English Language Arts and Reading.2.2.C.v

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

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 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

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 that focus on the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;

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

identify the meaning of and use words with affixes un-, re-, -ly, -er, and -est (comparative and superlative), and -ion/tion/sion; and

identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context.

describe personal connections to a variety of sources;

write brief comments on literary or informational texts that demonstrate an understanding of the text;

use text evidence to support an appropriate response;

retell and paraphrase texts in ways that maintain meaning and logical order;

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, and fairy tales;

explain visual patterns and structures in a variety of poems;

discuss elements of drama such as characters, dialogue, and setting;

the central idea and supporting evidence with adult assistance;

features and graphics to locate and gain information; and

organizational patterns such as chronological order and cause and effect stated explicitly;

stating what the author is trying to persuade the reader to think or do; and

distinguishing facts from opinion; 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 the author's use of print and graphic features to achieve specific purposes;

discuss the use of descriptive, literal, and figurative language;

identify the use of first or third person in a text; and

identify and explain the use of repetition.

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

organizing with structure; and

developing an idea with specific and relevant details;

revise drafts by adding, deleting, or rearranging words, phrases, or sentences;

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

publish and share writing.

compose literary texts, including personal narratives and poetry;

compose informational texts, including procedural texts and reports; and

compose correspondence such as thank you notes or letters.

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;

identify primary and secondary sources;

demonstrate understanding of information gathered;

cite sources appropriately; and

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