Standards - English Language Arts

Apply knowledge of phoneme-grapheme correspondences and word-analysis skills to decode and encode (spell) words accurately in both isolation and in decodable, grade-appropriate text.

Produce the most frequent sound(s) for each consonant, including x and q, which have two phonemes (sounds).

Identify the vowel in a closed syllable and produce the short vowel sound for the five major vowels when decoding closed syllables.

Decode consonant-vowel-consonant (CVC) words in isolation and in decodable text.

Identify the vowel in an open syllable and produce the long vowel sound for the five major vowels when decoding open syllables.

With prompting and support, identify the vowel-consonant-e syllable pattern and produce the long vowel sounds for the five major vowels in vowel-consonant-e syllables.

With prompting and support, decode words with suffix -s, using knowledge of unvoiced /s/ and voiced /z/ sounds for letter s.

With prompting and support, produce the most frequent sound for digraphs ck, sh, th, ch, wh, ng, and combination qu, making the connection that a two-letter grapheme can represent one phoneme (sound).

Distinguish between similarly spelled words by identifying the phonemes and graphemes that differ.

Decode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences.

Recognize and name all upper and lower case letters in non-sequential order with accuracy and automaticity.

Arrange and name letters of the alphabet in sequential order from a to z, with accuracy and automaticity.

With prompting and support, recognize and name digraphs ck, sh, th, ch, wh, ng, and combination qu.

Apply previously-taught phoneme-grapheme correspondences to decodable words with accuracy and automaticity, in and out of context.

Orally read and reread grade-appropriate decodable texts smoothly, accurately, and expressively, at an appropriate rate to support comprehension.

Recognize and read grade-appropriate high-frequency words with accuracy and automaticity.

With guidance and support, orally utilize new academic, content-specific, grade-level vocabulary and relate new words to prior knowledge.

Identify new meanings for familiar words and apply them accurately.

Ask and answer questions about unfamiliar words in discussions and/or text.

Describe the relationship between words, including relating them to synonyms and antonyms.

Name and sort pictures of objects into categories based on common attributes while relating vocabulary to prior knowledge and building background knowledge.

Use new and previously-taught vocabulary to produce and expand complete sentences in shared language activities.

Use previously-taught vocabulary words, including nouns, verbs, and adjectives, in speaking and writing.

Use new words and phrases acquired through conversations, reading and being read to, and responding to text.

Use content knowledge built during read-alouds of informational texts by participating in content-specific discussions with peers and/or through drawing or writing.

With prompting and support, manipulate words and/or phrases to create simple sentences, including declarative and interrogative, to help build syntactic awareness and comprehension at the sentence level.

With prompting and support, identify common types of texts and their features, including literary, informational, fairy tale, and poetry.

With prompting and support, identify the topic of texts, using titles, headings, illustrations, and text clues.

With prompting and support, describe the relationship between illustrations and the text in which they appear.

Identify and describe the main story elements in a literary text.

With prompting and support, retell a text orally, including main character(s), setting, and important events in logical order.

With prompting and support, use text clues to determine main ideas and make predictions about an ending in a literary text.

With prompting and support, identify the main topic and key details in an informational text.

With prompting and support, ask and answer questions about key details in literary and informational texts.

With prompting and support, self-monitor comprehension of text by pausing to summarize and rereading for clarification, when comprehension is lacking.