ENGLISH LANGUAGE ARTS AND READING.1.2.D — 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.
demonstrate print awareness by:
demonstrate print awareness by identifying the information that different parts of a book provide;
ENGLISH LANGUAGE ARTS AND READING.1.2.D — 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.
ENGLISH LANGUAGE ARTS AND READING.1.2.D — Focal Points
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