demonstrate print awareness by identifying the information that different parts of a book provide;
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
alphabetize a series of words to the first or second letter and use a dictionary to find words; and
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and interact independently with text for increasing periods of time.
develop handwriting by printing words, sentences, and answers legibly leaving appropriate spaces between words.
establish purpose for reading assigned and self-selected texts with adult assistance;
use a resource such as a picture dictionary or digital resource to find words;
generate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance;
use illustrations and texts the student is able to read or hear to learn or clarify word meanings;
make and correct or confirm predictions using text features, characteristics of genre, and structures with adult assistance;
identify the meaning of words with affixes, including -s, -es, and -or; and
create mental images to deepen understanding with adult assistance;
identify and use words that name actions, directions, positions, sequences, categories, and locations.
make connections to personal experiences, ideas in other texts, and society with adult assistance;
make inferences and use evidence to support understanding with adult assistance;
evaluate details to determine what is most important with adult assistance;
synthesize information to create new understanding with adult assistance; and
monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.
make and correct or confirm predictions using text features, characteristics of genre, and structures with adult assistance
describe personal connections to a variety of sources;
write brief comments on literary or informational texts;
use text evidence to support an appropriate response;
retell texts in ways that maintain meaning;
interact with sources in meaningful ways such as illustrating or writing; and
respond using newly acquired vocabulary as appropriate.
discuss topics and determine theme using text evidence with adult assistance;
describe the main character(s) and the reason(s) for their actions;
describe plot elements, including the main events, the problem, and the resolution, for texts read aloud and independently; and
describe the setting.
demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, and nursery rhymes;
discuss rhyme, rhythm, repetition, and alliteration in a variety of poems;
discuss elements of drama such as characters and setting;
recognize characteristics and structures of informational text, including:
the central idea and supporting evidence with adult assistance;
features and simple graphics to locate or gain information; and
organizational patterns such as chronological order and description with adult assistance;
recognize characteristics of persuasive text with adult assistance and state what the author is trying to persuade the reader to think or do; and
recognize characteristics of multimodal and digital texts.