| (ii) recognizing spoken alliteration or groups of words
that begin with the same simple syllable or initial sound;
(iii) recognizing the change in spoken word when a
specified syllable is added, changed, or removed;
(iv) segmenting spoken words into individual syllables;
(v) blending spoken complex syllables, including sílabas
trabadas, to form multisyllabic words;
(vi) segmenting spoken words into syllables, including
words with sílabas trabadas; and
(vii) manipulating syllables within words;
(B) demonstrate and apply phonetic knowledge by:
(i) identifying and matching sounds to individual letters;
(ii) decoding words with sílabas trabadas such
as /bla/, /bra/, and /gla/; digraphs; and words with multiple sound
spelling patterns such as c, k, and q and s, z, soft c, and x;
(iii) decoding words with silent h and words that use
the syllables que-, qui-, gue-, gui-, güe-, and güi-;
(iv) decoding words with diphthongs such as /ai/, /au/,
and /ei/;
(v) decoding contractions such as al and del;
(vi) decoding three- to four-syllable words;
(vii) using knowledge of base words to decode common
compound words; and
(viii) decoding words with common prefixes and suffixes;
(C) demonstrate and apply spelling knowledge by:
(i) spelling common letter and sound correlations;
(ii) spelling words with common patterns such as CV,
VC, CCV, CVC, VCV, CVCV, CCVCV, and CVCCV;
(iii) spelling words with silent h; consonant digraphs
such as /ch/, /rr/, and /ll/; and sílabas trabadas such as
/bla/, /bra/, /gla/, and /gra/;
(iv) spelling multisyllabic words, including words
with que-, qui-, gue-, gui-, güe-, and güi-;
(v) spelling contractions such as al and del;
(vi) spelling words with diphthongs such as /ai/, /au/,
and /ie/ as in quie-ro, na-die, and ra-dio and hiatus such as le-er
and río; and
(vii) spelling words with common prefixes and suffixes;
(D) demonstrate print awareness by identifying the
information that different parts of a book provide;
(E) alphabetize a series of words to the first or second
letter and use a dictionary to find words; and
(F) develop handwriting by printing words, sentences,
and answers legibly leaving appropriate spaces between words.
(3) Developing and sustaining foundational language
skills: listening, speaking, reading, writing, and thinking--vocabulary.
The student uses newly acquired vocabulary expressively. The student
is expected to:
(A) use a resource such as a picture dictionary or
digital resource to find words;
(B) use illustrations and texts the student is able
to read or hear to learn or clarify word meanings;
(C) identify the meaning of words with affixes, including
-s, -es, and -or; and
(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
Cont'd... |
