Correlation of the Happily Ever After Reading Readiness Level to the New York State Common Core Learning Standards for Prekindergarten

Transcription

1 to the Learning Standards for Prekindergarten Reading Standards for Literature: Prekindergarten Key Ideas and Details 1. With prompting and support, ask and answer questions about detail(s) in a text. pp. 9, 10, 18, 19, 25, 41 pp. 49, 50, 57, 58 pp. 7, 8, 14, 15, 21, 32 pp. 43, 44, 50, 51 pp. 7, 8, 16, 17 pp. 49, 50, 58, 59, 77 pp. 8, 9, 16, 17, 23, 36 pp. 47, 48, 56, 57 pp. 8, 9, 16, 17, 36 pp. 47, 48, 55, 56, 77 Page 1 of 20

2 to the 2. With prompting and support, retell familiar stories. 3. With prompting and support, ask and answer questions about characters and major events in a story. pp. 19, 25 p. 58 p. 32 p. 51 pp. 58, 59 p. 77 pp. 17, 36, 38 pp. 9, 10, 18, 19, 25, 41 pp. 49, 50, 57, 58, 74 pp. 7, 8, 14, 15, 21, 32 pp. 43, 44, 51 pp. 7, 8, 16, 17 pp. 50, 58, 59, 77 pp. 8, 9, 16, 17 pp. 48, 56, 57, 77 pp. 8, 9, 16, 17 pp. 48, 55, 56 Page 2 of 20

3 to the Craft and Structure 4. Exhibit curiosity and interest in learning new vocabulary (e.g., ask questions about unfamiliar vocabulary). p. 10 p. 50 pp. 7, 8 pp. 43, 44 pp. 7, 8 pp. 49, 50 pp. 8, 9 pp. 47, 48 pp. 8, 9 pp. 47, 48, 55, 56 Page 3 of 20

4 to the 5. Students interact with a variety of common types of texts (e.g., storybooks, poems, songs). 6. With prompting and support, can describe the role of an author and illustrator. pp. 9, 18, 38 pp. 49, 57, 66 (Tuck-in), 77 pp. 7, 8, 14, 26 (Tuck-in), 34 pp. 43, 50, 68 pp. 7, 8, 16, 37 pp. 49, 50, 58, 59, 71 (Tuck-in), 77 pp. 8, 9, 15, 16, 25 (Tuck-in), 36 pp. 47, 48, 56, 57, 77, 78 (Tuck-in) pp. 8, 9, 15, 16, 36 pp. 47, 48, 55, 56 Page 4 of 20

5 to the Integration and Knowledge of Ideas 7. With prompting and support, students will engage in a picture walk to make connections between self, illustrations, and the story. 8. Not applicable to literature 9. With prompting and support, students will compare and contrast two stories relating to the same topic (Mercer Meyer series). a. With prompting and support, students will make cultural connections to text and self. pp. 10, 18, 38 pp. 50, 57, 77 pp. 8, 14, 34 pp. 43, 50, 68 pp. 7, 8, 16, 37 pp. 49, 50, 58, 59, 80 pp. 8, 9, 15, 16, 36 pp. 47, 48, 55, 56, 57, 77 pp. 8, 9, 16, 17, 36 pp. 47, 48, 56, 57, 77 p. 39 (Tuck-in) p. 78 (Tuck-in) p. 7, 21, 34 (Tuck-in), 36 p. 69 (Tuck-in) pp. 49, 81 (Tuck-in) p. 34 (Tuck-in) pp. 47, 78 (Tuck-in) p. 80 (Tuck-in) Page 5 of 20

6 to the Research to Build and Present Knowledge 10. Actively engage in group reading activities with purpose and understanding. Books to Read pp. 9, 10, 19 pp. 49, 50, 58 pp. 7, 8, 32 pp. 43, 44, 50, 51 pp. 7, 8, 16 pp. 49, 50, 58, 59 pp. 8, 9, 15, 16 pp. 47, 48, 55, 56, 57 pp. 8, 9, 16, 17 pp. 47, 48, 55, 56, 77 Page 6 of 20

7 to the Responding to Literature 11. With prompting and support, make connections between self, text, and the world around them (text, media, social interaction). pp. 10, 19 pp. 50, 58 pp. 14, 15 p. 44, 51 pp. 8, 17 pp. 59, 77 pp. 9, 17 pp. 48, 57 pp. 9, 17 pp. 48, 56 Reading Standards for Informational Text: Prekindergarten Key Ideas and Details 1. With prompting and support, ask and answer questions about details in a text. 2. With prompting and support, retell detail(s) in a text. 3. With prompting and support, describe the connection between two events or pieces of information in a text. Craft and Structure 4. Exhibit curiosity and interest in learning new vocabulary (e.g., ask questions about unfamiliar vocabulary). 5. Identify the front cover, back cover; displays correct orientation of book, page turning skills. Page 7 of 20

8 to the 6. With prompting and support, can describe the role of an author and illustrator. Integration and Knowledge of Ideas 7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing or idea in the text an illustration depicts). 8. Not applicable to prekindergarten. 9. With prompting and support, identify basic similarities and differences between two texts on the same topic (e.g., illustrations, descriptions or procedures). Range of Reading and Level of Text Complexity 10. With prompting and support, actively engage in group reading activities with purpose and understanding. Reading Standards: Foundational Skills Prekindergarten Print Concepts 1. Demonstrate understanding of the Daily Print Awareness Routines organization and basic features of print. a. Follow words from left to right, top to pp. 9, 18, 19, 21, 22, 38 bottom, and page by page. b. Recognize that spoken words are pp. 49, 57, 58, 60, 61, 77 represented in written language by specific sequences of letters. pp. 8, 13, 14, 15, 17, 18, 34 c. Understand that words are separated by spaces in print. pp. 43, 50, 51, 53, 54, 68 d. Recognize and name some upper/lowercase letters of the alphabet, especially those in pp. 7, 8, 16, 17, 19, 20, 21, 37 own name. e. Recognize that letters are grouped to form pp. 49, 50, 58, 59, 61, 62, 80 words. f. Differentiate letters from numerals. pp. 8, 9, 15, 16, 17, 19, 20, 21, 36 pp. 47, 48, 55, 56, 57, 59, 60, 61, 77 pp. 8, 9, 16, 17, 19, 20, 36 pp. 47, 48, 55, 56, 58, 59, 60, 77 Page 8 of 20

9 to the Phonological Awareness 2. Demonstrate an emerging understanding of spoken words, syllables and sounds (phonemes). a. Engage in language play (e.g., alliterative language, rhyming, sound patterns). b. Recognize and match words that rhyme. c. Demonstrate awareness of relationship between sounds and letters. d. With support and prompting, isolate and pronounce the initial sounds in words. Daily Phonological Awareness and Auditory Discrimination Routines pp. 28, 29 p. 68 p. 24 pp. 59, 60 pp. 7, 27, 28 p. 70 pp. 27, 28 pp. 67, 68 p. 26 pp. 47, 48, 50, 51, 56, 62, 66, 73, 79, 80 Page 9 of 20

10 to the Phonics and Word Recognition 3. Demonstrate emergent phonics and word analysis skills. a. With prompting and support, demonstrate one-to-one letter-sound correspondence by producing the primary sound of some consonants. b. Recognizes own name and common signs and labels in the environment. Fluency 4. Displays emergent reading behaviors with purpose and understanding (e.g., pretend reading). p. 18 p. 57 p. 13 p. 50 p. 16 p. 57 p. 15 pp. 55, 67, 68 pp. 16, 26 p. 55 pp. 18, 38 pp. 57, 77 pp. 14, 34 pp. 50, 68 pp. 16, 37 pp. 58, 59, 80 pp. 16, 36 pp. 55, 56, 77 pp. 16, 17, 36 pp. 55, 56, 77 Page 10 of 20

11 to the Writing Standards: Prekindergarten Text Types and Purposes 1. With prompting and support, use a combination of drawing, dictating, or writing to express an opinion about a book or topic (e.g., I like... because...). 2. With prompting and support, use a combination of drawing, dictating, or writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 3. With prompting and support, use a combination of drawing, dictating, or writing to narrate a single event and provide a reaction to what happened. Production and Distribution of Writing 4. Not applicable to prekindergarten (begins in grade 3). p. 17 p. 59 p. 19 p. 51 p. 17 p. 57 p. 58 p. 15 p. 17 p. 56 Page 11 of 20

12 to the 5. With guidance and support, respond to questions and suggestions and add details to strengthen illustration or writing, as needed. 6. With guidance and support, explore a variety of digital tools to produce and publish writing; collaborate with peers. Research to Build and Present Knowledge 7. With guidance and support, participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). 8. With guidance and support, recall information from experiences or gather information from provided sources to answer a question. p. 19 p. 58 p. 15 p. 51 p. 17 p. 59 p. 17 p. 57 p. 17 p. 56 p. 42 (Tuck-in) p. 21 (Tuck-in) 9. Not applicable to prekindergarten (begins in grade 4). Range of Writing 10. Not applicable to prekindergarten (begins in grade 3). Page 12 of 20

13 to the Responding to Literature 11. Create and present a poem, dramatization, art work, or personal response to a particular author or theme studied in class, with prompting and support as needed. Project Corner Activities in Each Unit p. 19 p. 58 pp. 15, 32 pp. 51, 69 (Tuck-in) p. 17 p. 59 p. 17 p. 57 pp. 17, 38 p. 56 Page 13 of 20

14 to the Speaking and Listening Standards: Prekindergarten Comprehension and Collaboration 1. With guidance and support, participate in collaborative conversations with diverse partners about prekindergarten topics and texts with peers and adults in small and large groups. a. Engage in agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Engage in extended conversations. c. Communicate with individuals from different cultural backgrounds. pp. 9, 10, 19, 31, 35 p. 19 (Lasting Lessons) pp. 50, 53, 58, 71, 74 p. 58 (Lasting Lessons) pp. 7, 8, 11, 14, 22, 28, 29 p. 15 (Lasting Lessons) pp. 43, 44, 47, 51, 56 p. 51 (Lasting Lessons) pp. 7, 8, 12, 17, 24 p. 17 (Lasting Lessons) pp. 49, 50, 53, 58, 59, 66, 75, 77, 78 p. 59 (Lasting Lessons) pp. 8, 9, 16, 17, 36 p. 17 (Lasting Lessons) pp. 47, 48, 55, 56, 57, 74, 75, 77, 80 p. 57 (Lasting Lessons) pp. 8, 9, 12, 16, 17, 30 p. 17 (Lasting Lessons) pp. 47, 48, 55, 56, 62, 70, 74 p. 56 (Lasting Lessons) Page 14 of 20

15 to the 2. With guidance and support, confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. 3. With guidance and support, ask and answer questions in order to seek help, get information, or clarify something that is not understood. pp. 10, 18, 19, 25, 41 pp. 50, 57, 58 pp. 8, 14, 32 pp. 44, 51, 56 pp. 8, 16, 17 pp. 50, 58, 59, 77 pp. 9, 16, 17, 31, 36 pp. 48, 55, 56, 57, 77 pp. 9, 16, 17, 36 pp. 48, 55, 56, 77 pp. 10, 13, 19, 25, 26, 32, 35, 41 pp. 50, 52, 53, 58, 64, 65, 71, 72, 74, 77 pp. 8, 10, 11, 14, 21, 22, 25, 28, 29 pp. 44, 46, 47, 51, 57, 62, 65 pp. 7, 8, 11, 12, 23, 24, 27, 31 pp. 50, 53, 54, 66, 70, 75, 78 pp. 12, 23, 24, 27, 30, 33 pp. 50, 51, 52, 64, 67, 70, 71, 74, 80 pp. 12, 23, 24, 26, 27, 29, 30, 32 pp. 50, 51, 62, 63, 67, 69, 70, 73, 74 Page 15 of 20

16 to the Presentation of Knowledge and Ideas 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. 5. Add drawings or other visual displays to descriptions as desired to provide additional detail. pp. 10, 13, 19, 26, 31, 35 pp. 50, 52, 58, 64, 68, 71, 72, 74, 80 pp. 7, 8, 10, 11, 22, 28, 29 pp. 43, 44, 46, 47, 59, 60, 62 pp. 7, 8, 12, 16, 17, 24, 31, 37 pp. 49, 50, 53, 54, 58, 59, 66, 75, 77, 78 pp. 9, 11, 12, 16, 17, 27, 30, 33 pp. 47, 48, 51, 52, 56, 57, 64, 70, 71, 75, 77 pp. 8, 9, 12, 17, 24, 29 pp. 48, 51, 62, 67, 70, 74 p. 57 (Tuck-in) pp. 55 (Tuck-in), 81 (Tuck-in) p. 72 (Tuck-in) p. 24 (Tuck-in) Page 16 of 20

17 to the 6. Demonstrate an emergent ability to express thoughts, feelings and ideas. Language Standards: Prekindergarten Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print some upper- and lowercase letters (e.g., letters in their name). b. Use frequently occurring nouns and verbs (orally). c. With guidance and support, form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes) (orally). d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). e. In speech, use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). f. With guidance and support, produce and expand complete sentences in shared language activities. pp. 9, 10, 12, 13, 18, 19, 25, 26, 41 pp. 49, 50, 52, 53, 57, 58, 71, 72, 74, 77, 80 pp. 7, 8, 10, 11, 14, 15, 21, 22, 25, 28, 29, 32 pp. 43, 44, 47, 51, 56, 65 pp. 7, 8, 11, 12, 16, 17, 24, 31, 37 pp. 49, 50, 53, 54, 58, 59, 66, 75, 77, 78 pp. 8, 9, 11, 12, 15, 16, 17, 27, 31, 33, 36 pp. 47, 48, 51, 52, 55, 56, 57, 64, 75, 77, 80 pp. 8, 9, 12, 16, 17, 24, 29, 30, 36 pp. 47, 48, 51, 55, 56, 62, 67, 70, 73, 74, 80 pp. 13, 17, 19, 25, 26, 31, 32, 38, 41 p. 22 (Pleasant s Pointers) pp. 52, 53, 56, 58, 64, 65, 69, 71, 72, 74, 80 pp. 10, 11, 13, 22, 25, 28, 29, 34 pp. 46, 47, 50, 56, 59, 62, 63, 68 pp. 11, 12, 15, 17, 23, 24, 27, 31, 34, 35, 37, 41 pp. 50, 53, 54, 57, 58, 59, 66, 69 pp. 15, 17, 24, 27, 30, 31, 33 pp. 50, 51, 52, 55, 57, 63 pp. 11, 12, 15, 17, 26, 30, 32 pp. 50, 51, 54, 55, 56, 62, 63, 69, 70, 73, 74, 80 Page 17 of 20

18 to the 2. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Capitalize the first letter in their name. b. Attempt to write a letter or letters to represent a word. c. With guidance and support, attempt to spell simple words phonetically, drawing on knowledge of sound-letter relationships. Knowledge of Language 3. Use knowledge of language and how language functions in different contexts. p. 17 p. 56 p. 13 p. 50 p. 15 p. 57 p. 15 p. 55 p. 15 p. 54 pp. 7, 21, 36 pp. 7, 17 Page 18 of 20

19 to the Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on prekindergarten reading and content. a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). 5. With guidance and support, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) for understanding of the concepts the categories represent. b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (e.g., up, down, stop, go, in, out). c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. pp. 10, 25, 26, 41 pp. 50, 57, 58 pp. 7, 8 pp. 43, 44 pp. 7, 8 pp. 49, 50 pp. 8, 9 pp. 47, 48 pp. 8, 9 pp. 47, 48 pp. 13, 32, 35, 41 pp. 53, 65, 68, 71, 72, 74, 77, 80 pp. 11, 22, 25, 28, 29, 34 pp. 46, 47, 59, 62, 63, 68 pp. 10, 11, 12, 17, 23, 24, 34 pp. 53, 54, 66, 74, 75, 77, 78 pp. 11, 12, 27, 30, 31, 33 pp. 50, 51, 52, 64, 70, 71, 75 p. 9, 12, 24, 29, 30 pp. 62, 74 Page 19 of 20

20 to the 6. With prompting and support, use words and phrases acquired through conversations, reading and being read to, and responding to texts. pp. 10, 12, 13, 19, 25, 26, 35, 38, 41 pp. 50, 52, 53, 58, 64, 68, 74, 77, 80 pp. 8, 10, 11, 22, 28, 34, 36 pp. 43, 44, 46, 47, 51, 56, 59, 60, 62, 63 pp. 7, 8, 10, 11, 12, 17, 23, 24, 27, 31, 34, 35, 37 pp. 50, 53, 54, 65, 66, 69, 73, 74, 75, 77, 78 pp. 9, 11, 12, 15, 16, 17, 24, 27, 30, 33 pp. 48, 50, 51, 52, 63, 64, 70, 71, 75 pp. 9, 11, 12, 24, 27, 29, 30 pp. 48, 50, 51, 55, 56, 63, 67, 69 Page 20 of 20