CURRICULUM GUIDE TO THE ALABAMA COURSE OF STUDY: ENGLISH LANGUAGE ARTS K-12. DRAFT for Review. March 2013

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1 CURRICULUM GUIDE TO THE ALABAMA COURSE OF STUDY: ENGLISH LANGUAGE ARTS K-12 DRAFT for Review March 2013 We welcome your editorial comments. Please questions or comments about this DRAFT Curriculum Guide to DRAFT Curriculum Guide to the Alabama Course of Study: English Language Arts

2 CURRICULUM GUIDE TO THE ALABAMA COURSE OF STUDY: ENGLISH LANGUAGE ARTS Table of Contents PREFACE... ii ACKNOWLEDGMENTS... iii INTRODUCTION... 1 ORGANIZATION OF THE CURRICULUM GUIDE... 2 ESSENTIALS COURSES FOR HIGH SCHOOL CREDIT... 3 ENGLISH LANGUAGE ARTS CONTENT STANDARDS AND INSTRUCTIONAL OBJECTIVES, GRADES K-8 Grade K... 4 Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade APPENDIX: A. DIRECTIONS FOR INTERPRETING THE MINIMUM REQUIRED CONTENT B. XXXX... X GLOSSARY... X BIBLIOGRAPHY... X DRAFT Curriculum Guide to the Alabama Course of Study: English Language Arts i

3 PREFACE The Curriculum Guide to the Alabama Course of Study: English Language Arts provides prerequisite and enabling skills that lead to learning grade-level academic standards. The curriculum guide can be used to assist students in learning content in smaller increments, catching up on content they may have missed in previous years, and/or reviewing content related to grade-level academic standards. The Curriculum Guide to the Alabama Course of Study English Language Arts Task Force utilized the 2010 Alabama Course of Study: English Language Arts. In addition, the Task Force reviewed past copies of the Curriculum Guide to the Alabama Course of Study: English Language Arts. Members of the Task Force used their academic content knowledge and experiential knowledge related to students with and without disabilities to produce this resource for closing the gap between grade-level content and students instructional levels. DRAFT Curriculum Guide to the Alabama Course of Study: English Language Arts ii

4 ACKNOWLEDGMENTS This document was developed by the Curriculum Guide to the Alabama Course of Study English Language Arts Task Force composed of elementary, middle school, high school, and state-agency educators. The Task Force began the document during the summer of Christina Barger, General Education Teacher, UAB DMH Adolescent Education Program Heather Franklin, General Education Teacher, Lee County Schools Paula Griner, General Education Teacher, Jefferson County Schools Aurelio Harrison, At-Risk Interventionist, Montgomery County Schools David Hodge, General Education Teacher, Montgomery County Schools Renata Hollins, Assistant Principal/Instructional Assistant, Lowndes County Schools Dione V. James, General Education Teacher, Lowndes County Schools Sheila Lankford, Title I Facilitator/Instructional Partner, Attalla City Christopher Lester, General Education Teacher, Alabama Clinical Schools Mamie R. Maddox, General Education Teacher, Bullock County Schools Melissa Mann, Special Education Teacher, Madison County Schools Tré Munger, School Counselor, Vestavia Hills City Schools Stephanie Rogers, Special Education Teacher, Lowndes County Schools LaShonna Denise Rowe-Drayton, General Education Teacher, Chambers County Schools Adriane N. Sheffield, Special/General Education Teacher, Brewer-Porch Children s Center Kimberly A. Smith, General Education Teacher, Blount County Schools Kay L. Spriggs, Special Education Teacher, Opelika City Schools Shenitra Stokes-Dees, General Education Teacher, Lowndes County Schools Sonya O. Taylor, General Education Teacher, Montgomery County Schools Katie Allsopp Thomas, General Education Teacher, Shelby County Schools Talaya Williams, General Education Teacher, Opelika City Schools Vonetta Wilson-Tellis, Special Education Teacher, Bullock County Schools Mary Lynn Zwack, Special Education Teacher, Lee County Schools DRAFT Curriculum Guide to the Alabama Course of Study: English Language Arts iii

5 Alabama State Department of Education Personnel who managed the development process was: Thomas R. Bice, Ed.D. State Superintendent Crystal Richardson, Program Coordinator, Special Education Services DaLee Chambers, Ph.D., Education Specialist, Special Education Services The State Department of Education Process Specialists who assisted the Task Force in developing the document was: Joseph Eiland, Education Specialist, Special Education Services Curtis Gage, Education Specialist, Special Education Services Susan Goldthwaite, Education Specialist, Special Education Services Alicia Myrick, Education Administrator, Special Education Services Cindy Robinson, Education Specialist, Special Education Services The State Department of Education Administrative Support Assistants who assisted the Task Force in editing the document was: Sandra Wade Russell, Administrative Assistant, Special Education Services Charles Creel, Graphic Arts Specialist, Communication Section, assisted in the development of the graphic design. Thank you is extended to the following individuals for proofing the document and providing important editorial comments: Ashly Powell, Autauga County Schools; Cynthia Augustine, Blount County Schools; Leann Brown, Christy Norris, and Rebecca Sims, Crenshaw County Schools; Judy Hughes and Elisabeth Newell, Montgomery County Schools; Thank you is extended to the following Alabama State Department of Education Staff for proofing the document and providing important editorial comments: XX DRAFT Curriculum Guide to the Alabama Course of Study: English Language Arts iv

6 Introduction The Curriculum Guide to the Alabama Course of Study: English Language Arts is a companion document to the 2010 Alabama Course of Study: English Language Arts, for Grades K-12. Content standards contained within the course of study document may be accessed on the Alabama State Department of Education (ALSDE) Web site at On the home page, click on Sections, scroll down to select Curriculum and Instruction. Click on Publications, scroll down to Courses of Study, and click on English Language Arts. Educators are reminded that content standards indicate minimum content what all students should know and be able to do by the end of each grade level or course. Local school systems may have additional instructional or achievement expectations and may provide instructional guidelines that address content sequence, review, and remediation. The Curriculum Guide to the Alabama Course of Study: English Language Arts prepares students for study of the grade-level and course content standards through the teaching of prerequisite and enabling skills necessary for learning each content standard. This allows students to work toward grade-level and course content standards while working at individual ability levels. By identifying the prerequisites and enabling skills for each standard, teachers may plan instruction to address the achievement gap experienced by some students while still working with all students toward achievement of the same standards. The Curriculum Guide to the Alabama Course of Study: English Language Arts may be accessed at alex.state.al.us/specialed/curriculum.html. Educators are encouraged to use the curriculum guide to: Develop lesson plans. Plan for Problem Solving Teams (PSTs) and Response to Intervention/Response to Instruction (RTI). Develop Individual Educational Programs (IEPs). Prepare for collaborative teaching. Design tutorials. Plan for instructional grouping. Plan for parent information and conferences. Develop curriculum-based assessments. Prepare for state assessments. DRAFT Curriculum Guide to the Alabama Course of Study: English Language Arts 1

7 Organization of the Curriculum Guide The organizational components of this guide include standards, instructional objectives, and examples. Content Standards are statements that define what all students should know and be able to do at the conclusion of a grade level or course. Content Standards contain minimum required content and complete the phrase Students will. Content Standards for a grade level or course are clearly written, reasonable, measurable, developmentally appropriate, and sufficiently rigorous to enable Alabama students to achieve at levels comparable to other students in the nation and the world. They also provide proportional emphasis to the essential knowledge, skills, and processes of a given grade level or course. Instructional Objectives divide the standards into smaller instructional units that serve as foundational skills for the standards. Instructional objectives are useful in lesson planning, classroom instruction, and Individualized Education Program (IEP) development. Utilization of instructional objectives facilitates having all students working toward gradelevel standards while also working at individual ability levels. Instructional objectives within this document are numbered according to grade level, content standard number, and the order in which the instructional objective is listed. The system for numbering the objectives for English Language Arts Standard 1.3, for example, is based upon the following: Standard 1.3 Describe characters, settings, and major events in a story, using key details. [RL.1.3] Subject Grade Level Content Standard Objective Content Standard Identifier from Common Core State Standards ELA 1.3.1: ELA 1.3.2: ELA 1.3.3: Identify characters, settings, and major events in a story. Draw a picture or written response to a read-aloud that identifies the who or what of the story. Recall the major events in the story. Examples clarify certain content standards, instructional objectives, and/or their components. They are illustrative but not exhaustive. DRAFT Curriculum Guide to the Alabama Course of Study: English Language Arts 2

8 Essentials Courses The Curriculum Guide to the Alabama Course of Study: English Language Arts contains the course content for the Essentials course credits for the Alabama High School Diploma. The courses provide students with foundational skills identified in the general education English Language Arts courses. Instructional objectives in Grades 9-12 preceded by a diamond shape ( ) indicate content required for earning course credit for the Essentials courses. The courses include essential concepts to equip students with the English Language Arts skills necessary for employment and independent living. English Essentials-9 (Course Code ) English Essentials-10 (Course Code ) English Essentials-11 (Course Code ) English Essentials-12 (Course Code ) DRAFT Curriculum Guide to the Alabama Course of Study: English Language Arts 3

9 K Kindergarten Students will: Reading Standards for Literature Key Ideas and Details 1. With prompting and support, ask and answer questions about key details in a text. [RL.K.1] a. Make predictions to determine main idea and anticipate an ending. ELA K.1.1: ELA K.1.2: ELA K.1.3: ELA K.1.4: ELA K.1.5: ELA K.1.6: Use pictures in context to tell what happens next. Identify details in picture books or story pictures. Use language to express ideas in complete sentences (with support of sentence stems as needed). Listen with comprehension and follow two-step directions. Listen with comprehension and follow one-step directions. Respond to a question verbally or by using gestures. 2. With prompting and support, retell familiar stories, including key details. [RL.K.2] ELA K.2.1: ELA K.2.2: ELA K.2.3: ELA K.2.4: ELA K.2.5: ELA K.2.6: Identify the beginning, middle, and end of a story. Identify the beginning and the end of a story. Identify the beginning of a story. Match pictures that relate to the story. Recall events in daily life. Mimic songs, poems, and stories with repeated rhyme. 3. With prompting and support, identify characters, settings, and major events in a story. [RL.K.3] ELA K.3.1: ELA K.3.2: ELA K.3.3: ELA K.3.4: ELA K.3.5: Draw a picture related to a read-aloud that identifies the who or what of the story. Recall the major events in the story. Recall the setting of a story. Recall the characters in a story. Identify picture or familiar person in a story. Craft and Structure 4. Ask and answer questions about unknown words in a text. [RL.K.4] ELA K.4.1: ELA K.4.2: ELA K.4.3: ELA K.4.4: ELA K.4.5: Define word verbally or through the use of a drawing. Distinguish between known and unknown words. Identify words that describe real-life actions. Identify words that describe real-life objects. Identify the letters of the alphabet. DRAFT Curriculum Guide to the Alabama Course of Study: English Language Arts 4

10 K 5. Recognize common types of texts (e.g., storybooks, poems). [RL.K.5] ELA K.5.1: ELA K.5.2: ELA K.5.3: ELA K.5.4: ELA K.5.5: Recall features of texts. Examples: Poems tend to rhyme and have rhythm. Recite poems and short stories. Repeat poems and short stories. Engage in dramatic play with nursery rhymes, poems, and short stories. Participate in classroom activities that are repetitive in nature such as songs, rhymes, and plays. 6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. [RL.K.6] ELA K.6.1: ELA K.6.2: ELA K.6.3: ELA K.6.4: Locate the names of the author and illustrator of a story. Identify the illustrator as the person who draws the pictures in a story. Identify the author as the person who writes a story. Hold books in upright position, turn pages sequentially, and recognize correct orientation (top to bottom, left to right). Integration of Knowledge and Ideas 7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). [RL.K.7] ELA K.7.1: ELA K.7.2: ELA K.7.3: Interpret illustrations to gain meaning. Draw pictures to generate, represent, and express ideas or share information. Identify pictures of objects and actions. 8. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. [RL.K.9] ELA K.8.1: ELA K.8.2: ELA K.8.3: ELA K.8.4: Identify same and different. Identify the actions of the characters in the story. Recall the characters in the story. Identify and sort events, pictures, and words into various classifications. DRAFT Curriculum Guide to the Alabama Course of Study: English Language Arts 5

11 K Range of Reading and Level of Text Complexity 9. Actively engage in group reading activities with purpose and understanding. [RL.K.10] ELA K.9.1: ELA K.9.2: ELA K.9.3: ELA K.9.4: ELA K.9.5: Listen to a story being read and/or class discussions of the story and answer related questions correctly. Listen to and look at entire story being read or class discussion of the story. Demonstrate interest in stories or class discussion by making appropriate facial expressions. Look attentively at face of speaker and/or book during story time. Turn head and body towards person who is speaking. Reading Standards for Informational Text Key Ideas and Details 10. With prompting and support, ask and answer questions about key details in a text. [RI.K.1] ELA K.10.1: ELA K.10.2: ELA K.10.3: ELA K.10.4: Contrast the concepts of questions and answers. Respond to questions about details in a text. Respond to yes or no questions about details in a text. Ask questions about every day events and situations. Example: Teacher creates inquisitive situations. 11. With prompting and support, identify the main topic and retell key details of a text. [RI.K.2] ELA K.11.1: ELA K.11.2: ELA K.11.3: ELA K.11.4: Draw a picture about the main topic of a text. Identify pictures showing key details of a text. Point to the picture showing main topic. Identify details about every day events and situations. 12. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. [RI.K.3] ELA K.12.1: ELA K.12.2: ELA K.12.3: ELA K.12.4: Respond to questions about connections between two real-life people, objects, or actions in pictures. Describe real-life people, objects, and actions. Identify pictures of people, objects, and actions. Sort pictures of people, objects, and actions. DRAFT Curriculum Guide to the Alabama Course of Study: English Language Arts 6

12 K Craft and Structure 13. With prompting and support, ask and answer questions about unknown words in a text. [RI.K.4] ELA K.13.1: ELA K.13.2: ELA K.13.3: ELA K.13.4: ELA K.13.5: Connect new vocabulary with prior educational and/or real-life experiences. Use new vocabulary words correctly within the context of play or other classroom experiences. Ask questions about real-life objects and actions. Answer questions about real-life objects and actions. Name a variety of pictures/objects and/or actions in the natural environment. 14. Identify the front cover, back cover, and title page of a book. [RI.K.5] ELA K.14.1: ELA K.14.2: Define title as the name of a story. Hold books in upright position, turn pages sequentially, and recognize correct orientation (top to bottom, left to right). 15. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. [RI.K.6] ELA K.15.1: ELA K.15.2: ELA K.15.3: ELA K.15.4: Locate the names of the author and illustrator of a story. Describe the illustrator as the person who draws or captures the pictures in a story. Describe the author as the person who writes a story. Hold books in upright position, turn pages sequentially, and recognize correct orientation (top to bottom, left to right). Integration of Knowledge and Ideas 16. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). [RI.K.7] ELA K.16.1: ELA K.16.2: ELA K.16.3: Use and interpret illustrations to gain meaning. Draw pictures to generate, represent, and express ideas or share information. Name a variety of pictures/objects and/or actions in the natural environment. 17. With prompting and support, identify the reasons an author gives to support points in a text. [RI.K.8] ELA K.17.1: ELA K.17.2: Retell key details in a text. Identify details in an illustration. DRAFT Curriculum Guide to the Alabama Course of Study: English Language Arts 7

13 K 18. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [RI.K.9] ELA K.18.1: ELA K.18.2: ELA K.18.3: Identify same and different through the use of pictures. Answer questions about text read aloud. Listen to text read aloud. Range of Reading and Level of Text Complexity 19. Actively engage in group reading activities with purpose and understanding. [RI.K.10] ELA K.19.1: ELA K.19.2: ELA K.19.3: ELA K.19.4: ELA K.19.5: Listen to book being read and/or to class discussions in order to answer related questions correctly. Listen to and look at entire book being read or class discussion. Demonstrate an interest in stories or class discussions by making appropriate facial expressions. Look attentively at face of speaker and/or book during story time. Turn head and body towards person who is speaking. Reading Standards: Foundational Skills Print Concepts 20. Demonstrate understanding of the organization and basic features of print. [RF.K.1] a. Follow words from left to right, top to bottom, and page by page. [RF.K.1a] b. Recognize that spoken words are represented in written language by specific sequences of letters. [RF.K.1b] c. Understand that words are separated by spaces in print. [RF.K.1c] d. Recognize and name all uppercase and lowercase letters of the alphabet. [RF.K.1d] ELA K.20.1: ELA K.20.2: ELA K.20.3: ELA K.20.4: ELA K.20.5: ELA K.20.6: Point to letters when directed. Match upper- and lowercase letters. Sort letters from numbers and other symbols. Point to words as they are being read. Recognize that printed material conveys meaning and connects to the reader s world. Recognize print in the environment. Phonological Awareness 21. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). [RF.K.2] a. Recognize and produce rhyming words. [RF.K.2a] b. Count, pronounce, blend, and segment syllables in spoken words. [RF.K.2b] c. Blend and segment onsets and rimes of single-syllable spoken words. [RF.K.2c] d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in threephoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/). (Words, syllables, or phonemes written in /slashes/ refer to their DRAFT Curriculum Guide to the Alabama Course of Study: English Language Arts 8

14 K pronunciation or phonology). Thus, /CVC/ is a word with three phonemes regardless of the number of letters in the spelling of the word). [RF.K.2d] e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. [RF.K.2e] ELA K.21.1: ELA K.21.2: ELA K.21.3: ELA K.21.4: ELA K.21.5: ELA K.21.6: ELA K.21.7: Identify medial sounds in words. Identify final sounds in words. Identify initial sounds in words. Understand that words are made up of one or more syllables. Example: Clap two-syllable words. Imitate rhyming sounds. Recognize patterns of sounds in songs, storytelling, and poetry. Repeating songs, poems, and stories with repeated rhyme. Phonics and Word Recognition 22. Know and apply grade-level phonics and word analysis skills in decoding words. [RF.K.3] a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. [RF.K.3a] b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. [RF.K.3b] c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). [RF.K.3c] d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. [RF.K.3d] ELA K.22.1: ELA K.22.2: ELA K.22.3: ELA K.22.4: ELA K.22.5: ELA K.22.6: Reproduce the long and short sounds of the five major vowels. Match written sight words. Mimic pronunciation and spelling of common high-frequency words. Match letter names to letter sounds. Point to named letter when directed. Recognize own name in print. Fluency 23. Read emergent-reader texts with purpose and understanding. [RF.K.4] ELA K.23.1: ELA K.23.2: ELA K.23.3: Identify who and what the story is mostly about. Accurately blend and read CVC words/word patterns. Recognize common high-frequency words. DRAFT Curriculum Guide to the Alabama Course of Study: English Language Arts 9

15 K Writing Standards Text Types and Purposes 24. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). [W.K.1] ELA K.24.1: ELA K.24.2: ELA K.24.3: ELA K.24.4: Draw pictures to generate, represent, and express ideas or share information. Orally describe or tell about a picture. Use shapes, letter-like symbols, and letters to represent words or ideas. Dictate ideas to an adult. 25. Use a combination of drawing, dictating, and writing to compose informative or explanatory texts in which they name what they are writing about and supply some information about the topic. [W.K.2] ELA K.25.1: ELA K.25.2: ELA K.25.3: ELA K.25.4: Draw pictures to generate, represent, and express ideas or share information. Orally describe or tell about a picture. Use shapes, letter-like symbols, and letters to represent words or ideas. Dictate ideas to an adult. 26. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. [W.K.3] ELA K.26.1: ELA K.26.2: ELA K.26.3: ELA K.26.4: ELA K.26.5: Sequence pictures of events in the order in which they occurred. Draw pictures to generate, represent, and express ideas or share information. Orally describe or tell about a picture. Use shapes, letter-like symbols, and letters to represent words or ideas. Dictate ideas to an adult. Production and Distribution of Writing 27. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. [W.K.5] ELA K.27.1: ELA K.27.2: Dictate details to strengthen the piece. Identify details with prompts. 28. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. [W.K.6] ELA K.28.1: ELA K.28.2: Explore keyboarding, and other types of technology used to produce writing. Show interest in a variety of digital tools to produce and publish writing. DRAFT Curriculum Guide to the Alabama Course of Study: English Language Arts 10

16 K Research to Build and Present Knowledge 29. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). [W.K.7] ELA K.29.1: ELA K.29.2: ELA K.29.3: ELA K.29.4: ELA K.29.5: State how they will contribute. Example: Work they will do State their role. Example: Job on the team Recall knowledge from their own background. Discuss shared research and writing projects. Show an interest in writing projects. 30. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [W.K.8] ELA K.30.1: ELA K.30.2: ELA K.30.3: Speaking and Listening Standards Comprehension and Collaboration Discuss common experiences. Show interest in a variety of informational sources. Prompt with pictures to illicit recall from life experiences. 31. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [SL.K.1] a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). [SL.K.1a] b. Continue a conversation through multiple exchanges. [SL.K.1b] ELA K.31.1: ELA K.31.2: ELA K.31.3: ELA K.31.4: ELA K.31.5: Use language to express ideas in complete sentences with support of sentence stems as needed. Remember spoken information for a short period of time. Listen with comprehension and follow two-step directions. Listen with comprehension and follow one-step directions. Nod or use facial expressions to indicate answer to question. DRAFT Curriculum Guide to the Alabama Course of Study: English Language Arts 11

17 K 32. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. [SL.K.2] ELA K.32.1: ELA K.32.2: ELA K.32.3: ELA K.32.4: ELA K.32.5: ELA K.32.6: Listen to book being read and/or to class discussions in order to answer related questions correctly. Listen to and look at entire book being read or class discussions. Demonstrate interest in stories or class discussions by making appropriate facial expressions. Look attentively at face of speaker or book during story time. Nod or use facial expression to indicate answer to question. Turn head toward person who is speaking. 33. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. [SL.K.3] ELA K.33.1: ELA K.33.2: ELA K.33.3 ELA K.33.4: ELA K.33.5: Demonstrate strategies for asking questions. With assistance or prompting, ask questions. Respond to questions presented with prompts. Respond to yes/no questions. Nod or use facial expression to indicate answer to question. Presentation of Knowledge and Ideas 34. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. [SL.K.4] ELA K.34.1: ELA K.34.2: ELA K.34.3: ELA K.34.4: Describe familiar actions. Describe familiar objects. Describe familiar people. Identify and sort common people, objects, and actions. 35. Add drawings or other visual displays to descriptions as desired to provide additional detail. [SL.K.5] ELA K.35.1: ELA K.35.2: ELA K.35.3: Dictate details. Identify details with prompts. Experiment with a variety of writing tools, materials, and surfaces. 36. Speak audibly and express thoughts, feelings, and ideas clearly. [SL.K.6] ELA K.36.1: ELA K.36.2: ELA K.36.3: ELA K.36.4: Fully participate in conversations with others. Participate in conversations on limited basis with peers or adults. Imitate sounds or words of others. Vocalize/use jargon when talked to by peers or adults. DRAFT Curriculum Guide to the Alabama Course of Study: English Language Arts 12

18 K Language Standards Conventions of Standard English 37. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.K.1] a. Print many uppercase and lowercase letters. [L.K.1a] b. Use frequently occurring nouns and verbs. [L.K.1b] c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). [L.K.1c] d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). [L.K.1d] e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). [L.K.1e] f. Produce and expand complete sentences in shared language activities. [L.K.1f] ELA K.37a.1: ELA K.37a.2: ELA K.37a.3: ELA K.37a.4: ELA K.37a.5: ELA K.37b.1: ELA K.37c.1: ELA K.37d.1: ELA K.37d.2: ELA K.37e.1: ELA K.37f.1: ELA K.37f.2: ELA K.37f.3: Trace letters accurately. Combine purposeful marks to form letters. Make purposeful marks such as lines and circles. Spontaneously scribble using linear marks and circular marks. Cooperate in holding writing tool in a fisted or immature grip (hand-overhand). Use pictures to sort nouns and verbs. Example: sort action pictures and people, places and things. Use pictures to differentiate between singular and plural nouns. Respond appropriately to question words using pictures or manipulative. Discuss and define question words. Demonstrate the use of the most frequently occurring prepositions. Example: show me the ball under the table. Use four-to-five word phrases. Use two-to-three word phrases. Use single words. DRAFT Curriculum Guide to the Alabama Course of Study: English Language Arts 13

19 K 38. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.K.2] a. Capitalize the first word in a sentence and the pronoun I. [L.K.2a] b. Recognize and name end punctuation. [L.K.2b] c. Write a letter or letters for most consonant and short-vowel sounds (phonemes). [L.K.2c] d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. [L.K.2d] ELA K.38a.1: ELA K.38a.2: ELA K.38a.3: ELA K.38a.4: ELA K.38b.1: ELA K.38b.2: ELA K.38b.3: ELA K.38b.4: ELA K.38c.1: ELA K.38c.2: ELA K.38c.3: ELA K.38c.4: ELA K.38c.5: ELA K.38d.1: ELA K.38d.2: ELA K.38d.3: Discuss and identify a sentence. Discuss and identify a word. Write upper case and lower case letters. Differentiate upper case and lower case letters. Discuss and identify an exclamation point. Discuss and identify a question mark. Discuss and identify a period. Locate end punctuation in a sentence. Respond verbally or point to correct letter when given phoneme. Combine purposeful marks to form letters. Make purposeful marks such as lines and circles. Spontaneously scribble using linear marks and circular marks. Cooperate in holding writing tool in a fisted or immature grip (hand-overhand). Write the correct letter when given a phoneme. Respond verbally or point to correct letter when given phoneme. Differentiate between the initial, medial, and final sounds in spoken CVC words. Vocabulary Acquisition and Use 39. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. [L.K.4] a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). [L.K.4a] b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. [L.K.4b] ELA K.39.1: ELA K.39.2: ELA K.39.3: Identify that inflections and affixes change the meaning of words. Example: unhappy has a different meaning than happy because of the suffix un- Match pictures of multiple meaning words. Example: match the picture of the baseball bat to the picture of the black bat Identify the item or object in pictures of multiple meaning words. DRAFT Curriculum Guide to the Alabama Course of Study: English Language Arts 14

20 K 40. With guidance and support from adults, explore word relationships and nuances in word meanings. [L.K.5] a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. [L.K.5a] b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). [L.K.5b] c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). [L.K.5c] d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. [L.K.5d] ELA K.40.1: ELA K.40.2: Identify, sort, and match pictures to demonstrate and distinguish the relationship between words and their meanings. Match opposites with pictures. 41. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. [L.K.6] ELA K.41.1: ELA K.41.2: ELA K.41.3: ELA K.41.4: ELA K.41.5: Connect new vocabulary with prior educational experiences. Use new and challenging vocabulary words correctly within the context of play or other classroom experiences. Spontaneously name pictures, objects or actions. Point to and imitatively name pictures, objects, or actions. Point to picture, object, or action when requested by name. DRAFT Curriculum Guide to the Alabama Course of Study: English Language Arts 15

21 1 st Grade 1 Students will: Reading Standards for Literature Key Ideas and Details 1. Ask and answer questions about key details in a text. [RL.1.1] a. Make predictions from text clues. ELA 1.1.1: ELA 1.1.2: ELA 1.1.3: ELA 1.1.4: ELA 1.1.5: ELA 1.1.6: ELA 1.1.7: With prompting and support, ask and answer questions about key details in a text. Make predictions to determine main idea and anticipate an ending. Answer wh and how questions to organize thoughts about the text. Examples: who, what, when, where, why Use language to express ideas in complete sentences (with support of sentence stems as needed). Mimic songs, poems, and stories with repeated rhyme. Listen with comprehension and follow two-step directions. Listen with comprehension and follow one-step directions. 2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. [RL.1.2] ELA 1.2.1: ELA 1.2.2: ELA 1.2.3: ELA 1.2.4: ELA 1.2.5: With prompting and support, demonstrate understanding of the central message. With prompting and support, retell familiar stories, including key details. Identify the beginning, middle, and end of a story. Match pictures that relate to the story. Recall events in daily life. 3. Describe characters, settings, and major events in a story, using key details. [RL.1.3] ELA 1.3.1: ELA 1.3.2: ELA 1.3.3: ELA 1.3.4: ELA 1.3.5: ELA 1.3.6: Identify characters, settings, and major events in a story. Draw a picture or written response to a read-aloud that identifies the who or what of the story. Recall the major events in the story. Recall the setting of a story. Recall the characters in a story. Identify picture or familiar person in a story. DRAFT Curriculum Guide to the Alabama Course of Study: English Language Arts 16

22 1 st Craft and Structure 4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. [RL.1.4] ELA 1.4.1: ELA 1.4.2: Identify feelings and senses. Name feelings and senses associated with pictures. 5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. [RL.1.5] ELA 1.5.1: ELA 1.5.2: ELA 1.5.3: Differentiate between storybooks versus informational text. Differentiate between real and not real. Example: Fiction and nonfiction Recognize common types of texts (e.g., storybooks, poems). 6. Identify who is telling the story at various points in a text. [RL.1.6] ELA 1.6.1: ELA 1.6.2: With prompting and support, identify characters, settings, and major events in a story. Match characters to the story. Integration of Knowledge and Ideas 7. Use illustrations and details in a story to describe its characters, setting, or events. [RL.1.7] ELA 1.7.1: ELA 1.7.2: ELA 1.7.3: With prompting and support, retell familiar stories, including key details. With prompting and support, identify characters, settings, and major events in a story. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). 8. Compare and contrast the adventures and experiences of characters in stories. [RL.1.9] ELA 1.8.1: ELA 1.8.2: ELA 1.8.3: ELA 1.8.4: With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. Identify same and different. Identify the actions of the characters in the story. Recall the characters in the story. DRAFT Curriculum Guide to the Alabama Course of Study: English Language Arts 17

23 1 st Range of Reading and Level of Text Complexity 9. With prompting and support, read prose and poetry of appropriate complexity for Grade 1. [RL.1.10] ELA 1.9.1: ELA 1.9.2: ELA 1.9.3: Read simple sentences containing rhyming words. Repeat prose and poetry read aloud. Listen to prose and poetry read aloud. Reading Standards for Informational Text Key Ideas and Details 10. Ask and answer questions about key details in a text. [RI.1.1] ELA : ELA : ELA : ELA : ELA : ELA : With prompting and support, ask and answer questions about key details in a text. Identify the concept of questions and statements. Identify the difference between a question and a statement. Respond to questions about details in a text. Respond to yes or no questions about details in a text. Ask questions about the environment. Example: Teacher creates inquisitive situations 11. Identify the main topic and retell key details of a text. [RI.1.2] ELA : ELA : ELA : ELA : ELA : With prompting and support, identify the main topic and retell key details of a text. Describe a picture showing the main topic and key details of a text. Point to pictures showing key details of a text. Draw a picture about the topic of a text. Point to the picture showing main topic. 12. Describe the connection between two individuals, events, ideas, or pieces of information in a text. [RI.1.3] ELA : ELA : ELA : ELA : ELA : ELA : With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. Describe the connections between real-life people, objects, and actions in pictures. Describe real-life actions. Describe real-life objects. Describe real-life people. Identify and sort common people, objects, and actions. DRAFT Curriculum Guide to the Alabama Course of Study: English Language Arts 18

24 1 st Craft and Structure 13. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. [RI.1.4] ELA ELA : ELA : ELA : With prompting and support, ask and answer questions about unknown words in a text. Connect new vocabulary with prior educational and/or real-life experiences. Use new and challenging vocabulary words correctly within the context of play or other classroom experiences. Name a variety of pictures/objects and/or actions in the natural environment. 14. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. [RI.1.5] ELA : ELA : ELA : Locate various text features. Recall information from illustrations or text. Recognize printed material as containing information. 15. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. [RI.1.6] ELA : ELA : ELA : ELA : Use and interpret illustrations to gain meaning. Retell key details in a text. Identify details in an illustration. Listen to book being read and/or to class discussions in order to answer related questions correctly. Integration of Knowledge and Ideas 16. Use the illustrations and details in a text to describe its key ideas. [RI.1.7] ELA : ELA : ELA : ELA : ELA : ELA : ELA : Retell stories, including key details, and demonstrate understanding of their central message or lesson. With prompting and support, retell familiar stories, including key details. Respond to questions about details in a text. With prompting and support, identify the main topic and retell key details of a text. Describe a picture showing the main topic and key details of a text. Point to pictures showing key details of a text. Draw a picture about the topic of a text. DRAFT Curriculum Guide to the Alabama Course of Study: English Language Arts 19

25 1 st 17. Identify the reasons an author gives to support points in a text. [RI.1.8] ELA : ELA : ELA : With prompting and support, identify the reasons an author gives to support points in a text. Retell key details in a text. Identify details in an illustration. 18. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [RI.1.9] ELA : ELA : ELA : ELA : With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Identify same and different through the use of pictures. Answer questions about text read aloud. Listen to text read aloud. Range of Reading and Level of Text Complexity 19. With prompting and support, read informational texts appropriately complex for Grade 1. [RI.1.10] ELA : ELA : ELA : Read informational passages containing simple sentences. Repeat informational text read aloud. Listen to informational text read aloud. Reading Standards: Foundational Skills Print Concepts 20. Demonstrate understanding of the organization and basic features of print. [RF.1.1] a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). [RF.1.1a] ELA : ELA : ELA : ELA : ELA : ELA : ELA : Identify sentences as consisting of words. Follow words from left to right, top to bottom, and page-by-page. Recognize that spoken words are represented in written language by specific sequences of letters. Identify that words are separated by spaces. Recognize and name all upper case and lower case letters of the alphabet. Recognize that printed material conveys meaning and connects to the readers world. Recognize print in the environment. DRAFT Curriculum Guide to the Alabama Course of Study: English Language Arts 20

26 1 st Phonological Awareness 21. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). [RF.1.2] a. Distinguish long from short vowel sounds in spoken single-syllable words. [RF.1.2a] b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. [RF.1.2b] c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken singlesyllable words. [RF.1.2c] d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). [RF.1.2d] ELA : ELA : ELA : ELA : ELA : Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/). (Words, syllables, or phonemes written in /slashes/ refer to their pronunciation or phonology. Thus, /CVC/ is a word with three phonemes regardless of the number of letters in the spelling of the word). Blend and segment onsets and rimes of single-syllable spoken words. Count, pronounce, blend, and segment syllables in spoken words. Recognize and produce rhyming words. Phonics and Word Recognition 22. Know and apply grade-level phonics and word analysis skills in decoding words. [RF.1.3] a. Know the spelling-sound correspondences for common consonant digraphs. [RF.1.3a] b. Decode regularly spelled one-syllable words. [RF.1.3b] c. Know finale and common vowel team conventions for representing long vowel sounds. [RF.1.3c] d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. [RF.1.3d] e. Decode two-syllable words following basic patterns by breaking the words into syllables. [RF.1.3e] f. Read words with inflectional endings. [RF.1.3f] g. Recognize and read grade-appropriate irregularly spelled words. [RF.1.3g] ELA : ELA : ELA : ELA : ELA : ELA : Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Reproduce the long and short sounds of the five major vowels. Match letter names to letter sounds. DRAFT Curriculum Guide to the Alabama Course of Study: English Language Arts 21

27 1 st Fluency 23. Read with sufficient accuracy and fluency to support comprehension. [RF.1.4] a. Read on-level text with purpose and understanding. [RF.1.4a] b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [RF.1.4b] c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.1.4c] ELA : ELA : ELA : ELA : Read emergent-reader texts with purpose and understanding. Identify who and what the story is mostly about. Accurately blend and read CVC. Recognize common high-frequency words. Writing Standards Text Types and Purposes 24. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. [W.1.1] a. Write simple poems addressing a topic. ELA : Conclude thoughts. ELA : Differentiate between fact and opinion. ELA : Write simple sentences that convey meaning. ELA : Express opinion and ideas verbally. ELA : State a preference. ELA : Purposefully make a choice. 25. Write informative or explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. [W.1.2] ELA : ELA : ELA : ELA : ELA : Conclude thoughts. Differentiate between fact and opinion. Write simple sentences that convey meaning. Express key details orally. Identify details in an illustration. 26. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. [W.1.3] ELA : ELA : ELA : Write simple sentences that convey meaning to recount one sequenced event. Use temporal words with pictures to demonstrate order of events Example: When riding a bike, there is a stop sign ahead, what will you do when you get there. If you do not stop, then what will happen? Sequence pictures of events in the order in which they occurred. DRAFT Curriculum Guide to the Alabama Course of Study: English Language Arts 22

28 1 st Production and Distribution of Writing 27. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. [W.1.5] ELA : ELA : ELA : ELA : Write simple sentences that convey meaning. Dictate details to strengthen the topic. Identify descriptive words. Orally describe a picture telling the main topic and key details. 28. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [W.1.6] ELA : ELA : Explore with guidance and support the use of technology and keyboarding. Demonstrate an interest in a variety of digital tools to produce and publish. Example: Inquire about a variety of digital tools. Research to Build and Present Knowledge 29. Participate in shared research and writing projects (e.g., explore a number of how-to books on a given topic and use them to write a sequence of instructions). [W.1.7] ELA : ELA : ELA : ELA : ELA : State how they will contribute. Example: Work they will do State their role. Example: Job on the team Recall knowledge from their own background. Discuss shared research and writing projects. Demonstrate interest in writing projects. 30. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [W.1.8] ELA : ELA : ELA : ELA : Discuss common experiences. Explore a variety of informational sources. Show interest in a variety of informational sources. Prompt with pictures to illicit recall from real life experiences. DRAFT Curriculum Guide to the Alabama Course of Study: English Language Arts 23