Division of Student Standards & Assessments

Prekindergarten

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Reading and Responding

Standard 1

1.        Demonstrate understanding of phonological awareness by doing the following:

·      manipulating endings of words and nonsense words to make rhyming sounds

·      manipulating syllables in spoken words (segment/blend)

·      identifying and manipulating onset and rime in words with three sounds (onset of the word cake is /k/ and the rime of the word cake is /-ake/)

·      repeating each word in a simple sentence (PK-LL-L3) (ELA-1-E1)

2.        Demonstrate understanding of phonemic awareness by manipulating and identifying individual sounds (phonemes) in spoken words with three sounds (PK-LL-L3) (ELA-1-E1)

3.        Demonstrate understanding of alphabetic principle by doing the following:

·      identifying own first name in print

·      identifying at least eight uppercase or lowercase letters, focusing on those in the student’s name (PK-LL-L3) (ELA-1-E1)

4.        Orally respond to questions using new vocabulary introduced in conversations, activities, stories, or books (PK-LL-L4) (ELA-1-E1)

5.        Demonstrate understanding of book and print concepts by doing the following:

·      recognizing that a book has a cover and identifying the cover and title of a book

·      holding a book right side up

·      differentiating between an illustration and printed text

·      recognizing that print is read left-to-right and top-to-bottom (PK-LL-R3) (ELA-1-E2)

6.        Relate pictures to characters (PK-LL-R4) (ELA-1-E4)

7.        Role-play using different voices to represent characters in familiar stories (PK-LL-S1) (ELA-1-E4)

8.        Listen to a story and state orally what the story is about (PK-LL-R1) (PK-LL-R2) (PK-LL-L1) (ELA-1-E5)

9.        Answer simple questions about a story read aloud (PK-LL-S3) (PK-LL-R4) (ELA-1-E5)

10.    Share related life experiences after stories are read aloud (PK-LL-L1) (PK-LL-S1) (ELA-1-E6)

11.    Orally express thoughts about characters or events in a story (PK-LL-S1) (PK-LL-S2) (PKS-LL-R2) (ELA-1-E6)

 

Standard 7

12.    Demonstrate understanding of texts read aloud using a variety of strategies, including:

·      sequencing two or three pictures to illustrate events in a story

·      participating in a group discussion to predict what a book will be about

·      determining whether the prediction was accurate (PK-LL-R2) (ELA-7-E1)

13.    Identify problems and solutions in stories that are read aloud (PK-LL-R2) (ELA-7-E2)

14.    Use simple reasoning skills, including:

·      identifying reality and fantasy in texts read aloud (PF-LL-R1)

·      determining why something happens in a story read aloud (PK-LL-R2)

·      asking simple questions about a story read aloud (e.g., who, where) (PK-LL-S3) (ELA-7-E4)

 

Writing

Standard 2

15.    Use scribble writing, letter-like forms, dictation, or drawing to represent a word or concept (PK-LL-W1) (PK-LL-W2) (PK-LL-W3) (ELA-2-E1)

16.    Orally generate words, ideas, and lists for group writing activities (PK-LL-W3) (ELA-2-E3)

17.    Write informal notes, lists, and letters using scribble writing and/or pictures (PK-LL-W2) (PK-LL-W3) (PK-LL-W4) (ELA-2-E4)

18.    Participate in group-shared writing activities that include rhyming and descriptive words (PK-LL-W3) (PK-LL-W4) (PK-LL-L3) (ELA-2-E5)

19.    Scribble write or draw a picture of a life experience or response to a text read aloud (PK-LL-W2) (PK-LL-W4) (ELA-2-E6)

 

Writing/Proofreading

Standard 3

20.    Demonstrate consistent top-to-bottom formation for letters or letter-like forms (PK-LL-W2) (ELA-3-E1)

 

Speaking and Listening                                                                       

Standard 4

21.    Use words, phrases, and/or sentences to express feelings, ideas, needs, and wants (PK-LL-S1) (PK-LL-S2) (ELA-4-E1)

22.    Carry on a conversation about a topic, thought, or idea from the classroom, home, or community (PK-LL-S1) (PK-LL-S3) (ELA-4-E1)

23.    Repeat an instruction given orally (PK-LL-S1) (ELA-4-E2)

24.    Follow one- and two-step verbal and nonverbal directions (PK-LL-L2) (ELA-4-E2)

25.    Retell part of a favorite story (PK-LL-R2) (ELA-4-E3)

26.    Speak about life experiences or topics of interest (PK-LL-S3) (ELA-4-E4)

27.    Actively participate in role-playing, creative dramatics, finger plays, nursery rhymes and choral speaking (PK-LL-R1) (PK-LL-S2) (PK-LL-L3) (PK-LL-L4) (ELA-4-E5)

28.    Listen and orally respond to questions about media, including music and videos (PK-LL-L5) (ELA-4-E6)

29.    Recognize and follow agreed-upon rules for discussing, such as raising one's hand, waiting one's turn, and speaking one at a time (PK-LL-S1) (PK-SE-C1) (ELA-4-E7)

 

Information Resources

Standard 5

30.    Identify a computer mouse and its purpose (i.e., to navigate the screen) (PK-LL-L5) (ELA-5-E1)

31.    Identify and use information that is formatted in a chart or graph, such as a daily schedule (PK-LL-S1) (ELA-5-E6)

 

 

Kindergarten

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Reading and Responding

Standard 1

1.        Demonstrate understanding of phonemic awareness by doing the following:

·      creating rhyming words

·      demonstrating that a sequence of letters in a word represents the sequence of sounds heard or spoken in that word by repeating or saying the sounds in sequence heard or seen

·      identifying when words begin with the same sound

·      listening to three sounds (phonemes) and recognizing that two are the same

·      listening to and deleting or adding a beginning, a middle, or a final sound to a word

·      orally segmenting individual sounds (phonemes) in words that have two to five sounds

·      isolating and saying the beginning and final sounds (phonemes) of a spoken word

·      clapping/tapping to match each individual syllable of a spoken word (ELA-1-E1)

2.        Demonstrate understanding of alphabetic principle by doing the following:

·      distinguishing and naming all uppercase and lowercase letters

·      identifying own first and last name (ELA-1-E1)

3.        Demonstrate understanding of phonics by doing the following:

·      matching each consonant or short vowel sound to the appropriate letter

·      decoding simple one-syllable words (ELA-1-E1)

4.        Recognize and understand words found in environmental print (ELA-1-E1)

5.        Read books with predictable, repetitive text and simple illustrations (ELA-1-E1)

6.        Identify that printed text is made up of sentences that begin with a capital letter and end with some type of punctuation (ELA-1-E2)

7.        Demonstrate understanding of book and print concepts by doing the following:

·      locating front and back covers, title pages, and inside pages of a book

·      identifying periods, question marks, and exclamation marks and demonstrating knowledge that they are used at the end of a sentence

·      isolating individual words in print (ELA-1-E2)

8.        Identify basic story elements, including simple plot sequences, setting, and simple character descriptions, in a favorite story using pictures and/or oral responses (ELA-1-E4)

9.        Orally retell ideas and important facts in grade-appropriate texts read aloud by the teacher or read by the individual student (ELA-1-E5)

10.    Answer questions about the important characters, setting, and events of a story (ELA-1-E5)

11.    Describe the connections between life experiences and texts (ELA-1-E6)

 

Standard 6

12.    Respond to stories, legends, songs, and other literature from diverse cultural and ethnic groups by participating in activities such as answering questions, role-playing, and drawing (ELA-6-E1)

13.    Identify whether the type of text read aloud is a true story, a fictional story, a song, or a poem (ELA-6-E2)

 

Standard 7

14.    Demonstrate understanding of information in texts read aloud using a variety of strategies, including:

·      making predictions using prior knowledge and pictures

·      using at least five pictures to sequence the events of a story

·      drawing conclusions from text

·      using pictures to resolve questions (ELA-7-E1)

15.    Identify problems in texts and offer possible solutions (ELA-7-E2)

16.    Describe the role of an author and an illustrator (ELA-7-E3)

17.    Identify different emotions and feelings of authors by participating in activities such as role-playing, illustrating, and answering questions (ELA-7-E3)

18.    Ask questions that demonstrate knowledge of character, setting, plot, and text type about texts read aloud (e.g., what, why, how) (ELA-7-E4)

 

Writing

Standard 2

19.    Write using developmental/inventive spelling, supported by drawing or dictation to the teacher to express ideas (ELA-2-E1)

20.    Create compositions by participating in shared writing activities (ELA-2-E1)

21.    Use illustrations, developmental/inventive spelling, and appropriate vocabulary to write for a specific purpose and/or audience (ELA-2-E2)

22.    Create simple text using prior knowledge by drawing, dictating to the teacher, and/or writing using developmental/inventive spelling (ELA-2-E3)

23.    Use classroom resources (e.g., word walls, picture dictionaries, teachers, peers) to support a writing process (ELA-2-E3)

24.    Actively discuss ideas and select a focus for group stories (ELA-2-E3)

25.    Write informal notes, lists, letters, personal experiences, and stories using developmental/inventive spelling and pictures (ELA-2-E4)

26.    Use rhyme and alliteration in group-shared writing activities (ELA-2-E5)

27.    Use developmental/inventive spelling, supported by pictures, to represent a word or idea or to respond to a life experience or a text read aloud (ELA-2-E6)

 

Writing/Proofreading

Standard 3

28.    Demonstrate an understanding of letter placement in text by writing letters and words from left-to-right and top-to-bottom on a page (ELA-3-E1)

29.    Print all uppercase and lowercase letters (ELA-3-E1)

30.    Print letters and words with proper figure grounding on a line and with appropriate spaces between words (ELA-3-E1)

31.    Identify and use uppercase letters at the beginning of own first and last names (ELA-3-E2)

32.    Write simple stories or life experiences using developmental/inventive spelling that shows knowledge of letter/sound correspondences (ELA-3-E5)

 

Speaking and Listening

Standard 4

33.    Initiate and sustain normal conversation on a specific topic with the teacher (ELA-4-E1)

34.    Express feelings, needs, and ideas in complete sentences (ELA-4-E1)

35.    Give and follow one- and two-step verbal and nonverbal directions without interrupting (ELA-4-E2)

36.    Relate an experience or creative story in a logical sequence (ELA-4-E3)

37.    Describe people, places, things (e.g., size, color, shape), locations, and actions from a story read aloud (ELA-4-E3)

38.    Recite short poems, rhymes, and songs (ELA-4-E4)

39.    Listen to and recite short poems and stories for an audience (ELA-4-E5)

40.    Respond to video/film versions of a story read aloud through activities such as role-playing, illustrating, and discussing without interruption (ELA-4-E6)

41.    Participate in designated roles within classroom activities, such as line leader, teacher helper, and calendar helper (ELA-4-E7)

 

Information Resources

Standard 5

42.    Use a computer mouse to navigate the screen (ELA-5-E1)

43.    Identify that a computer has a keyboard to enter information (ELA-5-E1)

44.    Use technology to produce class work (ELA-5-E4)

45.    Read and interpret a classroom schedule (ELA-5-E6)

 

 

First Grade

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Reading and Responding

Standard 1

1.        Demonstrate understanding of phonemic awareness by:

·      creating and stating a series of rhyming words, including consonant blends

·      distinguishing which words have the same target sounds (i.e., beginning, medial, and final) in a given set of spoken words

·      distinguishing long- and short-vowel sounds related to the same letter in one-syllable spoken words (e.g., the a is short in ran and long in make)

·      segmenting single-syllable real and nonsense words with as many as five sounds (phonemes) into separate sounds (phonemes) and blending as many as five sounds (phonemes) into single-syllable real or nonsense words, without looking at the word or letters in print

·      adding, deleting, or substituting sounds (phonemes) to create new words (ELA-1-E1)

2.        Demonstrate understanding of phonics by:

·      decoding simple words using word-attack strategies including letter-sound correspondence for consonants spelled with one letter and with digraphs, short and long vowels spelled with one letter, diphthongs, consonant blends, r-controlled vowels, and long vowels spelled with more than one letter, including silent e

·      reading one- and two-syllable words with short- and long-vowel sounds spelled with common spelling patterns

·      identifying and reading words from common word families

·      recognizing base words and their inflectional forms (e.g., suffixes, -s, -es, -ed, -ing, -est, -er)

·      reading high-frequency, grade-appropriate nonphonetic words with automaticity) (ELA-1-E1)

3.        Use pictures and context clues to confirm meaning of unfamiliar words (ELA-1-E1)

4.        Identify grade-appropriate compound words in print (ELA-1-E1)

5.        Identify grade-appropriate contractions (e.g., isn't, can't, don't) (ELA-1-E1)

6.        Identify words in categories with shared conceptual or definitional characteristics (ELA-1-E1)

7.        Give more than one definition for grade-appropriate words that have more than one meaning (ELA-1-E2)

8.        Identify the author and the illustrator of a book (ELA-1-E2)

9.        Identify that the first sentence of a paragraph is indented (ELA-1-E2)

10.    Identify table of contents in a book (ELA-1-E3)

11.    Demonstrate ability to read and follow two-step written directions (ELA-1-E3)

12.    Identify story elements, including:

·      speaker or narrator

·      setting

·      characters

·      plot

·      problems and solutions (ELA-1-E4)

13.    Identify literary devices, including dialogue (ELA-1-E4)

14.    Retell a story’s beginning, middle, and end (ELA-1-E5)

15.    Retell important facts from informational text (ELA-1-E5)

16.    Compare the similarities/differences between events in a story and events in life (ELA-1-E6)

17.    Identify themes in texts and relate themes to personal prior experience or experience of others (ELA-1-E6)

18.    Demonstrate oral reading fluency of at least 40 words per minute in first-grade text with appropriate phrasing and intonation (ELA-1-E7)

 

Standard 6

19.    Identify and state/tell cultural differences found in literature read aloud (ELA-6-E1)

20.    Explain the difference between a fable and a fairy tale (ELA-6-E2)

21.    Distinguish between a poem, a fable, and a fairy tale (ELA-6-E3)

 

Standard 7

22.    Demonstrate understanding of information in texts using a variety of strategies, including:

·      identifying the main idea and some details in a text

·      after finishing a story, discuss predictions made during reading to determine whether they were reasonable

·      making simple inferences about characters and events

·      resolving questions about meaning by using prior knowledge, basic reasoning skills, context clues, and pictures during read-alouds (ELA-7-E1)

23.    Identify alternative solutions and consequences to a problem in texts (ELA-7-E2)

24.    Identify an author’s purpose for writing (e.g., to entertain, to inform, to describe) (ELA-7-E3)

25.    Apply basic reasoning skills, including:

·      identifying simple causes and effects in stories

·      telling differences between reality and fantasy in texts

·      formulating questions beginning with who, what, when, where, and why about texts read independently (ELA-7-E4)

 

Writing

Standard 2

26.    Write simple stories with a central idea or event; a beginning, middle, and end; and details (ELA-2-E1)

27.    Use specific action and descriptive words when writing a story, description, or narration (e.g., stomped instead of walked and magnificent instead of big) for a specific purpose and/or audience (ELA-2-E2)

28.    Participate in group writing activities and processes, including:

·      using prewriting strategies, including listing, brainstorming, and drawing to generate ideas for writing

·      planning for writing by completing a partially completed graphic organizer

·      writing a first draft of a story, letter, or description using complete sentences

·      conferencing with a teacher or peers about how to improve writing and incorporate ideas into final paper

·      revising/editing own writing in first draft

·      creating individual and class-written texts for publication (ELA-2-E3)

29.    Independently write a variety of grade-appropriate compositions, including:

·      simple letters, notes, and stories

·      simple informational descriptions

·      simple rhymes and poems (ELA-2-E4)

30.    Use literary devices including dialogue and sensory details in shared writing activities (ELA-2-E5)

31.    Write for various purposes, including:

·      responses that include simple judgments about stories and texts

·      responses that follow simple formats, including envelopes, lists, and journals (ELA-2-E6)

 

Writing/Proofreading

Standard 3

32.    Write a legible sentence demonstrating proper figure grounding on a line and appropriate spacing between words (ELA-3-E1)

33.    Use standard English punctuation, including:

·      correctly writing common contractions such as isn't, we’ll and I'd

·      periods, exclamation points, and question marks at the end of sentences

·      commas to separate words in a series (ELA-3-E2)

34.    Capitalize the first word of a sentence, names of people, the pronoun I, and the names of months and days (ELA-3-E2)

35.    Use the singular and plural forms of high-frequency and commonly used words (ELA-3-E3)

36.    Identify and use a subject and a verb when writing a complete sentence (ELA-3-E3)

37.    Distinguish between a complete and an incomplete sentence (ELA-3-E3)

38.    Identify different types of sentences including telling, asking, and exclaiming (ELA-3-E3)

39.    Identify and use knowledge of parts of speech, including:

·      basic singular and plural nouns, pronouns, verbs

·      common conjunctions such as and, but, and because

·      simple transitional words including first, second, and finally (ELA-3-E4)

40.    Spell grade-appropriate words, including:

·      one-syllable words and selected grade-appropriate two-syllable words with regular spellings for long- and short-vowel sounds

·      high-frequency, grade-level words including words with irregular spellings, such as was, were, says, said, who, what, and why (ELA-3-E5)

41.    Create phonetically spelled written work that can be read by the writer and others (ELA-3-E5)

42.    Spell unfamiliar words using various phonics strategies, including:

·      segmenting

·      sounding out

·      matching familiar words and word parts

·      using word walls and word banks (ELA-3-E5)

43.    Use a beginner's dictionary to verify correct spelling (ELA-3-E5)

44.    Alphabetize to the first letter (ELA-3-E5)

 

Speaking and Listening

Standard 4

45.    Speak clearly at a speed and volume appropriate for purpose and setting (ELA-4-E1)

46.    Follow classroom procedures (e.g., organizing materials) according to teacher directions (ELA-4-E2)

47.    Give or explain directions for simple processes (e.g., explaining an assignment) to classmates (ELA-4-E2)

48.    Ask questions to clarify directions and/or classroom routines (ELA-4-E2)

49.    Retell stories with the following included:

·      sequential order using vocabulary from the story

·      descriptive words to answer questions about characters, settings, and events of a story (ELA-4-E3)

50.    Recite parts of familiar literature to the class (ELA-4-E4)

51.    Give oral presentations about familiar experiences or topics using eye contact and adequate volume (ELA-4-E4)

52.    Give oral presentations that have a recognizable organization (e.g., sequence, summary) (ELA-4-E4)

53.    Use active listening strategies (e.g., making eye contact, asking questions, restating acquired information and procedures) to acquire information and understand procedures (ELA-4-E5)

54.    Listen and orally respond to information presented in a variety of media, such as audio and video recordings (ELA-4-E6)

55.    Maintain the topic of conversation with a classmate (ELA-4-E7)

56.    Engage in discussions about classroom procedures and rules (ELA-4-E7)

 

Information Resources

Standard 5

57.    Locate information using the organization features of various media, including:

·      the keyboard to enter information on a computer

·      a picture dictionary (ELA-5-E1)

58.    Use various sources, including print materials and observations, to gather information to explain a topic (ELA-5-E2)

59.    Record data through pictures or words (ELA-5-E3)

60.    Use graphic organizers to categorize information and create informal outlines individually and during class discussions (ELA-5-E3)

61.    Use technology to publish class work such as research questions and answers (ELA-5-E4)

62.    Locate and read information on simple charts and graphs (ELA-5-E6)

 

 

Second Grade

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Reading and Responding

Standard 1

1.        Identify unique letter-sound patterns, including long and short vowels (e.g., ea for short e, as in bread, and ough for long o, as in though) and consonants (tch for /ch/, as in watch, and gh for /f/, as in cough) (ELA-1-E1)

2.        Demonstrate understanding of phonics by doing the following:

·      isolating difficult parts of words in order to correct a mispronunciation or decode an unfamiliar printed word

·      fluently manipulating targeted sounds by adding, deleting, or substituting the sounds to create new words

·      differentiating short- and long-vowel sounds in printed words when those sounds are made with a broad variety of letter combinations and a variety of word families (e.g., ou, ow, ough, igh)

·      reading regularly spelled words with as many as four syllables

·      using phonetic decoding strategies accurately and rapidly in unfamiliar words and text

·      using common affixes (prefixes and suffixes) to understand word meanings (ELA-1-E1)

3.        Identify and explain common synonyms, antonyms, and homonyms (ELA-1-E1)

4.        Use knowledge of base words to interpret meaning of unfamiliar words (e.g., heat/preheat) (ELA-1-E1)

5.        Determine word meaning and appropriate word choices using reference aids, including dictionaries and thesauruses (ELA-1-E1)

6.        Identify the glossary and index in a book (ELA-1-E2)

7.        Determine appropriate circumstances to use skimming and scanning to preview text and to find information (ELA-1-E3)

8.        Identify story elements, including effects of setting on events and characters (ELA-1-E4)

9.        Identify literary and sound devices, including similes and rhythm in texts (ELA-1-E4)

10.    Retell a story in sequence including main idea and important supporting details (ELA-1-E5)

11.    Make statements about how previous reading and life experiences relate to information read in texts (ELA-1-E6)

12.    Demonstrate oral reading fluency of at least 90 words per minute in second-grade text with appropriate intonation (ELA-1-E7)

13.    Read texts and simple chapter books silently at independent reading level (ELA-1-E7)

 

Standard 6

14.    Compare and contrast different versions of the same story from different cultures through oral, written, and visual responses (ELA-6-E1)

15.    Identify a variety of types of literature, including biography, autobiography, and the folktale, in oral and written responses (ELA-6-E2)

16.    Distinguish between a variety of types of literature, including biography, autobiography, and plays (ELA-6-E3)

 

Standard 7

17.    Demonstrate understanding of information in texts using a variety of strategies, including:

·      comparing and contrasting story elements (e.g., character, setting, events)

·      predicting what will happen next in a story or a text

·      making simple inferences about information in texts

·      self-monitoring consistently for comprehension using multiple strategies and self-correcting as appropriate (ELA-7-E1)

18.    Discuss and choose the most appropriate solution to a problem in texts (ELA-7-E2)

19.    Identify the author's viewpoint (i.e., perspective) in a text (ELA-7-E3)

20.    Apply basic reasoning skills, including:

·      discussing the relationship between cause-effect

·      asking questions about texts read independently including why and how (ELA-7-E4)

 

Writing

Standard 2

21.    Write compositions of one or more paragraphs, organized with a central idea and a coherent beginning, middle, and end (ELA-2-E1)

22.    Use a greater variety of action and descriptive words when writing for a specific purpose and/or audience (ELA-2-E2)

23.    Develop compositions of one or more paragraphs using writing processes such as the following:

·      independently generating ideas for writing by using various strategies (e.g., listing, brainstorming, drawing)

·      creating a plan (e.g., graphic organizer, web) appropriate to the purpose of writing

·      writing a first draft with a developed beginning, a middle, and an end

·      conferencing with a teacher or peers

·      revising for clarity, grammatical and mechanical correctness, and/or to include additional information

·      creating a final draft for possible publication (ELA-2-E3)

24.    Develop grade-appropriate compositions, for example:

·      friendly letters

·      poems

·      stories

·      informational descriptions with some detail (ELA-2-E4)

25.    Use literary devices, including patterns of rhythm and simile in writing (ELA-2-E5)

26.    Write for various purposes, including:

·      letters or invitations that include relevant information and follow a letter/envelope format

·      informal writing, including messages, journals, notes, and poems (ELA-2-E6)

 

Writing/Proofreading

Standard 3

27.    Write legible short paragraphs using proper indentation (ELA-3-E1)

28.    Use standard English punctuation, including:

·      commas in the greeting and closure of a letter, between a city and a state, and in dates

·      apostrophes in contractions

·      periods in abbreviations (ELA-3-E2)

29.    Capitalize grade-appropriate proper nouns, initials of a person’s name, and the salutation, and closing of a friendly letter (ELA-3-E2)

30.    Write using standard English structure and usage, including:

·      subject-verb agreement in simple and compound sentences

·      past and present verb tenses

·      noun and pronoun antecedent agreement

·      transitional words and conjunctions in sentences

·      prepositions and prepositional phrases

·      possessive nouns

·      adverbs, especially those related to time (ELA-3-E3)

31.    Distinguish between a sentence and a sentence fragment (ELA-3-E3)

32.    Use knowledge of parts of speech, including:

·      identifying and using nouns, including proper, common, concrete, abstract, and collective

·      using correct antecedents of pronouns

·      identifying and using the standard forms of possessives (e.g., mom’s coat, dad’s hat, girls’ shoes)

·      selecting and using verbs in past and present tenses in writing

·      selecting and using standard forms of personal pronouns

·      using a variety of conjunctions (e.g., or, nor, yet, so)

·      selecting and using adverbs that modify according to time

·      identifying and using prepositions appropriately (ELA-3-E4)

33.    Spell grade-appropriate words, including:

·      words with short vowels, long vowels, r-controlled vowels, and consonant-blends

·      words with short- and long-vowel sounds when those sounds are made with a broad variety of letter combinations (e.g., ou, ow, ough, igh)

·      frequently used irregularly spelled words (ELA-3-E5)

34.    Use spelling patterns and rules correctly (e.g., dropping silent -e before adding -ing) (ELA-3-E5)

35.    Use multiple spelling strategies (e.g., word wall, word lists, thinking about the base word, affixes) (ELA-3-E5)

36.    Alphabetize to the second letter and some third letters (ELA-3-E5)

37.    Use a dictionary and a glossary to locate correct spellings (ELA-3-E5)

 

Speaking and Listening

Standard 4

38.    Adjust speaking tone and volume to suit purpose, audience, and setting (ELA-4-E1)

39.    Give/relate multi-step directions to classmates (ELA-4-E2)

40.    Tell and retell stories with the following included:

·      sequential order, including setting, character, and simple plot

·      supportive facts and details from the story

·      explicit and implicit main ideas (ELA-4-E3)

41.    Adjust language during a presentation in order to inform or explain to a specific audience (ELA-4-E4)

42.    Deliver informal presentations that demonstrate an understanding of a topic (ELA-4-E4)

43.    Give rehearsed oral presentations about general topics using eye contact, appropriate volume, clear pronunciation, and appropriate visual aids (ELA-4-E4)

44.    Use active listening strategies, including asking for clarification and explanations (ELA-4-E5)

45.    Give oral responses, including:

·      telling stories and personal experiences

·      giving explanations and reports (ELA-4-E5)

46.    Compare ideas from a wide variety of media (ELA-4-E6)

47.    Discuss classroom procedures and rules and generate ideas for new procedures and rules (ELA-4-E7)

48.    Identify the role of discussion leader, contributor, and active listener (ELA-4-E7)

 

Information Resources

Standard 5

49.    Locate information using the organizational features of texts, including:

·      URL addresses from the Web

·      title pages

·      glossaries

·      indices

·      tables of contents

·      chapter headings (ELA-5-E1)

50.    Locate information about a topic from a variety of sources, including children’s magazines, children’s encyclopedias, and electronic references (ELA-5-E2)

51.    Gather and arrange information in a variety of organizational forms, including graphic organizers, simple outlines, notes, and summaries (ELA-5-E3)

52.    Use technology to publish a variety of works, including simple research reports and book summaries (ELA-5-E4)

53.    Tell and write about the sources of learned information (ELA-5-E5)

54.    Locate and read information on a chart, graph, diagram, map, and simple timeline (ELA-5-E6)

 

 

Third Grade

Choose a New Level

Choose a New Subject

 

Reading and Responding

Standard 1

1.        Decode words using knowledge of base words, root words, and common prefixes and suffixes (ELA-1-E1)

2.        Decode similar words (e.g., supper vs. super) using knowledge of basic syllabication rules (ELA-1-E1)

3.        Identify and explain words with multiple meanings using contextual clues (ELA-1-E1)

4.        Demonstrate knowledge of the meanings of common prefixes and suffixes (ELA-1-E1)

5.        Use reference aids such as dictionaries, thesauruses, synonym finders, and reference software to determine word meanings, word choices, and pronunciations (ELA-1-E1)

6.        Determine meanings of unfamiliar words using a variety of strategies, including:

·      knowledge of common antonyms, synonyms, homonyms, and homographs

·      use of context clues

·      identification of base words and root words (ELA-1-E1)

7.        Adjust speed of reading to