| Document Date: 11/15/07 | ||
| 3–8 | Acrobat 166k | Ms Word 914k |
| View Glossary - | ||
Standard 1.0 General Reading Processes
Topic
A.
Students will master the ability to hear, identify, and manipulate individual sounds in spoken words by the end of grade one.
Indicator
- 1. Discriminate sounds and words
Objectives
- Identify whether isolated sounds are same or different
- Identify initial and final sounds in a word
- Categorize words as same or different by initial or final sounds
Indicator
- 2. Discriminate and produce rhyming words and alliteration
Indicator
- 3. Blend sounds and syllables to form words
Objectives
- Orally blend syllables into a whole word, such as fun-ny=funny
- Orally blend 2-3 phonemes into one syllable words, such as m-e=me; f-u-n=fun
Indicator
- 4. Segment and manipulate sounds in spoken words and sentences
Objectives
- Clap words in a sentence
- Clap syllables in a word
- Say syllables
- Identify the initial sound in a word
- Segment individual sounds in words
- Substitute initial sounds in words to form new words
Topic
B.
Students will apply their knowledge of letter/sound relationships and word structure to decode unfamiliar words.
Indicator
- 1. Identify letters and corresponding sounds
Objectives
- Identify in isolation all upper and lower case letters of the alphabet
- Identify letters matched to sounds
- Generate the sounds associated with individual letters and letter patterns, such as s-, st-, -at, -ack, -ed
Indicator
- 2. Decode words in grade-level texts
Objectives
- Identify similarities and differences in letters and words
- Blend letter sounds in one-syllable words (CVC)
Topic
C.
Students will read orally with accuracy and expression at a rate that sounds like speech.
Indicator
- 1. Engage in imitative reading at an appropriate rate
Objectives
- Listen to models of fluent reading
- Recite nursery rhymes, poems, and finger plays with expression
Indicator
- 2. Read orally from familiar texts at an appropriate rate
Objectives
- Read familiar text with accuracy and expression
- Use knowledge of end punctuation to signal expression in reading
- Recognize some words by sight, such as student's first and last name, a, the, my, you, is, are
Topic
D.
Students will use a variety of strategies and opportunities to understand word meaning and to increase vocabulary.
Indicator
- 1. Develop and apply vocabulary through exposure to a variety of texts
Objectives
- Acquire new vocabulary through listening to and reading a variety of texts on a daily basis
- Discuss words and word meanings daily as they are encountered in texts, instruction, and conversation
- Ask questions to clarify meaning about objects and words related to topics discussed
- Listen to and identify the meaning of new vocabulary in multiple contexts
- Listen to and identify the meaning of content-specific vocabulary
- Read signs, labels, and environmental print
- Collect and manipulate favorite words
Indicator
- 2. Develop a conceptual understanding of new words
Objectives
- Use words to describe location, size, color, and shape
- Name pictures of common concepts, such as sleeping, running, walking
- Use names and labels of basic concepts, such as stop, go, boys, girls, in, out, poison
- Identify and sort pictures of common words into basic categories, such as colors, numbers, seasons
Indicator
- 3. Understand, acquire, and use new vocabulary
Objectives
- Use text and illustrations to identify meaning of unknown words
- Use newly learned vocabulary on multiple occasions to reinforce meaning
- Use word structure to determine meaning of words
- Inflectional endings
- Use resources to determine meaning of unknown words
- Picture dictionaries
- Charts
- Diagrams
- Posters
Topic
E.
Students will use a variety of strategies to understand what they read (construct meaning).
Indicator
- 1. Demonstrate an understanding of concepts of print to determine how print is organized and read
Objectives
- Understand that speech can be written and read
- Read a minimum of 15 books, both literary and informational
- Identify title, cover page, front and back of book, table of contents, page numbers, and describe what information is presented on the title and cover pages
- Track print from left to right and top to bottom
- Make return sweep to next line of text
- Match oral words to printed words
- Differentiate numerals, letters and words
- Recognize that printed words are separated by spaces
- Recognize that letters build words and words build sentences
Indicator
- 2. Use strategies to prepare for reading (before reading)
Objectives
- Make connections to the text using illustrations, photographs, and prior knowledge
- Make predictions by examining the title, cover, illustrations/photographs/text, and familiar author or topic
- Ask questions about the text by examining the title, cover, illustrations, photographs, text
- Set a purpose for reading
Indicator
- 3. Use strategies to make meaning from text (during reading)
Objectives
- Use illustrations to construct meaning from text
- Make, confirm, or adjust predictions
- Make comments and ask relevant questions
- Reread sentences when meaning is not clear
- Connect events, characters, and actions in stories to specific life experiences
Indicator
- 4. Demonstrate understanding of text (after reading)
Objectives
- Recall and discuss information from text
- Respond to questions (who, what, and where) and verify answers using illustrations/text
- Respond to text by drawing, speaking, dramatizing, or writing
- Compare information in text with prior knowledge
- Validate/determine the purpose for reading
- Retell a story using text as support
Standard 2.0 Comprehension of Informational Text
Topic
A.
Indicator
- 1. Develop comprehension skills by reading a variety of informational texts
Objectives
- Listen to nonfiction materials
- Nonfiction trade books
- Picture dictionaries
- Simple maps
- Magazines
- Newspapers
- Multimedia resources
- Listen to and use functional documents by following simple oral or rebus directions
- Science investigations
- Recipes
- Rules
- Signs and posters
- Center activities
- Labels
- Classroom schedules
- Listen to and use personal interest materials, such as books and magazines
Indicator
- 2. Identify and use text features to facilitate understanding of informational texts
Objectives
- Identify print features
- Bold print
- Print size
- Labels
- Numbered steps
- Identify graphic aids
- Illustrations
- Pictures
- Photographs
- Drawings
- Maps
- Graphs
- Charts
- Diagrams
- Use informational aids
- Materials lists
- Labels
- Numbered steps
- Identify organizational aids
- Title
- Table of contents
- Numbered steps
Indicator
- 3. Develop knowledge of organizational structure of informational text to understand what is read
Objectives
- Recognize sequential order
- Recognize similarities and differences
- Recognize description
Indicator
- 4. Determine important ideas and messages in informational texts
Objectives
- State the text's purpose
- Identify the main idea/text's message
- Retell important facts from a text
- Identify how someone might use the text
Indicator
- 5. Evaluate informational text
Objectives
- State whether the text fulfills the reading purpose
- Tell what the author could have done to make the text easier to understand
- Tell whether the author's ideas are clear
Standard 3.0 Comprehension of Literary Text
Topic
A.
Indicator
- 1. Develop comprehension skills by listening to and reading a variety of self-selected and assigned literary texts
Objectives
- Listen to and discuss a variety of literary texts representing diverse cultures, perspectives, and ethnicities
- Listen to and discuss a variety of different types of fictional literary text, such as stories, poems, nursery rhymes, realistic fiction, fairy tales, and fantasy
Indicator
- 2. Use text features to facilitate understanding of literary texts
Objectives
- Identify and explain how the title contributes to meaning
- Identify and explain how text features, such as illustrations, punctuation, and print features, contribute to meaning
Indicator
- 3. Use elements of narrative texts to facilitate understanding
Objectives
- Identify the beginning, middle, and end of a story, including the problem, and solution
- Identify the characters, sequence of events, and setting of a story
Indicator
- 4. Use elements of poetry to facilitate understanding
Objectives
- Identify rhyme, rhythm, and repetition in poems read to them
- Retell the events of the poem
Indicator
- 5. Use elements of drama to facilitate understanding
Objectives
- Identify the characters, dialogue, and scenery of a play read to them
Indicator
- 6. Determine important ideas and messages in literary texts
Objectives
- Retell the story by sequencing the main events
- Identify a personal connection to the text
Indicator
- 7. Identify and describe the author's use of language
Objectives
- Identify descriptive words in text read to them
Standard 4.0 Writing
Topic
A.
Indicator
- 1. Compose texts using the prewriting and drafting strategies of effective writers and speakers
Objectives
- Generate ideas and topics for writing
- Dictate or write words, phrases, or sentences related to ideas or illustrations
Indicator
- 2. Compose oral, written, and visual presentations that express personal ideas and inform
Objectives
- Write to express personal ideas using drawings, symbols, letters, or words
- Contribute to a shared writing experience or topic of interest
- Use sensory details to expand ideas
- Dictate, draw, or write to inform
- Dictate, draw, or write a response to text, such as response logs and journals
Indicator
- 3. Compose texts using the revising and editing strategies of effective writers and speakers
Objectives
- Prepare writing for display by revising and editing using rules, such as capital letters and periods
Indicator
- 4. Identify how language choices in writing and speaking affect thoughts and feelings
Objectives
- Identify and use words to communicate feelings
- Acquire and use new vocabulary
Indicator
- 5. Use effective details, words, and figurative language in the student's own composing
Objectives
- Use descriptive words and other details to expand and improve student's own writing
Indicator
- 6. Use word lists as a source of information in writing
Objectives
Standard 5.0 Controlling Language
Topic
A.
Indicator
- 1. Use grammar concepts and skills that strengthen oral language
Objectives
- Use complete sentences in conversation and to respond to questions
Topic
B.
Indicator
- 1. Comprehend and apply standard English in oral language
Objectives
- Use sentences with subject/verb agreement
- Use correct verb tense
- Use sentences with noun/pronoun agreement
- Use commonly confused words correctly, such as get/got, have/has
Topic
C.
Indicator
- 1. Explain the purpose of mechanics to make and clarify meaning
Objectives
Indicator
- 2. Comprehend and use basic punctuation and capitalization in written language
Objectives
- Use periods at the end of sentences
- Use capital letters for first letters of names and beginning sentences
Topic
D.
Indicator
- 1. Apply conventional spelling in written language
Objectives
- Spell first and last name correctly
- Spell a few high frequency words correctly
- Use letters to represent phonemes in words
- Use classroom resources to spell unknown words, such as labeled objects, word walls, charts, pictionaries
Topic
E.
Indicator
- 1. Produce writing that is legible to the audience
Objectives
- Develop fine motor skills necessary to control and sustain handwriting
- Form upper case and lower case manuscript letters
Standard 6.0 Listening
Topic
A.
Indicator
- 1. Demonstrate active listening strategies
Objectives
- Attend to the speaker
Indicator
- 2. Comprehend and analyze what is heard
Objectives
- Determine a speaker's general purpose
- Identify rhythms and patterns of language, including rhyme and repetition
- Demonstrate an understanding of what is heard by retelling and relating prior knowledge
- Follow a set of two- or three-step directions
- Listen carefully to expand and enrich vocabulary
Standard 7.0 Speaking
Topic
A.
Indicator
- 1. Use organization and delivery strategies
Objectives
- Speak clearly enough to be heard and understood in a variety of settings
Indicator
- 2. Make oral presentations
Objectives
- Speak in a variety of situations to inform and/or relate experiences, such as retelling stories and/or state an opinion
- Use props in situations, such as show-and-tell
- *Emphasis is on application of conventions rather than memorization of terms.
Indicators/objectives that include assessment limits are assessed on MSA *New Standards identifies the need for students to process 1 million words per year to maintain academic progress.
11/15/07
