English Language Arts and Reading.K.10.D.ix

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The student is expected to edit drafts with adult assistance using standard English conventions, including: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and

Detailed Alignment

ENGLISH LANGUAGE ARTS AND READING.K.10.D.ix — 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.

ELA.K.10.D.ix

edit drafts with adult assistance using standard English conventions, including:

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

edit drafts using standard English conventions, including:

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

edit drafts using standard English conventions, including:

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

edit drafts using standard English conventions, including:

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

edit drafts using standard English conventions, including:

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

edit drafts using standard English conventions, including:

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

edit drafts using standard English conventions, including:

correct spelling, including commonly confused terms such as its/it's, affect/effect, there/their/they're, and to/two/too; and

edit drafts using standard English conventions, including:

correct spelling, including commonly confused terms such as its/it's, affect/effect, there/their/they're, and to/two/too; and

edit drafts using standard English conventions, including:

correct spelling, including commonly confused terms such as its/it's, affect/effect, there/their/they're, and to/two/too; and

ELA.E1.9.D.vi

edit drafts using standard English conventions, including:

correct spelling; and

ENGLISH LANGUAGE ARTS AND READING.K.10.D.ix — 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.

The student is expected to

edit drafts with adult assistance using standard English conventions, including correct spelling of words

with grade-appropriate orthographic patterns

with grade-appropriate rules

with grade-appropriate high-frequency words

ENGLISH LANGUAGE ARTS AND READING.K.10.D.ix — Focal Points

Foundational Skills

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 and ask questions to understand information and answer questions using multi-word responses;

restate and follow oral directions that involve a short, related sequence of actions;

identifying and producing rhyming words;

recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;

identifying the individual words in a spoken sentence;

identifying syllables in spoken words;

blending syllables to form multisyllabic words;

segmenting multisyllabic words into syllables;

blending spoken onsets and rimes to form simple words;

blending spoken phonemes to form one-syllable words;

manipulating syllables within a multisyllabic word; and

segmenting spoken one-syllable words into individual phonemes;

identifying and matching the common sounds that letters represent;

using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words;

recognizing that new words are created when letters are changed, added, or deleted such as it - pit - tip - tap; and

identifying and reading at least 25 high-frequency words from a research-based list;

spelling words with VC, CVC, and CCVC;

spelling words using sound-spelling patterns; and

spelling high-frequency words from a research-based list;

identifying the front cover, back cover, and title page of a book;

holding a book right side up, turning pages correctly, and knowing that reading moves from top to bottom and left to right with return sweep;

recognizing that sentences are comprised of words separated by spaces and recognizing word boundaries;

recognizing the difference between a letter and a printed word; and

identifying all uppercase and lowercase letters; and

use a resource such as a picture dictionary or digital resource to find words;

identify and use words that name actions; directions; positions; sequences; categories such as colors, shapes, and textures; and locations.

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.

respond using newly acquired vocabulary as appropriate.

complete sentences;

verbs;

singular and plural nouns;

adjectives, including articles;

prepositions;

pronouns, including subjective, objective, and possessive cases;

capitalization of the first letter in a sentence and name;

ELA.K.10.D.viii

punctuation marks at the end of declarative sentences; and

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

dicte o redacte textos literarios, incluyendo narraciones personales; y

Oral and Written Expression

Students develop and sustain oral and written language skills to communicate their ideas effectively using appropriate language conventions. Students consider audience and purpose while applying appropriate genre characteristics and craft and determining the appropriate mode of delivery.

restate and follow oral directions that involve a short, related sequence of actions;

share information and ideas by speaking audibly and clearly using the conventions of language;

spelling words with VC, CVC, and CCVC;

spelling words using sound-spelling patterns; and

spelling high-frequency words from a research-based list;

identify and use words that name actions; directions; positions; sequences; categories such as colors, shapes, and textures; and locations.

describe personal connections to a variety of sources;

provide an oral, pictorial, or written response to a text;

use text evidence to support an appropriate response;

retell texts in ways that maintain meaning;

interact with sources in meaningful ways such as illustrating or writing; and

respond using newly acquired vocabulary as appropriate.

discuss topics and determine the basic theme using text evidence with adult assistance;

identify and describe the main character(s);

describe the elements of plot development, including the main events, the problem, and the resolution for texts read aloud with adult assistance; and

describe the setting.

demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, and nursery rhymes;

discuss rhyme and rhythm in nursery rhymes and a variety of poems;

discuss main characters in drama;

the central idea and supporting evidence with adult assistance;

titles and simple graphics to gain information; and

the steps in a sequence with adult assistance;

recognize characteristics of persuasive text with adult assistance and state what the author is trying to persuade the reader to think or do; and

recognize characteristics of multimodal and digital texts.

discuss with adult assistance the author's purpose for writing text;

discuss with adult assistance how the use of text structure contributes to the author's purpose;

discuss with adult assistance the author's use of print and graphic features to achieve specific purposes;

discuss with adult assistance how the author uses words that help the reader visualize; and

listen to and experience first- and third-person texts.

plan by generating ideas for writing through class discussions and drawings;

develop drafts in oral, pictorial, or written form by organizing ideas;

revise drafts by adding details in pictures or words;

complete sentences;

verbs;

singular and plural nouns;

adjectives, including articles;

prepositions;

pronouns, including subjective, objective, and possessive cases;

capitalization of the first letter in a sentence and name;

ELA.K.10.D.viii

punctuation marks at the end of declarative sentences; and

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

share writing.

dictate or compose literary texts, including personal narratives; and

dictate or compose informational texts.

generate questions for formal and informal inquiry with adult assistance;

develop and follow a research plan with adult assistance;

gather information from a variety of sources with adult assistance;

demonstrate understanding of information gathered with adult assistance; and

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