| (D) identify and use words that name actions, directions,
positions, sequences, categories, and locations.
(4) Developing and sustaining foundational language
skills: listening, speaking, reading, writing, and thinking--fluency.
The student reads grade-level text with fluency and comprehension.
The student is expected to use appropriate fluency (rate, accuracy,
and prosody) when reading grade-level text.
(5) Developing and sustaining foundational language
skills: listening, speaking, reading, writing, and thinking--self-sustained
reading. The student reads grade-appropriate texts independently.
The student is expected to self-select text and interact independently
with text for increasing periods of time.
(6) Comprehension skills: listening, speaking, reading,
writing, and thinking using multiple texts. The student uses metacognitive
skills to both develop and deepen comprehension of increasingly complex
texts. The student is expected to:
(A) establish purpose for reading assigned and self-selected
texts with adult assistance;
(B) generate questions about text before, during, and
after reading to deepen understanding and gain information with adult
assistance;
(C) make and correct or confirm predictions using text
features, characteristics of genre, and structures with adult assistance;
(D) create mental images to deepen understanding with
adult assistance;
(E) make connections to personal experiences, ideas
in other texts, and society with adult assistance;
(F) make inferences and use evidence to support understanding
with adult assistance;
(G) evaluate details to determine what is most important
with adult assistance;
(H) synthesize information to create new understanding
with adult assistance; and
(I) monitor comprehension and make adjustments such
as re-reading, using background knowledge, checking for visual cues,
and asking questions when understanding breaks down.
(7) Response skills: listening, speaking, reading,
writing, and thinking using multiple texts. The student responds to
an increasingly challenging variety of sources that are read, heard,
or viewed. The student is expected to:
(A) describe personal connections to a variety of sources;
(B) write brief comments on literary or informational
texts;
(C) use text evidence to support an appropriate response;
(D) retell texts in ways that maintain meaning;
(E) interact with sources in meaningful ways such as
illustrating or writing; and
(F) respond using newly acquired vocabulary as appropriate.
(8) Multiple genres: listening, speaking, reading,
writing, and thinking using multiple texts--literary elements. The
student recognizes and analyzes literary elements within and across
increasingly complex traditional, contemporary, classical, and diverse
literary texts. The student is expected to:
(A) discuss topics and determine theme using text evidence
with adult assistance;
(B) describe the main character(s) and the reason(s)
for their actions;
(C) describe plot elements, including the main events,
the problem, and the resolution, for texts read aloud and independently;
and
(D) describe the setting.
(9) Multiple genres: listening, speaking, reading,
writing, and thinking using multiple texts--genres. The student recognizes
and analyzes genre-specific characteristics, structures, and purposes
within and across increasingly complex traditional, contemporary,
classical, and diverse texts. The student is expected to:
(A) demonstrate knowledge of distinguishing characteristics
of well-known children's literature such as folktales, fables, fairy
tales, and nursery rhymes;
(B) discuss rhyme, rhythm, repetition, and alliteration
in a variety of poems;
(C) discuss elements of drama such as characters and
setting;
(D) recognize characteristics and structures of informational
text, including:
(i) the central idea and supporting evidence with adult
assistance;
(ii) features and simple graphics to locate or gain
information; and
(iii) organizational patterns such as chronological
order and description with adult assistance;
(E) recognize characteristics of persuasive text with
adult assistance and state what the author is trying to persuade the
reader to think or do; and
(F) recognize characteristics of multimodal and digital
texts.
(10) Author's purpose and craft: listening, speaking,
reading, writing, and thinking using multiple texts. The student uses
critical inquiry to analyze the authors' choices and how they influence
and communicate meaning within a variety of texts. The student analyzes
and applies author's craft purposefully in order to develop his or
her own products and performances. The student is expected to:
(A) discuss the author's purpose for writing text;
(B) discuss how the use of text structure contributes
to the author's purpose;
(C) discuss with adult assistance the author's use
of print and graphic features to achieve specific purposes;
(D) discuss how the author uses words that help the
reader visualize; and
(E) listen to and experience first- and third-person
texts.
(11) Composition: listening, speaking, reading, writing,
and thinking using multiple texts--writing process. The student uses
the writing process recursively to compose multiple texts that are
legible and uses appropriate conventions. The student is expected
to:
(A) plan a first draft by generating ideas for writing
such as by drawing and brainstorming;
(B) develop drafts in oral, pictorial, or written form
by:
(i) organizing with structure; and
(ii) developing an idea with specific and relevant
details;
(C) revise drafts by adding details in pictures or
words;
(D) edit drafts using standard English conventions,
including:
(i) complete sentences with subject-verb agreement;
(ii) past and present verb tense;
(iii) singular, plural, common, and proper nouns;
(iv) adjectives, including articles;
(v) adverbs that convey time;
(vi) prepositions;
(vii) pronouns, including subjective, objective, and
possessive cases;
(viii) capitalization for the beginning of sentences
and the pronoun "I";
(ix) punctuation marks at the end of declarative, exclamatory,
and interrogative sentences; and
(x) correct spelling of words with grade-appropriate
orthographic patterns and rules and high-frequency words with adult
assistance; and
(E) publish and share writing.
(12) Composition: listening, speaking, reading, writing,
and thinking using multiple texts--genres. The student uses genre
characteristics and craft to compose multiple texts that are meaningful.
The student is expected to:
(A) dictate or compose literary texts, including personal
narratives and poetry;
(B) dictate or compose informational texts, including
procedural texts; and
(C) dictate or compose correspondence such as thank
you notes or letters.
(13) Inquiry and research: listening, speaking, reading,
writing, and thinking using multiple texts. The student engages in
both short-term and sustained recursive inquiry processes for a variety
of purposes. The student is expected to:
(A) generate questions for formal and informal inquiry
with adult assistance;
(B) develop and follow a research plan with adult assistance;
(C) identify and gather relevant sources and information
to answer the questions with adult assistance;
(D) demonstrate understanding of information gathered
with adult assistance; and
(E) use an appropriate mode of delivery, whether written,
oral, or multimodal, to present results.
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