Standard

READING

K.1.01 Develop oral language

K.1.02 Develop listening skills

K.1.03 Demonstrate knowledge of concepts of print

K.1.04 Develop and maintain phonemic awareness

K.1.05 Develop and use decoding strategies

K.1.06 Read to develop fluency, expression, accuracy and confidence

K.1.07 Develop and extend reading vocabulary

K.1.08 Develop and use pre-reading strategies.

K.1.09 Use active comprehension strategies to derive meaning while reading and check for understanding after reading.

K.1.10 Introduce informational skills to facilitate learning

K.1.11 Develop skills to facilitate reading to learn in a variety of content

areas.

K.1.12 Read independently for a variety of purposes. (At this level, the student

will experience a variety of text/media for different purposes.)

K.1.13 Begin to experience various literary and media genres.

K.1.14 Develop and maintain a motivation to read.

WRITING

K.2.01 Use a variety of pre-writing strategies.

K.2.02 Write for a variety of purposes.

K.2.03 Show evidence of drafting and revision with written work.

K.2.04 Include editing before the completion of finished work.

K.2.05 Evaluate own and others’ writing.

K.2.06 Experience numerous publishing opportunities.

K.2.07 Write narrative accounts.

K.2.08 Write frequently across content areas.

K.2.09 Write expressively using original ideas, reflections, and observations.

K.2.10 Write in response to literature.

K.2.11 Write in a variety of modes and genres.

ELEMENTS OF LANGUAGE

K.3.01 Demonstrate knowledge of standard English usage.

K.3.02 Demonstrate knowledge of standard English mechanics.

K.3.03 Demonstrate knowledge of standard English spelling.

K.3.04 Demonstrate knowledge of correct sentence structure.

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

b. Speak clearly, properly, & politely.

c. Begin to use rules for conversation.

d. Give simple, two-step directions.

e. Participate in creative responses to text.

f. Ask and respond to questions from teacher and others.

h. Begin to retell familiar stories.

i. Dramatize, retell, and  dictate--what has been learned—Or stories or parts of stories.

j. Use familiar texts for recitations—Recites short poems, songs, or rhymes.

LCS Describes common objects and events in general and specific language.

a. Listen attentively to speaker for specific information—or as stories are being read.

b. Use appropriate listening skills.

c. Listen and respond to a variety of media.

d. Recognize the difference between formal and informal languages.

e. Follow simple,  one or two step oral directions.

a. Identify labels, logos, and signs in the environment.

b. Understand that print has meaning.

c. “Pretend read” from left to right, top to bottom, and front to back as well as hold a book upright and turn pages.

d. Read and explain own writings and drawings.

e. Identify front cover and back cover of a book.(Also title page, Table of Contents, name of author, name of illustrator)

f. Distinguish letters from words.

a. Understand that a phoneme is one distinct sound. 

LCS Demonstrates understanding that spoken words consist of a sequence of phonemes.

b. Use sound stretching of one syllable words to identify each phoneme.

c. Use sound blending of each separately spoken phoneme to make meaningful word.  Merges sound segments.

d. Segment one-syllable words into individual sounds and blend the sounds into whole words.

e. Recognize and produce rhyming words.

f. Recognize words that have same beginning and ending sounds.

g. Understand words are made up of one or more syllables.

LCS Identifies the first 2 words in a spoken 3 word set as sounding the same and the 3^rd sounding different.

a. Recognize and name all upper and lowercase letters of the alphabet.

b. Begin to understand that the sequence of letters in a written word represents the sequence of sounds in a spoken word.

c. Use letter-sound matches to decode simple words.

d. Understand that as letters of words change, so do the sounds. (alphabetic principle)

LCS Learns many, not all, one-to-one correspondences.

a. Read simple text containing familiar letter-sound correspondences and high frequency words.

b. Recognize that intonation and volume of voice assist with meaning.

c. Read as “an emergent reader” a favorite story with fluent intonation and phrasing.>>Reads familiar texts emergently, not necessarily verbatim, from the print but also from memory of the content.

Build vocabulary

d. Begin to use word families and word walls.

e. Read some (simple one and two syllable ) words by sight.

LCS Identify and sort common words in basic categories (colors, shapes, foods)

a. Recognize a purpose for listening.

b. Relate background knowledge to make meaning from text.

c. Make predictions about text.

d. Use illustrations to preview the text.

e. Participate in the creation of graphic organizers.

f. Connect to life experience the information and events in texts.

a. Derive meaning while reading by

  [1. asking questions about a text.

  2. participating in discussions about text.

  3. predicting what will happen next as a story is shared.

  4. creating mental images of the story.]

b. Check for understanding after reading by

  1. recalling two to three step sequence of events.

  2. retelling story in own words.

  3. drawing conclusions based on evidence in the story.

  4. using pictures to discuss main idea.

a. Recognize the family and community as resources for information.

b. Recognize a variety of print sources.

c. Recognize sources of information.

a. Recognize that printed materials provide information.

b. Use common illustrations to gain meaning from text.

Read independently

Sequence events in a story (e.g., using books, videos, films).

a. Brainstorm ideas with teacher and peers.

b. Draw pictures to generate ideas.

c. Construct graphic organizers (e.g., webs, charts, diagrams) in 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., own name-first and last,

letters, numbers).

b. Write to entertain (e.g., pictures, shared writing).

c. Write to inform (e.g., experience stories).

LCS Write about events experiences, stories, people, objects using letters and phonetically spelled words

LCS Write (given) letters and words.

a. Represent spoken language with illustrations and temporary and/or

conventional spelling.

b. Write consonant-vowel-consonant words with teacher assistance.

c. Participate in teacher-led experience stories.

d. Add descriptive words and details.

[a. Pause voluntarily in the midst of writing to interpret what has been written

(tracking).

b. Self correct works in progress (e.g., pictures, shared writing). ]

[a. Use a simple rubric to evaluate own writing/pictures and group work (e.g.,

happy face, stickers).

b. Discuss and react to writing.

c. Review personal collection to determine progress. ]

a. Compose a variety of written works (e.g., published books, classroom books,

experience stories).

b. Incorporate illustrations and/or photographs.

c. Make use of technology to publish writing.

d. Share orally completed work.

a. Participate in the creation of experience stories.

b. Express thoughts, feelings and experiences through illustrations, dictation or writing.

a. Write, when given time, place and materials.

b. Maintain, with teacher assistance, examples of writing and drawings that

express opinions and judgments (e.g., portfolio, journals, student-made

books).

c. Dictate stories (e.g., to tape recorder, to adult, to older student).

a. Dictate a new ending to a story.

b. Use repetitive text to re-enact or retell stories.

c. Create a drawing, picture, sign or other graphic symbols to respond to

literature.

d. Retell stories using illustrations.

a. Illustrate and/or write in journals (e.g., temporary/conventional spelling,

series of pictures, and recognizable print).

b. Write friendly note using temporary/conventional spelling or with teacher

assistance.

a. Use correct grammatical constructions in own speech (e.g., "I will" rather

than "Me will").

b. Use correct verb and verb tense in sentences when speaking (present and

past).

LCS Use new vocabulary and grammatical constructions in speech.

a. Form legible upper and lower case letters.

b. Write from left to right and top to bottom.

c. Use appropriate capitalization when writing names.

d. Recognize ending punctuation marks for statements and questions.

e. Recognize capitalization at the beginning of sentences.

f. Trace and reproduce letters and words correctly.

a. Attempt to spell simple words using pre- to early-phonetic knowledge, sounds

of the alphabet, and knowledge of letter names.

b. Spell own first and last name.

a. Use complete and coherent simple sentences when speaking.

b. Use logical words and appropriate word order to complete sentences or to

respond to questions.

• How do you say/use these words?

• How do you speak (and talk with others) clearly, properly,  and  politely?

• How do you raise your hand (take turns; focus attention on the speaker)?

• How do you give two step directions?

•How do you participate in group discussions?

Tell me about—this person, place, object (size, color, shape), location, or action.

Why are words important?

Read your story to me. Tell me about your drawing.

Which word sounds different—dan, dan, den?

Can you read these words-a, the, I , my, you, is, are?

How do you read these  words—the, has, an, can, run, color words, number words?

Can you answer these questions about the story?

Can you act out or retell the story or this part of the story?

Can you identify the characters, setting, and important events?

Can you tell me about the beginning (or middle, or end) of the story?  What do you think is the main idea of this story?

How many sources of print can you name?