1-5 Developing and sustaining foundational language skills
1 Listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
A listen actively to interpret verbal and non-verbal messages, ask relevant questions, and make pertinent comments;
B follow, restate, and give oral instructions that include multiple action steps;
C give an organized presentation employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively; and
D work collaboratively with others to develop a plan of shared responsibilities.
2 Listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
A demonstrate and apply phonetic knowledge by:
i decoding words with consonant changes, including /t/ to /sh/ such as in select and selection and /k/ to /sh/ such as music and musician;
ii decoding multisyllabic words with closed syllables; open syllables; VCe syllable; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
iii decoding words using advanced knowledge of syllable division patterns;
iv decoding words using advanced knowledge of the influence of prefixes and suffixes on base words; and
4 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 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 read independently for a sustained period of time.
8 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.
A infer multiple themes within a text using text evidence;
D analyze the influence of the setting, including historical and cultural settings, on the plot.
9 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.
A demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, legends, myths, and tall tales;
B explain the use of sound devices and figurative language and distinguish between the poet and the speaker in poems across a variety of poetic forms;
iii identifying the intended audience or reader; and
F recognize characteristics of multimodal and digital texts.
10 Author's purpose and craft
10 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.
A explain the author's purpose and message within a text;
11 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.
A plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping;