Standard

Reading

1.1.01 Develop oral language.

1.1.02 Develop listening skills.

1.1.03 Demonstrate knowledge of concepts of print.

1.1.04 Develop and maintain phonemic awareness.

1.1.05 Develop and use decoding strategies.

1.1.06 Read to develop fluency, expression, accuracy and confidence.

1.1.07 Develop and extend reading vocabulary.

1.1.08 Develop and use pre-reading strategies.

1.1.09 Use active comprehension strategies to derive meaning while reading and

check for understanding after reading.

1.1.10 Introduce informational skills to facilitate learning.

1.1.11 Develop skills to facilitate reading to learn in a variety of content

areas.

1.1.12 Read independently for a variety of purposes. (At this level, the student

will explore as an emergent reader.)

1.1.13 Experience various literary and media genres.

1.1.14 Develop and maintain a motivation to read.

Writing

1.2.01 Use a variety of pre-writing strategies.

1.2.02 Write for a variety of purposes.

1.2.03 Show evidence of drafting and revision with written work.

1.2.04 Include editing before the completion of finished work.

1.2.05 Evaluate own and others’ writing.

1.2.06 Experience numerous publishing opportunities.

1.2.07 Write narrative accounts.

1.2.08 Write frequently across content areas.

1.2.09 Write expressively using original ideas, reflections, and observations.

1.2.10 Write in response to literature.

1.2.11 Write in a variety of modes and genres.

Elements of Language

1.3.01 Demonstrate knowledge of standard English usage.

1.3.02 Demonstrate knowledge of standard English mechanics.

1.3.03 Demonstrate knowledge of standard English spelling.

1.3.04 Demonstrate knowledge of correct sentence structure.

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a. Show evidence of expanding oral language through vocabulary growth.

b. Implement rules for conversation (e.g., raise hands, take turns, focus

attention on speaker).

c. Understand, follow and give oral directions.

d. Participate in group discussions.

e. Participate in creative responses to text (e.g., choral reading, discussion

and drama).

f. Respond to questions from teacher and other group members.

g. Begin to narrate a personal story.

h. Dramatize or retell what has been learned, heard or experienced.

i. Use familiar texts for recitations.

a. Listen attentively to speaker for specific information.

b. Use appropriate listening skills (e.g., do not interrupt, face speaker, ask

questions).

c. Listen and respond to a variety of media (e.g., books, audio tapes, videos).

d. Recognize the difference between formal and informal languages.

e. Understand and follow simple, three step oral directions.

a. Understand that printed materials provide information.

b. Demonstrate directionality by reading left to right and top to bottom.

c. Track print when being read to aloud.

d. Read and explain own writings and drawings.

e. Identify parts of a book (e.g., title page, table of contents).

f. Recognize that groups of words make sentences.

g. Understand punctuation (e.g., period, question mark).

a. Recognize words that begin with the same sounds.

b. Recognize words that end with the same sounds.

c. Identify rhyming words.

d. Blend sounds together to form one-syllable words.

e. Segment one-syllable words into sounds.

f. Change targeted sounds to modify or change words.

g. Show awareness of syllables by clapping, counting or moving objects.

a. Use knowledge of letter-sound correspondence knowledge and structural analysis to decode grade appropriate words.

b. Decode phonetically regular, one-syllable words.

c. Use decoding strategies, such as sounding out words, comparing similar

words, breaking words into smaller words, and looking for word parts (e.g.,

compound words, word families, blends, and digraphs).

d. Apply long and short vowel rules when decoding.

e. Begin to decode unknown words automatically.

a. Begin to read orally with accuracy and confidence using appropriate pacing, intonation, and expression.

b. Reflect punctuation of written text while reading orally.

c. Participate in guided, oral readings.

d. Demonstrate the automatic recognition of high frequency words.

e. Read with increasing fluency and confidence from a variety of texts through paired readings, shared reading, choral reading, teacher-led reading, and reading from tapes.

f. Read independently daily.

g. Recite familiar texts to develop fluency, expression, accuracy and

confidence.

a. Build vocabulary by listening to literature, participating in discussions,

and reading self-selected texts.

b. Build vocabulary through frequent read-alouds.

c. Participate in shared reading.

d. Manipulate word families, word walls, and word sorts.

e. Match oral words to written words.

f. Determine the meaning of unfamiliar words by using a picture dictionary,

picture clues, context clues and structural analysis.

g. Add endings to base words (e.g., -s, -ed, -es, -ing).

h. Identify simple abbreviations.

a. Develop a purpose for listening/reading.

b. Participate in activities to build background knowledge to derive meaning from text.

c. Make predictions about text.

d. Use illustrations to preview text.

a. Derive meaning while reading by

• asking questions about text.

• recognizing errors in reading as they occur and self-correct.

• participating in discussions about text and relating to personal experiences.

• creating graphic organizers (e.g., charts, lists).

• predicting and adjusting outcomes during read-alouds.

b. Check for understanding after reading by

• recalling three to four step sequence of events.

• retelling stories in their own words using sequencing words (i.e. first,

next, last).

• drawing conclusions based on what has been read.

• recognizing main idea in pictures, picture books and texts.

a. Recognize the family and community as sources of information.

b. Recognize a variety of print items as sources of information (e.g. books,

magazines, maps, charts, and graphs).

c. Recognize sources of information (e.g., books, maps, graphs, charts).

d. Use graphic organizers to aid in understanding material from informational text (e.g., charts, graphs, web).

e. Visit libraries to use and view appropriate material.

a. Begin to develop content specific vocabulary.

b. Use text features to locate information (e.g., maps, charts, illustrations & table of contents).

a. Read for literary experience.

b. Read to gain information.

c. Read to perform a task.

d. Read for enjoyment.

e. Read to expand vocabulary.

f.  Read to build fluency.

a. Read and view various literary (e.g., picture books, storybooks, fairy

tales, poetry, lyrics to songs) and media (e.g., illustrations, the arts,

films, videos) genres.

b. Explore non-fiction.

c. Identify characters, events, and settings in print and non-print text.

d. Recognize main character(s) in print and non-print text.

e. Determine whether a selection is real or fantasy.

f. Recognize rhyme in Mother Goose and other rhyming books.

g. Retell a story in correct sequence (e.g., using books, videos, films).

h. Determine the problem in a story and discover its solution through classroom

discussion.

a. Visit libraries/media centers and regularly check out materials.

b. Share storybooks, poems, newspapers, and environmental print.

c. Explore a wide variety of literature through read alouds, tapes, and

independent reading.

d. Identify favorite stories, informational text, authors, and illustrators.

e. Engage in a variety of literacy activities voluntarily (e.g., self-select

books and stories).

f. Choose to read as a leisure activity.

a. Brainstorm ideas with teacher and peers.

b. Draw pictures to generate ideas.

c. Construct graphic organizers (e.g., webs, charts, diagrams) as a small or

large group to organize information.

d. Use a variety of sources to gather information.

a. Write to acquire and exhibit knowledge (e.g., word families, numbers, shapes, sensory words and sentences).

b. Write to entertain (e.g., stories and poems).

c. Write to inform (e.g., write simple directions, journals, friendly letters).

a. Compose first drafts using appropriate parts of the writing process with an emphasis on planning and self-correction.

b. Write in complete, coherent sentences.

c. Use descriptive words when writing.

d. Use temporary spelling to spell independently as necessary.

e. Arrange events in logical/sequential order when writing or dictating.

f. Participate in teacher-led experience stories.

g. Reread draft and delete extraneous information.

h. Vary sentence types.

a. Apply elements of language (e.g., end marks, capitalization) and use

complete sentences when writing and editing.

b. Use classroom resources (e.g., word walls, picture dictionaries, teacher,

peers, appropriate technology, student generated word books) to support the

writing process.

c. Use knowledge of letter sounds, word parts, and word segmentation to monitor

and correct spelling.

d. Create readable documents with legible handwriting.

e. Identify words or phrases that could be added to clarify meaning, after

writing or dictating a story.

a. Use a simple rubric to evaluate writing/pictures and group work (e.g., happy face, stickers).

b. Discuss and react to writing.

c. Review personal collection to determine progress.

a. Prepare a variety of written work (e.g., published books, classroom books, experience stories).

b. Use technology to publish writing.

c. Share completed work.

d. Create individual and classroom books.

e. Incorporate illustrations and photographs.

a. Write simple stories.

b. Write short accounts of personal experiences.

c. Write group stories with a beginning, middle and ending.

a. Summarize concepts presented in science (e.g., illustration, dictating

sentences or composing simple sentences).

b. Write stories using concepts presented in social studies.

c. Write in math journals, create math stories, and write explanations for

problem solving.

d. Participate in shared writings about the arts and class activities.

a. Write, when given time, place