First Grade Language Arts Report Card Rubrics
|
|
- Annice Bryant
- 7 years ago
- Views:
Transcription
1 /6/ First Grade Language Arts Report Card Rubrics = Independently and consistently performs tasks specified in the indicators in a variety of contexts = Has mastered tasks specified in the indicators and performs them independently = Performs the tasks specified in the indicators with assistance = Needs additional time or experience to achieve the indicators Recount stories or facts, including key details. Reading Standards for Literature and Informational Text grade T T T Retell stories or facts, demonstrating understanding of central idea and including key details. Retell stories or facts, identifying connections across texts. Recount stories or facts, identifying message or main topics and identifying connections across texts. With prompting & support, retell familiar stories or facts, including specific details. Retell familiar stories or facts, including specific details. Retell stories or facts, demonstrating understanding of central idea and including key details. Tell the main topic of a story or text. With significant prompting & support, retell familiar stories or facts, including specific details. With prompting & support, retell familiar stories or facts, including specific details. Given a choice of answers, can identify the main topic of a story or text. Using pictures, can identify the main topic of the story or text. Tell the main topic of a story or text.
2 . Explain text types: literature & informational. Reading Standards for Literature and Information - First Grade Explain the major differences between books that tell stories and books that give information. Recognize common types of texts (e.g., storybooks, poems and informational texts). T T T With support, read & comprehend grade stories, poetry, science- & social studies-specific & technical texts. With support, explain the major differences between books that tell stories and books that give information. Read & comprehend grade stories, poetry, science- & social studiesspecific & technical texts. Explain the major differences between books that tell stories and books that give information. Listen to stories, poems and informational texts. With support, recognize common types of texts (e.g., storybooks, poems and informational texts). Recognize common types of texts (e.g., storybooks, poems and informational texts). Demonstrates interest in listening to stories and informational texts. Listen to stories, poems and informational texts.
3 . Compare and contrast information and ideas across texts. Reading Standards for Literature and Information - First Grade Compare and contrast information and ideas across texts. Identify basic similarities and differences across texts. T T T Compare and contrast the most important points of two versions of the same story or on the same topic with support. Compare and contrast information and ideas across texts with prompting and support. Independently compare and contrast the most important points of two versions of the same story or on the same topic. Compare and contrast information and ideas across texts. Identify a common relationship between texts. Identify basic similarities and differences across texts with prompting and support. Identify basic similarities and differences across texts. Not demonstrated at this time. With prompting and support, identify a common relationship between texts. Identify a common relationship between texts.
4 . Reading Standards for Literature and Information - First Grade Read grade texts. T T T With prompting and support, read prose, poetry, and informational text appropriate to grade. Read prose, poetry, and informational text appropriate to grade independently. Read and comprehend literature, including stories and poetry, in grade text, proficiently. Read emergent-reader texts with purpose and understanding. With prompting and support, sometimes, read prose, poetry, and informational text appropriate to grade. With prompting and support, read prose, poetry, and informational text appropriate to grade. With prompting and support, begin to decode regular consonant-vowelconsonant words in text. Begin to decode regular consonantvowel-consonant words in text. Read emergent-reader texts with purpose and understanding. Actively engages in group reading activities with purpose and understanding. With prompting and support, begin to decode regular consonant-vowelconsonant words in text.
5 5. Understand the basic features of print. Reading Standards: Foundational Skills - First Grade T T T Understand the organization & basic features of print, including capitalization & end punctuation. Recognize and follow words from left to right, top to bottom, and page to page. Consistently understand the organization & basic features of print, including capitalization & end punctuation. With support, understand the organization & basic features of print, including capitalization & end punctuation. Consistently understand the organization & basic features of print, including capitalization & end punctuation across all content areas. Understand the organization & basic features of print, including capitalization & end punctuation. Recognize and follow words from left to right, top to bottom, and page to page with guidance and support. Usually recognize and follow words from left to right, top to bottom, and page to page. Recognize and follow words from left to right, top to bottom, and page to page. Sometimes recognize and follow words from left to right, top to bottom, and page to page. Recognize and follow words from left to right, top to bottom, and page to page with guidance and support.
6 6. Understands spoken words, syllables & sounds. Reading Standards: Foundational Skills - First Grade T T T No aligned grade standard in CCSS. Please note in comments if the student exceeds the current trimester expectation. Count, pronounce, blend, and segment syllables in spoken words. Count, pronounce, blend, and segment syllables in spoken words with significant support. No aligned grade standard in CCSS. Please note in comments if the student exceeds the current trimester expectation. With prompting and support, demonstrate understanding of spoken words, syllables, and sounds:. Orally produce single-syllable words by blending sounds,. Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words. Count, pronounce, blend, and segment syllables in spoken words with support. No aligned grade standard in CCSS. Please note in comments if the student exceeds the current trimester expectation. Demonstrate understanding of spoken words, syllables, and sounds:. Orally produce single-syllable words by blending sounds,. Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words. Count, pronounce, blend, and segment syllables in spoken words. Counts and pronounce syllables in spoken words. Count, pronounce, blend, and segment syllables in spoken words with significant support. Count, pronounce, blend, and segment syllables in spoken words with support.
7 7. Reading Standards: Foundational Skills - First Grade Apply phonics patterns to decoding. T T T Know and apply grade-level phonics and word analysis skills in decoding words:. Decodes regularly-spelled one-syllable words, including digraphs,. Know final e and common vowel team conventions for representing long vowel sounds,. Decode two-syllable words following basic patterns by breaking words into syllables. Demonstrate basic knowledge of one-toone letter-sound correspondences by producing the primary sound or most frequent sounds for each consonant and blending letter sounds in single-syllable consonant-vowel-consonant words. With prompting and support, demonstrate basic knowledge of one-toone letter-sound correspondences by producing the primary sound or most frequent sounds for each consonant With prompting and support, demonstrate basic knowledge of one-toone letter-sound correspondences by producing the primary sound or most frequent sounds for some consonants. With cueing, know and apply second grade phonics and word analysis skills in decoding words:. Know sound-spelling correspondences, including long and short vowels and vowel teams,. Decode two-syllable words with prefixes, suffixes, and long vowels. With prompting and support, know and apply grade-level phonics and word analysis skills in decoding words:. Decodes regularly-spelled one-syllable words, including digraphs,. Know final e and common vowel team conventions for representing long vowel sounds,. Decode two-syllable words following basic patterns by breaking words into syllables. Demonstrate basic knowledge of one-toone letter-sound correspondences by producing the primary sound or most frequent sounds for each consonant. With prompting and support, demonstrate basic knowledge of one-toone letter-sound correspondences by producing the primary sound or most frequent sounds for many consonants. Know and apply second grade phonics and word analysis skills in decoding words:. Know sound-spelling correspondences, including long and short vowels and vowel teams,. Decode two-syllable words with prefixes, suffixes, and long vowels. Know and apply grade-level phonics and word analysis skills in decoding words:. Decodes regularly-spelled one-syllable words, including digraphs,. Know final e and common vowel team conventions for representing long vowel sounds,. Decode two-syllable words following basic patterns by breaking words into syllables. Demonstrate basic knowledge of one-toone letter-sound correspondences by producing the primary sound or most frequent sounds for each consonant and blending letter sounds in single-syllable consonant-vowel-consonant words. With prompting and support, demonstrate basic knowledge of one-toone letter-sound correspondences by producing the primary sound or most frequent sounds for each consonant.
8 8. Recognize & read irregularly spelled words. Reading Standards: Foundational Skills - First Grade T T T Recognize and read gradeappropriate irregularly-spelled words. (refer to core reading program and daily ability to read high-frequency words in texts ) Read common high-frequency words by sight. Identifies familiar printed words. Recognize and read gradeappropriate irregularly-spelled words. (refer to core reading program and daily ability to read high-frequency words in texts ) Recognize and read gradeappropriate irregularly-spelled words. (refer to core reading program and daily ability to read some highfrequency words in texts ) Identifies familiar printed words, including some high-frequency words. Recognize and read gradeappropriate irregularly-spelled words. (refer to core reading program and daily ability to read high-frequency words in texts ) Recognize and read gradeappropriate irregularly-spelled words. (refer to core reading program and daily ability to read high-frequency words in texts ) Read common high-frequency words by sight. With support, identifies familiar printed words. Identifies familiar printed words.
9 9. Read with accuracy & fluency for comprehension. Reading Standards: Foundational Skills - First Grade T T T Read end-of-year first grade text with purpose and sufficient accuracy and fluency to support comprehension. Read beginning first grade text with purpose and sufficient accuracy and fluency to support comprehension. Read mid-year second grade text with purpose and sufficient accuracy and fluency to support comprehension. Read mid-year first grade text with purpose and sufficient accuracy and fluency to support comprehension. Read end-of-year second grade text with purpose and sufficient accuracy and fluency to support comprehension. Read end-of-year first grade text with purpose and sufficient accuracy and fluency to support comprehension. With prompting and support, begin to decode regular consonant-vowelconsonant words in text. Begin to decode regular consonantvowel-consonant words in text. Read beginning first grade text with purpose and sufficient accuracy and fluency to support comprehension. Know some letter-sound correspondences in an emergentreader text. Know most letter-sound correspondences in an emergentreader text. With prompting and support, begin to decode regular consonant-vowelconsonant words in text.
10 0. Writing Standards - First Grade Focus on a topic and add details. T T T With guidance and support, focus on a topic and respond to suggestions and questions from peers. With guidance and support, focus on a topic and respond to suggestions and questions from peers and add details. With guidance and support, focus on a topic and strengthen writing by editing and revising. With guidance and support, produce written texts, using drawing, dictating, and writing. With guidance and support, produce written texts about a topic. With guidance and support, focus on a topic and respond to suggestions and questions from peers. Rarely produces a written text using drawings, dictation or writing. Is rarely able to produce written texts about a topic. With guidance and support, produce written texts, using drawing, dictating, and writing. With direct adult support, attempts to produce a written text using drawings, dictation or writing Rarely produces a written text using drawings, dictation or writing.
11 . Produce & publish individual & class writing. With guidance & support, use a variety of tools; produce & publish individual & collaborative writing. Writing Standards - First Grade T T T With guidance and support, produce written text, on a topic, using drawing, dictating and writing. With guidance and support, using a variety of tools, focus on a topic and strengthen writing by adding details (revising). With guidance & support, produce individual & collaborative writing. With guidance and support, using a variety of tools, focus on a topic and strengthen writing by editing, revising and publishing. With guidance & support, use a variety of tools; produce & publish individual & collaborative writing. With guidance and support draw a picture on topic. With guidance and support write a simple sentence on topic. With guidance and support, produce written text, on a topic, using drawing, dictating and writing. With prompting, understands and demonstrates that print has meaning by scribble writing or drawing on topic. With guidance and support draw a picture on topic.
12 . Build on others talk through multiple exchanges. Speaking and Listening Standards - First Grade T T T Build on others talk by responding to the comments of others through multiple exchanges. Consistently listens to the comments of others and asks questions. Build on others talk by linking comments with the remarks of others and showing respectful listening. Apply standard conventions of speech (turn-taking, asking and answering, following conversation) Apply standard conventions of speech (turn-taking, asking and answering, following conversation) Build on others talk by responding to the comments of others through multiple exchanges. With support, apply standard conventions of speech (turn-taking, asking and answering, following conversation) Sometimes listens to the comments of others and shares ideas. Apply standard conventions of speech (turn-taking, asking and answering, following conversation) Rarely or never listens to the comments of others. With support, apply standard conventions of speech (turn-taking, asking and answering, following conversation)
13 . Speaking and Listening Standards - First Grade Verbally complete sentences. T T T Verbally produce complete sentences when appropriate to the task and situation. Independently verbally produce complete sentences and with support, add detail to provide requested information. Independently, verbally produce complete sentences and add detail to provide requested information. Express thoughts, feelings, and ideas clearly and audibly. Verbally produce complete sentences when appropriate to the task and situation with prompting. Verbally produce complete sentences when appropriate to the task and situation. Inconsistently express thoughts, feelings, and ideas clearly and audibly. Express thoughts, feelings, and ideas clearly and audibly with prompting and support. Express thoughts, feelings, and ideas clearly and audibly. Inconsistently express thoughts, feelings, and ideas. Inconsistently express thoughts, feelings, and ideas clearly and audibly.
14 . Language Standards - First Grade Print all upper- and lowercase letters. T T T Print all upper- and lowercase letters. Neatly and accurately print all upperand lowercase letters. Neatly and accurately print all upperand lowercase letters across all content areas. Print many upper- and lowercase letters. Print all upper- and lowercase letters using a visual model as needed. Print all upper- and lowercase letters. Print some upper- and lowercase letters. With guidance and support, prints many upper- and lowercase letters. Print many upper- and lowercase letters. With guidance and support, prints some upper- and lower case letters. Print some upper- and lowercase letters.
15 5. Produce and expand complete & simple sentences. Consistently, produces and expands complete sentence statements and questions in response to prompts. Language Standards - First Grade T T T Speak audibly and express thoughts, feelings and ideas clearly. Usually produces complete sentences when appropriate to task and situation in order to provide requested detail or clarification. With prompting and support, sometimes produces and expands complete sentence statements and questions in response to prompts. Consistently, produces complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Consistently, produces and expands complete sentence statements and questions in response to prompts. Inconsistently, expresses thoughts feelings and ideas clearly. Sometimes, expresses thoughts feelings and ideas clearly. Speak audibly and express thoughts, feelings and ideas clearly. Rarely expresses thoughts feelings and ideas clearly. Rarely expresses thoughts feelings and ideas clearly. Inconsistently, expresses thoughts feelings and ideas clearly.
16 6. Use capitalization, spelling & punctuation. Use conventional capitalization, spelling (common patterns/words), and punctuation when writing. Write simple sentences, including beginning capitalization and punctuation. Language Standards - First Grade T T T Use capitalization, commas, apostrophes, and apply learned spelling patterns with prompting and support. Use conventional capitalization, spelling (common patterns/words), and punctuation when writing with prompting and support. Use capitalization, commas, apostrophes, and apply learned spelling patterns. Use conventional capitalization, spelling (common patterns/words), and punctuation when writing. Dictates a story to support a drawing. Write simple sentences, including beginning capitalization and punctuation with prompting and support. Write simple sentences, including beginning capitalization and punctuation. Uses pictures and letters to describe a topic. Dictates a story to support a drawing.
17 7. Determine/clarify meanings of new words. Language Standards - First Grade T T T Acquire new words from context and reading, applying an array of strategies to determine meanings. Identify new meanings for familiar words and apply them accurately. With prompting and support, determine or clarify the meaning of unknown and multiple-meaning words and phrases, based on grade reading content, choosing flexibly from an array of strategies. Acquire new words from context and reading, applying an array of strategies to determine meanings with prompting and support. Determine or clarify the meaning of unknown and multiple-meaning words and phrases, based on grade reading content, choosing flexibly from an array of strategies. Acquire new words from context and reading, applying an array of strategies to determine meanings. Use newly-learned vocabulary during class discussions. With prompting and support, identify new meanings for familiar words and apply them accurately. Identify new meanings for familiar words and apply them accurately. Not demonstrated at this time. With prompting and support, use newly-learned vocabulary during class discussions. Use newly-learned vocabulary during class discussions.
18 8. Understand word relationships & nuances. Language Standards - First Grade T T T With guidance and support, demonstrate understanding of word relationships and nuances in word meanings. Distinguish shades of meaning among related words and apply in context. (warm/hot, hop/jump) Demonstrate understanding of word relationships and nuances in word meanings with support and prompting. Distinguish shades of meaning among related words (nouns, verbs, & adjectives) & apply in context with support and prompting. Demonstrate understanding of word relationships and nuances in word meanings:. Identify real-life connections between words and their use.. Distinguish shades of meaning among closely related verbs & adjectives. With guidance and support, demonstrate understanding of word relationships and nuances in word meanings. Understand the meaning among related words but are not able to apply in context. Understand the meaning among related words and sometimes apply in context. Distinguish shades of meaning among related words and apply in context. (warm/hot, hop/jump) With guidance and support, Understand the meaning among related words but are not able to apply in context. Understand the meaning among related words but are not able to apply in context.
19 9. Language Standards - First Grade Use newly acquired words/phrase. T T T Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (because). Uses words/phrases acquired through conversations, reading and being read to, and responding to texts. Sometimes uses common conjunctions to combine words and phrases. Sometimes uses newly acquired words/phrases, including use of adjectives and adverbs to describe. Sometimes uses newly acquired words/phrases, including conjunctions to signal simple relationships. (because) Sometimes uses words/phrases acquired through conversations, reading and being read to, and responding to texts. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (because). Uses words/phrases acquired through conversations, reading and being read to, and responding to texts. Rarely uses common conjunctions to combine words and phrases. Sometimes uses common conjunctions to combine words and phrases.
Kindergarten Common Core State Standards: English Language Arts
Kindergarten Common Core State Standards: English Language Arts Reading: Foundational Print Concepts RF.K.1. Demonstrate understanding of the organization and basic features of print. o Follow words from
More informationHoughton Mifflin Harcourt StoryTown Grade 1. correlated to the. Common Core State Standards Initiative English Language Arts (2010) Grade 1
Houghton Mifflin Harcourt StoryTown Grade 1 correlated to the Common Core State Standards Initiative English Language Arts (2010) Grade 1 Reading: Literature Key Ideas and details RL.1.1 Ask and answer
More informationCCSS English/Language Arts Standards Reading: Foundational Skills First Grade
CCSS.ELA-Literacy.RF.1.1 Demonstrate understanding of the organization and basic features of print. CCSS.ELA-Literacy.RF.1.1.A Recognize the distinguishing features of a sentence (e.g., first word, capitalization,
More informationStrand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details
Strand: Reading Literature Key Ideas and Craft and Structure Integration of Knowledge and Ideas RL.K.1. With prompting and support, ask and answer questions about key details in a text RL.K.2. With prompting
More informationCCSS English/Language Arts Standards Reading: Foundational Skills Kindergarten
Reading: Foundational Skills Print Concepts CCSS.ELA-Literacy.RF.K.1 Demonstrate understanding of the organization and basic features of print. CCSS.ELA-Literacy.RF.K.1.A Follow words from left to right,
More informationDynamic Learning Maps Essential Elements English Language Arts. Version 2 Comparison Document
Dynamic Learning Maps Essential Elements English Language Arts Version 2 Comparison Document COMMON CORE ESSENTIAL ELEMENTS AND ACHIEVEMENT DESCRIPTORS FOR KINDERGARTEN Kindergarten English Language Arts
More informationKINDGERGARTEN. Listen to a story for a particular reason
KINDGERGARTEN READING FOUNDATIONAL SKILLS Print Concepts Follow words from left to right in a text Follow words from top to bottom in a text Know when to turn the page in a book Show spaces between words
More informationELAGSEKRI7: With prompting and support, describe the relationship between illustrations and the text (how the illustrations support the text).
READING LITERARY (RL) Key Ideas and Details ELAGSEKRL1: With prompting and support, ask and answer questions about key details in a text. ELAGSEKRL2: With prompting and support, retell familiar stories,
More informationIndiana Department of Education
GRADE 1 READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United
More informationStrand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details
Strand: Reading Literature Key Ideas and Details Craft and Structure RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
More informationFSD Grade 2 READING. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
College and Career Readiness Anchor Standards for Reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or
More informationThird Grade Language Arts Learning Targets - Common Core
Third Grade Language Arts Learning Targets - Common Core Strand Standard Statement Learning Target Reading: 1 I can ask and answer questions, using the text for support, to show my understanding. RL 1-1
More informationSupport for Standards-Based Individualized Education Programs: English Language Arts K-12. Guidance for West Virginia Schools and Districts
Support for Standards-Based Individualized Education Programs: English Language Arts K-12 Guidance for West Virginia Schools and Districts Office of Special Programs West Virginia Department of Education
More informationGrading Benchmarks FIRST GRADE. Trimester 4 3 2 1 1 st Student has achieved reading success at. Trimester 4 3 2 1 1st In above grade-level books, the
READING 1.) Reads at grade level. 1 st Student has achieved reading success at Level 14-H or above. Student has achieved reading success at Level 10-F or 12-G. Student has achieved reading success at Level
More informationLAFS: Language Arts Florida Standards GRADE: K
LAFS: Language Arts Florida Standards GRADE: K Strand: READING S FOR LITERATURE Cluster 1: Key Ideas and Details CODE LAFS.K.RL.1.1 LAFS.K.RL.1.2 LAFS.K.RL.1.3 With prompting and support, ask and answer
More informationCorrelation to the Common Core State Standards for English Language Arts, Grade 3
Correlation to the Common Core State Standards for English Language Arts, Grade 3 Journeys Grade 3 LESSON 1 LESSON 2 LESSON 3 LESSON 4 LESSON 5 1 Houghton Mifflin Harcourt Publishing Company. All rights
More informationLANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5
Page 1 of 57 Grade 3 Reading Literary Text Principles of Reading (P) Standard 1: Demonstrate understanding of the organization and basic features of print. Standard 2: Demonstrate understanding of spoken
More informationDRA2 Word Analysis. correlated to. Virginia Learning Standards Grade 1
DRA2 Word Analysis correlated to Virginia Learning Standards Grade 1 Quickly identify and generate words that rhyme with given words. Quickly identify and generate words that begin with the same sound.
More informationINTEGRATING THE COMMON CORE STANDARDS INTO INTERACTIVE, ONLINE EARLY LITERACY PROGRAMS
INTEGRATING THE COMMON CORE STANDARDS INTO INTERACTIVE, ONLINE EARLY LITERACY PROGRAMS By Dr. Kay MacPhee President/Founder Ooka Island, Inc. 1 Integrating the Common Core Standards into Interactive, Online
More informationGrade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27
Grade 1 LA. 1. 1. 1. 1 Subject Grade Strand Standard Benchmark Florida K-12 Reading and Language Arts Standards 27 Grade 1: Reading Process Concepts of Print Standard: The student demonstrates knowledge
More informationCommon Core Progress English Language Arts. Grade 3
[ SADLIER Common Core Progress English Language Arts Aligned to the Florida [ GRADE 6 Next Generation Sunshine State (Common Core) Standards for English Language Arts Contents 2 Strand: Reading Standards
More informationReading Standards for Literature
Reading for Literature ELACC3RL1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 11/5/2012 1 Reading
More informationLANGUAGE ARTS 2016 17 K 12 SUBJECT BOOKLET
LANGUAGE ARTS 2016 17 K 12 SUBJECT BOOKLET Gwinnett s curriculum for grades K 12 is called the Academic Knowledge and Skills (AKS). The AKS for each grade level spell out the essential things students
More informationYear 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum)
Year 1 reading expectations Year 1 writing expectations Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative
More informationhttp://setup.clihome.com/cli.cmap.web/home/maps/viewmapmultipleyear.aspx?teach...
Page 1 of 6 READING - 1st School Teacher Email Course# Grade Level Lettie Brown Elementary School VanDerVoorn, Lauri Lauri.VanDerVoorn@morton709.org LA1100 1 Show Icon August 2015 August 2014 Review of
More informationELPS TELPAS. Proficiency Level Descriptors
ELPS TELPAS Proficiency Level Descriptors Permission to copy the ELPS TELPAS Proficiency Level Descriptors is hereby extended to Texas school officials and their agents for their exclusive use in determining
More informationHoughton Mifflin Harcourt Journeys Common Core 2014 and Earobics, Grade 3. correlated to the
Houghton Mifflin Harcourt Journeys Common Core 2014 and Earobics, Grade 3 correlated to the Common Core State Standards English Language Arts Grade 3 RL.3.1 Reading Standards for Literature Key Ideas and
More information3rd Grade Common Core State Standards Writing
Text Types and Purposes Writing CCSS.ELA-Literacy.W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. CCSS.ELA-Literacy.W.3.1a Introduce the topic or text they are writing
More informationTable of Contents. Introduction 12 Standard Organization 18. K-5 Reading 20 Enduring Understandings 20 Essential Questions 21
Table of Contents Introduction 12 Standard Organization 18 K-5 Reading 20 Enduring Understandings 20 Essential Questions 21 Reading Literature (RL) 21 RL 1 21 RL 2 22 RL 3 22 RL 4 23 RL 5 23 RL 6 24 RL
More informationCommon Core Progress English Language Arts
[ SADLIER Common Core Progress English Language Arts Aligned to the [ Florida Next Generation GRADE 6 Sunshine State (Common Core) Standards for English Language Arts Contents 2 Strand: Reading Standards
More informationCURRICULUM PACING GUIDE GRADE/SUBJECT: /English. 1st Nine Weeks 1
Approximately Alabama Course Of Study/Quality Core Standards. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers [RL.3.] (.)
More informationCommon Core State Standards for English Language Arts
Kindergarten Reading Standards for Literature RL.K.1 RL.K.2 RL.K.3 RL.K.4 RL.K.5 RL.K.6 RL.K.7 RL.K.9 With prompting and support, ask and answer questions about key details in a text. With prompting and
More informationMinnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6
Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student
More informationFirst Grade in California Public Schools. and the Common Core State Standards
A Look at First Grade in California Public Schools and the Common Core State Standards CURRICULUM FRAMEWORKS AND INSTRUCTIONAL RESOURCES DIVISION INSTRUCTION AND LEARNING SUPPORT BRANCH CALIFORNIA DEPARTMENT
More informationMs Juliani -Syllabus Special Education-Language/ Writing
Ms Juliani -Syllabus Special Education-Language/ Writing * As a teacher, I have high expectations for my students and believe that they need to be encouraged, nurtured, and rewarded for their efforts.
More informationInterpreting areading Scaled Scores for Instruction
Interpreting areading Scaled Scores for Instruction Individual scaled scores do not have natural meaning associated to them. The descriptions below provide information for how each scaled score range should
More information3rd Grade English Language Arts Georgia Standards of Excellence (ELAGSE)
READING LITERARY (RL) Key Ideas and Details ELAGSE3RL1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ELAGSE3RL2: Recount
More informationCollege and Career Readiness Skills
The New Illinois Learning Standards for English Language Arts Incorporating the Common Core College and Career Readiness Skills CC.K-12.W.R.1 Text Types and Purposes: Write arguments to support claims
More information2e. Initial sounds isolate and pronounce in CVC (/c/ in cat) Onsets and rhymes in single
Kindergarten Common Core ELA Foundational Skills Unit Timeline Trimester 1 Trimester 2 1a. Follow print left to right top to bottom page by page 1b. / 1c.Words recognize letters together in a specific
More informationThird Grade in California Public Schools. and the Common Core State Standards
A Look at Third Grade in California Public Schools and the Common Core State Standards CURRICULUM FRAMEWORKS AND INSTRUCTIONAL RESOURCES DIVISION INSTRUCTION AND LEARNING SUPPORT BRANCH CALIFORNIA DEPARTMENT
More informationOhio Early Learning and Development Standards Domain: Language and Literacy Development
Ohio Early Learning and Development Standards Domain: Language and Literacy Development Strand: Listening and Speaking Topic: Receptive Language and Comprehension Infants Young Toddlers (Birth - 8 months)
More informationPerformance Indicators-Language Arts Reading and Writing 3 rd Grade
Learning Standards 1 st Narrative Performance Indicators 2 nd Informational 3 rd Persuasive 4 th Response to Lit Possible Evidence Fluency, Vocabulary, and Comprehension Reads orally with Applies letter-sound
More informationUnit 2 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks
Unit 2 Title: Grade Level: 1 st Grade Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to identify and pronounce the initial, medial vowel, and final sounds.
More informationGrade 3 LA. 3. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 55
Grade 3 LA. 3. 1. 1. 1 Subject Grade Strand Standard Benchmark Florida K-12 Reading and Language Arts Standards 55 Grade 3: Reading Process Phonics/Word Analysis Standard: The student demonstrates knowledge
More informationCreate stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities
PRESCHOOL Language Arts Literacy Expectation 1 Children listen and respond to environmental sounds, directions, and conversations. NJCCC K-12 Standard 3.4 Listening Strand A: Active Listening Strand B:
More informationAcademic Standards for Reading, Writing, Speaking, and Listening
Academic Standards for Reading, Writing, Speaking, and Listening Pre-K - 3 REVISED May 18, 2010 Pennsylvania Department of Education These standards are offered as a voluntary resource for Pennsylvania
More informationENGLISH LANGUAGE ARTS
ENGLISH LANGUAGE ARTS INTRODUCTION Clear student learning outcomes and high learning standards in the program of studies are designed to prepare students for present and future language requirements. Changes
More informationStandards and progression point examples
English Progressing towards Foundation Progression Point 0.5 At 0.5, a student progressing towards the standard at Foundation may, for example: explain the directionality of printed texts (ACELA1433 Concepts
More informationStrand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details
Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Craft and Structure RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when
More informationOCPS Curriculum, Instruction, Assessment Alignment
OCPS Curriculum, Instruction, Assessment Alignment Subject Area: Grade: Strand 1: Standard 1: Reading and Language Arts Kindergarten Reading Process The student demonstrates knowledge of the concept of
More informationAcademic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8
Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8 Pennsylvania Department of Education These standards are offered as a voluntary resource
More informationCommon Core Writing Rubrics, Kindergarten
Common Core Writing Rubrics, Kindergarten The following writing rubrics for the Common Core were developed by the Elk Grove Unified School District in Elk Grove, California. There are rubrics for each
More informationWords Their Way TM. Word Study in Action. Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Third Grade
TM Word Study in Action Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Third Grade For More Information Contact Debbie Owens, Sales Representative 1-800-435-3499 Ext. 8092 www.pearsonlearning.com
More informationMontessori Academy of Owasso
Montessori Academy of Owasso 5 & 6 Year-Old Curriculum Academic Area: Language Arts Category: Reading: Literature Subcategory: Key Ideas and Details Element 1:With prompting and support, ask and answer
More informationDate Re-Assessed. Indicator. CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS English/Language Arts Standards Reading: Foundational Skills Fifth Grade Retaught Reviewed Assessed Phonics and Word Recognition CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word
More informationCCSS English/Language Arts "I Can" Standards Reading: Foundational Skills Kindergarten
CCSS.ELA-Literacy.RF.K.1 I can show that I know how books should be read. CCSS.ELA-Literacy.RF.K.1.A I can read the words in a book in the right order. CCSS.ELA-Literacy.RF.K.1.B I can understand that
More informationChild-speak Reading Level 1 APP AF1 AF2 AF3 AF4 AF5 AF6 AF7 Use a range of strategies, including accurate decoding text, to read for meaning
Child-speak Reading Level 1 APP In some usually I can break down and blend consonant vowel consonant words e.g. cat (1c) I can recognise some familiar words in the I read. (1c) When aloud, I know the sentences
More information& Sample Lesson. Before Reading. Sight Word Review (1 minute)
Planning Support & Sample Lesson TIP The Early Guided Reading Lesson Plan found on page 190 in the Appendix is a template you can use to plan your lessons. Each component of the lesson is described in
More informationUsing Leveled Text to Teach and Support Reading Strategies
Using Leveled Text to Teach and Support Reading Strategies The text structures of leveled text support the teaching of strategies along a developmental continuum. As the levels increase, the demands on
More informationPICTURE DAY PERFECTION
A Common Core State Standards Aligned Discussion & Activity Guide for PICTURE DAY PERFECTION Grades: K-2 ISBN: 978-1-4197-0844-9 Written by Deborah Diesen Illustrated by Dan Santat Published by Abrams
More informationCCSS English/Language Arts "I Can" Standards Reading: Foundational Skills First Grade
CCSS.ELA-Literacy.RF.1.1 I can show that I know how books can be read. Reading: Foundational Skills Print Concepts Re- CCSS.ELA-Literacy.RF.1.1.A I can find and point to the first word, the beginning capital
More informationMeeting the Standard in North Carolina
KINDERGARTEN 1.02 Demonstrate understanding of the sounds of letters and understanding that words begin and end alike (onsets and rhymes). 1.03 Recognize and name upper and lower case letters of the alphabet.
More informationMassachusetts Tests for Educator Licensure
Massachusetts Tests for Educator Licensure FIELD 90: FOUNDATIONS OF READING TEST OBJECTIVES Subarea Multiple-Choice Range of Objectives Approximate Test Weighting I. Foundations of Reading Development
More informationGrade 3 Reading Comprehension Sample Selections and Items Test Information Document
Grade 3 Reading Comprehension Sample Selections and Items Test Information Document Copyright 2005 by the North Carolina Department of Public Instruction This publication and the information contained
More informationReading/Fluency Standards Based Annual Goals
Reading/Fluency First grade (1.5.1) The student will establish letter-naming fluency at a rate of 40-plus letters per minute by the First grade (1.5.3) When given a first grade passage, the student will
More informationReading Timeline 2nd Nine Weeks
Reading Timeline 2nd Nine Weeks Task Focus Standard Essential Questions 1 *Elements of Fables 2 *Story structure (beginning) *Characters, setting, plot 3 *Characters 4 *Story Structure (problem/solution)
More informationEnglish Scope and Sequence: Foundation to Year 6
English Scope and Sequence: Foundation to Year 6 Foundation Year Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Language Variation and Change Language variation and change How English varies according to context
More informationPhonics and Word Work
Phonics and Word Work Introduction Foundational Skills This guide explores how explicit and systematic phonics and word work instruction is included in the ReadyGEN program. It looks at the resources that
More informationPrimary Curriculum 2014
Primary Curriculum 2014 Suggested Key Objectives for Reading at Key Stages 1 and 2 www.primarycurriculum.me.uk Deriving the Key Objectives This booklet was based on the earlier booklet of Maths Key Objectives.
More informationEnglish Language Proficiency Standards for Precalculus
xxviii ENGLISH LANGUAGE PROFICIENCY STANDARDS FOR PRECALCULUS (M) use trigonometric identities such as reciprocal, quotient, Pythagorean, cofunctions, even/odd, and sum and difference identities for cosine
More informationUnit 1 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks
Unit 1 Title: Grade Level: 1 st Grade Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to distinguish long and short vowel sounds in single syllable Students
More informationCommon Core State Standards for. English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Table of Contents Introduction 3 Standards for English Language Arts & Literacy
More informationREADING KINDERGARTEN
READING KINDERGARTEN Concepts about print Identify the front cover, back cover, and title page of a book. Follow words from left to right and from top to bottom on the printed page. Understand that printed
More informationUNIT OF STUDY 3 GRADE 3
UNIT OF STUDY 3 Reading/Language Arts Grade 3 Unit of Study Understanding Structure Unit Number Unit of Study 3; Correlates with Journeys Unit 3 Reading Level Expected Beginning of Unit Level: Expected
More informationCORRELATION OF COMPREHENSION CLUBS TO THE COMMON CORE STATE STANDARDS INITIATIVE FOR ENGLISH LANGUAGE ARTS GRADES K-5
CORRELATION OF COMPREHENSION CLUBS TO THE COMMON CORE STATE STANDARDS INITIATIVE FOR ENGLISH LANGUAGE ARTS GRADES K-5 Common Core State Standards Kindergarten Reading: Literature Key Ideas and Details
More informationAlburnett Community Schools. Theme 1 Finding My Place/ Six Weeks. Phonics: Apply knowledge of letter/sound correspondence.
3 rd Grade Reading District Curriculum Map Theme 1 Finding My Place/ Six Weeks Apply knowledge of letter/sound correspondence. Learnings or Understandings (ICC) Use a variety of strategies to develop and
More information3rd Grade - ELA Writing
3rd Grade - ELA Text Types and Purposes College & Career Readiness 1. Opinion Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
More informationReading Competencies
Reading Competencies The Third Grade Reading Guarantee legislation within Senate Bill 21 requires reading competencies to be adopted by the State Board no later than January 31, 2014. Reading competencies
More informationCalifornia. www.heinemann.com Phone: 800.225.5800
California Preschool Learning Foundations, Vol. 1 (Foundations in Language and Literacy) and The Continuum of Literacy Learning, Grades PreK 8: A Guide to Teaching by Gay Su Pinnell and Irene C. Fountas
More informationAs Approved by State Board 4/2/09
Improving students' ability to learn, communicate, and collaborate through literacy education As Approved by State Board 4/2/09 Nebraska Language Arts Standards As approved by State Board 4/2/09 Table
More informationMFL skills map. Year 3 Year 4 Year 5 Year 6 Develop understanding of the sounds of Individual letters and groups of letters (phonics).
listen attentively to spoken language and show understanding by joining in and responding explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of
More informationFocus: Reading Unit of Study: Research & Media Literary; Informational Text; Biographies and Autobiographies
3 rd Grade Reading and Writing TEKS 3 rd Nine Weeks Focus: Reading Unit of Study: Research & Media Literary; Informational Text; Biographies and Autobiographies Figure 19: Reading/Comprehension Skills.
More informationAPPENDIX B CHECKLISTS
APPENDIX B CHECKLISTS Kindergarten First Grade Second Grade Third Grade 69 70 Teacher Visit 1 By: Date / / Time - WG SG Visit 2 By: Date / / Time - WG SG Visit 3 By: Date / / Time - WG SG VISITS 1 2 3
More informationCommon Core Standards Pacing Guide Fourth Grade English/Language Arts Pacing Guide 1 st Nine Weeks
Common Core Standards Pacing Guide Fourth Grade English/Language Arts Pacing Guide 1 st Nine Weeks Key: Objectives in bold to be assessed after the current nine weeks Objectives in italics to be assessed
More informationAdvice for Class Teachers. Moderating pupils reading at P 4 NC Level 1
Advice for Class Teachers Moderating pupils reading at P 4 NC Level 1 Exemplars of writing at P Scales and into National Curriculum levels. The purpose of this document is to provide guidance for class
More informationGrade 3 Writing Curriculum Framework Unit 8 of 14 Persuasive: Brochure. Overview
Grade 3 Writing Curriculum Framework Unit 8 of 14 Persuasive: Brochure Overview Overall days: 15 1 day = 50 minutes (The number of days is a guide for pacing to ensure that all the curriculum units for
More informationHow To Understand And Understand A Text From A Grade 5 To Grade 5
Strand: Reading Standards for Literature Grade: 3 Grade: 4 Grade: 5 Cluster 1: Key Ideas and Details LAFS.3.RL.1.1 Ask and answer questions to demonstrate understanding to a text, referring explicitly
More informationMiami Dade County Public Schools Division of Bilingual Education and World Languages First Grade Common Core Standards
SL. Speaking and Listening Standards Comprehension and Collaboration Presentation of Knowledge and Ideas Comprehension and Collaboration SL.1.1 Participate in collaborative conversations with diverse partners
More informationAdult General Education Standards and Curriculum Frameworks 2016-2017
Adult General Education Standards and Curriculum Frameworks 2016-2017 Division of Career and Adult Education Florida Department of Education Rule 6A-6.0571 Effective July, 2016 Florida Department of Education
More informationGrade 1 Overview ------------------------------------------------------------------------------------------------------------
Grade 1 Overview ------------------------------------------------------------------------------------------------------------ What are the 6 themes we will be looking at during PYP? The framework, called
More information10th Grade Language. Goal ISAT% Objective Description (with content limits) Vocabulary Words
Standard 3: Writing Process 3.1: Prewrite 58-69% 10.LA.3.1.2 Generate a main idea or thesis appropriate to a type of writing. (753.02.b) Items may include a specified purpose, audience, and writing outline.
More informationLesson Plan Template + ++ +++++
Lesson Plan Template + ++ +++++ Title : Goldilocks and the Three Bears: A Fairy Tale Author : Linda New Levine Proficiency level X Beginning X Intermediate X Advanced Grade level K-2 Skills _X Reading
More informationFUNCTIONAL SKILLS ENGLISH - WRITING LEVEL 2
FUNCTIONAL SKILLS ENGLISH - WRITING LEVEL 2 MARK SCHEME Instructions to marker There are 30 marks available for each of the three tasks, which should be marked separately, resulting in a total of 90 marks.
More information20 by Renaissance Learning, Inc. All rights reserved. Printed in the United States of America.
R4 Advanced Technology for, Renaissance, Renaissance Learning, Renaissance Place, STAR Early Literacy, STAR Math, and STAR Reading, are trademarks of Renaissance Learning, Inc., and its subsidiaries, registered,
More informationNon-exam Assessment Tasks
SPECIMEN MATERIAL ENTRY LEVEL CERTIFICATE STEP UP TO ENGLISH Silver Step 5972/1 Component 1 Literacy Topics Planning the Prom Non-exam Assessment Task and Teachers Notes Specimen 2015 Time allowed: 1 hour
More informationEnglish 7 Essential Curriculum
English 7 Essential Curriculum Genre Autobiography Realistic Fiction Speculative Fiction Theme Facing Injustice Perseverance Thrills and Chills OVERVIEW English 7 students learn how to make purposeful
More informationWriting Common Core KEY WORDS
Writing Common Core KEY WORDS An educator's guide to words frequently used in the Common Core State Standards, organized by grade level in order to show the progression of writing Common Core vocabulary
More informationThis image cannot currently be displayed. Course Catalog. Language Arts 400. 2016 Glynlyon, Inc.
This image cannot currently be displayed. Course Catalog Language Arts 400 2016 Glynlyon, Inc. Table of Contents COURSE OVERVIEW... 1 UNIT 1: READING AND WRITING... 3 UNIT 2: READING FOR MEANING... 3 UNIT
More informationReading IV Grade Level 4
Reading IV Reading IV introduces students to a variety of topics to enrich their reading experience including: a review of consonant and vowel sounds using phonetic clues and diacritical marks to identify
More informationUnit 2 Title: Word Work Grade Level: Kindergarten Timeframe: 6 Weeks
Unit 2 Title: Grade Level: Kindergarten Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to produce the primary letter sounds of consonants and some vowels;
More information