Knowledge and skills.

(1) Developing and sustaining foundational language skills: listening, speaking, discussion, and

thinking--oral language. The student develops oral language through listening, speaking, and

discussion. The student is expected to:

(A) listen actively, ask relevant questions to clarify information, and answer questions using

multi-word responses;

(B) follow, restate, and give oral instructions that involve a short, related sequence of actions;

(C) share information and ideas about the topic under discussion, speaking clearly at an

appropriate pace and using the conventions of language;

(D) work collaboratively with others by following agreed-upon rules for discussion, including

listening to others, speaking when recognized, and making appropriate contributions; and

(E) develop social communication such as introducing himself/herself and others, relating

experiences to a classmate, and expressing needs and feelings.

(2) Developing and sustaining foundational language skills: 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. The student is expected to:

(A) demonstrate phonological awareness by:

(i) producing a series of rhyming words;

(ii) recognizing spoken alliteration or groups of words that begin with the same

spoken onset or initial sound;

(iii) distinguishing between long and short vowel sounds in one-syllable words;

(iv) recognizing the change in spoken word when a specified phoneme is added,

changed, or removed;

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(v) blending spoken phonemes to form one-syllable words, including initial and/or

final consonant blends;

(vi) manipulating phonemes within base words; and

(vii) segmenting spoken one-syllable words of three to five phonemes into individual

phonemes, including words with initial and/or final consonant blends;

(B) demonstrate and apply phonetic knowledge by:

(i) decoding words in isolation and in context by applying common letter sound

correspondences;

(ii) decoding words with initial and final consonant blends, digraphs, and trigraphs;

(iii) decoding words with closed syllables; open syllables; VCe syllables; vowel

teams, including vowel digraphs and diphthongs; and r-controlled syllables;

(iv) using knowledge of base words to decode common compound words and

contractions;

(v) decoding words with inflectional endings, including -ed, -s, and -es; and

(vi) identifying and reading at least 100 high-frequency words from a research-based

list;

(C) demonstrate and apply spelling knowledge by:

(i) spelling words with closed syllables, open syllables, VCe syllables, vowel teams,

and r-controlled syllables;

(ii) spelling words with initial and final consonant blends, digraphs, and trigraphs;

(iii) spelling words using sound-spelling patterns; and

(iv) spelling high-frequency words from a research-based list;

(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 the affixes -s, -ed, and -ing; 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

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student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading gradelevel 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

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(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

(E) listen to and experience first- and third-person texts.

(11) Composition: 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. The student is expected to:

(A) plan a first draft by generating ideas for writing such as by drawing and brainstorming;

(B) develop drafts in oral, pictorial, or written form by:

(i) organizing with structure; and

(ii) developing an idea with specific and relevant details;

(C) revise drafts by adding details in pictures or words;

(D) edit drafts using standard English conventions, including:

(i) complete sentences with subject-verb agreement;

(ii) past and present verb tense;

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(iii) singular, plural, common, and proper nouns;

(iv) adjectives, including articles;

(v) adverbs that convey time;

(vi) prepositions;

(vii) pronouns, including subjective, objective, and possessive cases;

(viii) capitalization for the beginning of sentences and the pronoun "I";

(ix) punctuation marks at the end of declarative, exclamatory, and interrogative

sentences; and

(x) correct spelling of words with grade-appropriate orthographic patterns and rules

and high-frequency words with adult assistance; and

(E) publish and share writing.

(12) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The

student uses genre characteristics and craft to compose multiple texts that are meaningful. The

student is expected to:

(A) dictate or compose literary texts, including personal narratives and poetry;

(B) dictate or compose informational texts, including procedural texts; and

(C) dictate or compose correspondence such as thank you notes or letters.

(13) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The

student engages in both short-term and sustained recursive inquiry processes for a variety of

purposes. The student is expected to:

(A) generate questions for formal and informal inquiry with adult assistance;

(B) develop and follow a research plan with adult assistance;

(C) identify and gather relevant sources and information to answer the questions with adult

assistance;

(D) demonstrate understanding of information gathered with adult assistance; and

(E) use an appropriate mode of delivery, whether written, oral, or multimodal, to present

results.