English Language Arts and Reading.1.11.D.vii

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The student is expected to edit drafts using standard English conventions, including: pronouns, including subjective, objective, and possessive cases;

Detailed Alignment

ENGLISH LANGUAGE ARTS AND READING.1.11.D.vii — Vertical Alignment

Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.

edit drafts with adult assistance using standard English conventions, including:

pronouns, including subjective, objective, and possessive cases;

ELA.1.11.D.vii

edit drafts using standard English conventions, including:

pronouns, including subjective, objective, and possessive cases;

edit drafts using standard English conventions, including:

pronouns, including subjective, objective, and possessive cases;

edit drafts using standard English conventions, including:

pronouns, including subjective, objective, and possessive cases;

edit drafts using standard English conventions, including:

pronouns, including reflexive;

edit drafts using standard English conventions, including:

pronouns, including indefinite;

edit drafts using standard English conventions, including:

pronouns, including relative;

edit drafts using standard English conventions, including:

pronoun-antecedent agreement;

edit drafts using standard English conventions, including:

pronoun-antecedent agreement;

ELA.E1.9.D.iii

edit drafts using standard English conventions, including:

pronoun-antecedent agreement;

ENGLISH LANGUAGE ARTS AND READING.1.11.D.vii — Breakout of skills

Breakouts are the component parts that make up a student expectation. A breakout shows a distinct concept a student should know or a distinct skill that a student should be able to demonstrate.

The student is expected to

edit drafts using standard English conventions, including pronouns,

including subjective case

including objective case

including possessive case

ENGLISH LANGUAGE ARTS AND READING.1.11.D.vii — Focal Points

Foundational Skills

Students develop and sustain basic skills related to the four domains of language. Students apply foundational knowledge to improve listening, speaking (oral language), reading (beginning reading, self-sustained reading, vocabulary, and fluency), and writing (beginning writing) skills.

listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;

follow, restate, and give oral instructions that involve a short, related sequence of actions;

producing a series of rhyming words;

recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;

distinguishing between long and short vowel sounds in one-syllable words;

recognizing the change in spoken word when a specified phoneme is added, changed, or removed;

blending spoken phonemes to form one-syllable words, including initial and/or final consonant blends;

manipulating phonemes within base words; and

segmenting spoken one-syllable words of three to five phonemes into individual phonemes, including words with initial and/or final consonant blends;

decoding words in isolation and in context by applying common letter sound correspondences;

decoding words with initial and final consonant blends, digraphs, and trigraphs;

decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables;

using knowledge of base words to decode common compound words and contractions;

decoding words with inflectional endings, including -ed, -s, and -es; and

identifying and reading at least 100 high-frequency words from a research-based list;

spelling words with closed syllables, open syllables, VCe syllables, vowel teams, and r-controlled syllables;

spelling words with initial and final consonant blends, digraphs, and trigraphs;

spelling words using sound-spelling patterns; and

spelling high-frequency words from a research-based list;

demonstrate print awareness by identifying the information that different parts of a book provide;

alphabetize a series of words to the first or second letter and use a dictionary to find words; and

use a resource such as a picture dictionary or digital resource to find words;

identify the meaning of words with the affixes -s, -ed, and -ing; and

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.

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.

monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.

respond using newly acquired vocabulary as appropriate.

complete sentences with subject-verb agreement;

past and present verb tense;

singular, plural, common, and proper nouns;

adjectives, including articles;

adverbs that convey time;

prepositions;

pronouns, including subjective, objective, and possessive cases;

ELA.1.11.D.viii

capitalization for the beginning of sentences and the pronoun "I";

punctuation marks at the end of declarative, exclamatory, and interrogative sentences; and

correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words with adult assistance; and

Oral and Written Expression

Students develop and sustain oral and written language skills to communicate their ideas effectively using appropriate language conventions. Students consider audience and purpose while applying appropriate genre characteristics and craft and determining the appropriate mode of delivery.

listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;

follow, restate, and give oral instructions that involve a short, related sequence of actions;

share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;

demonstrate and apply spelling knowledge by:

spelling words with closed syllables, open syllables, VCe syllables, vowel teams, and r-controlled syllables;

spelling words with initial and final consonant blends, digraphs, and trigraphs;

spelling words using sound-spelling patterns; and

spelling high-frequency words from a research-based list;

identify the meaning of words with the affixes -s, -ed, and -ing; and

identify and use words that name actions, directions, positions, sequences, categories, and locations.

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.

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;

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.

discuss the author's purpose for writing text;

discuss how the use of text structure contributes to the author's purpose;

discuss with adult assistance the author's use of print and graphic features to achieve specific purposes;

discuss how the author uses words that help the reader visualize; and

listen to and experience first- and third-person texts.

plan a first draft by generating ideas for writing such as by drawing and brainstorming;

organizing with structure; and

developing an idea with specific and relevant details;

revise drafts by adding details in pictures or words;

complete sentences with subject-verb agreement;

past and present verb tense;

singular, plural, common, and proper nouns;

adjectives, including articles;

adverbs that convey time;

prepositions;

pronouns, including subjective, objective, and possessive cases;

ELA.1.11.D.viii

capitalization for the beginning of sentences and the pronoun "I";

punctuation marks at the end of declarative, exclamatory, and interrogative sentences; and

correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words with adult assistance; and

publish and share writing.

dictate or compose literary texts, including personal narratives and poetry;

dictate or compose informational texts, including procedural texts; and

dictate or compose correspondence such as thank you notes or letters.

develop and follow a research plan with adult assistance;

identify and gather relevant sources and information to answer the questions with adult assistance;

demonstrate understanding of information gathered with adult assistance; and

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.