use illustrations and texts the student is able to read or hear to learn or clarify word meanings;
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.”
use ilustraciones y textos que el estudiante pueda leer o escuchar para aprender o clarificar el significado de las palabras;
Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.
use illustrations and texts the student is able to read or hear to learn or clarify word meanings; and
use illustrations and texts the student is able to read or hear to learn or clarify word meanings;
use context within and beyond a sentence to determine the meaning of unfamiliar words;
use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words;
use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words;
use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words;
use context such as definition, analogy, and examples to clarify the meaning of words;
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 comprehension skills while listening and reading. Students use metacognitive skills to determine author’s purpose, analyze craft, and recognize genre characteristics and structures in increasingly complex texts.
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;
recognizing spoken alliteration or groups of words that begin with the same simple syllable or initial sound;
recognizing the change in spoken word when a specified syllable is added, changed, or removed;
segmenting spoken words into individual syllables;
blending spoken complex syllables, including sílabas trabadas, to form multisyllabic words;
segmenting spoken words into syllables, including words with sílabas trabadas; and
manipulating syllables within words;
use a resource such as a picture dictionary or digital resource to find words;
use illustrations and texts the student is able to read or hear to learn or clarify word meanings;
identify the meaning of words with affixes, including -s, -es, and -or; and
identify and use words that name actions, directions, positions, sequences, categories, and locations.
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 interact independently with text for increasing periods of time.
establish purpose for reading assigned and self-selected texts with adult assistance;
generate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance;
make and correct or confirm predictions using text features, characteristics of genre, and structures with adult assistance
create mental images to deepen understanding with adult assistance;
make connections to personal experiences, ideas in other texts, and society with adult assistance;
make inferences and use evidence to support understanding with adult assistance;
evaluate details to determine what is most important with adult assistance;
synthesize information to create new understanding with adult assistance; and
monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.
discuss topics and determine theme using text evidence with adult assistance;
describe the main character(s) and the reason(s) for their actions;
describe plot elements, including the main events, the problem, and the resolution, for texts read aloud and independently; 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, rhythm, repetition, and alliteration in a variety of poems;
discuss elements of drama such as characters and setting;
the central idea and supporting evidence with adult assistance;
features and simple graphics to locate or gain information; and
organizational patterns such as chronological order and description 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 the author's purpose for writing text;
discuss 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 how the author uses words that help the reader visualize; and
listen to and experience first- and third-person texts.
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 with adult assistance;
demonstrate understanding of information gathered with adult assistance; and