OCPS 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 print and how it is organized and read. Concepts of Print Benchmarks LA.K.1.1.1 - The student will locate a printed word on a page. LA.K.1.1.2 - The student will distinguish letters from words. LA.K.1.1.3 - The student will identify the separate sounds in a spoken sentence. LA.K.1.1.4 - The student will match print to speech. LA.K.1.1.5 - The student will identify parts of a book (e.g., front cover, back cover, title page). LA.K.1.1.6 - The student will move top to bottom and left to right on the printed page. LA.K.1.1.7 - The student will name all upper and lower case letters of the alphabet. Grade LA.K.1.1.1 LA.K.1.1.2 LA.K.1.1.3 LA.K.1.1.4 LA.K.1.1.5 LA.K.1.1.6 LA.K.1.1.7 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

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

Grade: Strand 1: Standard 2: Kindergarten Reading Process The student demonstrates phonological awareness. Phonological Awareness Benchmarks LA.K.1.2.1 - The student will orally segment sentences into the correct number of words. LA.K.1.2.2 - The student will identify, blend, and segment syllables in words. LA.K.1.2.3 - The student will recognize and produce words that rhyme. LA.K.1.2.4 - The student will identify, blend, and segment onset and rime. Grade LA.K.1.2.1 LA.K.1.2.2 LA.K.1.2.3 LA.K.1.2.4 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

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

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.1.3.1 The student will identify initial, final, and medial phonemes (sounds) in consonant/vowel/consonant (CVC) words (e.g., sat ). LA.K 1.3.2 - The student will blend and segment individual phonemes in simple, one-syllable words. LA.K.1.3.3 - The student will manipulate individual phonemes in CVC words through addition, deletion, and substitution. Grade LA.K.1.3.1 LA.K 1.3.2 LA.K.1.3.3 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.

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

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.1.4.1 The student will recognize and recall the one to one correspondence between most letters and sounds. LA.K.1.4.2 The student will decode simple words in isolation and in context. Grade LA.K.1.4.1 LA.K.1.4.2 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

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.1.6.1 The student will use new vocabulary that is introduced and taught directly. LA.K.1.6.2 - The student will listen to and discuss both familiar and conceptually challenging text. LA.K.1.6.3 - The student will describe common objects and events in both general and specific language. LA.K.1.6.4 - The student will identify and sort common words into basic categories (e.g., colors, shapes, food). LA.K.1.6.5 - The student will use language correctly to express spatial and temporal relationships (e.g., up/down, before/after). LA.K.1.6.6 - 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.1.6.1 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.1.6.2 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.1.6.3 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.1.6.4 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.1.6.5 The student will use language correctly to express spatial and temporal relationships (e.g., up/down, before/after).

States or expresses words that show spatial and temporal relationships. LA.K.1.6.6 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

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.1.7.1 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.1.7.2 - 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.1.7.3 - 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.1.7.4 - The student will identify the author s purpose as stated in the text. Grade LA.K.1.7.1 LA.K.1.7.2 LA.K.1.7.3 LA.K.1.7.4 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.

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

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.2.1.1 The student will identify familiar literary forms (e.g., fairy tales, tall tales, nursery rhymes, fables). LA.K.2.1.2 - The student will retell the main events (e.g., beginning, middle, and end) of a story, and describe characters and setting. LA.K.2.1.3 - 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.2.1.4 - The student will select materials to read for pleasure. LA.K.2.1.5 - 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.2.1.1 LA.K.2.1.2 LA.K.2.1.3 LA.K.2.1.4 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.).

LA.K.2.1.5 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

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

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.2.2.1 The student will identify the purpose of nonfictional text. LA.K.2.2.2 - The student will retell important facts from a text heard or read. LA.K.2.2.3 - The student will select nonfiction material to read for pleasure. Grade LA.K.2.2.1 LA.K.2.2.2 LA.K.2.2.3 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