English Language Arts Reading, Writing, and Communicating

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1 English Language Arts Reading, Writing, and Communicating Standard 1 Speaking and Listening English Language Arts Standards 1. Speaking and Listening 2. Reading for All Purposes 3. Writing and Composition 4. Research and Reasoning Grade Level Expectations 1. Communicate effectively while describing familiar people, places, things, and events. 2. Engage effectively in collaborative discussions. 3. Hear, identify and use syllables and sounds in spoken words to make meaning. 1. Use a range of strategies efficiently to construct meaning while reading literature. 2. Use a range of strategies efficiently to construct meaning while reading informational texts. 3. Use concepts of print and the understanding of spoken words to apply grade-level phonics and word analysis skills to decode words. 4. Read texts for meaning, to gain confidence, and fluency. 5. Use a range of strategies to determine and use new words and phrases acquired through conversations, reading and being read to, and responding to texts. 1. Plan, organize, write, and publish narratives. 2. Plan, organize, write, and publish informative/explanatory and opinion pieces. 3 Apply conventions of standard English grammar and usage, capitalization, punctuation, and spelling consistently. 1. Participate in shared research projects by recalling information from experiences and gathering information from sources to answer questions. 1. Communicate effectively while describing familiar people, places, things, and events. 1. Why is it important to learn new words and continue to develop speaking vocabularies? 2. When talking to a partner, why is it important to speak clearly and use words the person understands? a. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CCSS: SL.K.4) b. Add drawings or other visual displays to descriptions as desired to provide additional detail. (CCSS: SL.K.5) c. Speak audibly and express thoughts, feelings, and ideas clearly. (CCSS: SL.K.6) d. Uses words and phrases acquired through conversations, reading and being read to, and responding to texts. (CCSS:L.K.6) e. Express words and word meanings as encountered in books and conversation. f. Use new vocabulary that is directly taught through reading, speaking, and listening. 3. Hears, identify and uses syllables and sounds in spoken words to make meaning. 1. Why are the sounds and letters in words important? 2. Why are phonemes (speech sounds) important? 3. What is the difference between phonemes (speech sounds) and other sounds? Phonological Awareness a. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CCSS: RF.K.2) 2. Engage effectively in collaborative discussions. 1. What are proper ways for people to ask for something they need? 2. Why is it important for people to wait their turn before speaking? 3. What does it mean to be a good listener? 4. What are appropriate ways to express your thoughts and feelings? a. Participate in collaborative conversations with diverse partners (e.g., peers and adults) about kindergarten topics and texts in small and larger groups. (CCSS: SL.K.1) i. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics/ texts under discussion). (CCSS: SL.K.1a) ii. Continue a conversation through multiple exchanges. (CCSS: SL.K.1b) b. Confirm understanding of a text read aloud, information presented orally, or through other media, by asking and answering questions about key details and requesting clarification if something is not understood. (CCSS: SL.K.2) c. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (CCSS: SL.K.3) d. Listen with comprehension to follow two-step directions i. Recognize and produce rhyming words. (CCSS: RF.K.2a) ii. Count, pronounce, blend, and segment syllables in spoken words. (CCSS: RF.K.2b) iii. Blend and segment onsets and rimes of single-syllable spoken words. (CCSS: RF.K.2c) iv. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowelconsonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) (CCSS: RF.K.2d) v. Add or substitute individual sounds (phonemes) in simple, one -syllable words to make new words. (CCSS: RF.K.2e) vi. Identify phonemes for letters.

2 Measuring Text Complexity Common Core Standard 2 Reading for All Purposes 1. Use a range of strategies efficiently to construct meaning while reading literature. 1. How are stories about people from different places and times similar to me and what is happening in my life? 2. What do readers do to enjoy and learn from reading? 3. What do readers do when they don t understand? Key Ideas and Details a. With prompting and support, ask and answer questions about key details in a text. (CCSS: RL.K.1) b. With prompting and support, retell familiar stories, including key details. (CCSS: RL.K.2) c. With prompting and support, identify characters, settings, and major events in a story. (CCSS: RL.K.3) Craft and Structure d. Ask and answer questions about unknown words in a text. (CCSS: RL.K.4) e. Recognize common types of texts (e.g., storybooks, poems). (CCSS: RL.K.5) f. With prompting and support, name the author and illustrator of a story, and define the role of each in telling the story. (CCSS: RL.K.6) Integration of Knowledge and Ideas g. 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). (CCSS: RL.K.7) h. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. (CCSS: RL.K.9) Range of Reading and Level of Text Complexity i. Actively engage in group reading activities with purpose and understanding. (CCSS: RL.K.10) 2. Use a range of strategies efficiently to construct meaning while reading informational texts. 1. How do titles, illustrations, charts, and the words help you figure out the meaning of the text? 2. Why are informational texts not read like literature?? Key Ideas and Details a. With prompting and support, ask and answer questions about key details in a text. (CCSS: RI.K.1) b. With prompting and support, identify the main topic and retell key details of a text. (CCSS: RI.K.2) c. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CCSS: RI.K.3) Craft and Structure d. With prompting and support, ask and answer questions about unknown words in a text. (CCSS: RI.K.4) e. Identify the front cover, back cover, and title page of a book. (CCSS: RI.K.5) f. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. (CCSS: RI.K.6) Integration of Knowledge and Ideas g. 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). (CCSS: RI.K.7) h. With prompting and support, identify the reasons an author gives to support points in a text. (CCSS: RI.K.8) i. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). (CCSS: RI.K.9) Range of Reading and Level of Text Complexity to j. Actively engage in group reading activities with purpose and understanding. (CCSS: RI.K.10)

3 Standard 2 Reading for All Purposes 3. Use concepts of print and the understanding of spoken words to apply grade-level phonics and word analysis skills to decode words. 1. How does understanding a text s structure help understand its meaning? 2. How are sounds represented by letters? 3. What letters are needed to spell the word? What sounds are in the word? Print Concepts a. Demonstrate understanding of the organization and basic features of print. (CCSS: RF.K.1) b. Follow words from left to right, top to bottom, and page by page. (CCSS: RF.K.1a) c. Recognize that spoken words are represented in written language by specific sequences of letters. (CCSS: RF.K.1b) d. Understand that words are separated by spaces in print. (CCSS: RF.K.1c) e. Recognize and name all upper- and lowercase letters of the alphabet. (CCSS: RF.K.1d) Phonological Awareness f. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CCSS: RF.K.2) g. Recognize and produce rhyming words. (CCSS: RF.K.2a) h. Count, pronounce, blend, and segment syllables in spoken words. (CCSS: RF.K.2b) i. Blend and segment onsets and rimes of single-syllable spoken words. (CCSS: RF.K.2c) j. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowelconsonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) (CCSS: RF.K.2d) k. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. (CCSS: RF.K.2e) l. Identify phonemes for letters. Phonics and Word Recognition: m. Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.K3) n. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. (CCSS: RF.K.3a) o. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. (CCSS: RF.K.3b) p. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (CCSS: RF.K.3c) q. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CCSS: RF.K.3d) ) 4. Read texts for meaning, to gain confidence, and fluency. 1. What impact does fluency have on reading with purpose and understanding? Fluency a. Read emergent-reader texts with purpose and understanding. (CCSS: RF.K.4) 5. Use a range of strategies to determine and use new words and phrases acquired through conversations, reading and being read to, and responding to texts. 1. Why do readers need to pay attention to a writer s choice of words? 2. How do word parts help readers understand meaning? How does context help readers understand word meaning? a. Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on kindergarten reading and content. (CCSS: L.K.4) i. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb, to duck). (CCSS: L.K.4a) ii. 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. (CCSS: L.K.4b) b. With guidance and support from adults, explore word relationships and nuances in word meanings. (CCSS: L.K.5) i. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. (CCSS: L.K.5a) ii. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). (CCSS: L.K.5b) iii. Identify real-life connections between words and their use (e.g., note places at school that are colorful). (CCSS: L.K.5c) iv. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. (CCSS: L.K.5d) v. Relate new vocabulary to prior knowledge. c. Use words and phrases acquired through conversations, reading and read aloud, and responding to texts. (CCSS: L.K.6)

4 Standard 3 Writing and Composition 1. Plan, organize, write, and publish narratives. 1. How do writers express their thoughts and feelings? 2. How is spoken language different from written language? 3. Why do writers need to be good storytellers? 4. How can the use of correct vocabulary, grammar, usage, and mechanics add clarity to writing? a. 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. (CCSS: W.K.3) b. With guidance and support from adults, respond to questions and suggestions from peers, add details to strengthen writing, and reread and revise to ensure writing makes sense as needed. (CCSS: W.K.5) c. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including collaboratively with peers. (CCSS: W.K.6) 2. Plan, organize, write, and publish informative/ explanatory and opinion pieces. 1. How can thoughts and ideas be organized to prepare for writing? 2. How can a graphic organizer help writers plan their writing? 3. How is informational writing different from storytelling? 4. Why must opinion pieces include a preference about the topic or book? a. 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...). (CCSS: W.K.1) b. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply information about the topic. (CCSS: W.K.2) c. With guidance and support from adults, respond to questions and suggestions from peers, add details to strengthen writing, and reread and revise to ensure writing makes sense as needed. (CCSS: W.K.5) d. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including collaboratively with peers. (CCSS: W.K.6) 3. Apply conventions of standard English grammar and usage, capitalization, punctuation, and spelling consistently. 1. How does a writer show that one sentence ends and another begins? 2. How can the use of correct vocabulary, grammar, usage, and mechanics add clarity to writing? 3. What is the purpose of applying appropriate conventions of standard English? 4. How can use of spelling rules and patterns improve written communication? Conventions of Standard English a. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. (CCSS: L.K.1) i. Print many upper- and lowercase letters. (CCSS: L.K.1a) ii. Use frequently occurring nouns and verbs. (CCSS: L.K.1b) iii. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). (CCSS: L.K.1c) iv. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). (CCSS: L.K.1d) v. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). (CCSS: L.K.1e) vi. Produce and expand complete sentences in shared language activities. (CCSS: L.K.1f) vii. Use proper spacing between words. viii. Write left to right and top to bottom. ix. Use appropriate pencil grip. Conventions of Standard English b. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. (CCSS: L.K.2) i. Capitalize the first word in a sentence and the pronoun I. (CCSS: L.K.2a) ii. Recognize and name end punctuation. (CCSS: L.K.2b) iii. Write a letter, or letters, for most consonant and shortvowel sounds (phonemes). (CCSS: L.K.2c) iv. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. (CCSS: L.K.2d)

5 Standard 4 Research and Reasoning 1. Participate in shared research projects by recalling information from experiences and gathering information from sources to answer questions. 1. How do researchers decide on questions to share and ask? 2. How do people check questions to see if they are relevant and important to learning? 3. What resources can researchers use to help find possible answers to their questions? How do researchers find out if something is true? Research to Build and Present Knowledge a. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (CCSS: W.K.7) i. Identify a clear purpose for research or inquiry. (e.g., If the class is learning about trees, is my need to know about pets related?) ii. Identify a significant question to answer, problem to solve, or issue to resolve. iii. Gather relevant information and check various information sources for accuracy. (e.g., In a class discussion focused on butterflies, students ask questions related to a butterfly and its life cycle.) Research to Build and Present Knowledge b. With guidance and support from adults, recall information from experiences, or gather information from provided sources, to answer a question. (CCSS: W.K.8) i. Write/dictate questions that arise during instruction. ii. Use a variety of resources (such as direct observation, trade books, and texts read aloud or viewed) to answer questions of interest through guided inquiry. iii. Ask primary questions of clarity, significance, relevance, and accuracy to improve quality of thinking. iv. State, elaborate, and exemplify the concept of fairmindedness.

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