LANGUAGE ARTS
1. Demonstrate understanding of phonemic awareness by doing the
following:
·
creating rhyming words
·
demonstrating that a
sequence of letters in a word represents the sequence of sounds heard or
spoken in that word by repeating or saying the sounds in sequence heard or seen
·
identifying when words
begin with the same sound
·
listening to three
sounds (phonemes) and recognizing that two are the same
·
listening to and
deleting or adding a beginning, a middle, or a final sound to a word
·
orally segmenting
individual sounds (phonemes) in words that have two to five sounds
·
isolating and saying
the beginning and final sounds (phonemes) of a spoken word
·
clapping/tapping to
match each individual syllable of a spoken word (ELA‑1‑E1)
2. Demonstrate understanding of alphabetic principle by doing the
following:
·
distinguishing and
naming all uppercase and lowercase letters
·
identifying own first
and last name (ELA‑1‑E1)
3. Demonstrate understanding of phonics by doing the following:
·
matching each consonant
or short vowel sound to the appropriate letter
·
decoding simple
one‑syllable words
·
decoding simple words
using word-attack strategies including letter-sound correspondence for
consonants spelled with one letter and with digraphs and consonant blends
·
read one-syllable words
with short- and long-vowel sounds spelled with common spelling patterns
·
identifying and reading
words from common word families
·
reading high-frequency,
grade-appropriate nonphonetic words with automaticity (ELA-1-E1)
4. Recognize and understand words found in environmental print
(ELA‑1‑E1)
5. Read books with predictable, repetitive text and simple
illustrations
(ELA‑1‑E1)
6. Identify that printed text is made up of sentences that begin
with a capital letter and end with some type of punctuation (ELA‑1‑E2)
7. Demonstrate understanding of book and print concepts by doing
the following:
·
locating front and back
covers, title pages, and inside pages of a book
·
identifying periods,
question marks, and exclamation marks and demonstrating knowledge that they
are used at the end of a sentence
·
isolating individual
words in print (ELA‑1‑E2)
8. Identify the author and the illustrator of a book (ELA-1-E2)
9. Identify basic story elements, including simple plot
sequences, setting, and simple character descriptions, in a favorite story
using pictures and/or oral responses (ELA‑1‑E4)
10. Orally retell ideas and important facts in grade‑appropriate
texts read aloud by the teacher or read by the individual student (ELA‑1‑E5)
11. Answer questions about the important characters, setting, and
events of
a story (ELA‑1‑E5)
12. Describe the connections between life experiences and texts
(ELA‑1‑E6)
14. Identify whether the type of text read aloud is a true story,
a fictional story, a song, or a poem (ELA‑6‑E2)
15. Demonstrate understanding of information in texts read aloud
using a variety of strategies, including:
·
making predictions
using prior knowledge and pictures
·
using at least five
pictures to sequence the events of a story
·
drawing conclusions
from text
·
using pictures to
resolve questions (ELA‑7‑E1)
16. Identify problems in texts and offer possible solutions
(ELA‑7‑E2)
17. Describe the role of an author and an illustrator (ELA‑7‑E3)
19. Ask questions that demonstrate knowledge of character,
setting, plot, and text type about texts read aloud (e.g., what, why, how,
who, when, where) (ELA‑7‑E4)
20. Write using developmental/inventive spelling, supported by
drawing or dictation to the teacher to express ideas (ELA‑2‑E1)
21. Create compositions by participating in shared writing
activities (ELA‑2‑E1)
22. Use illustrations, developmental/inventive spelling, and
appropriate vocabulary to write for a specific purpose and/or audience
(ELA‑2‑E2)
23. Create simple text using prior knowledge by drawing,
dictating to the teacher, and/or writing using developmental/inventive
spelling (ELA‑2‑E3)
24. Use classroom resources (e.g., word walls, picture
dictionaries, teachers, peers) to support a writing process (ELA‑2‑E3)
26. Write informal notes, lists, letters, personal experiences,
and stories using developmental/inventive spelling and pictures (ELA‑2‑E4)
27. Use rhyme and alliteration in group-shared writing activities (ELA‑2‑E5)
28. Use developmental/inventive spelling, supported by pictures,
to represent a word or idea or to respond to a life experience or a text read
aloud (ELA‑2‑E6)
29. Demonstrate an understanding of letter placement in text by
writing letters and words from left to right and top to bottom on a page
(ELA‑3‑E1)
30. Print all uppercase and lowercase letters (ELA‑3‑E1)
31. Print letters and words with proper figure grounding on a
line and with appropriate spaces between words (ELA‑3‑E1)
32. Capitalize the first word of a sentence, names of people, the
pronoun I, and the names of months and days (ELA-3-E2)
33. Write simple stories or life experiences using
developmental/inventive spelling that shows knowledge of
letter/sound correspondences (ELA‑3‑E5)
34. Initiate and sustain normal conversation on a specific topic
with the
teacher (ELA‑4‑E1)
35. Express feelings, needs, and ideas in complete sentences
(ELA‑4‑E1)
36. Give and follow one‑ and two‑step verbal and nonverbal
directions
without interrupting (ELA‑4‑E2)
37. Relate an experience or creative story in a logical sequence
(ELA‑4‑E3)
38. Describe people, places, things (e.g., size, color, and
shape), locations, and actions from a story read aloud (ELA‑4‑E3)
39. Recite short poems, rhymes, and songs (ELA‑4‑E4)
40. Listen to and recite short poems and stories for an audience
(ELA‑4‑E5)
41. Respond to video/film versions of a story read aloud through
activities such as role‑playing, illustrating, and discussing without
interruption (ELA‑4‑E6)
42. Participate in designated roles within classroom activities,
such as line leader, teacher helper, and calendar helper (ELA‑4‑E7)
43. Use a computer mouse to navigate the screen (ELA‑5‑E1)
44. Identify that a computer has a keyboard to enter information
(ELA‑5‑E1)
45. Use technology to produce class work (ELA‑5‑E4)
46. Read and interpret a classroom schedule (ELA‑5‑E6)