alphabetize a series of words to the third letter; and
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.
alphabetize a series of words to the first or second letter and use a dictionary to find words; and
alphabetize a series of words and use a dictionary or glossary to find words; and
alphabetize a series of words to the third letter; and
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 make pertinent comments;
follow, restate, and give oral instructions that involve a series of related sequences of action;
decoding multisyllabic words with multiple sound-spelling patterns such as eigh, ough, and en;
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 abbreviations;
decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV with accent shifts;
decoding words using knowledge of prefixes;
decoding words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants; and
identifying and reading high-frequency words from a research-based list;
spelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
spelling homophones;
spelling compound words, contractions, and abbreviations;
spelling multisyllabic words with multiple sound-spelling patterns;
spelling words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV;
spelling words using knowledge of prefixes; and
spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants;
alphabetize a series of words to the third letter; and
use print or digital resources to determine meaning, syllabication, and pronunciation;
identify the meaning of and use words with affixes such as im- (into), non-, dis-, in- (not, non), pre-, -ness, -y, and -ful; 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, asking questions, and annotating when understanding breaks down.
respond using newly acquired vocabulary as appropriate; and
complete simple and compound sentences with subject-verb agreement;
past, present, and future verb tense;
singular, plural, common, and proper nouns;
adjectives, including their comparative and superlative forms;
adverbs that convey time and adverbs that convey manner;
prepositions and prepositional phrases;
pronouns, including subjective, objective, and possessive cases;
coordinating conjunctions to form compound subjects, predicates, and sentences;
capitalization of official titles of people, holidays, and geographical names and places;
punctuation marks, including apostrophes in contractions and possessives and commas in compound sentences and items in a series; and
correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and