Printer friendly version (PDF)

CONTENT STANDARD 1

1. READING

A. Word Analysis, Fluency, Systematic Vocabulary Development

Students understand the basic features of reading. They select and know how to translate letter patterns into spoken language using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.

B. Reading Comprehension

Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed, including generating and responding to essential questions, making predictions, and comparing information from several sources.

C. Literary Response and Analysis

Students read and respond to wide variety of significant works of children’s literature. They distinguish between the structural features of text and the literary terms or elements (i.e., theme, plot, setting, and characters).

Performance Indicators

Decoding and Word Recognition

1.A.2.1. Recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading.

1.A.2.2 Apply knowledge of basic syllabication rules when reading (e.g., vowel/consonant vowel=su/per; vowel-consonant/consonant- vowel = sup/per).

1.A.2.3 Decode two-syllable nonsense words and regular multi-syllable words.

1.A.2.4 Recognize common abbreviations (e.g., Jan., Sun., Rt., St.).

1.A.2.5 Identify and correctly use regular plurals (e.g., -s, -es, -ies) and irregular plurals (e.g., fly/flies, wife/wives).

1.A.2.6 Read aloud with fluency and accuracy, and with appropriate intonation and expression.

Vocabulary and Concept Development

1.A.2.7 Understand and explain common antonyms and synonyms.

1.A.2.8 Use knowledge of individual words in unknown compound words to predict their meaning.

1.A.2.9 Know the meaning of simple prefixes and suffixes (e.g.,  over-,  un-, -ing, -ly).

1.A.2.10 Identify simple multiple-meaning words.

Structural Features of Informational Materials

1.B.2.1 Use titles, table of contents, and chapter headings to locate information in expository text.

Comprehension and Analysis of Grade-Level-Appropriate Text

1.B.2.2 State the purpose in reading (i.e., tell what information the student is seeking).

1.B.2.3 Use knowledge of author’s purpose (s) to comprehend informational text.

1.B.2.4 Ask clarifying questions concerning essential textual elements of exposition (e.g., why, what-if, how).

1.B.2.5 Restate facts and details in text to clarify and organize ideas.

1.B.2.6 Recognize cause and effect relationships in text.

1.B.2.7 Interpret information from diagrams, charts, and graphs.

1.B.2.8 Follow two-step written instructions.

Narrative Analysis of Grade-Level-Appropriate Text

1.C.2.1 Compare and contrast plots, settings, and characters presented by different authors.

1.C.2.2 Generate alternative endings to plots, and identify reason(s) for, and impact of, the alternatives.

1.C.2.3 Compare and contrast different versions of the same stories that reflect different cultures.

1.C.2.4 Identify rhythm, rhyme, and alliteration in poetry.

CONTENT STANDARD 2

2. Writing

A. Writing Strategies

Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing considers audience and purpose. They successfully use stages of the writing process (i.e., pre-writing, drafting, revising, and editing successive versions).

B. Writing Applications (Genres and Their Characteristics):

Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard English and the drafting, research, and organizational strategies outlined in WRITING Standard 2.A

Performance Indicators

Organization and Focus

2.A.2.1 Group together related ideas, and maintain a consistent focus.

Penmanship

2.A.2.2 Create readable documents with legible handwriting.

Research

2.A.2.3 Understand the purposes of various reference materials (e.g., dictionary, thesaurus, atlas).

Revising and Evaluating Strategies

2.A.2.1 Revise original drafts to improve sequence and provide more descriptive detail.

2.B.2.2 Write brief narratives based on their experience that

(a) Move through a logical sequence of events and

(b) Describe the setting, characters, objects, and events in detail.

2.B.2.3 Write a friendly letter complete with date, salutation, body, closing, and signature.

CONTENT STANDARD 3

3. Written and Oral English Language Conventions

Students write and speak with a command of standard English conventions that are appropriate to each grade level.

Performance Indicators

Sentence Structure

3.2.1 Distinguish between complete and incomplete sentences and recognize and use correct word order in written sentences.

Grammar

3.2.2 Identify and correctly use various parts of speech, including nouns and verbs, in writing and speaking.

Punctuation

3.2.3 Use commas in the greeting and closure of a letter and with dates and words in a series.

3.2.4 Use quotation marks correctly.

CONTENT STANDARD 4

4. Listening and Speaking

A. Listening and Speaking Strategies

Students listen and respond critically to oral communications. They speak in a manner that guides the listener’s understanding of key ideas, using appropriate phrasing, pitch, and modulation.

B. Speaking Applications (Genres and Their Characteristics)

Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Students speaking demonstrates a command of standard English and the organization and delivery strategies outline in Listening and Speaking Standard 4.A

Performance Indicators

Comprehension

4.A.2.1 Determine the purpose(s) for listening (e.g., to get information, to solve problems, for enjoyment).

4.A.2.2 Ask for clarification and explanation of stories and ideas.

4.A.2.3 Paraphrase information that has been shared orally by others.

4.A.2.4 Give and follow three- and four-step oral directions.

Organization and Delivery of Oral Communication

4.A.2.5 Organize presentations to maintain a clear focus.

4.A.2.6 Speak clearly and at an appropriate pace for the type of communication (e.g., informal discussion, report to class).

4.A.2.7 Recount experiences in a logical sequence.

4.A.2.8 Retell stories, including characters, setting, and plot.

4.A.2.9 Report on a topic, including supportive facts and details.

4.B.2.10 Recount experiences or present stories that

(a) Move through a logical sequence of events.

(b) Describe story elements (e.g., characters, plot, setting).

4.B.2.11 Report a topic with facts and details, drawing from several sources of information.

Revised November 2000

Close this Window