| Grade 1 |
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Standard 1.0 General Reading Processes:
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A. Phonemic Awareness
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1. Discriminate sounds and words
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a. Identify initial, medial, and final sounds in one-syllable words
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b. Compare one-syllable words using initial, medial, and final sounds
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c. Categorize words as same or different by medial sounds
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2. Discriminate and produce rhyming words and alliteration
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a. Produce sentences with rhyming and alliteration
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3. Blend sounds and syllables to form words
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a. Blend 3-4 phonemes into a word, such as f-a-s-t=fast
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4. Segment and manipulate sounds in spoken words
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a. Segment words into syllables
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b. Segment one-syllable words into phonemes
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c. Delete sounds to form new words
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d. Add sounds to form new words
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e. Substitute sounds to form new words
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B. Phonics
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1. Identify letters and corresponding sounds
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a. Produce letter/sound correspondences rapidly (1 per second)
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b. Combine sounds to form letter combinations, such as pl-, bl-, tr-, -nt
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2. Decode words in grade-level texts
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a. Recognize and apply short vowels, long vowels, and "y" as a vowel
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b. Decode words with letter combinations, such as consonant digraphs, blends, and special vowel patterns
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c. Read one-syllable words fluently (CVC, CVCE)
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d. Use known word/part to decode unknown words, such as car->card
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C. Fluency *
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1. Read orally from familiar text at an appropriate rate
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a. Listen to models of fluent reading
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b. Read familiar text at a rate that is conversational and consistent
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c. Reread text multiple times to increase familiarity with words
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2. Read grade-level text accurately
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a. Reread and self-correct while reading
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b. Use word context clues (meaning), sentence structure (syntax), and visual clues to guide self-correction
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c. Read sight words automatically, such as have, said, where, two
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3. Read grade-level text with expression
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a. Demonstrate appropriate use of phrasing when reading familiar text
- Use end punctuation, commas, and quotation marks to guide expression
- Use intonation (emphasis on certain words) to convey meaning
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D. Vocabulary
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1. Develop and apply vocabulary through exposure to a variety of texts
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a. Acquire new vocabulary through listening to and reading a variety of grade-appropriate text daily
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b. Discuss words and word meanings daily as they are encountered in texts, instruction, and conversation
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c. Ask questions to clarify meaning about objects and words related to topics discussed
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d. Listen to and identify the meaning of new vocabulary in multiple contexts
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e. Connect unfamiliar words from texts, instruction and conversation to prior knowledge to enhance meaning
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f. Learn 5-8 new words every week (independent reading)
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2. Develop a conceptual understanding of new words
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a. Sort grade-appropriate words with or without pictures into categories
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b. Identify antonyms and synonyms
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c. Identify and use correctly new words acquired through study of their relationship to other words
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3. Understand, acquire, and use new vocabulary
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a. Determine meaning of words using their context
- Reread
- Use context clues
- Examine illustrations
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b. Use unfamiliar words introduced in literary and informational texts
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c. Use word structure to determine meaning of words
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d. Use resources to determine meaning of unknown words
- Picture dictionary
- Charts
- Diagrams
- Posters
- Content texts
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E. General Reading Comprehension
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1. Develop comprehension skills through exposure to a variety of print and non-print texts, including traditional print and electronic texts
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a. Listen to, read, and discuss text representing diversity in content, culture, authorship, and perspective, including areas, such as race, gender, disability, religion, and socio-economic background
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b. Self-select appropriate text for a variety of purposes
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c. ** Read a minimum of 25 books representing various genres
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d. Discuss ideas/information gained from reading experiences with adults and peers
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2. Use strategies to prepare for reading (before reading)
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a. Make connections to the text using their prior knowledge and experiences with the text
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b. Make predictions or ask questions about the text by examining the title, cover, illustrations/photographs/text, and familiar author or topic
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c. Set a purpose for reading and identify type of text (fiction or nonfiction)
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3. Use strategies to make meaning from text (during reading)
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a. Recall and discuss what they understand
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b. Identify and question what did not make sense
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c. Reread difficult parts slowly and carefully and use own words to restate difficult parts
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d. Make, confirm, or adjust predictions
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e. Look back through the text to search for connections between topics, events, characters, and actions in stories to specific life experiences
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4. Use strategies to demonstrate understanding of the text (after reading)
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a. Describe what the text is about
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b. Describe what is directly stated in the text (details, literal meaning)
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c. Engage in conversation to understand what has been read
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d. Answer simple questions (who, what, when, where, and how) in writing
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e. Respond to text by drawing, speaking, dramatizing, or writing
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f. Retell the main idea of texts
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