English Language Arts and Reading.1.2.A.i

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;

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;

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

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;

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;

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

use illustrations and texts the student is able to read or hear to learn or clarify word meanings;

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.

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.

establish purpose for reading assigned and self-selected texts with adult assistance;

generate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance;

make and correct or confirm predictions using text features, characteristics of genre, and structures with adult assistance;

create mental images to deepen understanding with adult assistance;

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.

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;

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.

generate questions for formal and informal inquiry with adult assistance;

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