Accuracy - the number of words read correctly per minute

Note:The goal of fluency is the time (not speed)needed to ensure comprehension.

Read Aloud

GRADE LEVEL APPROPRIATE TEXT WITH FLUENCY AND COMPREHENSION


Instructional-level materials - (texts in which no more than approximately 1 in10 words are difficult for the reader)

Independent-level materials - (texts in which no more than approximately 1 in20 words are difficult for the reader)

90-140 wcpm (words correct per minute) by the end of second grade (rate and accuracy)

Expression - use raised and lowered voices appropriately, emphasizing words and sentences

Appropriate phrasing - pausing appropriately with intonation by paying attention to punctuation, bold print, italics, etc.

Rate - the number of words read per minute

Accuracy - the number of words read correctly per minute

Note:The goal of fluency is the time (not speed)needed to ensure comprehension.

K.5 Reading /Vocabulary Development. Students understand new vocabulary and use it correctly when reading andwriting. Students are expected to:

1.6 Reading /Vocabulary Development. Students understand new vocabulary and use it when reading and writing.Students are expected to:

2.5 Reading /Vocabulary Development. Students understand new vocabulary and use it when reading and writing.Students are expected to:




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KINDERGARTEN GRADE 1 GRADE 2CCRS E/LAS: Reading: B. Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing. (Grades K,1,2)

K.5A Identify and use words that name actions, directions, positions,sequences, and locations.

Identify, Use

WORDS THAT NAME

Including, but not limited to: Actions - (e.g., run, jump, hop) Directions - (e.g., left, right, up, down)

Positions - (e.g., over, under, on, beside, below, front, back, up, down)

Sequence - (e.g., first, second, third, next, left)

Location - (e.g., here, there, everywhere, somewhere)

1.6A Identify words that name actions (verbs)and words that name persons, places, or things (nouns).

Identify

WORDS THAT NAME


Action (verbs) (e.g., walking, jumped, reading)

Persons, places and things (nouns) (e.g., teacher, school, desk)

2.5A Use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow).

Use

PREFIXES AND SUFFIXES TO DETERMINE THE MEANING OF WORDS


Common prefixes: un-, re-, dis-, in- (e.g., allow/disallow) with base words

Common suffixes: -ful, -less, -ly, -er, - ing, -ed, -s, -es, (e.g., pain/ painless) with base words

Other prefixes and suffixes as found in




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KINDERGARTEN GRADE 1 GRADE 2appropriate text

Prefix - one or more sounds or letters placed before a base word that changes the meaning of the word

Suffix - one or more sounds or letters placed after a base word that changes the meaning of the word

Base word - word that stands alone and have their own meaning (e.g., school, preschool)

K.5B Recognize that compound words are made up of shorter words.

Recognize

THAT COMPOUND WORDS ARE MADE UP OF SHORTER WORDS

Example:Compound word - (e.g., cow+boy =cowboy, home+work = homework, etc.)

1.6B Determine the meaning of compound words using knowledge of the meaning of their individual component words(e.g., lunchtime).

Determine

THE MEANING OF COMPOUND WORDS USING KNOWLEDGE OF THE MEANING OF THEIR INDIVIDUAL WORDS

Example:Homework - (home-where you live, work- something that must be done = homework–work done at home)

Note:Most compound words are true to the individual meaning; however there are exceptions (e.g., hotdog, butterfly, etc.

1.6C Determine what words mean from how they are used in a sentence, either heardor read.

2.5B Use context to determine the relevant meaning of unfamiliar words or multiple-meaning words.




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KINDERGARTEN GRADE 1 GRADE 2Determine

WHAT WORDS MEAN FROM HOW THEY ARE USED IN A SENTENCE, EITHER HEARD OR READ

Including, but not limited to: Students identify the meaning of an

action word in a sentence to determine the meaning of the noun

Students identify the meaning of a noun in a sentence to determine the meaning of an action word

Use

CONTEXT TO DETERMINE THE RELEVANT MEANING OF UNFAMILIAR WORDS OR MULTIPLE-MEANING WORDS


Identifying relationships between words, phrases, sentences, and paragraphs

Multiple-meaning words - words that have more than one meaning (e.g., trunk)

K.5C Identify and sort pictures of objects into conceptual categories (e.g., colors,shapes, textures).

Identify, Sort

PICTURES OF OBJECTS INTO CONCEPTUAL CATEGORIES

Including, but not limited to: Colors Shapes Textures Function Size

1.6D Identify and sort words into conceptual categories(e.g., opposites, living things).

Identify, Sort

WORDS INTO CONCEPTUAL CATEGORIES

Including, but not limited to: Living things Non-living things Opposites Plants Animals

2.5C Identify and use common words that are opposite (antonyms) or similar(synonyms) in meaning.

Identify, Use

COMMON WORDS THAT ARE OPPOSITE (ANTONYMS), OR SIMILAR (SYNONYMS) IN MEANING

Antonym - a word that means the opposite or nearly the opposite of another word (e.g., son/daughter, top/bottom)

Synonym - a word means the same or nearly the same as another word (e.g., happy/glad, mad/angry)

K.5D Use a picture dictionary to find words.

Use

1.6E Alphabetize a series of words to the first or second letter and use a dictionary to find words.

Alphabetize

2.5D Alphabetize a series of words and use a dictionary or glossary to find words.

Alphabetize




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KINDERGARTEN GRADE 1 GRADE 2A PICTURE DICTIONARY TO FIND WORDS A SERIES OF WORDS TO THE FIRST OR

SECOND LETTER AND USE A DICTIONARY TO FIND WORDS

Including, but not limited to: Introduce guide words

Guide words - the first and last word defined on a page in a dictionary

A SERIES OF WORDS AND USE A DICTIONARY OR GLOSSARY TO FINDWORDS


Word to the second or third letter and use guide words

Guide words - the first and last word defined on a page in a dictionary

Reading/ Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self- directed, critical readers. The student is expected to:

CCRS CDS: I. Key Cognitive Skills. D. Academic Behaviors. (Grades K, 1, 2)CDS: II. Foundational Skills. A. Reading across the curriculum. (Grades K, 1, 2)

Fig19A Discuss purposes for reading and listening to various texts (e.g., to become involved in real and imaginedevents, settings, actions, and to enjoylanguage).

Discuss

PURPOSES FOR READING AND LISTENING TO VARIOUS TEXTS

Including, but not limited to: To be informed To be entertained To enjoy language

To become involved in real and imagined events, settings, and actions

Purpose - the intended goal of a piece of

Fig19A Establish purposes for reading selected texts based upon desired outcome to enhance comprehension.

Establish

PURPOSES FOR READING SELECTED TEXTS BASED UPON DESIRED OUTCOME TO ENHANCE COMPREHENSION

Purposes for reading include, but are not limited to:

To be informed To be entertained To enjoy language

To become involved in real and imagined events, settings, and actions

Fig19A Establish purposes for reading selected texts based upon content to enhance comprehension.

Establish

PURPOSES FOR READING SELECTED TEXTS BASED UPON CONTENT TO ENHANCE COMPREHENSION

Purposes for reading include, but are not limited to:

To be informed To understand To interpret To solve problems To be entertained For enjoyment




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KINDERGARTEN GRADE 1 GRADE 2writing; the reason a person writes Purpose - the intended goal of a piece of

writing; the reason a person writes Purpose - the intended goal of a piece of writing; the reason a person writes

Fig19B Ask and respond to questions about text.

Ask, Respond

TO QUESTIONS ABOUT TEXT

Including but not limited to:

Who, what, when, where, and how questions before, after, and during reading for clarification

Fig19B Ask literal questions of text.

Ask

LITERAL QUESTIONS OF TEXT


Questions before, after, and during reading

Literal question - knowledge level fact based question (e.g., who,what , when, where, why, and how questions); questions asked for clarification

Fig19B Ask literal questions of text.

Ask

LITERAL QUESTIONS OF TEXT


Questions before, after, and during reading

Literal question - knowledge level, fact based questions (e.g., who, what, when, where, why, and how questions);questions asked for clarification

Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creatingsensory images, re-reading a portionaloud). Monitor,

Adjust

COMPREHENSION

Including, but not limited to: Use background knowledge Create sensory images (images

created by using the five senses- sight, smell, sound, touch, taste)

Re-read a portion aloud Ask for help

Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creatingsensory images, re-reading a portionaloud). Monitor,

Adjust

COMPREHENSION



Re-read a portion aloud Ask for help

Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creatingsensory images, re-reading a portionaloud, generating questions).

Monitor, Adjust

COMPREHENSION



Re-read a portion aloud Ask for help Generate literal questions




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KINDERGARTEN GRADE 1 GRADE 2 Use contextual clues for unknown

words (See 2.5B)

Literal questions - knowledge level, fact based questions (e.g., who, what, when, where, why, and how questions); questions asked for clarification

Fig19D Make inferences based on the cover, title, illustrations, and plot.

Make

INFERENCES BASED ON

Including, but not limited to: Title Cover Illustrations Plot Background knowledge/ experience

Inference - connecting bits of information to make a logical guess. Readers make inferences by drawing conclusions, making generalizations, and making predictions.

Conclusions - a form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge from the information, and comes to a decision. The conclusion is generally based on more than one piece of information.

Plot - the basic sequence of events in a

Fig19D Make inferences about text and use textual evidence to supportunderstanding.

Make

INFERENCES ABOUT TEXT AND USE TEXTUAL EVIDENCE TO SUPPORT UNDERSTANDING

Including, but not limited to: Title Cover Illustrations Plot Facts/details Background knowledge/ experience


Conclusions - a form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge from the information, and

Fig19D Make inferences about text using textual evidence to support understanding.

Make

INFERENCES ABOUT TEXT USING TEXTUAL EVIDENCE TO SUPPORT UNDERSTANDING

Including, but not limited to: Title Cover Illustrations Plot Facts/details Background knowledge/ experience


Plot - the basic sequence of events in a story. The plot includes the problem and solution.

Textual evidence - specific details or facts




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KINDERGARTEN GRADE 1 GRADE 2story. The plot includes the problem and solution.

comes to a decision. The conclusion is generally based on more than one pieceof information.

Plot - the basic sequence of events in a story. The plot includes the problem and solution.

Textual Evidence - specific details or facts found in text that support what is inferred

found in text that support what is inferred

Fig19E Retell or act out important events in stories.

Retell, Act Out

IMPORTANT EVENTS IN STORIES

Including, but not limited to: Draw a picture, present a dramatic

interpretation, and/or orally retell the important events in stories

Note:Focus on one paragraph or an entire selection.

Fig19E Retell or act out important events in stories in logical order.

Retell, Act Out

IMPORTANT EVENTS IN STORIES IN LOGICAL ORDER


Draw a picture, present a dramatic interpretation, and/or orally retell the logical order of events in stories

Logical order - how a writer organizes text when building an argument. The writer presents ideas or information in a sequence that makes sense to him or her and addresses the audience'sneeds.


Fig19E Retell important events in stories in logical order.

Retell

IMPORTANT EVENTS IN STORIES IN LOGICAL ORDER


Draw a picture, present a dramatic interpretation, and/or orally retell the logical order of events in stories

Logical order - how a writer organizes text when building an argument. The writer presents ideas or information in a sequence that makes sense to him or her and addresses the audience'sneeds.

Fig19F Make connections to own experiences, to ideas in other texts, and to the largercommunity, and discuss textual






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KINDERGARTEN GRADE 1 GRADE 2evidence.

Make

CONNECTIONS TO


Own experiences (things done or seen)

Ideas in other text - concepts that connect texts

Larger community - a group of people that have the same interest or live in the same area

Discuss

TEXTUAL EVIDENCE

Textual evidence - specific details or facts found in text that support what is inferred

evidence.

Make

CONNECTIONS TO





Discuss

TEXTUAL EVIDENCE


evidence.

Make

CONNECTIONS TO





Discuss

TEXTUAL EVIDENCE


Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

CCRS E/LAS: Reading: C. Describe, analyze, and evaluate information within and across literary and other texts from a variety of cultures and historical periods. (Grades K, 1, 2)

K.6A Identify elements of a story including setting, character, and key events.

Identify

ELEMENTS OF A STORY

Including, but not limited to: Setting




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KINDERGARTEN GRADE 1 GRADE 2 Characters Key events Beginning, middle, and end

Setting - time and place in which a narrative occurs (past, future, present, real, imaginary)

K.6B Discuss the big idea (theme) of a well- known folktale or fable and connect it topersonal experience.

Discuss

THE BIG IDEA (THEME) OF A WELL- KNOWN FOLKTALE OR FABLE AND CONNECT IT TO PERSONAL EXPERIENCE

Theme - the central or universal idea of a piece of fiction or the main idea of a nonfiction essay. A theme may be explicit or implicit. In a work with an explicit theme, the author overtly states the theme somewhere within the work.

Folktale - originally, a story passed on by word of mouth rather than by writing. Folktales include legends, fables, jokes, tall stories, and fairy tales. They may have similar beginnings (e.g., Once upon a time) and similar endings (e.g., and they lived happily ever after).

Fable - fictional tale that teaches a moral lesson, entertains, and often includes animals that talk and act like humans

1.7A Connect the meaning of a well-known story or fable to personal experiences.

Connect

THE MEANING OF A WELL-KNOWN STORY OR FABLE TO PERSONAL EXPERIENCES



2.6A Identify moral lessons as themes in well- known fables, legends, myths or stories.

Identify

MORAL LESSONS AS THEMES IN WELL- KNOWN FABLES, LEGENDS, MYTHS OR STORIES



Legend - historical facts of human wars, migrations, great deeds, and royalty. Characters of legends include heroes and heroines who reflect a strong sense of goodness that can overcome worldly evils.

Myth - a body of traditional or sacred stories to explain a belief or a natural happening




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KINDERGARTEN GRADE 1 GRADE 2K.6C Recognize sensory details.

Recognize

SENSORY DETAILS


Sight - visual details ensure that the reader is able to give faces to characters or details to a setting and action

Sound - enables the reader to be a part of the action

Smell - provides a strong power over feelings, thoughts and emotions

Taste - memories, people, places, and feelings can be suggested through taste

Touch - tactile images create sensory triggers to help us not only visualize a scene but to experience it. The sense of touch helps the reader put themselves in the place of the characters.

Sensory detail - a detail in writing that describes what is seen, heard, smelled, tasted, or touched

K.6D Recognize recurring phrases and characters in traditional fairy tales, lullabies, and folktales from variouscultures.

Recognize

1.7B Explain the function of recurring phrases (e.g., “Once upon a time” or “They lived happily everafter”) in traditional folk- and fairy tales.

Explain

2.6B Compare different versions of the same story in traditional and contemporary folktales with respect to theircharacters, setting, and plot.

Compare




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KINDERGARTEN GRADE 1 GRADE 2RECURRING PHRASES AND CHARACTERS IN FAIRY TALES,LULLABIES, AND FOLKTALES FROM VARIOUS CULTURES


Speculate/predict and participate in patterns when folktales, fairy tales, and lullabies are read aloud

Folktale - a story passed on by word of mouth rather than by writing. Folktales include legends, fables, jokes, tall stories, and fairy tales. They may have similar beginnings (e.g., Once upon a time) and similar endings (e.g., and they lived happily ever after).

Fairy tale - a traditional story for children that is often magical and imaginary

Lullaby - a soothing song, usually sung to children before they go to sleep

THE FUNCTION OF RECURRING PHRASES IN TRADITIONAL FOLK- ANDFAIRY TALES

Including, but not limited to: “Once upon a time” “They lived happily ever after”

Folktale - a story passed on by word of mouth rather than by writing. Folktales include legends, fables, jokes, tall stories, and fairy tales. They may have similar beginnings (e.g., Once upon a time) and similar endings (e.g., and they lived happily ever after).

Fairy tale - a traditional story for children that is often magical and imaginary

DIFFERENT VERSIONS OF THE SAME STORY IN TRADITIONAL ANDCONTEMPORARY FOLKTALES WITH RESPECT TO THEIR CHARACTERS,SETTING, AND PLOT

Example:Traditional-The Three Little Pigsfirst published around 1843Contemporary: The Real Story of the ThreeLittle Pigs by Jon Scieska


Plot - the basic sequence of events in a story- it includes the problem and solution

Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to:

CCRS E/LAS: Reading: A. Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and across texts of varying length. (Grades K, 1, 2)

K.7A Respond to rhythm and rhyme in poetry through identifying a regular beat andsimilarities in word sounds.

Respond

TO RHYTHM AND RHYME IN POETRY THROUGH IDENTIFYING A REGULAR BEAT AND SIMILARITIES IN

1.8A Respond to and use rhythm, rhyme, and alliteration in poetry.

Respond, Use

RHYTHM, RHYME, AND ALLITERATION IN POETRY


2.7A Describe how rhyme, rhythm, and repetition interact to create images inpoetry.

Describe

HOW RHYME, RHYTHM, AND REPETITION INTERACT TO CREATE IMAGES IN POETRY




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KINDERGARTEN GRADE 1 GRADE 2WORD SOUNDS


Predict and react to patterns in poetry read aloud

Rhythm - regular patterns that emphasize sound

Rhyme - identical or very similar recurring final sounds in words(rhyming words may occur at the ends of lines or within lines)

Predict and react to patterns in poetry



Alliteration - the repetition of the same sounds at the beginning of two or more adjacent words or stressed syllables (e.g., furrow followed free in Coleridge’s The Rime of the Ancient Mariner)



Repetition - a repeating cadence/meter that enriches or emphasizes words, phrases, lines, and even whole verses of poems. It encourages young children to join in orally, to experiment with language, and to move with it. Alliteration is a type of repetition.

Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to:

CCRS E/LAS: Reading: A. Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and across texts of varying length. (Grades 2)

2.8A Identify the elements of dialogue and use them in informal plays.

Identify

THE ELEMENTS OF DIALOGUE AND USE THEM IN INFORMAL PLAYS

Including, but not limited to: Quotation marks Punctuation marks

Informal play - an activity in which students invent and enact dramatic situations for themselves rather than for an outside audience; also referred to as informal classroom drama




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Dialogue - the lines spoken between characters in fiction or plays. Dialogue in a play is the main vehicle in which plot, character, and other elements are established.

Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:


K.8A Retell a main event from a story read aloud.

Retell

A MAIN EVENT FROM A STORY READ ALOUD

Including, but not limited to: Draw a picture, present a dramatic

interpretation, and/or orally retell the important events in a story in sequential order

Fictional stories include, but are not limited to:

Fantasy Realistic fiction Fairy tales Fables


1.9A Describe the plot (problem and solution)and retell a story’s beginning, middle, and end with attention to the sequence of events.

Describe

THE PLOT (PROBLEM AND SOLUTION) AND RETELL A STORY’S BEGINNING, MIDDLE, AND END WITH ATTENTION TO SEQUENCE


Identify, state and/or act out the beginning, middle (problem and solution), and end of a story


Fantasy Realistic fiction Fables, myths, legends Historical fiction

2.9A Describe similarities and differences in the plots and settings of several worksby the same author.

Describe

SIMILARITIES AND DIFFERENCES IN THE PLOTS AND SETTINGS OF SEVERAL WORKS BY THE SAME AUTHOR

Plot - the basic sequence of events in a story; it includes the problem and solution



Fantasy Realistic fiction Fables, myths, legends Historical fiction




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KINDERGARTEN GRADE 1 GRADE 2Plot - the basic sequence of events in a story- it includes the problem and solution


Science fiction

K.8B Describe characters in a story and the reasons for their actions.

Describe

CHARACTERS IN A STORY AND THE REASONS FOR THEIR ACTIONS

Including, but not limited to: Describe physical traits Describe emotional traits (happy, sad)

1.9B Describe characters in a story and the reasons for their actions and feelings.

Describe

CHARACTERS IN A STORY AND THE REASONS FOR THEIR ACTIONS AND FEELINGS

Including, but not limited to: Describe physical traits

Describe emotional traits (e.g., feelings)

Describe personal traits (good, evil, compassionate, loving, wealthy, poor)

Describe characters’ actions

2.9B Describe main characters in works of fiction, including their traits,motivations, and feelings.

Describe

THE MAIN CHARACTERS IN WORKS OF FICTION

Including, but not limited to: Describe physical traits

Describe emotional traits (e.g., feelings)

Describe personal traits (good, evil, compassionate, loving, wealthy, poor)

Describe characters’ actions Describe reasons for characters’

actions-motivations

Describe characterization (how the reader knows about the character)

Describe and understand dialogue(what the character says)

Describe character’s actions

Describe what other characters say about the character- dialogue

Describe what the author tells us about the character directly and indirectly (explanatory words in




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KINDERGARTEN GRADE 1 GRADE 2quotations and other characters’reactions to the character)

Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to:

CCRS E/LAS: Reading: A. Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and across texts of varying length. (Grades 1, 2)

1.10A Determine whether a story is true or a fantasy and explain why.

Determine

WHETHER A STORY IS TRUE OR A FANTASY AND EXPLAIN WHY

Fantasy story - a story (could include pictures or statements) that is not real or could not happen

True story - a story (could include pictures or statements) that is real or could actually happen

2.10A Distinguish between fiction and nonfiction.

Distinguish

BETWEEN FICTION AND NONFICTION


Recognize that a mixed selection is partly fiction and partly nonfiction

Fiction - a story that did not/could not actually happen

Literary nonfiction - a text/story about a subject that is presented as fact

Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to:

1.11A Recognize sensory details in literary text.

Recognize

SENSORY DETAILS IN LITERARY TEXT

Including, but not limited to: Sight - visual detail ensures that the

reader is able to give faces to characters; or details to a setting and




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KINDERGARTEN GRADE 1 GRADE 2action

Sound - enables the reader to be a part of the action

Smell - provides a strong power over feelings, thoughts, and emotions

Taste - memories, people, places, and feelings can be suggested through taste

Touch - tactile images create sensory triggers to help the reader not only visualize a scene, but to experience it. The sense of touch helps the reader put themselves in the place of the characters.

Sensory detail - a detail in writing that describes what is seen, heard, smelled, tasted, or touched

2.11A Recognize that some words and phrases have literal and non- literal meanings (e.g., take steps).

Recognize

THAT SOME WORDS AND PHRASES HAVE LITERAL AND NON-LITERAL MEANINGS


Identifying the relationships between words in the sentence

Identify the relationship between words in the sentences that come before and after the sentence with the non literal word or phrase




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Literal meaning - the exact meaning of the word

Non-literal meaning - a reader must be able to determine what the word means without using its literal meaning (e.g., bear hugs, an acorn doesn't fall far from its tree, eat someone alive, keep your shirt on, coolyour jets, and hold your horses)

Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to:

CCRS CDS (Cross-Disciplinary Standards): D: Academic behaviors. E: Work habits. (Grades 1, 2)

1.12A Read independently for a sustained period of time.

Read Independently

FOR A SUSTAINED PERIOD OF TIME

Including, but not limited to: Read approximately 4 times a week

Read 5 minutes by the end of the first semester

Read 10 minutes by the end of the second semester

Read independent-level materials (1 in20 words is difficult for the reader)

Read regularly, self-selected (e.g., drawing on personal interest, by relying on knowledge of authors and different types of texts), and/or teacher-selected material

2.12A Read independently for a sustained period of time and paraphrase what thereading was about, maintainingmeaning.

Read Independently

FOR A SUSTAINED PERIOD OF TIME

Including, but not limited to: Read approximately 4 times a week Read aloud and/or silently for 10-15

minutes by the end of the first semester

Read silently for 20 minutes by the end of the year

Read independent-level materials (1 in20 words is difficult for the reader)

Read regularly, self-selected (e.g., drawing on personal interest, by relying on knowledge of authors and




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KINDERGARTEN GRADE 1 GRADE 2different types of texts), and/or teacher-selected material

Paraphrase

WHAT THE READING WAS ABOUT, MAINTAINING MEANING

Paraphrase - to restate the meaning of something in different words- Paraphrasing alters the exact wording of the source and transmits its ideas or information without evaluation or interpretation

Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

CCRS E/LAS: Reading: C. Describe, analyze, and evaluate information within and across literary and other texts from a variety of cultures and historical periods. (Grades K, 1, 2)

K.9A Identify the topic of an informational text heard.

Identify

THE TOPIC OF AN INFORMATIONAL TEXT HEARD

Topic - what the author is writing about, the subject (e.g., polar bears)

1.13A Identify the topic and explain the author’s purpose in writing about thetext.

Identify

THE TOPIC

Explain

THE AUTHOR’S PURPOSE IN WRITING ABOUT THE TEXT

Examples of author’s purpose: To tell about To explain To tell how to do something

2.13A Identify the topic and explain the author’s purpose in writing the text.

Identify

THE TOPIC

Explain

THE AUTHOR’S PURPOSE IN WRITING THE TEXT

Examples of author’s purpose: To tell about To explain To tell how to do something




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Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:


K.10A Identify the topic and details in expository text heard or read, referringto the words and/or illustrations.

Identify

THE TOPIC AND DETAILS IN EXPOSITORY TEXT HEARD OR READ, REFERRING TO THE WORDS AND/OR ILLUSTRATONS


Identify the topic and the details that support the topic


Facts/Details - support the main idea by telling how, when, what, where, why, how much, and how many

1.14A Restate the main idea, heard or read.

Restate

THE MAIN IDEA, HEARD OR READ

Main idea - the central message that theauthor is trying to convey

2.14A Identify the main idea in a text and distinguish it from the topic.

Identify

THE MAIN IDEA IN A TEXT AND DISTINGUISH IT FROM A TOPIC

Note:The difference between topic and main idea is that the topic/subject is what the author is writing about (e.g., polar bear), and themain idea is the message the author is trying to convey (e.g., Polar bears are becoming endangered in regions of the country.)

K.10B Retell important facts in a text, heard or read.

Retell

IMPORTANT FACTS IN A TEXT, HEARD OR READ

1.14B Identify important facts or details in text, heard or read.

Identify

IMPORTANT FACTS OR DETAILS IN TEXT, HEARD OR READ

2.14B Locate the facts that are clearly stated in a text.

Locate

THE FACTS THAT ARE CLEARLY STATED IN A TEXT




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Use textual features such as headings or visual information (e.g., diagrams, pictures) to locate and confirm the information


K.10C Discuss the ways authors group information in text.

Discuss

THE WAYS AUTHORS GROUP INFORMATON IN TEXT

Including, but not limited to: By facts By events By concepts

Note: Focus on one paragraph or an entire section.

1.14C Retell the order of events in a text by referring to the words and/orillustrations.

Retell

THE ORDER OF EVENTS IN A TEXT BY REFERRING TO THE WORDS AND/OR ILLUSTRATIONS

Examples of clue words: Next First Second Third After

Note: Focus on one paragraph or an entire section.

2.14C Describe the order of events or ideas in a text.

Describe

THE ORDER OF EVENTS OR IDEAS IN A TEXT


Describe the relationship between events and/or ideas

K.10D Use titles and illustrations to make predictions about text.

Use

TITLES AND ILLUSTRATIONS TO MAKE

1.14D Use text features (e.g., title, table of contents, illustrations) to locate specificinformation in text.

Use

2.14D Use text features (e.g., table of contents, index, headings) to locate specificinformation in text.

Use




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KINDERGARTEN GRADE 1 GRADE 2PREDICTIONS ABOUT TEXT

Including, but not limited to: Before reading During reading

TEXT FEATURES TO LOCATE SPECIFIC INFORMATION IN TEXT

Including, but not limited to: Title - identify main topics/concepts

Table of contents - provides location of main topics/concepts and their page number

Illustrations and photographs Bold and italicized text Charts/graphs

TEXT FEATURES TO LOCATE SPECIFIC INFORMATION

Including, but not limited to: Title - identify main topics/concepts

Table of contents - provides location of main topics/concepts and their page number

Illustrations and photographs Bold and italicized text Charts/graphs Glossary

Index - assists in finding important information in the form of a vocabulary term, a person, an idea, or a place

Heading - identify a main topic for a section of text

Subheading - breaks down big ideas into smaller, more specific details

Reading/Comprehension of Informational Text/Procedural Text. Students understand how to glean and use information in procedural texts and documents. Students are expected to:


K.11A Follow pictorial directions (e.g., recipes, science experiments).

Follow

PICTORIAL DIRECTIONS (E.G., RECIPES, SCIENCE EXPERIMENTS)


1.15A Follow written multi-step directions with picture cues to assist withunderstanding.

Follow

WRITTEN MULTI-STEP DIRECTIONS WITH PICTURE CUES TO ASSIST WITH UNDERSTANDING

2.15A Follow written multi-step directions.

Follow

WRITTEN MULTI-STEP DIRECTIONS

Including, but not limited to: Three-step directions Texts that explain how something




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KINDERGARTEN GRADE 1 GRADE 2 Texts that explain how something

works (e.g., instructions, directions,manuals)

Texts that instruct or tell how to do a particular activity (e.g., recipe, game rules, scientific method)

Including, but not limited to: Two-step directions

Texts that explain how something works (e.g., instructions, directions, manuals)


works (e.g., instructions, directions, manuals)


K.11B Identify the meanings of specific signs(e.g., traffic signs, warnings signs).

Identify

THE MEANING OF SPECIFIC SIGNS

Including, but not limited to: STOP Traffic lights EXIT Poison symbols Warning signs

1.15B Explain the meanings of specific signs and symbols (e.g., map features).

Explain

THE MEANINGS OF SPECIFIC SIGNS AND SYMBOLS

Including, but not limited to: STOP Traffic lights EXIT Poison symbols Warning signs

Symbols that represent something else (e.g., +, $, #, &)

Map features

2.15B Use common graphic features to assist in the interpretation of text (e.g.,captions, illustrations).

Use

COMMON GRAPHIC FEATURES TO ASSIST IN THE INTERPRETATION OF TEXT

Including, but not limited to: Charts Graphs Diagrams Graphic organizers Captions Illustrations Keys

Reading/Media Literacy: Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students (with adult assistancein kindergarten) are expected to:

CCRS E/LAS: Listening: A. Apply listening skills as an individual and as a member of a group in a variety of settings (e.g., lectures, discussions, conversations, team projects, presentations, interviews) (Grades K, 1, 2)CDS: I. Key Cognitive Skills: B. Reasoning (Grades K, 1, 2)




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KINDERGARTEN GRADE 1 GRADE 2CDS: II. Foundational Skills: E. Technology (Grades K, 1, 2)

K.12A Identify different forms of media (e.g., advertisements, newspapers, radioprograms); (with adult assistance).

Identify

DIFFERENT FORMS OF MEDIA (WITH ADULT ASSISTANCE)


Advertisements (e.g., flyers/brochures/posters/signs)

Newspapers Magazines Radio programs Commercials Product labels

Note:Media - refers to all electronic or digital, print, visual, and audio forms used as a means of communication

1.16A Recognize different purposes of media(e.g., to inform, to entertain) (with adult assistance).

Recognize

DIFFERENT PURPOSES OF MEDIA (WITH ADULT ASSISTANCE)


Purposes of Media: persuade, inform, entertain, influence, explain

Example: Advertisement- persuade, influence Newspaper- inform Commercials- persuade Radio programs- entertain Product labels- inform


2.16A Recognize different purposes of media(e.g., informational, entertainment).

Recognize

DIFFERENT PURPOSES OF MEDIA


Purposes of Media: persuade, inform, entertain, influence, explain

Example: Advertisement-persuade, influence Newspaper-inform Commercials-persuade Radio programs-entertain Product label-inform


K.12B Identify techniques used in media (e.g., sound, movement (with adultassistance).

Identify

TECHNIQUES USED IN MEDIA (WITH ADULT ASSISTANCE)

1.16B Identify techniques used in media (e.g., sound, movement).

Identify

TECHNIQUES USED IN MEDIA

Including, but not limited to: Sound (e.g., background music,

2.16B Describe techniques used to create media messages (e.g., sound, graphics).

Describe

TECHNIQUES USED IN MEDIA

Including, but not limited to: Sound (e.g., background music,




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KINDERGARTEN GRADE 1 GRADE 2Including, but not limited to:

Sound (background music, volume)

Movement (physical movement e.g., feet moving quickly, hair blowing in the wind)

Note:Messages are created and the images, sounds, words, ideas, and music are added to convey meaning.

volume) Movement (physical movement e.g.,

feet moving quickly, hair blowing in the wind)

Visuals (e.g., pictures, graphs, graphics)

Note:Messages are created and the images, sounds, words, ideas and music are added to convey meaning.

volume) Movement (physical movement e.g.,

feet moving quickly, hair blowing in the wind)

Visuals (e.g., pictures, graphs, graphics)

Note:Messages are created and the images, sounds, words, ideas and music are added to convey meaning.

2.16C Identify various written conventions for using digital media (e.g., e-mail, website, video game).

Identify

VARIOUS WRITTEN CONVENTIONS FOR USING DIGITAL MEDIA


Email (e.g., subject line, address in electronic format)

Website (e.g., URL, banners, phrases, etc)

Video game (e.g., codes)

Digital media - all data generated in a computer. Each type of media has its own unique conventions

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