OCPS Curriculum, Instruction, Assessment Alignment

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "OCPS Curriculum, Instruction, Assessment Alignment"

Transcription

1 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 print and how it is organized and read. Concepts of Print Benchmarks LA.K The student will locate a printed word on a page. LA.K The student will distinguish letters from words. LA.K The student will identify the separate sounds in a spoken sentence. LA.K The student will match print to speech. LA.K The student will identify parts of a book (e.g., front cover, back cover, title page). LA.K The student will move top to bottom and left to right on the printed page. LA.K The student will name all upper and lower case letters of the alphabet. Grade LA.K LA.K LA.K LA.K LA.K LA.K LA.K TASK ANALYSIS The student observes the teacher, practices in whole and/or in small group, and performs the following independently The student will locate a printed word on a page. Isolates printed words in text (highlighter tape, highlighter, pointing with fingers, framing, circling). The student will distinguish letters from words. Recognizes the difference between a letter and a word in printed text. Isolates printed letters in text (highlighter tape, highlighter, pointing with fingers, framing, circling). The student will identify the separate sounds in a spoken sentence. Segments a sentence into words orally (e.g. moving a chip for each word, clapping for each word in a sentence). The student will match print to speech. Recognizes a one-to-one correspondence of the spoken word to the printed word. Begins to track print when listening to a familiar text being read or when rereading own writing. The student will identify parts of a book (e.g., front cover, back cover, title page). The student will move top to bottom and left to right on the printed page Demonstrates directionality (top to bottom, left to right, return sweep). The student will name all upper and lower case letters of the alphabet. Names the upper and lowercase letters of the alphabet in random order. Access Points for Students with Significant Cognitive Disabilities

2 Access Points for Students with Significant Cognitive Disabilities Supported: The student will: - hold books correctly; - turn pages one at a time in a book; - locate print on a page or in the classroom environment; and - identify one letter in own first name. Independent: The student will: - locate a printed word on a page; - recognize that sentences are made of separate words; - identify familiar books by their covers; - hold books correctly and turn pages one at a time from front to back; and - name ten or more letters of the alphabet and identify whether a letter is upper or lower case. Beginning: The student will: - locate print on a page - identify parts of a book - move top to bottom, left to right when reading English Language Proficiency Standards Intermediate: The student will: - identify the title, text and illustrations - use KWL charts or other graphic organizers - locate print on a page - match print to speech - identify parts of a book - move top to bottom, left to right when reading - distinguish letters from words Participatory: The student will: - respond to a familiar person reading a book aloud; and - identify picture of self. Advanced: The student will: - locate print on a page - match print to speech - identify parts of a book - move top to bottom, and left to right - name all upper and lower case letters of the English language alphabet - distinguish letters from words OCPS Curriculum, Instruction, Assessment Alignment Subject Area: Reading and Language Arts

3 Grade: Strand 1: Standard 2: Kindergarten Reading Process The student demonstrates phonological awareness. Phonological Awareness Benchmarks LA.K The student will orally segment sentences into the correct number of words. LA.K The student will identify, blend, and segment syllables in words. LA.K The student will recognize and produce words that rhyme. LA.K The student will identify, blend, and segment onset and rime. Grade LA.K LA.K LA.K LA.K TASK ANALYSIS The student observes the teacher, practices in whole and/or in small group, and performs the following independently The student will orally segment sentences into the correct number of words. Segments a sentence into the correct number of words independently (e.g., moving a chip for each word, clapping for each word in a sentence). The student will identify, blend, and segment syllables in words. Identifies syllables in words (e.g., clapping syllables, hand under chin, jumping to the syllables, rhythm sticks). Blends syllables in words (e.g., compound words, student names). Segments words into syllables. The student will recognize and produce words that rhyme. Listens to a variety of read-aloud text (e.g., nursery rhymes, songs, poetry, trade books) with rhyme and identifies the rhyming pairs. Recognizes and completes rhyme using a cloze procedure (text in which words have been omitted or where a teacher pauses so the child can supply the word) using familiar text. Produces rhyming pairs or lists of words that rhyme. Identifies the word in a set that does not rhyme (e.g., hat, man, sat). Recognizes, completes, and produces rhyming words independently. The student will identify, blend, and segment onset and rime. Identifies onset and rime (e.g., chop = /ch/ onset; /op/ rime). Blends the onset and rime through word families (-at: bat, cat, flat) and other words. Segments onset and rime by chunking word parts. Access Points for Students with Significant Cognitive Disabilities Supported: The student will: - identify environmental sounds that are the same; and Independent: The student will: - identify words and environmental sounds that are Participatory: The student will: - respond to rhythm in familiar songs and rhymes; and

4 Access Points for Students with Significant Cognitive Disabilities - imitate rhyming words and rhythm in songs and poems. the same or different; - identify words that rhyme; - segment auditory sentences into individual words; and - orally blend and segment compound words with picture prompts. Beginning: The student will identify syllables in word. English Language Proficiency Standards Intermediate: The student will: - identify syllables in words - recognize simple words that rhyme - identify onset and rime - respond to environmental sounds. Advanced: The student will: - recognize and produce words that rhyme - identify and blend onset and rime

5 OCPS Curriculum, Instruction, Assessment Alignment Subject Area: Grade: Strand 1: Standard 3: Reading and Language Arts Kindergarten Reading Process The student demonstrates phonemic awareness. Phonemic Awareness Benchmarks LA.K The student will identify initial, final, and medial phonemes (sounds) in consonant/vowel/consonant (CVC) words (e.g., sat ). LA.K The student will blend and segment individual phonemes in simple, one-syllable words. LA.K The student will manipulate individual phonemes in CVC words through addition, deletion, and substitution. Grade LA.K LA.K LA.K TASK ANALYSIS The student observes the teacher, practices in whole and/or in small group, and performs the following independently The student will identify initial, final, and medial phonemes (sounds) in consonant/vowel/consonant (CVC) words (e.g., sat ). Isolates the initial, final, and medial phonemes (sounds) in spoken words using consonant/vowel/consonant (CVC - sat - /s/ /a/ /t/) words (e.g., Elkonin/sound boxes, Say It and Move It ). Identifies initial, final, and medial phonemes (sounds) in consonant/vowel/consonant (CVC) words orally. The student will blend and segment individual phonemes in simple, onesyllable words. The student will manipulate individual phonemes in CVC words through addition, deletion, and substitution. Manipulates individual phonemes orally in CVC words through addition (/s/ + /at/ = /sat/) using colored chips or markers, for example, to denote phonemes. Manipulates individual phonemes orally in CVC words through deletion (/sat/ - /s/ = /at/) using colored chips or markers, for example, to denote phonemes. Manipulates individual phonemes orally in CVC words through substitution (/sat/ - /a/ + /i/ = /sit/) using colored chips or markers, for example, to denote phonemes.

6 Access Points for Students with Significant Cognitive Disabilities Supported: The student will distinguish whether environmental sounds are the same or different. Independent: The student will match familiar spoken words that start with the same sounds. Participatory: The student will respond to own name or other familiar spoken words. Beginning: The student will identify initial, phonemes (sounds) in consonant/vowel/consonant (CVC) words (e.g., sat ). English Language Proficiency Standards Intermediate: The student will: - identify initial, final, phonemes (sounds) in consonant/vowel/ consonant (CVC) words (e.g., sat ) - blend and segment individual phonemes in simple, onesyllable words Advanced: The student will: - identify initial, final, and medial phonemes (sounds) in consonant/vowel/consonant (CVC) words (e.g., sat ) - blend and segment individual phonemes in simple, onesyllable words - distinguish between individual phonemes in CVC words through addition, deletion, and substitution

7 OCPS Curriculum, Instruction, Assessment Alignment Subject Area: Grade: Strand 1: Standard 4: Reading and Language Arts Kindergarten Reading Process The student demonstrates knowledge of the alphabetic principle and applies grade level phonics skills to read text. Phonics/Word Analysis Benchmarks LA.K The student will recognize and recall the one to one correspondence between most letters and sounds. LA.K The student will decode simple words in isolation and in context. Grade LA.K LA.K TASK ANALYSIS The student observes the teacher, practices in whole and/or in small group, and performs the following independently The student will recognize and recall the one to one correspondence between most letters and sounds. Recognizes and identifies the letter-sound connection. Produces the correct letter sound when provided a letter/grapheme. The student will decode simple words in isolation and in context. Decodes consonant/vowel/consonant (CVC) words in isolation (e.g., word lists, word walls). Decodes consonant/vowel/consonant (CVC) words in connected text. Access Points for Students with Significant Cognitive Disabilities Supported: The student will: - recognize that words are made of letters; - match own first name in print; and - identify pictorial logos or symbols in the environment. Independent: The student will: - recognize that letters represent sounds; - identify own first and last name in print; and - identify informational logos or symbols in the environment. Beginning: The student will recognize and recall the oneto-one correspondence between some letters and sounds English Language Proficiency Standards Intermediate: The student will: - recognize and recall the oneto-one correspondence between most letters and sounds - decode simple words in isolation and in context Participatory: The student will: - respond to spoken words and environmental sounds used as prompts or cues; and - respond to spoken words, gestures/signs, or referent objects in familiar stories, songs, rhymes, and routines. Advanced: The student will: - recognize and recall the one to one correspondence between most letters and sounds - decode simple words in isolation and in context

8 OCPS Curriculum, Instruction, Assessment Alignment Subject Area: Grade: Strand 1: Standard 6: Reading and Language Arts Kindergarten Reading Process The student uses multiple strategies to develop grade appropriate vocabulary. Vocabulary Development Benchmarks LA.K The student will use new vocabulary that is introduced and taught directly. LA.K The student will listen to and discuss both familiar and conceptually challenging text. LA.K The student will describe common objects and events in both general and specific language. LA.K The student will identify and sort common words into basic categories (e.g., colors, shapes, food). LA.K The student will use language correctly to express spatial and temporal relationships (e.g., up/down, before/after). LA.K The student will relate new vocabulary to prior knowledge. TASK ANALYSIS Grade The student observes the teacher, practices in whole and/or in small group, and performs the following independently LA.K The student will use new vocabulary that is introduced and taught directly. Incorporates new vocabulary that has been introduced in oral and written communication. LA.K The student will listen to and discuss both familiar and conceptually challenging text. Expands his/her receptive language through listening to text read aloud. Questions, analyzes, investigates, and classifies new vocabulary from familiar and new text. Identifies some high frequency words or words that occur often in reading and writing (e.g., I, the, my, you, is, are). LA.K The student will describe common objects and events in both general and specific language. Describes common objects in expanded detail. Expands his/her vocabulary base to describe everyday persons, objects, actions, and events. LA.K The student will identify and sort common words into basic categories (e.g., colors, shapes, food). Classifies and categorizes words into common groups (colors, foods, shapes). Explains why a word does or does not fit into a category. LA.K The student will use language correctly to express spatial and temporal relationships (e.g., up/down, before/after).

9 States or expresses words that show spatial and temporal relationships. LA.K The student will relate new vocabulary to prior knowledge. Develops new vocabulary through environmental print, informational text, literary text (story), conversations with teachers and other people, field trips, electronic resources, and life experiences. Access Points for Students with Significant Cognitive Disabilities Supported: The student will: - use new vocabulary that is introduced and taught directly; - listen to and interact with familiar stories; and - identify persons and objects in familiar activities. Independent: The student will: - use new vocabulary that is introduced and taught directly; - listen to and talk about stories; and - identify and describe persons, objects, and actions in familiar activities. Participatory: The student will: - respond to new vocabulary that is introduced and taught directly; - listen and respond to familiar stories; and - respond to a familiar person or object in routines. Beginning: The student will: - use simple vocabulary that is introduced and taught directly - listen to familiar text rich in illustrations and respond with gestures, drawings, or simple words - group common objects into categories English Language Proficiency Standards Intermediate: The student will: - use simple vocabulary that is introduced and taught directly, - listen to and respond to questions about familiar text, - describe common objects and events in general language - identify and sort common words or pictures into basic categories; - relate new vocabulary to prior knowledge Advanced: The student will: - use new vocabulary that is introduced and taught directly; - listen to familiar text; - describe common objects and events in both general and specific language, - identify and sort common words or pictures into basic categories (e.g., colors, shapes, food); - relate new vocabulary to prior knowledge - express simple spatial and temporal relationships (e.g., up/down, before/after) orally

10 OCPS Curriculum, Instruction, Assessment Alignment Subject Area: Grade: Strand 1: Standard 7: Reading and Language Arts Kindergarten Reading Process The student uses a variety of strategies to comprehend grade level text. Reading Comprehension Benchmarks LA.K The student will make predictions about text content using pictures, background knowledge, and text features (e.g., title, sub-heading, captions, and illustrations). LA.K The student will use background knowledge, supporting details from text, or another source to determine whether a reading selection is fact or fiction. LA.K The student will retell the main idea or essential message, identifying supporting details (e.g., who, what, when, where, why, how), and arranging events in sequence. LA.K The student will identify the author s purpose as stated in the text. Grade LA.K LA.K LA.K LA.K TASK ANALYSIS The student observes the teacher, practices in whole and/or in small group, and performs the following independently The student will make predictions about text content using pictures, background knowledge, and text features (e.g., title, sub-heading, captions, and illustrations). Constructs an idea of what will occur in a story prior to and during reading. Defines the term prediction. Evaluates and adjusts or revises his/her prediction. Demonstrates confidence in making predictions in a non-threatening environment. The student will use background knowledge, supporting details from text, or another source to determine whether a reading selection is fact or fiction. Evaluates whether a story is fact or fiction using background knowledge and supporting details from text or another source. The student will retell the main idea or essential message, identifying supporting details (e.g., who, what, when, where, why, how), and arranging events in sequence. Identifies the main idea or central message of text (e.g., Get the Gist ). Retells the story orally, through illustration or in a written format. Summarizes story with beginning, middle and end. The student will identify the author s purpose as stated in the text. Identifies whether the author wrote the selection to entertain, persuade, or inform.

11 Access Points for Students with Significant Cognitive Disabilities Supported: The student will: - identify pictures in familiar read-aloud stories; - identify familiar characters or objects pictured in read-aloud stories; and - identify characters that relate to the author s purpose in read-aloud stories. Independent: The student will: - make predictions about a story using text features (e.g., illustrations); - determine if pictures represent real or make believe; - identify characters, objects, and actions pictured in familiar read-aloud stories; and - identify the author s purpose in read-aloud stories by answering literal yes/no questions. Participatory: The student will: - respond to familiar readaloud stories; - attend to pictures or symbols used in routines; and - respond to a familiar person or object in routines. Beginning: The student will: - make predictions about text content using pictures, and background knowledge - distinguish between fact and fiction - draw a picture illustrating information from selection English Language Proficiency Standards Intermediate: The student will: - make predictions about text content using pictures, background knowledge, and text features (e.g., title, subheading, captions, illustrations); - distinguish between fact and fiction - retell a selection using basic vocabulary Advanced: The student will: - make predictions about text content using pictures, background knowledge, and text features (e.g., title, subheading, captions, illustrations); - distinguish between fact and fiction - retell a selection using basic vocabulary, arranging events in correct order, - describe main idea or author s central message

12 OCPS Curriculum, Instruction, Assessment Alignment Subject Area: Grade: Strand 2: Standard 1: Reading and Language Arts Kindergarten Literary Analysis The student identifies, analyzes, and applies knowledge of the elements of a variety of fiction and literary texts to develop a thoughtful response to a literary selection. Fiction Benchmarks LA.K The student will identify familiar literary forms (e.g., fairy tales, tall tales, nursery rhymes, fables). LA.K The student will retell the main events (e.g., beginning, middle, and end) of a story, and describe characters and setting. LA.K The student will identify a regular beat and similarities of sounds in words when responding to rhythm and rhyme in nursery rhymes and others rhyming selections. LA.K The student will select materials to read for pleasure. LA.K The student will participate in a group response to various literary selections (e.g., nursery rhymes, fairy tales, picture books), identifying the character(s), setting, and sequence of events and connecting text to self (personal connection) and text to world (social connection). Grade LA.K LA.K LA.K LA.K TASK ANALYSIS The student observes the teacher, practices in whole and/or in small group, and performs the following independently The student will identify familiar literary forms (e.g., fairy tales, tall tales, nursery rhymes, fables). Makes the following connections and sees patterns from previously read books to new books: Nursery rhymes have rhythm and rhyme; folk tales use larger than life characters and events; fairy tales often have sets of 3 or 7 characters, come from various cultures; etc. The student will retell the main events (e.g., beginning, middle, end) of a story, and describe characters and setting. Retells the main events of the beginning, middle and end of a story orally. Lists main characters and gives multiple descriptors about the characters. Identifies where the story takes place using picture clues, text, etc. The student will identify a regular beat and similarities of sounds in words when responding to rhythm and rhyme in nursery rhymes and others rhyming selections. Recognizes a beat, rhythm, and rhyme in nursery rhymes or other rhyming selections (clapping it out, tapping feet, rhythm sticks). The student will select materials to read for pleasure. Selects reading material of interest to read on his/her own, share with others or asks an adult to read aloud (readers workshop, class library, class-created books, environmental print, brochures, read the room, etc.).

13 LA.K The student will participate in a group response to various literary selections (e.g., nursery rhymes, fairy tales, picture books), identifying the character(s), setting, and sequence of events and connecting text to self (personal connection) and text to world (social connection). Engages in the story (e.g., acting out the story, thumbs up/down, smiles, laughter, and questions). Contributes to a conversation where the characters, setting, and sequence of events are discussed. Makes a personal connection to a character/event in the story and can verbalize that connection. Makes a relevant connection between the text and his/her world. Access Points for Students with Significant Cognitive Disabilities Supported: The student will: - recognize familiar literary forms (e.g., picture books, nursery rhymes); - recognize events and characters pictured in familiar read-aloud literary forms; - imitate rhythm in read-aloud poetry and songs; - select materials to view or listen to for pleasure; and - listen to and interact with familiar read-aloud stories, identifying pictures of characters, objects, or events. Independent: The student will: - contribute to a discussion about a read-aloud story; - identify events and characters in familiar readaloud literary forms; - identify rhythm and word patterns in read-aloud poetry and songs; - select materials to view or listen to for pleasure; and - contribute to a discussion about read-aloud stories, identifying a familiar character, object, or event. Beginning: The student will: - illustrate main events of the story, - indicate recognition of similarities of sounds in simple rhyming words English Language Proficiency Standards Intermediate: The student will: - use simple vocabulary to retell the main events (e.g., beginning, middle, end) of a story; - recognize a regular beat and similarities of sounds in words when responding to rhythm and rhyme in nursery rhymes and other rhyming selections Participatory: The student will: - attend to familiar literary forms (e.g., picture books, nursery rhymes); - respond to pictures or sounds of characters in familiar read-aloud stories; - respond to rhythm in read-aloud poetry or songs; - indicate a preference for familiar materials to view or listen to for pleasure; and - use non-verbal expression, gestures/signs, pictures, symbols, or words to respond to pictures or sounds of characters in familiar read-aloud stories. Advanced: The student will: - recognize familiar literary forms (e.g., fairy tales, tall tales, nursery rhymes, fables) - use simple vocabulary to retell the main events (e.g., beginning, middle, end) of a story, and describe characters and setting - recognize a regular beat and similarities of sounds in words when responding to rhythm and rhyme in nursery rhymes and other rhyming selections - select books from library or classroom collection to read for pleasure

14 English Language Proficiency Standards - participate in a group response to various literary selections (e.g., nursery rhymes, fairy tales, picture books), identifying the character(s), setting, and sequence of events

15 OCPS Curriculum, Instruction, Assessment Alignment Subject Area: Grade: Strand 2: Standard 2: Reading and Language Arts Kindergarten Literary Analysis The student identifies, analyzes, and applies knowledge of the elements of a variety of nonfiction, informational, and expository texts to demonstrate an understanding of the information presented. Nonfiction Benchmarks LA.K The student will identify the purpose of nonfictional text. LA.K The student will retell important facts from a text heard or read. LA.K The student will select nonfiction material to read for pleasure. Grade LA.K LA.K LA.K TASK ANALYSIS The student observes the teacher, practices in whole and/or in small group, and performs the following independently The student will identify the purpose of nonfictional text. Demonstrates an understanding of the information in non-fiction text. The student will retell important facts from a text heard or read. Applies information obtained to restate facts. The student will select nonfiction material to read for pleasure. Selects non-fiction reading material of interest to read on his/her own, share with others or ask an adult to read aloud. Access Points for Students with Significant Cognitive Disabilities Supported: The student will: - identify pictures or objects that provide information; - recognize familiar read-aloud informational text; and - select nonfiction materials to view or listen to for pleasure. Independent: The student will: - identify pictures and symbols that provide information; - identify facts in familiar readaloud informational text; and - select nonfiction materials to view or listen to for pleasure. Participatory: The student will: - respond to familiar persons and routines; and - indicate preference for familiar nonfiction materials to view or listen to for pleasure. Beginning: The student will: - illustrate what the selection is mainly about - choose a nonfiction book of interest English Language Proficiency Standards Intermediate: The student will: - use simple vocabulary to retell important facts from a text read or heard - choose a nonfiction book of interest Advanced: The student will: - identify the purpose of nonfictional text - retell important facts from a text heard or read - select non-fiction material to read for pleasure

16

Grade 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 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 information

Indiana Department of Education

Indiana 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 information

Strand: 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 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 information

APPENDIX B CHECKLISTS

APPENDIX 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 information

Kindergarten Common Core State Standards: English Language Arts

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 information

Create stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities

Create 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 information

Grade 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 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 information

INTEGRATING THE COMMON CORE STANDARDS INTO INTERACTIVE, ONLINE EARLY LITERACY PROGRAMS

INTEGRATING 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 information

2e. Initial sounds isolate and pronounce in CVC (/c/ in cat) Onsets and rhymes in single

2e. 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 information

CCSS English/Language Arts Standards Reading: Foundational Skills Kindergarten

CCSS 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 information

As Approved by State Board 4/2/09

As 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 information

Advice 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 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 information

Possibilities For Wording Of IEP Goals and Objectives For Alignment Charts

Possibilities For Wording Of IEP Goals and Objectives For Alignment Charts Motivation and Interest Maintain attention to a literacy-related activity for minutes. Literacy Interactions Print and Book Awareness will stay with the adult while they look at or read the book for at

More information

Unit 2 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks

Unit 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 information

DRA2 Word Analysis. correlated to. Virginia Learning Standards Grade 1

DRA2 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 information

Unit 1 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks

Unit 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 information

Support 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 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 information

Unit 2 Title: Word Work Grade Level: Kindergarten Timeframe: 6 Weeks

Unit 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

ELAGSEKRI7: With prompting and support, describe the relationship between illustrations and the text (how the illustrations support the text).

ELAGSEKRI7: 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 information

Reading Strategies by Level. Early Emergent Readers

Reading Strategies by Level. Early Emergent Readers The charts below were created as a common language for teachers and students in the Wallingford Public Schools in kindergarten through eighth grade. The level of the chart selected for use in the classroom

More information

California. www.heinemann.com Phone: 800.225.5800

California. 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 information

Raynham Primary School Policies. Reading Policy Foundation & Key stage 0ne

Raynham Primary School Policies. Reading Policy Foundation & Key stage 0ne Raynham Primary School Policies Reading Policy Foundation & Key stage 0ne Raynham Primary School Reading Policy (KS1) Aims So please, oh PLEASE, we beg, we pray, Go throw your TV set away, And in its place

More information

Ohio Early Learning and Development Standards Domain: Language and Literacy Development

Ohio 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 information

Dynamic Learning Maps Essential Elements English Language Arts. Version 2 Comparison Document

Dynamic 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 information

Aligning Curriculum with the Pre-Kindergarten Standards. Pre-Kindergarten Standards and Indicators by Key Learning Area

Aligning Curriculum with the Pre-Kindergarten Standards. Pre-Kindergarten Standards and Indicators by Key Learning Area Aligning Curriculum with the Pre-Kindergarten Standards PA Pre-K Counts and Keystone STARS require that every program utilize a curriculum that is aligned with Pennsylvania s Learning Standards for Early

More information

Scholastic ReadingLine Aligns to Early Reading First Criteria and Required Activities

Scholastic ReadingLine Aligns to Early Reading First Criteria and Required Activities Scholastic ReadingLine Aligns to Early Reading First Criteria and Required Activities Early Reading First (ERF) is a federal grant program that is part of the President s Early Childhood Initiative, Good

More information

Reading Competencies

Reading 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 information

Literacy. Work Stations. Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work

Literacy. Work Stations. Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work Literacy Work Stations Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work Kyrene Reading Instruction Focus: Improve student achievement through implementation of curriculum and adopted

More information

Center/Station Activities for Word Study

Center/Station Activities for Word Study Center/Station Activities for Word Study Word/Picture Sort Connection: All of the activities below should be introduced, modeled and rehearsed with the students before they try them independently. The

More information

Massachusetts Tests for Educator Licensure

Massachusetts 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 information

Reading/Fluency Standards Based Annual Goals

Reading/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 information

The Three Cueing Systems

The Three Cueing Systems Hastings and Prince Edward District School Board C.O.D.E Project, 2007 The Three Cueing Systems Sample Questions, Instructional Strategies and Examples of MSV Cues Written and developed by: Cassandra Bellwood,

More information

Using Leveled Text to Teach and Support Reading Strategies

Using 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 information

Grading 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

Grading 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 information

There are many reasons why reading can be hard. This handout describes

There are many reasons why reading can be hard. This handout describes Understand the problems a child may be having with reading, and target what you can do to help! Look inside for practical, research-based information for parents and teachers about: Phonological and Phonemic

More information

An Early Childhood Practitioner s Guide: Developmentally Appropriate Literacy Practices for Preschool-Age Children

An Early Childhood Practitioner s Guide: Developmentally Appropriate Literacy Practices for Preschool-Age Children An Early Childhood Practitioner s Guide: Developmentally Appropriate Literacy Practices for Preschool-Age Children SUMMARY In her discussion of user-friendly and developmentally appropriate literacy strategies

More information

Interpreting areading Scaled Scores for Instruction

Interpreting 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 information

Guided Reading with Emergent Readers by Jeanne Clidas, Ph.D.

Guided Reading with Emergent Readers by Jeanne Clidas, Ph.D. Bebop Books Guided Reading with Emergent Readers by Jeanne Clidas, Ph.D. What Is Guided Reading? Guided reading involves a small group of children thinking, talking, and reading through a new text with

More information

Preschool Development Assessment

Preschool Development Assessment Preschool Development Assessment Child s Name: DOB: Completed by: Date began: This document may be copied for classroom use only. Not to be sold or used on any other website. Property of www.re-teach.com.

More information

Reading K 10 Grade Level Expectations: A New Level of Specificity

Reading K 10 Grade Level Expectations: A New Level of Specificity Reading K 10 Grade Level Expectations: A New Level of Specificity Washington State s Essential Academic Learning Requirements Introduction Contents Introduction................................... 1 Overview..................................

More information

ENGLISH LANGUAGE ARTS

ENGLISH 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 information

English (Literacy) Reading Target Ideas. P Scale 4

English (Literacy) Reading Target Ideas. P Scale 4 P Scale 4 Pupils listen and respond to familiar rhymes and stories Begin to remember one or two repeated words e.g. names of people or objects, or key words in a repetitive phrase, in a familiar text when

More information

Sing, Spell, Read & Write

Sing, Spell, Read & Write Sing, Spell, Read & Write Correlated to Head Start DOMAIN: LANGUAGE DEVELOPMENT Element: Listening & Understanding Demonstrates increasing ability to attend to and understand conversations, stories, songs,

More information

Guidelines for Examining Phonics & Word Recognition

Guidelines for Examining Phonics & Word Recognition Guidelines for Examining Phonics & Word Recognition Revised Edition 2002 Texas Education Agency. These materials are copyrighted and trademarked as the property of the Texas Education Agency and may not

More information

Suggested Components for 90-Minute Wave 1 Literacy Blocks throughout Primary years

Suggested Components for 90-Minute Wave 1 Literacy Blocks throughout Primary years Suggested s for 90-Minute Wave 1 Literacy Blocks throughout Primary years Notes 1. These are suggestions only but reflect the need to include components of each of the Big Six in each Literacy Block. 2.

More information

READING WORKSHOP Mr Jassal Mrs Manning

READING WORKSHOP Mr Jassal Mrs Manning READING WORKSHOP Mr Jassal Mrs Manning AIMS OF THE WORKSHOP To help you understand the stages your child goes through when learning to read To help you understand how the school teaches reading To give

More information

WiggleWorks Aligns to Title I, Part A

WiggleWorks Aligns to Title I, Part A WiggleWorks Aligns to Title I, Part A The purpose of Title I, Part A Improving Basic Programs is to ensure that children in high-poverty schools meet challenging State academic content and student achievement

More information

Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum)

Year 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 information

KINDGERGARTEN. Listen to a story for a particular reason

KINDGERGARTEN. 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 information

Selecting Research Based Instructional Programs

Selecting Research Based Instructional Programs Selecting Research Based Instructional Programs Marcia L. Grek, Ph.D. Florida Center for Reading Research Georgia March, 2004 1 Goals for Today 1. Learn about the purpose, content, and process, for reviews

More information

Assessment Directions for Preschool Teachers & Parents:

Assessment Directions for Preschool Teachers & Parents: Assessment Directions for Preschool Teachers & Parents: Literacy Resources, Inc. created this Phonemic Awareness Assessment, aligned to the Illinois Early Learning and Development Standards to assess a

More information

Teaching Reading Essentials:

Teaching Reading Essentials: Teaching Reading Essentials: Video Demonstrations of Small-Group Interventions OVERVIEW Fully aligned with and This is the professional development you ve been asking for! TM Sopris West Educating Our

More information

A Consumer s Guide to Evaluating a Core Reading Program Grades K-3: A Critical Elements Analysis

A Consumer s Guide to Evaluating a Core Reading Program Grades K-3: A Critical Elements Analysis A Consumer s Guide to Evaluating a Core Reading Program Grades K-3: A Critical Elements Analysis National Center to Improve thetools of Educators Deborah C. Simmons, Ph. D. Edward J. Kame enui, Ph. D.

More information

The Creative Curriculum for Preschool: Objectives for Development & Learning

The Creative Curriculum for Preschool: Objectives for Development & Learning Curriculum Alignment of The Creative Curriculum for Preschool: Objectives for Development & Learning with Alignment of The Creative Curriculum for Preschool: Objectives for Development & Learning With

More information

Early Childhood Core Standards. Age Three to Five. Utah s School Readiness Standards. Companion document to the Utah State Office of Education

Early Childhood Core Standards. Age Three to Five. Utah s School Readiness Standards. Companion document to the Utah State Office of Education Utah s School Readiness Standards Age Three to Five Companion document to the Utah State Office of Education Early Childhood Core Standards Early Childhood Core Standards Utah s EARLY CHILDHOOD CORE STANDARDS

More information

Academic Standards for Reading, Writing, Speaking, and Listening

Academic 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 information

Reading IV Grade Level 4

Reading 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 information

Reading Readiness Online

Reading Readiness Online 4433 Bissonnet Bellaire, Texas 77401 713.664.7676 f: 713.664.4744 Reading Readiness Online Lesson 1: Introduction Prerequisite Reading Skills What is Reading? Reading is a process in which symbols on paper

More information

Local School District 1234 Our Address Ave. (222) 333-4444 INDIVIDUALIZED EDUCATION PROGRAM (IEP)

Local School District 1234 Our Address Ave. (222) 333-4444 INDIVIDUALIZED EDUCATION PROGRAM (IEP) : : : : PRESENT LEVEL OF EDUCATIONAL PERFORMANCE AND NEEDS Educational: How does this child/student perform within the general curriculum (content standards) and on age appropriate tasks and benchmarks?

More information

Grade 1 Overview ------------------------------------------------------------------------------------------------------------

Grade 1 Overview ------------------------------------------------------------------------------------------------------------ Grade 1 Overview ------------------------------------------------------------------------------------------------------------ What are the 6 themes we will be looking at during PYP? The framework, called

More information

NFL Quarterback Bernie Kosar told

NFL Quarterback Bernie Kosar told RESEARCH PAPER VOLUME 1 Why It Is Important to Teach Phonemic Awareness and Alphabet Recognition by Dr. Cathy Collins Block Professor of Education Texas Christian University NFL Quarterback Bernie Kosar

More information

Table 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 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 information

9. Participates in physical fitness activities IV. Movement and Music L. Moving in various ways

9. Participates in physical fitness activities IV. Movement and Music L. Moving in various ways Alignment of the Florida Early Learning and Developmental Standards for Four-year-olds With HighScope s Preschool Child Observation Record (COR), 2nd edition The following chart shows how items from the

More information

Primary Curriculum 2014

Primary 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 information

Phonics and Word Work

Phonics 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 information

Infant-Toddler Alignment. Preschool Alignment. HighScope Educational Research Foundation

Infant-Toddler Alignment. Preschool Alignment. HighScope Educational Research Foundation COR Advantage HighScope s newest research-based assessment tool is highly compatible with many national and state early learning standards, including those of the state of Arizona. This document shows

More information

Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008

Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008 Implementing the Common Core State StandArds Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008 Table of Contents Grade 5 Introduction................................................

More information

Strand: 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 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 information

Psychology of Learning to Read

Psychology of Learning to Read Psychology of Learning to Read Learning Goals Explain the six skills necessary for learning how to read. Explain instructional strategies for each of the six skills. 1 Background Teachers play a very important

More information

Minnesota 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 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 information

Learning Today Smart Tutor Supports English Language Learners

Learning Today Smart Tutor Supports English Language Learners Learning Today Smart Tutor Supports English Language Learners By Paolo Martin M.A. Ed Literacy Specialist UC Berkley 1 Introduction Across the nation, the numbers of students with limited English proficiency

More information

MCGF CE TI GE LS CS HOTS

MCGF CE TI GE LS CS HOTS First Grade Reading District Curriculum Map Good Times we Share: Lunch Week 1 Use letter-sound correspondence to decode words and build a sight word vocabulary. Letter-sound association: /m/, /r/, /s/

More information

Comprehension. Sentence Structure and Meaning C.001. Objective The student will identify key parts of the text.

Comprehension. Sentence Structure and Meaning C.001. Objective The student will identify key parts of the text. C.001 Sentence Structure and Meaning Sentence-Picture Match Objective The student will identify key parts of the text. Materials Pocket chart Picture cards Use picture cards from core reading program or

More information

240Tutoring Reading Comprehension Study Material

240Tutoring Reading Comprehension Study Material 240Tutoring Reading Comprehension Study Material This information is a sample of the instructional content and practice questions found on the 240Tutoring PRAXIS II Middle School English Language Arts

More information

Transitional Plan Levels J-M Based on 20-minute lesson each day. Prompts for Guided Reading

Transitional Plan Levels J-M Based on 20-minute lesson each day. Prompts for Guided Reading Next Step in Guided Reading K-2 Emergent & Early Plan levels A-I Transitional Plan Levels J-M Based on 20-minute lesson each day Based on 20-minute lesson each day Day 1 Day 2 Day 1 Day 2 Day 3 Sight word

More information

Previous Letterland at Tweetsie Railroad Motivation and reward Letterland at Tweetsie Curriculum Guides

Previous Letterland at Tweetsie Railroad Motivation and reward Letterland at Tweetsie Curriculum Guides Previous Letterland at Tweetsie Railroad Each May since 2007, children from all over North Carolina (and Texas and Georgia) have come to Letterland at Tweetsie Railroad, where we have transformed our theme

More information

20 by Renaissance Learning, Inc. All rights reserved. Printed in the United States of America.

20 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 information

Houghton 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 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 information

Infant-Toddler Alignment. Preschool Alignment. HighScope Educational Research Foundation

Infant-Toddler Alignment. Preschool Alignment. HighScope Educational Research Foundation COR Advantage 1.5 HighScope s newest research-based assessment tool is highly compatible with many national and state early learning standards, including those of the state of Arizona. This document shows

More information

The National Reading Panel: Five Components of Reading Instruction Frequently Asked Questions

The National Reading Panel: Five Components of Reading Instruction Frequently Asked Questions The National Reading Panel: Five Components of Reading Instruction Frequently Asked Questions Phonemic Awareness What is a phoneme? A phoneme is the smallest unit of sound in a word. For example, the word

More information

Lesson Plan Template + ++ +++++

Lesson 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 information

Summit Public Schools Summit, New Jersey Grade Level: Kindergarten/ Content Area: Reading

Summit Public Schools Summit, New Jersey Grade Level: Kindergarten/ Content Area: Reading Summit Public Schools Summit, New Jersey Grade Level: Kindergarten/ Content Area: Reading Curriculum Suggested Pacing Guide for Reading and Writing Units of Study KINDERGARTEN Month Reading Unit Writing

More information

DRAFT Proposed Revisions Prekindergarten Guidelines III. Emergent Literacy- Reading Domain

DRAFT Proposed Revisions Prekindergarten Guidelines III. Emergent Literacy- Reading Domain DRAFT Proposed Revisions Prekindergarten Guidelines III. Emergent Literacy- Reading Domain Prepared by the Prekindergarten Review Committee First Draft, November 2015 These draft proposed revisions reflect

More information

Florida Early Learning and Developmental Standards for Four Year Olds (2011)

Florida Early Learning and Developmental Standards for Four Year Olds (2011) Florida Early Learning and Developmental Standards for Four-Year-Olds (2011) I. Physical Health A. Health and Wellness 1. Shows characteristics of good health to facilitate learning 2. Shows visual abilities

More information

Expository Reading and Writing By Grade Level

Expository Reading and Writing By Grade Level Expository and Writing By Grade Level Kindergarten TEKS identify the topic of an informational text heard identify the topic and details in expository text heard or read, referring to the words and/or

More information

AGENDA. Phonological and Phonemic Awareness. (Local Information, Your Name, Date)

AGENDA. Phonological and Phonemic Awareness. (Local Information, Your Name, Date) AGENDA Phonological and Phonemic Awareness (Local Information, Your Name, Date) Participant Objectives In this workshop participants will: Gain understanding of phonological and phonemic awareness Acquire

More information

BUILDING YOUR CHILD S LISTENING, TALKING, READING AND WRITING SKILLS KINDERGARTEN TO SECOND GRADE

BUILDING YOUR CHILD S LISTENING, TALKING, READING AND WRITING SKILLS KINDERGARTEN TO SECOND GRADE BUILDING YOUR CHILD S LISTENING, TALKING, READING AND WRITING SKILLS KINDERGARTEN TO SECOND GRADE PURPOSE This resource was developed to provide information about children s typical development of skills

More information

Mendham Township School District Reading Curriculum Kindergarten

Mendham Township School District Reading Curriculum Kindergarten Mendham Township School District Reading Curriculum Kindergarten Kindergarten Unit 1: We Are Readers Exploring the Exciting World of Books Reading Level Benchmark: Emergent Story Books & Shared Reading

More information

Sight words. Alphabet knowledge. Reading at home. Building Language and Literacy at Home. Phonemic Awareness

Sight words. Alphabet knowledge. Reading at home. Building Language and Literacy at Home. Phonemic Awareness + Alphabet knowledge Sight words Phonemic Awareness Reading at home Building Language and Literacy at Home Preschool and Kindergarten Family Night November 3 rd, 2014 + Children s own names and highly

More information

Ms Juliani -Syllabus Special Education-Language/ Writing

Ms 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 information

Language and Literacy Development in the Early Years: Foundational Skills that Support Emergent Readers

Language and Literacy Development in the Early Years: Foundational Skills that Support Emergent Readers Language and Literacy Development in the Early Years 35 Language and Literacy Development in the Early Years: Foundational Skills that Support Emergent Readers Carmen Sherry Brown, Hunter College, State

More information

The English Language Learner CAN DO Booklet

The English Language Learner CAN DO Booklet WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT The English Language Learner CAN DO Booklet Grades 1-2 Includes: Performance Definitions CAN DO Descriptors For use in conjunction with the WIDA English

More information

"Why is it important for ELL students to be active in listening, speaking, reading and writing on a daily basis?"

Why is it important for ELL students to be active in listening, speaking, reading and writing on a daily basis? "Why is it important for ELL students to be active in listening, speaking, reading and writing on a daily basis?" Monica Gonzalez Bilingual/ESL Specialist monica.gonzalez@esc13.txed.net "Tell me and I

More information

READING SPECIALIST STANDARDS

READING SPECIALIST STANDARDS READING SPECIALIST STANDARDS Standard I. Standard II. Standard III. Standard IV. Components of Reading: The Reading Specialist applies knowledge of the interrelated components of reading across all developmental

More information

Child-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 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

Week 4 Lesson Plan. Pre-K. Our Neighborhood. Macmillan /McGraw-Hill. Extend. the Unit

Week 4 Lesson Plan. Pre-K. Our Neighborhood. Macmillan /McGraw-Hill. Extend. the Unit Lesson Plan Extend Unit the Unit Pre-K Our Neighborhood Alphabet Time.....................2-3 Book Time.........................-5 Retelling Puppets..................6-7 Content Area......................8-9

More information

Common 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 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 information

LiteracyPlanet & the Australian Curriculum: Pre-School

LiteracyPlanet & the Australian Curriculum: Pre-School LiteracyPlanet & the Australian Curriculum: Pre-School We look at learning differently. LiteracyPlanet & the Australian Curriculum Welcome to LiteracyPlanet & the Australian Curriculum. LiteracyPlanet

More information

A SAMPLE INDIVIDUALIZED EDUCATION PROGRAM (IEP)

A SAMPLE INDIVIDUALIZED EDUCATION PROGRAM (IEP) A SAMPLE INDIVIDUALIZED EDUCATION PROGRAM (IEP) -INDIVIDUALIZED EDUCATION PROGRAM (IEP) Format **************************************************************** School Age IEP Team Meeting Date: November

More information

Choral Reading Type: Strategy Literacy Skill: Reading Domain:

Choral Reading Type: Strategy Literacy Skill: Reading Domain: Choral Reading Strategy Literacy Skill: Reading Fluency Grade Level Uses: K-20 Special Population: N/A; Need to modify the reading for ELL and Special Needs with accommodations Cognitive Process: Comprehension

More information