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CONTENT STANDARD 1
1. Reading
A. Word Analysis,
Fluency, and 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.3.1 Know and use
complex word families when reading (e.g., ight) to decode unfamiliar
words.
1.A.3.2 Decode regular
multi-syllable words.
1.A.3.3 Read narrative and
expository text aloud with fluency and accuracy and with appropriate
pacing, intonation, and expression.
Vocabulary and Concept
Development
1.A.3.4 Use knowledge of
antonyms, synonyms, homophones, and homographs to determine meaning of
words.
1.A.3.5 Demonstrate
knowledge of levels of specificity among grade-appropriate words and
explain the importance of these relations (e.g.,
dog/mammal/animal/living things).
1.A.3.6 Use sentence and
word context to find meaning of unknown words.
1.A.3.7 Use a dictionary to
learn the meaning and other features of unknown words.
1.A.3.8 Use knowledge of
prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes (e.g., -er,
-est, -ful) to determine the meaning of words.
Structural Features of
Informational Materials
1.B.3.1 Use titles, table
of contents, chapter headings, glossaries and indexes to locate
information in text.
Comprehension and
Analysis of Grade-Level-appropriate Text
1.B.3.2 Ask questions and
support answers by connecting prior knowledge with literal and
inferential information found in text.
1.B.3.3 Demonstrate
comprehension by identifying answers in text.
1.B.3.4 Recall major points
in text, and make and modify predictions about forthcoming information.
1.B.3.5 Distinguish main
idea and supporting details in expository text.
1.B.3.6 Extract appropriate
and significant information from text, including problems and solutions.
1.B.3.7 Follow simple
multiple-step written instructions (e.g., how to assemble a product or
use a game board).
Structural Features of
Literature
1.C.3.1 Distinguish among
common forms of literature (e.g., poetry, drama, fiction, non-fiction).
Narrative Analysis of
Grade-Level-Appropriate Text
1.C.3.2 Comprehend basic
plots of classic fairy tales, myths, folk tale, legends, and fables from
around the world.
1.C.3.3 Determine what
characters are like by what they say or do and by how the author or
illustrator portrays them.
1.C.3.4 Determine the
underlying theme or author’s message in fiction and non-fiction text.
1.C.3.5 Recognize the
similarities of sounds in words and rhymical patterns in a selection
(e.g., onomatopoeia, alliterations).
1.C.3.6 Identify the
speaker or narrator in a selection.
CONTENT STANDARD 2
2. Writing
A. Writing Strategies
Students write clear,
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.3.1 Create a single
paragraph that
(a) Develops a topic
sentence.
(b) Includes simple
supporting facts and details.
Penmanship
2.A.3.2 Write legibly in
cursive or joined italic, adhering to margins and correct spacing
between letters in word and words in a sentence.
Research and Technology
2.A.3.3 Understand the
structure and organization of various reference materials (e.g.,
dictionary, thesaurus, atlas, encyclopedia).
Revising and Evaluating
Strategies
2.A.3.4 Revise drafts to
improve the coherence and the logical progression of ideas, using an
established rubric.
2.B.3.1 Write narratives
that
(a) Provide a context
within which an action takes place.
(b) Include well-chosen
detail to develop the plot; and
(c) Provide insight into
why this incident is memorable.
2.B.3.2 Write descriptions
that use concrete sensory details to present and support unified
impressions of people, places, things, or experiences.
2.B.3.3 Write personal and
formal letters, thank you notes, and invitations that
(a) Consider the audience,
purpose, and context.
(b) Address knowledge and
interests of the audience, stated purpose, and context.
(c) Include the date,
proper 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 Indictors
Sentence Structure
3.3.1 Understand and be
able to use complete and correct declarative, interrogative, imperative,
and exclamatory sentences in writing and speaking.
Grammar
3.3.2 Identify and use
subject/verb agreement, pronouns, adjectives, compound words, and
articles in writing and speaking.
3.3.3 Use past, present and
future verb tenses properly in writing and speaking.
3.3.4 Identify and use
subject and predicate of single-clause sentences in writing and
speaking.
Punctuation
3.3.5 Punctuate dates, city
and state, and titles of books correctly.
3.3.6 Use commas in series,
dates, locations, and addresses.
Capitalization
3.3.7 Capitalize
geographical names, holidays, historical periods, and special events
correctly.
Spelling
3.3.8 Spell correctly
one-syllable words that have blends, contractions, compounds and
orthographic patterns (e.g., qu, consonant doubling, change y to I) and
common homophones (e.g., hair hare).
3.3.9 Arrange words in
alphabetical order.
CONTENT STANDARD
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. Student speaking
demonstrates a command of standard English and the organization and
delivery strategies outlined in Listening and Speaking Standard 4.A.
Performance Indicators
Comprehension
4.A.3.1 Retell, paraphrase,
and explain what has been said by a speaker.
4.A.3.2 Connect and relate
prior experiences, insights, and ideas to those of a speaker.
4.A.3.3 Respond to
questions with appropriate elaboration.
4.A.3.4 Identify the
musical elements of literary language (e.g., rhymes, repeated sounds, or
instances of onomatopoeia).
Organization and
Delivery of Oral Communication
4.A.3.5 Organize ideas
chronologically or around major points of information.
4.A.3.6 Provide a
beginning, middle, and end, including concrete details that develop a
central idea.
4.A.3.7 Use clear and
specific vocabulary to communicate ideas and establish tone.
4.A.3.8 Clarify and enhance
oral presentations through use of appropriate props (e.g., objects,
pictures, charts).
4.A.3.9 Read prose and
poetry aloud with fluency, rhythm, and pace, and use appropriate
intonation and vocal patterns to emphasize important passages of the
text being read.
Analysis and Evaluation
of Oral and Media Communications
4.A.3.10 Compare ideas and
points of view in broadcast and print media.
4.A.3.11 Distinguish
between the speaker’s opinions and verifiable facts.
4.B.3.1 Make brief
narrative presentations on an incident that
(a) Provide a context
within which an incident occurs.
(b) Provide insight into
why the selected incident is memorable.
(c) Include well-chosen
details to develop character, setting, and/or plot.
4.B.3.2 Plan and present
dramatic interpretations of experiences, stories, poems, or plays with
clear diction, pitch, tempo, and tone.
4.B.3.3 Make descriptive
presentations that use concrete sensory details to set forth and support
unified impressions of people, places, things, or experiences.
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