ENGLISH LANGUAGE ARTS AND READING.K.2.D.ii — 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.K.2.D.ii — 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 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.
singular and plural nouns;
adjectives, including articles;
pronouns, including subjective, objective, and possessive cases;
capitalization of the first letter in a sentence and name;
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