demonstrate and apply phonetic knowledge by:
using knowledge of base words to decode common compound words and contractions;
A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”
Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.
demonstrate and apply phonetic knowledge by:
using knowledge of base words to decode common compound words and contractions;
demonstrate and apply phonetic knowledge by:
decoding compound words, contractions, and common abbreviations;
demonstrate and apply phonetic knowledge by:
decoding compound words, contractions, and abbreviations;
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.
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;
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