| Grade PK |
Grade K |
Grade 1 |
Grade 2 |
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Standard 1.0 General Reading Processes:
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Standard 1.0 General Reading Processes:
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Standard 1.0 General Reading Processes:
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Standard 1.0 General Reading Processes:
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A. Phonemic Awareness
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A. Phonemic Awareness
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A. Phonemic Awareness
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A. Phonemic Awareness
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1. Discriminate sounds and words
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1. Discriminate sounds and words
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1. Discriminate sounds and words
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a. Tell whether sounds are same or different
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a. Identify whether isolated sounds are same or different
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a. Identify initial, medial, and final sounds in one-syllable words
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b. Recognize that letters represent sounds
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b. Identify initial and final sounds in a word
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b. Compare one-syllable words using initial, medial, and final sounds
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c. Identify and repeat initial sounds in words
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c. Categorize words as same or different by initial or final sounds
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c. Categorize words as same or different by medial sounds
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d. Classify words by initial sounds
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2. Discriminate and produce rhyming words and alliteration
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2. Discriminate and produce rhyming words and alliteration
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2. Discriminate and produce rhyming words and alliteration
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a. Repeat rhyming words
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a. Repeat and produce rhyming words
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a. Produce sentences with rhyming and alliteration
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b. Repeat phrases and sentences with alliteration
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b. Identify and repeat sentences that use alliteration
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c. Discriminate rhyming words from non-rhyming words
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3. Blend sounds and syllables to form words
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3. Blend sounds and syllables to form words
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3. Blend sounds and syllables to form words
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a. Orally blend syllables into a whole word, such as fun-ny=funny
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a. Orally blend syllables into a whole word, such as fun-ny=funny
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a. Blend 3-4 phonemes into a word, such as f-a-s-t=fast
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b. Orally blend onset and rimes (word families) into a whole word, such as b-at=bat
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c. Orally blend 2-3 phonemes into one syllable words, such as m-e=me; f-u-n=fun
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4. Segment sounds in spoken words and sentences
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4. Segment and manipulate sounds in spoken words and sentences
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4. Segment and manipulate sounds in spoken words
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a. Clap words in a sentence
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a. Clap words in a sentence
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a. Segment words into syllables
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b. Identify the initial sound in a word
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b. Clap syllables in a word
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b. Segment one-syllable words into phonemes
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c. Say syllables
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c. Delete sounds to form new words
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d. Identify the initial sound in a word
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d. Add sounds to form new words
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e. Segment individual sounds in words
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e. Substitute sounds to form new words
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f. Substitute initial sounds in words to form new words
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B. Phonics
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B. Phonics
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B. Phonics
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B. Phonics
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1. Recognize that letters have corresponding sounds
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1. Identify letters and corresponding sounds
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1. Identify letters and corresponding sounds
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1. Identify letters and their corresponding sounds
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a. Recognize similarities and differences in letter shapes
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a. Identify in isolation all upper and lower case letters of the alphabet
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a. Produce letter/sound correspondences rapidly (1 per second)
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a. Identify digraphs, such as ch, ph, sh, th, and wh
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b. Match familiar consonant sounds to appropriate letters, such as m, b, f, t, p
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b. Identify letters matched to sounds
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b. Combine sounds to form letter combinations, such as pl-, bl-, tr-, -nt
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b. Identify diphthongs, such as oy, ow, ay
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c. Generate the sounds associated with individual letters and letter patterns, such as s-, st-, -at, -ack, -ed
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2. Decode words in grade-level texts
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2. Decode words in grade-level texts
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2. Decode words in grade-level texts
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2. Decode words in grade-level texts
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a. Identify and name some upper and lower case letters in words, especially those in the student's own name
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a. Identify similarities and differences in letters and words
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a. Recognize and apply short vowels, long vowels, and "y" as a vowel
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a. Use phonics to decode words
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b. Blend letter sounds in one-syllable words (CVC)
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b. Decode words with letter combinations, such as consonant digraphs, blends, and special vowel patterns
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b. Break compound words, contractions, and inflectional endings into known parts
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c. Use onset and rime (word families) to decode one-syllable words
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c. Read one-syllable words fluently (CVC, CVCE)
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c. Identify and apply vowel patterns to read words, such as CVC, CVCE, CVVC
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d. Use known word/part to decode unknown words, such as car->card
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d. Read blends fluently, such as spl, str
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C. Fluency *
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C. Fluency *
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C. Fluency *
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C. Fluency *
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1. Engage in imitative reading at an appropriate rate
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1. Engage in imitative reading at an appropriate rate
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1. Read orally from familiar text at an appropriate rate
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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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a. Listen to models of fluent reading
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a. Listen to models of fluent reading
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a. Listen to models of fluent reading
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b. Recite nursery rhymes, poems, and finger plays with expression
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b. Recite nursery rhymes, poems, and finger plays with expression
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b. Read familiar text at a rate that is conversational and consistent
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b. Read familiar text at a rate that is conversational and consistent
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c. Develop beginning sight vocabulary of familiar words, such as first name, color words
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c. Reread text multiple times to increase familiarity with words
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c. Reread text multiple times to increase familiarity with words
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2. Read orally from familiar texts at an appropriate rate
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2. Read grade-level text accurately
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2. Read grade-level text accurately
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a. Read familiar text with accuracy and expression
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a. Reread and self-correct while reading
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a. Reread and self-correct while reading
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b. Use knowledge of end punctuation to signal expression in 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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b. Decode words automatically
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c. Recognize some words by sight, such as student's first and last name, a, the, my, you, is, are
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c. Read sight words automatically, such as have, said, where, two
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c. Use word context clues (meaning), sentence structure (syntax), and visual clues to guide self-correction
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d. Read sight words automatically
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3. Read grade-level text with expression
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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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a. Demonstrate appropriate use of phrasing when reading both familiar and unfamiliar text
- Use punctuation marks to guide expression
- Use intonation (emphasis on certain words) to convey meaning
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D. Vocabulary
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D. Vocabulary
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D. Vocabulary
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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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1. Develop and apply vocabulary through exposure to a variety of texts
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1. Develop and apply vocabulary through exposure to a variety of texts
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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 a variety of texts on a daily basis
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a. Acquire new vocabulary through listening to and reading a variety of texts on a daily basis
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a. Acquire new vocabulary through listening to and reading a variety of grade-appropriate text daily
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a. Acquire new vocabulary through listening to and independently reading a variety of literary and informational texts
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b. Discuss words and word meanings daily as they are encountered in texts, instruction, and conversation
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b. Discuss words and word meanings daily as they are encountered in texts, instruction, and conversation
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b. Discuss words and word meanings daily as they are encountered in texts, instruction, and conversation
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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. Asks questions about unknown objects and words related to topics discussed
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c. Ask questions to clarify meaning about objects and words related to topics discussed
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c. Ask questions to clarify meaning about objects and words related to topics discussed
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c. Make connections to prior knowledge and new vocabulary by listening, reading, and responding to a variety of texts
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d. Listen to and identify the meaning of content-specific vocabulary
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d. Listen to and identify the meaning of new vocabulary in multiple contexts
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d. Listen to and identify the meaning of new vocabulary in multiple contexts
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d. Make inferences about the meaning of a word based on its use in a sentence
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e. Identify some signs, labels, and environmental print
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e. Listen to and identify the meaning of content-specific vocabulary
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e. Connect unfamiliar words from texts, instruction and conversation to prior knowledge to enhance meaning
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e. Identify simple multiple meaning words
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f. Collect and play with favorite words
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f. Read signs, labels, and environmental print
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f. Learn 5-8 new words every week (independent reading)
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f. Learn 8-12 new words each week (independent reading)
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g. Collect and manipulate favorite words
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2. Develop a conceptual understanding of new words
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2. Develop a conceptual understanding of new words
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2. Develop a conceptual understanding of new words
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2. Develop a conceptual understanding of new words
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a. Use words to describe size, color, and shape
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a. Use words to describe location, size, color, and shape
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a. Sort grade-appropriate words with or without pictures into categories
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a. Classify and categorize words into sets and groups, such as animals, adult/baby
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b. Name common objects shown in pictures
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b. Name pictures of common concepts, such as sleeping, running, walking
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b. Identify antonyms and synonyms
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b. Identify and explain common antonyms, synonyms, and homophones to increase vocabulary skills
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c. Use names and labels of basic concepts, such as stop, go, boys, girls, in, out, poison
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c. Identify and use correctly new words acquired through study of their relationship to other words
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c. Identify and correctly use new words acquired through study of their relationship to other words
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d. Identify and sort pictures of common words into basic categories, such as colors, numbers, seasons
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3. Understand, acquire, and use new vocabulary
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3. Understand, acquire, and use new vocabulary
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3. Understand, acquire, and use new vocabulary
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3. Understand, acquire, and use new vocabulary
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a. Use illustrations to find meaning of unknown words
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a. Use text and illustrations to identify meaning of unknown words
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a. Determine meaning of words using their context
- Reread
- Use context clues
- Examine illustrations
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a. Determine the meaning of unknown words
- Reread
- Use context clues
- Read on
- Use text features
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b. Use newly learned vocabulary on multiple occasions to reinforce meaning
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b. Use newly learned vocabulary on multiple occasions to reinforce meaning
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b. Use unfamiliar words introduced in literary and informational texts
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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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c. Use word structure to determine meaning of words
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c. Use word structure to determine meanings of words
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d. Use resources to determine meaning of unknown words
- Picture dictionaries
- Charts
- Diagrams
- Posters
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d. Use resources to determine meaning of unknown words
- Picture dictionary
- Charts
- Diagrams
- Posters
- Content texts
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d. Use resources to determine meaning of unknown words
- Dictionaries
- Textbook glossaries
- Thesauruses
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E. General Reading Comprehension
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E. General Reading Comprehension
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E. General Reading Comprehension
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E. General Reading Comprehension
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1. Demonstrate an understanding of concepts of print to determine how print is organized and read
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1. Demonstrate an understanding of concepts of print to determine how print is organized and read
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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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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. Understand that speech can be written and read
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a. Understand that speech can be written and read
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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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a. Listen to, read, and discuss texts 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. Understand that print conveys meaning
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b. Read a minimum of 15 books, both literary and informational
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b. Self-select appropriate text for a variety of purposes
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b. Self-select appropriate text for a variety of purposes
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c. Demonstrate the proper use of a book
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c. 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
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c. ** Read a minimum of 25 books representing various genres
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c. ** Read a minimum of 25-30 self-selected and/or assigned books representing various genres
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d. Identify the title of a book
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d. Track print from left to right and top to bottom
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d. Discuss ideas/information gained from reading experiences with adults and peers
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d. Discuss reactions to and ideas/information gained from reading experiences with adults and peers in both formal and informal situations
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e. Demonstrate that text is read from left to right and top to bottom
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e. Make return sweep to next line of text
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f. Identify pictures, shapes, letters, and numerals
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f. Match oral words to printed words
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g. Differentiate numerals, letters and words
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h. Recognize that printed words are separated by spaces
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i. Recognize that letters build words and words build sentences
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2. Use strategies to prepare for reading (before reading)
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2. Use strategies to prepare for reading (before reading)
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2. Use strategies to prepare for reading (before reading)
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2. Use strategies to prepare for reading (before reading)
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a. Make connections to the text using illustrations/photographs from prior knowledge
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a. Make connections to the text using illustrations, photographs, and prior knowledge
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a. Make connections to the text using their prior knowledge and experiences with the text
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a. Make and explain the connections made from prior knowledge and experiences with the text
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b. Make predictions by examining the title, cover, illustrations/photographs, and familiar author or topic
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b. Make predictions by examining the title, cover, illustrations/photographs/text, and familiar author or topic
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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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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. Help set a purpose for reading
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c. Ask questions about the text by examining the title, cover, illustrations, photographs, text
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c. Set a purpose for reading and identify type of text (fiction or nonfiction)
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c. Set a purpose for reading and identify type of text (fiction or nonfiction)
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d. Set a purpose for reading
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3. Use strategies to make meaning from text (during reading)
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3. Use strategies to make meaning from text (during reading)
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3. Use strategies to make meaning from text (during reading)
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3. Use strategies to make meaning from text (during reading)
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a. Use illustrations to construct meaning
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a. Use illustrations to construct meaning from text
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a. Recall and discuss what they understand
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a. Recall and discuss what they understand
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b. Make and confirm predictions
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b. Make, confirm, or adjust predictions
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b. Identify and question what did not make sense
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b. Identify and question what did not make sense
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c. Connect events, characters, and actions in stories to specific life experiences
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c. Make comments and ask relevant questions
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c. Reread difficult parts slowly and carefully and use own words to restate difficult parts
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c. Reread difficult parts slowly and carefully and use own words to restate difficult parts
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d. Reread sentences when meaning is not clear
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d. Make, confirm, or adjust predictions
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d. Read on, revisit, and restate the difficult parts in your own words
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e. Connect events, characters, and actions in stories to specific life experiences
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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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e. Make, confirm, or adjust predictions
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f. Ask and answer questions about the text
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g. Periodically summarize while reading
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h. Visualize what was read
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i. Look back through the text to search for connections between and among ideas
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j. Explain personal connections to the topics, events, characters, and actions in texts
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4. Demonstrate understanding of text (after reading)
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4. Demonstrate understanding of text (after reading)
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4. Use strategies to demonstrate understanding of the text (after reading)
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4. Use strategies to demonstrate understanding of the text (after reading)
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a. Recall information from text
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a. Recall and discuss information from text
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a. Describe what the text is about
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a. Review/restate and explain what the text is mainly about
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b. Respond orally to questions
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b. Respond to questions (who, what, and where) and verify answers using illustrations/text
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b. Describe what is directly stated in the text (details, literal meaning)
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b. Identify and explain what is directly stated in the text (details, literal meaning)
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c. Respond to text in a variety of ways
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c. Respond to text by drawing, speaking, dramatizing, or writing
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c. Engage in conversation to understand what has been read
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c. Identify and explain what is not stated in the text (implied or inferential meaning)
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d. Review the purpose for reading
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d. Compare information in text with prior knowledge
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d. Answer simple questions (who, what, when, where, and how) in writing
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d. Summarize the text orally
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e. Retell a story as though reading a book
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e. Validate/determine the purpose for reading
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e. Respond to text by drawing, speaking, dramatizing, or writing
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e. Confirm, refute, or make predictions to form new ideas
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f. Retell a story using text as support
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f. Retell the main idea of texts
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f. Connect the text to prior knowledge or personal experience
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g. Engage in conversation to understand what has been read
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h. Retell explicit and implicit main ideas of texts
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i. Answer questions (what if, why, and how) in writing
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