English Language Arts and Reading.2.2.B.iii

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;

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

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

manipulating phonemes within base words;

decoding words with short, long, or variant vowels, trigraphs, and blends;

decoding words with silent letters such as knife and gnat;

decoding compound words, contractions, and common abbreviations;

decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV;

decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est; and

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

spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;

spelling words with silent letters such as knife and gnat;

spelling compound words, contractions, and common abbreviations;

spelling multisyllabic words with multiple sound-spelling patterns;

spelling words using knowledge of syllable division patterns, including words with double consonants in the middle of the word; and

spelling words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est;

alphabetize a series of words and use a dictionary or glossary to find words; and

use print or digital resources to determine meaning and pronunciation of unknown words;

identify the meaning of and use words with affixes un-, re-, -ly, -er, and -est (comparative and superlative), and -ion/tion/sion; 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 read independently for a sustained period 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, present, and future verb tense;

singular, plural, common, and proper nouns;

adjectives, including articles;

adverbs that convey time and adverbs that convey place;

prepositions and prepositional phrases;

pronouns, including subjective, objective, and possessive cases;

coordinating conjunctions to form compound subjects and predicates;

capitalization of months, days of the week, and the salutation and conclusion of a letter;

end punctuation, apostrophes in contractions, and commas with items in a series and in dates; and

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