Arkansas English Language Arts Curriculum Framework and the Common Core Standards Kindergarten

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1 A Correlation of to the 2011 Arkansas English Language Arts Curriculum Framework and the Kindergarten C/R-60_K

2 INTRODUCTION This document demonstrates how Street 2011 meets the objectives of the Arkansas English Language Arts Curriculum Framework (2003) and the. Correlation page references are to the Teacher s Edition and are cited by unit and volume. Lessons in the Teacher s Edition contain facsimile Student Edition pages. My Skills Buddy (MSB) and Reader s and Writer s Notebook (RWN) are also referenced. Street is a comprehensive reading program for Kindergarten through Grade Six that is built on solid research and prioritizes instruction for the five core areas of reading instruction for every grade: Phonemic Awareness, Phonics, Fluency, Vocabulary and Text Comprehension. Assessment Reading Street begins the year with the Baseline Group Test to make initial grouping decisions. Daily and Weekly assessment allow teachers to monitor students progress at different critical points of instruction. The Unit Benchmark Test measures students mastery of target skills taught throughout the unit. The End-of-Year Benchmark Test measures students mastery of target skills taught throughout the six units of the program. Writing on Reading Street Writing instruction on Reading Street emphasizes the reciprocal nature of reading and writing. Writing instruction integrates the skills and knowledge that students learn and practice as they read and helps students apply those skills and that knowledge in their writing. Differentiated Instruction for Group Time Reading Street instruction is systematic, explicit, and highly focused for all ability levels. Weekly plans and daily lessons provide small group instruction for Strategic Intervention (below level), On-Level, Advanced, and English Language Learners. Reading Street follows the Response to Intervention model (RTI) to meet the instructional needs of all students. It offers a process that monitors student s progress throughout the year so teachers can support on-level and advanced students and identify struggling readers early. ELL Instruction Daily support for English language learners can be found in the Differentiated Instruction feature in the Reading Street Teacher s Edition, as well as daily lessons for the ELL group. They offer pacing suggestions for the week and scaffolded instruction for the week s target skills and strategies. An ELL Reader reinforces the weekly concept and vocabulary while building language and fluency. Literacy Reading Street provides what teachers need to organize and carry out a customized literacy program. Planning guides and instructional lessons help teachers plan and implement lessons. Teachers can select from a rich array of readers to match texts to students.

3 21 st Century Skills Technology on Street can be used both for enhancing student experiences and preparing them for the future. Throughout the year, research-based technology options enrich instruction and assist in the management of classroom learning. KEY TE Teacher s Edition SE Student Edition MSB My Skills Buddy RWN Reader s and Writer s Notebook

4 Street Correlation to the Arkansas English Language Arts Curriculum Framework and Kindergarten Arkansas Curriculum Language Arts OV: Oral and Visual Communications OV.1: Students shall demonstrate effective oral communication skills to express ideas and to present information. Speaking Vocabulary OV.1.K.1: Name or describe people, places, things, locations, sizes, colors, shapes, numbers, and actions SL4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. MSB U2: 109; U3: 49, 88, 128; U4: 69, 109; U5: 48, 109 TE 1.1: 16, 132, , 178, 226, 243; 1.2: 332, 334, 348, , 399; 2.1: 226, 228, 243, 248, ; 2.2: 326, 343, 428, 430, , 528; 3.1: 74, 130, , 247; 3.2: 328, 348, 427, 543; 4.1: 126, , ; 4.2: , ; 5.1: 145, 234, ; 5.2: 334, 438, ; 6.2: 328, , 430, , 526 Speaking behaviors OV.1.K.2: Focus on audience MSB U1: 49, 89, 109; U2: 69, 109; U3: 29, 49, 69, 89, 109; U4: 29, 89; U5: 29, 109; U6: 29, 109 TE 1.1: 132, , K.1.2: 334, , 440, , 542, ; 2.2: 430, ; 3.1: 30, 76 77, 130, ; 3.2: 328, , 428, ; 4.1: 30, 72 73, 126, ; K.4.2: 328, ; 5.1: 128, , 234, ; 5.2: 334, , 438, , 536, ; 6.1: 130, ; 6.2: 328, , 430, , 526, OV.1.K.3: Express ideas in complete sentences when speaking TE 3.2: 524, 541, 568, 582, 596; 4.1: 226, 243, 272, 286, 300; 4.2: 326, 343, 374, 388, 402, 470, 428, 445, 470, 484, 498; 5.1: 28, 45, 86, 100, 126, 143, 178, 192, 206, 278; 5.2: 436, 453, 453, 494, 508, 584; 6.1: 226, 243, 272, 286, 300; 6.2: 326, 343, 374, 388, 402, 1 Kindergarten

5 continued 428, 445, 470, 484, 498, 524, 541, 582, 596 OV.1.K.4: Make appropriate comments about the ideas of others SL1. Participate in conversations with peers and adults about kindergarten topics and texts being studied in class. b. Continue a conversation through several exchanges. Speaking to share understanding of information OV.1.K.5: Give simple onestep directions OV.1.K.6: Participate in discussions about a variety of topics, including books and personal experiences SL1. Participate in conversations with peers and adults about kindergarten topics and texts being studied in class. b. Continue a conversation through several exchanges. Speaking for literary response and expression OV.1.K.7: Use pictures to R-L2. Retell familiar stories. orally retell a story with a beginning, middle, and end, with or without prompts MSB U2: 69; U6: 89 TE 2.1: ; 6.1: ; 6.2: MSB U4: 29 TE 4.1: 30, 72 73, MSB U2: 69; U6: 89 TE 2.1: ; 6.1: ; 6.2: MSB U1: 26, 46, 66, 86, 106, 126 TE 1.1: 43, 145, 241; 1.2: 347, 453, 555 OV.1.K.8: Participate in a variety of speaking activities including shared reading, oral retelling and dramatizations SL4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. MSB U2: 109; U3: 49, 88, 128; U4: 69, 109; U5: 48, 109 TE 1.1: 16, 132, , 178, 226, 243; 1.2: 332, 334, 348, , 399; 2.1: 226, 228, 243, 248, ; 2.2: 326, 343, 428, 430, , 528; 3.1: 74, 130, , 247; 3.2: 328, 348, 427, 543; 4.1: 126, , ; 4.2: , ; 5.1: 145, 234, ; 5.2: 334, 438, ; 6.2: 328, , 430, , 526 Speaking for critical analysis and evaluation OV.1.K.9: Accept contributions of teacher to improve speaking performance MSB U1: 49, 89, 109; U2: 69, 109; U3: 29, 49, 69, 89, 109; U4: 29, 89; U5: 29, 109; U6: 29, 109 TE 1.1: 132, , K.1.2: 334, , 440, , 542, ; 2.2: 430, ; 3.1: 30, 76 77, 130, Kindergarten

6 continued 177; 3.2: 328, , 428, ; 4.1: 30, 72 73, 126, ; K.4.2: 328, ; 5.1: 128, , 234, ; 5.2: 334, , 438, , 536, ; 6.1: 130, ; 6.2: 328, , 430, , 526, OV.2: Students shall demonstrate effective listening skills in formal and informal settings to facilitate communication. Listening for information and understanding OV.2.K.1: Demonstrate active listening behaviors (i.e., facing the speaker, making eye contact, and maintaining attention SL1. Participate in conversations with peers and adults about kindergarten topics and texts being studied in class. a. Listen to others and take turns speaking. MSB U1: 29, 69; U2: 29, 49, 69 TE 1.1: 30, 78 79, 132, , 228, ; 1.2: 334, ; 2.1: 74 75, , 228, ; 2.2: 430, 530, ; 3.1: 30, 76 77; 3.2: 526, ; 4.1: 126, 228; 4.2: 328, ; 5.1: , 234, ; 5.2: 438, ; 6.1: , 228, ; 6.2: 328, RWN: 1 2 OV.2.K.2: Listen for a purpose SL1. Participate in conversations with peers and adults about kindergarten topics and texts being studied in class. a. Listen to others and take turns speaking. MSB U1: 29, 69; U2: 29, 49, 69 TE 1.1: 30, 78 79, 132, , 228, ; 1.2: 334, ; 2.1: 74 75, , 228, ; 2.2: 430, 530, ; 3.1: 30, 76 77; 3.2: 526, ; 4.1: 126, 228; 4.2: 328, ; 5.1: , 234, ; 5.2: 438, ; 6.1: , 228, ; 6.2: 328, RWN: 1 2 OV.2.K.3: Follow one-step oral directions Listening and responding to literature OV.2.K.4: Listen to literature presented using a variety of media, including teacher reading, computer, or tape recording MSB U1: 29; U2: 49 TE 1.1: 30, 78 79, 188; 2.1: 128, MSB U1: 30 31, 70 71, ; U3: 30 31, 50 51, ; U5: 50 51, 90 91, Kindergarten

7 continued 111, TE 1.1: 42 44, 60 75, 89, , , 185, , ; 3.2: , , 385, , , , , 581; 5.1: 42 44, 60 71, 85, , , 191, , , 291 OV.2.K.5: Listen to a variety of texts from various cultures read aloud every day Listening for critical analysis and evaluation OV.2.K.6: Listen for specific SL1. Participate in information conversations with peers and adults about kindergarten topics and texts being studied in class. a. Listen to others and take turns speaking. MSB U1: 30 31, 70 71, ; U2: 30 31, 50 51, 70 71, 90 91; U3: 30 31, 50 51, ; U4: 30 31, 50 51, 90 91; U5: 50 51, 90 91, , ; U6: 50 51, 70 71, TE 1.1: , ; 1.2: ; 2.1: 96 97, , ; 2.2: ; 3.1: 98 99, ; 3.2: , ; 4.1: 94 95, ; 4.2: , , ; 5.1: ; 5.2: , , ; 6.1: , ; 6.2: MSB U1: 29, 69; U2: 29, 49, 69 TE 1.1: 30, 78 79, 132, , 228, ; 1.2: 334, ; 2.1: 74 75, , 228, ; 2.2: 430, 530, ; 3.1: 30, 76 77; 3.2: 526, ; 4.1: 126, 228; 4.2: 328, ; 5.1: , 234, ; 5.2: 438, ; 6.1: , 228, ; 6.2: 328, RWN: 1 2 OV.3: Students shall demonstrate knowledge and understanding of media as a mode of communication. Utilizing media for information and understanding 4 Kindergarten

8 OV.3.K.1: Listen to and view a variety of media to understand and extend learning OV.3.K.2: Identify the various types of media in daily life SL2. Confirm understanding of information presented orally or through media by asking and answering questions about key details. TE 1.1: 60 75, , ; 1.2: , , ; 3.2: 526, ; 5.1: 30, TE 4.2: , 5.2: 552 Utilizing media for personal response and expression OV.3.K.3: Respond to media in a variety of ways (i.e., art and movement) Utilizing media for critical analysis and evaluation OV.3.K.4: Review audio and video recordings of class presentations SL3. Ask questions to get information, seek help, or clarify something that is not understood. TE 1.1: 16, 17, 20, 32; 2.2: 314, 315, 318, 432; 3.1: 217, 220, 232, 250; 4.2: 314, 315, 318, 416, 417; 5.1: 16, 17, 221, 224; 6.2: 314, 315, 416, 417, 512, 513, 516 MSB U1: 49, 89, 109; U2: 69, 109; U3: 29, 49, 69, 89, 109; U4: 29, 89; U5: 29, 109; U6: 29, 109 TE 1.1: 132, , K.1.2: 334, , 440, , 542, ; 2.2: 430, ; 3.1: 30, 76 77, 130, ; 3.2: 328, , 428, ; 4.1: 30, 72 73, 126, ; K.4.2: 328, ; 5.1: 128, , 234, ; 5.2: 334, , 438, , 536, ; 6.1: 130, ; 6.2: 328, , 430, , 526, TE 1.1: 30, 79; 2.1: 228; 2.2: 328, 530, ; 3.2: 526, ; 4.1: 175; 4.2: 473; 5.1: 30, 74 75, 281; 6.1: 175, 275; 6.2: W: Writing W.4: Students shall employ a wide range of strategies as they write, using the writing process elements appropriately. Prewriting W.4.K.1: Generate topics and content by drawing, sharing personal experiences, and responding to books TE 1.2: 541; 2.2: 529; 3.2: 525; 4.2: 525, 542; 5.2: 535, 552; 6.2: 525, Kindergarten

9 W.4.K.2: Apply strategies, when prompted, to move from oral language to written language (i.e., orally compose message and verbally rehearse, etc.) W.4.K.3: Participate in teacher led prewriting activities to develop an understanding of the writing process Drafting W.4.K.4: Use letters and phonetically spelled words to write about self-selected topics W.4.K.5: Write from left to right and top to bottom and use return sweep W.4.K.6: Apply strategies for moving from oral language to writing (i.e., reread text to get to next word in the message, etc.) W.4.K.7: Apply knowledge of letters and words (i.e., groups of letters represent words and a space occurs between words, etc.) W.4.K.8: Demonstrate understanding that letters must occur in a specific sequence within a word W.4.K.9: Use strategies for applying phonemic awareness and phonics knowledge (i.e., break speech into words and leave spaces between words, slowly articulate or segment words in order to hear most salient sounds, etc.) W3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order that they occurred, and provide a reaction to what happened. W3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order that they occurred, and provide a reaction to what happened. R-FS2. Demonstrate understanding of spoken words, syllables, and phonemes. e. Demonstrate phonemic awareness by isolating and pronouncing the initial, medial vowel, and final phonemes (sounds) in three-phoneme (CVC) words (e.g., /save/, /ham/).1 (This does not include CVCs ending with /l/, /r/, or /x/.) TE 1.2: 558; 2.2: 546; 3.2: 542; 4.2: 575; 5.2: 585; 6.2: 569 TE 1.2: 541; 2.2: 529; 3.2: 525; 4.2: 525, 542; 5.2: 535, 552; 6.2: 525, 542 TE 1.1: 29, 46, 91, 105, 131, 148, 187, 201, 227, 244, 279, 293, 306; 1.2: 333, 350, 399, 413, 439, 456, 487, 501, 515, 541, 558, 585, 599, 613 TE 6.2: 429, 446, 471, 485, 499, 525, 542, 569, 583, 597 TE 1.2: 558; 2.2: 546; 3.2: 542; 4.2: 575; 5.2: 585; 6.2: 569 TE 1.1: 29, 46, 91, 105, 131, 148, 187, 201, 227, 244, 279, 293, 306; 1.2: 333, 350, 399, 413, 439, 456, 487, 501, 515, 541, 558, 585, 599, 613 TE 6.2: 429, 446, 471, 485, 499, 525, 542, 569, 583, 597 TE 1.1: , , ; 1.2: , , , , , , ; 2.1: 34, 52 53, 117, 151, 217; 2.2: , , 482; 3.1: 18 19, 35, 52, , , , 219, ; 3.2: , 332, 350, , 432, 447, 450, 531, ; 4.1: 18 19, 34, 52, 115, 131; 4.2: 332, , 434, , , 548; 5.1: 18 19, 52 53, , 151, 6 Kindergarten

10 continued 223, 238; 5.2: 338, , 443, 541; 6.1: 35, 53, 217; 6.2: , , , 478, , , 576 W.4.K.10: Write simple messages independently to demonstrate the understanding that speech can be written Revising W.4.K.11: Reread message to check for accuracy and meaning W5. With guidance and support from adults, add details to strengthen writing as needed through revision. TE 1.1: 131, 227; 1.2: 332, 439; 2.1: 29, 127, 227, 273; 2.2: 327, 429; 3.1: 29, 129, 229; 3.2: 327, 427; 4.1: 29, 125, 227; 4.2: 327, 429; 5.1: 29, 127, 233; 5.2: 333, 437; 6.1: 29, 129, 227; 6.2: 327, 429 TE 1.2: 585, 599; 2.2: 573, 587; 3.2: 569, 583; 4.2: 589, 603; 5.2: 599, 613; 6.2: 583, 597 W.4.K.12: Participate in teacher-led revision Editing Arkansas has no expectation for this topic Publishing W.4.K.13: Prepare pieces for publication (i.e., illustrations, rewriting, etc.) W.4.K.14: Share writing with others W.4.K.15: Contribute to the literate environment of the classroom/school by displaying writing samples (e.g., poems, word study charts, word walls, writing samples, etc.) W5. With guidance and support from adults, add details to strengthen writing as needed through revision. W5. With guidance and support from adults, add details to strengthen writing as needed through revision. W5. With guidance and support from adults, add details to strengthen writing as needed through revision. W5. With guidance and support from adults, add details to strengthen writing as needed through revision. TE 1.2: 585, 599; 2.2: 573, 587; 3.2: 569, 583; 4.2: 589, 603; 5.2: 599, 613; 6.2: 583, 597 TE 1.2: 585, 599; 2.2: 573, 587; 3.2: 569, 583; 4.2: 589, 603; 5.2: 599, 613; 6.2: 583, 597 TE 1.2: 585, 599; 2.2: 573, 587; 3.2: 569, 583; 4.2: 589, 603; 5.2: 599, 613; 6.2: 583, 597 TE 1.2: 585, 599, 613; 2.2: 573, 587, 601; 3.2: 569, 583, 597; 4.2: 589, 603, 603; 5.2: 599, 613; 6.2: 583, 597 TE 1.2: 613; 2.2: 601; 3.2: 597; 4.2: 603; 5.2: 613; 6.2: Kindergarten

11 W.4.K.16: Contribute to a writing portfolio Students have the opportunity to contribute to a portfolio throughout the program. These are some of the many TE 1.2: 613; 2.2: 601; 3.2: 597; 4.2: 603; 5.2: 613; 6.2: 597 W.5: Students shall demonstrate competency in writing for a variety of purposes, topics and audiences employing a wide range of forms. Purposes and Audiences W.5.K.1: Write for self TE 2.1: 173, 273; 3.2: 471; 4.2: 375, 525, 542, 575, 589, 603; 6.1: 75 W.5.K.2: Write and/or draw to communicate ideas W2. Use a combination of drawing, dictating, and writing to compose informative and explanatory texts in which they name what they are writing about and share some information about it. TE 1.1: 91, 148, 187, 244, 293, 307; 1.2: 350, 385, 399, 501; 2.1: 46, 87, 144, 187; 2.2: 327, 389, 403, 429, 446; 3.1: 46, 75, 89, 103, 146, 189, 229, 246, 287; 3.2: 344, 373, 387, 427, 444, 485; 4.1: 46, 71, 85, 142, 187, 244, 273; 4.2: 344, 389, 429, 446; 5.1: 46, 73, 87, 144, 193, 233, 250, 293; 5.2: 350, 397, 454, 495; 6.1: 46, 89, 146, 187, 227, 244, 287, 301; 6.2: 344, 429 W.5.K.3: Explain some of the purposes for writing, such as telephone messages, recipes, or lists Topics and Forms W.5.K.4: Write daily TE 1.1: 77, 173, 279; 1.2: 385, 487, 542; 2.1: 73, 173, 273; 2.2: 375, 475, 529; 3.1: 75, 175, 273; 3.2: 373, 471, 525; 4.1: 71, 173, 273; 4.2: 375, 471, 525; 5.1: 73, 179, 279; 5.2: 383, 481, 535; 6.1: 75, 173, 273; 6.2: 375, 471, 525 TE 1.1: 29, 46, 77, 91, 105, 131, 148, 173, 187, 201, 227, 244, 279, 293, 307; K.3.2: 327, 344, 373, 387, 401, 427, 444, 471; 5.1: 29, 46, 73, 87, 101, 127, 144, 179, 193, 207, 233, 250, 279, 293, Kindergarten

12 W.5.K.5: Write brief personal narratives and simple informational text (i.e., journal writing, etc.) W.5.K.6: Respond by writing or drawing pictures to stories read aloud W2. Use a combination of drawing, dictating, and writing to compose informative and explanatory texts in which they name what they are writing about and share some information about it. TE 1.1: 91, 148, 187, 244, 293, 307; 1.2: 350, 385, 399, 501; 2.1: 46, 87, 144, 187; 2.2: 327, 389, 403, 429, 446; 3.1: 46, 75, 89, 103, 146, 189, 229, 246, 287; 3.2: 344, 373, 387, 427, 444, 485; 4.1: 46, 71, 85, 142, 187, 244, 273; 4.2: 344, 389, 429, 446; 5.1: 46, 73, 87, 144, 193, 233, 250, 293; 5.2: 350, 397, 454, 495; 6.1: 46, 89, 146, 187, 227, 244, 287, 301; 6.2: 344, 429 MSB U1: 27, 47, 67, 87, 107, 127; U4: 27, 47, 67, 87, 107, 127; U6: 27, 47, 67, 87, 107, 127 TE 1.1: 44, 146, 242; 1.2: 348, 454, 556; 4.1: 44, 140, 242; 4.2: 342, 444, 540; 6.1: 44, 144, 242; 6.2: 342, 444, 540 W.6: Students shall apply knowledge of Standard English conventions in written work. Sentence Formation W.6.K.1: Write simple sentences around known words, repetitive phrases, and sentence beginnings L1. Observe conventions of grammar and usage. e. Produce and expand complete sentences in shared language and writing activities. TE 3.1: 272, 287; 3.2: 330, 344, 524, 541, 582, 596; 4.1: 70, 124, 141, 186, 187, 226, 243, 286, 287, 301; 4.2: 326, 328, 343, 374, 388, 389, 470; 5.1: 45, 74 75, 144; 5.2: 436, 453, 584; 6.1: 89, 146, 187; 6.2: 374, 389, 428, 445, 484, 485, 524, 541, 582 Usage W.6.K.2: Use the syntax of oral language L1. Observe conventions of grammar and usage. e. Produce and expand complete sentences in shared language and writing activities. TE 3.1: 272, 287; 3.2: 330, 344, 524, 541, 582, 596; 4.1: 70, 124, 141, 186, 187, 226, 243, 286, 287, 301; 4.2: 326, 328, 343, 374, 388, 389, 470; 5.1: 45, 74 75, 144; 5.2: 436, 453, 584; 6.1: 89, 146, 187; 6.2: 374, 389, 428, 445, 484, 485, 524, 541, Kindergarten

13 Spelling W.6.K.3: Use phonetic strategies to spell unknown words (i.e., segmentation) W.6.K.4: Spell a few high frequency words correctly L2. Observe conventions of capitalization, punctuation, and spelling. c. Spell simple words phonetically using knowledge of sound-letter relationships. TE 2.1: 82, 182, 282; 2.2: 384, 484, 582; 3.1: 84, 184, 282; 3.2: 382, 480, 578; 4.1: 80, 182, 282; 4.2: 384, 480, 584; 5.1: 82, 188, 288; 5.2: 392, 490, 594; 6.1: 84, 182, 282; 6.2: 384, 480, 578 TE 1.1: 23, 39, 125, 141, 221, 237; 1.2: 327, 343, 433, 449, 535, 551; 3.1: 23, 39, 123, 139, 223, 239; 3.2: 321, 337, 421, 437, 519, 535; 6.1: 23, 39, 123, 139, 221, 237; 6.2: 321, 337, 423, 439, 519, 535 Capitalization W.6.K.5: Capitalize own name TE 1.1: 130, 147, 172, 186, 200 W.6.K.6: Capitalize pronoun I Punctuation W.6.K.7: Begin to use punctuation Formatting W.6.K.8: Write left to right with return sweep W.6.K.9: Leave spaces between words L2. Observe conventions of capitalization, punctuation, and spelling. a. Capitalize the first word in a sentence and the pronoun I. L2. Observe conventions of capitalization, punctuation, and spelling. b. Name and identify end punctuation, including periods, question marks, and exclamation points. R-FS1. Demonstrate understanding of the organization and basic features of print. c. Understand that words are separated by spaces in print. TE 3.2: 524, 541, 582, 596; 4.1: 70, 226, 243, 286, 300; 4.2: 326, 343, 374, 388, 428, 445, 470, 484, 498, 524, 541, 574, 588, 602; 5.1: 28, 45, 72, 126, 143, 192, 206; 5.2: 613; 6.1: 28, 45, 88, 102, 172; 6.2: 326, 343, 428, 445 TE 3.2: 524, 541, 582, 596; 4.1: 70, 226, 243, 286, 300; 4.2: 326, 343, 374, 428, 445, 470, 484, 498, 574; 5.1: 28, 45, 86, 100, 126, 143, 192, 206; 5.2: 613; 6.1: 226, 243, 286, 300; 6.2: 326, 343, 388, 402, 428, 445, 484, 498 TE 6.2: 429, 446, 471, 485, 499, 525, 542, 569, 583, 597 TE 1.1: 234, 237; 1.2: 340, 446; 2.2: 587; 4.2: 603; 5.2: Kindergarten

14 W.6.K.10: Use correct letter formation L1. Observe conventions of grammar and usage. a. Print most upper- and lowercase letters. TE 1.1: 22, 29, 38, 46, 124, 131, 140, 148; 1.2: 326, 333, 342, 350, 432, 439, 534; 2.1: 22, 29, 120, 127, 220, 227; 2.2: 320, 327, 336, 422, 429, 522; 3.1: 29, 38, 46, 129, 138, 229, 246; 3.2: 327, 427, 518, 534; 4.1: 22, 29, 38, 46, 125, 134; 4.2: 320, 327, 336, 422, 429; 5.1: 22, 46, 120, 136, 226, 233; 5.2: 333, 430, 528; 6.1: 22, 38, 220, 236; 6.2: 320, 327, 438 W.7: Students shall develop personal style and voice as they approach the craftsmanship of writing. Purposefully shaping and controlling language W.7.K.1: Include drawings that support meaning W3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell that they occurred, and provide a reaction to what happened. TE 1.1: 29, 46, 91, 105, 131, 148, 187, 201, 227, 244, 279, 293, 306; 1.2: 333, 350, 399, 413, 439, 456, 487, 501, 515, 541, 558, 585, 599, 613 W.7.K.2: Incorporates language acquired from reading and/or conversation W.7.K.3: Incorporate into personal writing literary language and styles heard or read in the classroom W.7.K.4: Use predictable texts as model for own writing W1. Use a combination of drawing, dictating, and writing to compose opinions in which they tell a reader the name of a book or the topic they are writing about and give an opinion about the topic (e.g., My favorite book is... ). W1. Use a combination of drawing, dictating, and writing to compose opinions in which they tell a reader the name of a book or the topic they are writing about and give an opinion about the topic (e.g., My favorite book is... ). TE 1.1: 29, 105, 131, 227; 1.2: 413, 439; 2.1: 29, 127, 244; 2.2: 489; 3.1: 29, 129, 203, 273, 301; 3.2: 401, 499; 4.1: 29, 99, 125, 201, 227, 287, 301; 4.2: 327, 403, 485, 499; 5.1: 29, 101, 127, 207; 5.2: 333, 411, 437; 6.1: 29, 129; 6.2: 446, 485 TE 1.1: 29, 105, 131, 227; 1.2: 413, 439; 2.1: 29, 127, 244; 2.2: 489; 3.1: 29, 129, 203, 273, 301; 3.2: 401, 499; 4.1: 29, 99, 125, 201, 227, 287, 301; 4.2: 327, 403, 485, 499; 5.1: 29, 101, 127, 207; 5.2: 333, 411, 437; 6.1: 29, 129; 6.2: 446, 485 TE 1.1: 77, 173, 279; 1.2: 385, 487, 542; 2.1: 73, 173, 273; 2.2: 375, 475, 529; 3.1: 75, 175, 273; 3.2: 373, 471, 525; 4.1: 71, 173, 273; 4.2: 375, 471, 525; 5.1: 73, 179, 279; 5.2: 383, 481, 535; 6.1: 75, 173, 273; 6.2: 375, 471, Kindergarten

15 W.7.K.5: Listen and respond to writings of others L1. Observe conventions of grammar and usage. c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes) when speaking. L1. Observe conventions of grammar and usage. d. Understand and use the most frequently occurring prepositions in English (e.g., to/from, in/out, on/off, for, of, by, with) when speaking. L1. Observe conventions of grammar and usage. f. Understand and use question words (e.g., who, what, where, when, why, how) in discussions. L4. Determine word meanings (based on kindergarten reading). b. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck as a bird and learning the verb to duck). L4. Determine word meanings (based on kindergarten reading). c. Use the most common affixes in English (e.g., -ed, - s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. L5. Understand word relationships. a. Build real-life connections between words and their use (e.g., note places at school that are colorful). TE 1.2: 613; 2.2: 601; 3.2: 597; 4.2: 603; 5.2: 613; 6.2: 597 TE 2.1: 28, 45, 86, 100, 172; 5.2: 332, 349, 396, 410 TE 5.1: 232, 249, 292, 306; 5.2: 382; 6.1: 128, 145, 186, 200, 272 TE 3.2: 526, ; 5.1: 30, MSB: U , TE 2.1: 28, 45, 86, 172 TE 1.1: 33, 51, 83, 95, 135, 153, 179, 191, 231, 249, 285, 297; 1.2: 337, 355, 391, 403, 443, 461, 493, 505, 545, 563, 591, 603; 4.1: 33, 51, 77, 89, 129, 147, 179, 191, 231, 249, 279, 291; 4.2: 331, 349, 381, 393, 433, 451, 477, 489, 529, 547, 581, Kindergarten

16 L5. Understand word relationships. b. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. L5. Understand word relationships. c. Use common adjectives to distinguish objects (e.g., the small blue square; the shy white rabbit). L5. Understand word relationships. d. Demonstrate understanding of common verbs and adjectives by relating them to their opposites (antonyms). L6. Use newly learned words acquired through conversations, reading, and responding to texts. TE 3.1: 28, 45, 102, 128, 147, 174, 190, 228; 5.2: 553, 600; 6.1: 245, 288 MSB U3: 108 TE 2.1: 226, 243, 286, 300; 2.2: 326, 343, 374, 388, 402, 528, 545, 586, 600; 3.1: 74; 3.2: 445 MSB U3: 108 TE 2.2: 428, 445, 488, 502, 572; 3.2: 445 TE 2.1: 33, 51, 61 70, 91, 101; 4.2: 331, 349, , 381, 389, 393, 403 R: Reading R.8: Students shall apply concepts of print, acquire knowledge of spoken words and understand the relationship of speech to print as they develop a foundation for literacy. Utilizing concepts about print R.8.K.1: Demonstrate understanding of the relationship between written and oral language MSB U1: 18 25, 38 45, 58 65, 78 85, , TE 1.1: 24 25, 40 41, , , , ; 1.2: , , , , , R.8.K.2: Demonstrate understanding of directionality (left to right, return sweep, top to bottom, front to back) R.8.K.3: Apply knowledge of letter and word R-FS1. Demonstrate understanding of the organization and basic features of print. b. Follow words from left to right, top to bottom, and page by page. R-FS2. Demonstrate understanding of spoken words, syllables, and phonemes. TE 1.1: 42, 138, 144, 158, 234, 254, 240; 1.2: 340, 346, 446, 466, 554 MSB U1: TE 1.1: , , , 192, 251, ; 1.2: 339, 429; 2.1: 151; 2.2: 351, 553; 3.1: 253; 5.1: 257; 13 Kindergarten

17 continued R.8.K.4: Apply knowledge of first and last (i.e., letter, sounds, words, etc.) b. Count, pronounce, blend, and segment syllables in spoken words. c. Count individual words in spoken phrases or simple sentences. R-FS2. Demonstrate understanding of spoken words, syllables, and phonemes. e. Demonstrate phonemic awareness by isolating and pronouncing the initial, medial vowel, and final phonemes (sounds) in three-phoneme (CVC) words (e.g., /save/, /ham/).1 (This does not include CVCs ending with /l/, /r/, or /x/.) 6.2: 351 TE 1.1: 53, 84, 237; 1.2: 446 TE 1.1: , , ; 1.2: , , , , , , ; 2.1: 34, 52 53, 117, 151, 217; 2.2: , , 482; 3.1: 18 19, 35, 52, , , , 219, ; 3.2: , 332, 350, , 432, 447, 450, 531, ; 4.1: 18 19, 34, 52, 115, 131; 4.2: 332, , 434, , , 548; 5.1: 18 19, 52 53, , 151, 223, 238; 5.2: 338, , 443, 541; 6.1: 35, 53, 217; 6.2: , , , 478, , , 576 R.8.K.5: Track known print using one-to-one correspondence MSB U1: 18 25, 38 45, 58 65, 78 85, , TE 1.1: 24 25, 40 41, , , , ; 1.2: , , , , , R.8.K.6: Identify the front cover and back cover of a book F-FS1. Demonstrate understanding of the organization and basic features of print. a. Identify the front cover, back cover, and title page of a book. TE 1.1: 24, 40, 144, 183, 240, 254; 1.2: 344, 452, Kindergarten

18 R.8.K.7: Identify what an author does and what an illustrator does R-IT6. Name the author and illustrator of a text and define the role of each. TE 1.2: 554, 571, 595, 597; 2.1: 56, 140, 154, 254; 2.2: 456; 3.1: 56; 3.2: 438, 440, 454; 4.2: 328, 338, 340, ; 5.1: 246; 5.2: 450; 6.1: 240; 6.2: 538 Developing phonological awareness R.8.K.8: Identify and produce R-FS2. Demonstrate oral rhymes understanding of spoken words, syllables, and phonemes. a. Recite and produce R.8.K.9: Segment oral language into sentences and words R.8.K.10: Identify and work with syllables, onsets, rimes in spoken words rhyming words. R-FS2. Demonstrate understanding of spoken words, syllables, and phonemes. c. Count individual words in spoken phrases or simple sentences. R-FS2. Demonstrate understanding of spoken words, syllables, and phonemes. d. Blend and segment consonants and rimes of spoken words (/g/ - /oat/, /bl/ - /ack/). MSB U1: TE 1.1: 18 19, 34 35, 52 53, 84 85, 96, ; 1.2: 357, 547; 2.1: 35, 49, 233; 2.2: 419, 449; 3.2: 433; 4.2: 527; 6.1: 31 TE 1.1: 53, 84, 237; 1.2: 446 TE 1.1: 21, , 123, , 139, , 192, 219, ; 1.2: 325, 335, 341, 357, 392, 404, 431, 447, 464, 496, 533, 549, 594; 4.1: 21, 35, 117, 219; 4.2: 435, 453, 531, 549 R.8.K.11: Isolate individual phonemes in a word R-FS2. Demonstrate understanding of spoken words, syllables, and phonemes. e. Demonstrate phonemic awareness by isolating and pronouncing the initial, medial vowel, and final phonemes (sounds) in three-phoneme (CVC) words (e.g., /save/, /ham/).1 (This does not include CVCs ending with /l/, /r/, or /x/.) TE 1.1: , , ; 1.2: , , , , , , ; 2.1: 34, 52 53, 117, 151, 217; 2.2: , , 482; 3.1: 18 19, 35, 52, , , , 219, ; 3.2: , 332, 350, , 432, 447, 450, 531, ; 4.1: 18 19, 34, 52, 115, 131; 4.2: 332, , 434, , , 548; 5.1: 18 19, 52 53, , 151, 223, 238; 5.2: 338, , 443, 541; 6.1: 35, 53, 217; 6.2: , , , 478, , , Kindergarten

19 R.8.K.12: Recognize like phonemes in different words (phoneme identity) R.8.K.13: Categorize words with like and unlike phonemes R.8.K.14: Blend separate phonemes orally into onesyllable words R.8.K.15: Segment individual phonemes orally in onesyllable words R-FS2. Demonstrate understanding of spoken words, syllables, and phonemes. f. Add or substitute individual phonemes in simple, onesyllable words to make new words (e.g., /at/ /sat/ /mat/ /map/). R-FS3. Know and apply grade-level phonics and word analysis skills in decoding words. d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. R-FS2. Demonstrate understanding of spoken words, syllables, and phonemes. d. Blend and segment consonants and rimes of spoken words (/g/ - /oat/, /bl/ - /ack/). R-FS2. Demonstrate understanding of spoken words, syllables, and phonemes. e. Demonstrate phonemic awareness by isolating and pronouncing the initial, medial vowel, and final phonemes (sounds) in three-phoneme (CVC) words TE 1.1: , , , 298; 1.2: 404; 2.1: 18 19, 34 35, 52 53, , 251; 2.2: , , , , 453, 553; 3.1: 18 19, 34 35, 52 53, , ; 3.2: , , , , 451, 549; 4.1: 35, 53, 149, 251; 4.2: 333, 351, 453, 549; 5.1: 53, 117, 133, 151, 223, 239; 5.2: 323, 339, 357, 461; 6.1: 53, 153; 6.2: 549 TE 2.1: 134; 2.2: 536; 3.2: 334, 434, 532; 4.1: 36; 5.1: 134; 5.2: 444, 542; 6.1: 36, 234; 6.2: 334, 436 TE 1.2: 325, 335, 341, 357, 392, 431, 533, 549; 4.1: 21, 35, 117, 219; 4.2: 435, 453, 531 TE 1.1: , , ; 1.2: , , , , , , ; 2.1: 34, 52 53, 117, 151, 217; 2.2: , , 482; 3.1: 18 19, 35, 52, , , , 219, ; 3.2: , 332, 350, , 432, 447, 450, 531, ; 4.1: 18 19, 34, 52, 115, 131; 4.2: 332, , 434, , , 548; 5.1: 18 19, 52 53, , 151, 223, 238; 5.2: 338, , 443, 541; 6.1: 35, 53, 217; 6.2: , , , 478, , , Kindergarten

20 R.9: Students shall apply a variety of strategies to read and comprehend printed material. Using prior knowledge to make meaning R.9.K.1: Preview the selection and use prior knowledge to make reasonable predictions Using connections to make meaning TE 2.1: 42, 44, 140, 142, 240, 242; 2.2: 340, 342, 442, 444, 542, 544; 4.1: 42, 44, 138, 140, 240, 242; 4.2: 340, 342, 442, 444, 538, 540; 6.1: 42, 44, 142, 144, 240, 242; 6.2: 340, 342, 442, 444, 538, 540 R.9.K.2: Make connections from text to self during read aloud MSB U1: 27, 47, 67, 107; U2: 27, 47; U3: 47, 87; U4: 27, 47, 107; U5: 27, 127; U6: 47 TE 1.1: 44, 146, 242; 1.2: 454; 2.1: 44, 142; 3.1: 144; 3.2: 342; 4.1: 44, 140; 4.2: 444; 5.1: 44; 5.2: 550; 6.1: 144 R.9.K.3: Make connections from text to text during read aloud MSB U1: 127; U2: 107, 127; U3: 67; U4: 67; U5: 87; U6: 27, 87, 127 TE 1.2: 556; 2.2: 444, 544; 3.1: 244; 4.1: 242; 5.2: 348; 6.1: 44; 6.2: 342, 540 Using visualization to make meaning R.9.K.4: Form a mental picture from text read by the teacher, including story elements or descriptions Using questioning and monitoring to make meaning R.9.K.5: Ask and answer questions about the text R-IT1. With prompting and support, ask and answer questions about details and events in a text. TE 1.1: 42 44, 60 75, 89, , , 185, , ; 3.1: 42 44, 60 73, 87, , , 187, , , 285; 5.2: , , 395, , , 493, , TE 1.2: , 597; 2.1: 148, , 185, 248, , 285; 2.2: 450, , 487; 3.1: 50, 58 73, 87; 3.2: 448, , 483; 4.2: 450, , 483; 5.1: 148, , 191; 6.2: 546, , Kindergarten

21 R.9.K.6: Ask and answer questions in response to what is heard or read R-IT1. With prompting and support, ask and answer questions about details and events in a text. TE 1.2: , 597; 2.1: 148, , 185, 248, , 285; 2.2: 450, , 487; 3.1: 50, 58 73, 87; 3.2: 448, , 483; 4.2: 450, , 483; 5.1: 148, , 191; 6.2: 546, , 581 Using inferences to make meaning R.9.K.7: Predict what will happen next in a text TE 2.1: 42, 44, 140, 142, 240, 242; 2.2: 340, 342, 442, 444, 542, 544; 4.1: 42, 44, 138, 140, 240, 242; 4.2: 340, 342, 442, 444, 538, 540; 6.1: 42, 44, 142, 144, 240, 242; 6.2: 340, 342, 442, 444, 538, 540 R.9.K.8: Predict repetitive text R.9.K.9: Use pictures to make predictions about the content R-IT7. Relate pictures or illustrations to the overall text in which they appear. TE 2.1: 42, 44, 140, 142, 240, 242; 2.2: 340, 342, 442, 444, 542, 544; 4.1: 42, 44, 138, 140, 240, 242; 4.2: 340, 342, 442, 444, 538, 540; 6.1: 42, 44, 142, 144, 240, 242; 6.2: 340, 342, 442, 444, 538, 540 TE 1.2: 554, 573, 576, 578, 582; 2.1: 42, 44, 61, 62, 63, 65, 66, 68, 69, 70, 140, 142, 159, 160, 161, 162, 163, 164, 165, 166, 167, 168, 169, 170, 240, 242, 259, 260, 262, 266, 270; 2.2: 340, 342, 442, 444, 465, 469, 542, 544; 3.1: 62, 63, 65, 66, 68, 69, 70, 71; 3.2: 458, 459, 460, 461, 463, 464, 465, 466, 467, 468; 4.1: 42, 44, 138, 140, 240, 242; 4.2: 340, 342, 442, 444, 459, 460, 463, 464, 465, 466, 467, 538, 540; 5.1: 140, 158, 159, 160, 162, 172, 174; 5.2: 468, 469, 470, 471, 473, 474, 475, 476, 477, 478; 6.1: 42, 44, 142, 144, 240, 242, 257, 261, 270; 6.2: 340, 342, 442, 444, 538, 540, 559, 560, 563, Kindergarten

22 Determining importance to make meaning R.9.K.10: Retell stories and R-L2. Retell familiar stories. events using beginning, middle, and end MSB U1: 26, 46, 66, 86, 106, 126 TE 1.1: 43, 145, 241; 1.2: 347, 453, 555 R.9.K.11: Identify the topic or main idea of a selection R-IT2. Identify the main topic and main ideas of a text. MSB U2: 54 55; U5: TE 2.1: , 242, 256, ; 3.1: 86; 3.2: , 545, 554, 580, 598; 4.2: 482; 5.2: , 452, 466, 492; 6.1: , 242, 256, 284 Summarizing and synthesizing for meaning R.9.K.12: Use a few details to R-L2. Retell familiar stories. retell a simple story with a beginning, middle, and end R.9.K.13: Create art work and/or a simple written response that shows comprehension of a story R.9.K.14: Discuss reading with others MSB U1: 26, 46, 66, 86, 106, 126 TE 1.1: 43, 145, 241; 1.2: 347, 453, 555 MSB U1: 27, 47, 67, 87, 107, 127; U4: 27, 47, 67, 87, 107, 127; U6: 27, 47, 67, 87, 107, 127 TE 1.1: 44, 146, 242; 1.2: 348, 454, 556; 4.1: 44, 140, 242; 4.2: 342, 444, 540; 6.1: 44, 144, 242; 6.2: 342, 444, 540 MSB U1: 27, 47, 67, 87, 107, 127; U4: 27, 47, 67, 87, 107, 127; U6: 27, 47, 67, 87, 107, 127 TE 1.1: 44, 146, 242; 1.2: 348, 454, 556; 4.1: 44, 140, 242; 4.2: 342, 444, 540; 6.1: 44, 144, 242; 6.2: 342, 444, 540 R.10: Students shall read, examine, and respond to a wide range of texts for a variety of purposes. Exhibit behaviors and habits of an active reader R.10.K.1: Read daily R.10.K.2: Read and explain own writing and drawings W2. Use a combination of drawing, dictating, and writing to compose informative and TE 1.1: 91, 148, 187, 244, 293, 307; 1.2: 350, 385, 399, 501; 2.1: 46, 87, 144, 187; 2.2: 327, 19 Kindergarten

23 continued R.10.K.3: Distinguish different forms of text, such as story or informational R.10.K.4: Demonstrate knowledge of the content of the works of a single author R.10.K.5: Participate actively (react, join in, predict, read along, etc.) when predictable and patterned selections are read aloud R.10.K.6: Respond to a wide variety of texts by contributing to a reading journal/log which demonstrates appropriate comprehension skills, including picture and written responses R.10.K.7: Select familiar books to read from a variety of sources, including classroom, home, and school library explanatory texts in which they name what they are writing about and share some information about it. 389, 403, 429, 446; 3.1: 46, 75, 89, 103, 146, 189, 229, 246, 287; 3.2: 344, 373, 387, 427, 444, 485; 4.1: 46, 71, 85, 142, 187, 244, 273; 4.2: 344, 389, 429, 446; 5.1: 46, 73, 87, 144, 193, 233, 250, 293; 5.2: 350, 397, 454, 495; 6.1: 46, 89, 146, 187, 227, 244, 287, 301; 6.2: 344, 429 TE 1.1: 42, 44, 144, 146, 240, 242; K.3.1: 42, 44, 142, 144, 242, 24438, 540; 6.2: 340, 342, 442, 444, 538, 540 MSB U4: 89; U6: 109 TE 4.2: 328, ; 6.2: 430, TE 1.1: 42 44, 60 75, 89, , , 185, , ; 3.1: 42 44, 60 73, 87, , , 187, , , 285; 5.2: , , 395, , , 493, , MSB U1: 27, 47, 67, 87, 107, 127; U4: 27, 47, 67, 87, 107, 127; U6: 27, 47, 67, 87, 107, 127 TE 1.1: 44, 146, 242; 1.2: 348, 454, 556; 4.1: 44, 140, 242; 4.2: 342, 444, 540; 6.1: 44, 144, 242; 6.2: 342, 444, 540 TE 2.1: 42, 60 71, 85, 140, , 185, 240, , 285; 4.2: 340, , 387, 442, , 483, 538, , 587; 6.1: 42, 59 73, 87, 142, , 185, 240, , 285 Reading a variety of informational materials for enjoyment and critical analysis R.10.K.8: Identify the topics of MSB U2: 54 55; U3: ; nonfiction selections read U5: 94 95; U6: aloud TE 2.1: , 240, , 284, ; 3.2: Kindergarten

24 continued 523, 538, , 580, ; 5.2: , 450, , 492, ; 6.1: , 240, 256, 284, Reading a variety of literature for enjoyment and critical analysis R.10.K.9: Read a variety of simple repetitive texts, including poetry and nursery rhymes R-L5. Recognize common types of texts (e.g., storybooks, poems). MSB U1: 70 71, ; U2: 30 31, 50 51, 70 71, ; U3: 50 51, 90 91, ; U4: 90 91, ; U5: 50 51, 90 91; U6: 50 51, 70 71, , TE 1.1: 42, 60 75; 1.2: 240, ; 2.1: 98 99, 142, , 242, ; 3.2: 340, , 538, ; 4.1: 138, ; 4.2: 340, , , ; 5.1: 42, 60 71, 96 97, ; 5.2: 346, , , 548, , ; 6.1: , ; 6.2: 340, , 442, , , R.10.K.10: Engage in literature (stories, songs, plays and poems, etc.) R.10.K.11: Participate in group innovations of text R.10.K.12: Discuss beginning, middle, and end from books read aloud R-L10. Read emergentreader literature texts with purpose and understanding. TE 1.1: 40, 42, 56, 87, 89, 142, 144, 158, 160, 183, 185, 238, 240, 254, 257, 289, 291; 1.2: 344, 346, 360, 363, 395, 397, 450, 466, 468, 497, 499; 2.2: 340, 354, 357, 385, 387, 542, 559, 585; 3.1: 142, 156, 158, 185, 187, 242, 259, 285; 3.2: 338, 340, 354, 356, 385, 538; 4.1: 42, 56, 58, 83, 138, 152, 155, 183, 185; 4.2: 338, 340, 354, 357, 385, 387, 538; 5.1: 42, 56, 59, 83, 85; 5.2: 346, 360, 362, 393, 395; 6.1: 142, 156, 159, 183, 185; 6.2: 340, 357, 385, 387, 442, 456, 458, 481, 483 MSB U1: 49, 129; U3: 29; U5: 49 TE 1.1: 132, ; 1.2: 542, ; 3.1: 30, 76 77; 5.1: 128, MSB U1: 54 55; U2: 94 95; U3: 34 35, 74 75; U4: 14 15, 54 55; U5: 74 75; U6: TE 1.1: , 240, , 290, ; 2.2: Kindergarten

25 continued 427, 442, 458, 486, ; 3.1: , 142, 158, 186, ; 3.2: , 340, 356, 384, ; 4.1: 26 27, 42, 58, 82, 96 97, , 240, , 284, ; 5.2: , 346, 362, 394, ; 6.2: , 340, , 386, Reading a variety of poetry for enjoyment and critical analysis R.10.K.13: Read familiar poems, nursery rhymes, and finger plays to explore rhythm and rhyme R-L5. Recognize common types of texts (e.g., storybooks, poems). MSB U1: 70 71, ; U2: 30 31, 50 51, 70 71, ; U3: 50 51, 90 91, ; U4: 90 91, ; U5: 50 51, 90 91; U6: 50 51, 70 71, , TE 1.1: 42, 60 75; 1.2: 240, ; 2.1: 98 99, 142, , 242, ; 3.2: 340, , 538, ; 4.1: 138, ; 4.2: 340, , , ; 5.1: 42, 60 71, 96 97, ; 5.2: 346, , , 548, , ; 6.1: , ; 6.2: 340, , 442, , , R.10.K.14: Discuss familiar poems, nursery rhymes, and finger plays to determine meaning R-L5. Recognize common types of texts (e.g., storybooks, poems). MSB U1: 70 71, ; U2: 30 31, 50 51, 70 71, ; U3: 50 51, 90 91, ; U4: 90 91, ; U5: 50 51, 90 91; U6: 50 51, 70 71, , TE 1.1: 42, 60 75; 1.2: 240, ; 2.1: 98 99, 142, , 242, ; 3.2: 340, , 538, ; 4.1: 138, ; 4.2: 340, , , ; 5.1: 42, 60 71, 96 97, ; 5.2: 346, , , 548, , ; 6.1: , ; 6.2: 340, , 442, , , Kindergarten

26 Reading a variety of practical materials for enjoyment and critical analysis R.10.K.15: Read labels and environmental print MSB U1: 90 91, ; U2: ; U3: 70 71; U4: 70 71; U5: 70 71; U6: TE 1.2: , ; 2.2: ; 3.1: ; 4.1: ; 5.1: ; 6.2: R.10.K.16: Identify common signs and logos R.10.K.17: Use functional print such as name cards, labels, signs, calendar, and word walls to accomplish tasks MSB U1: ; U5: 70 71; U6: TE 1.2: ; 5.1: ; 6.2: MSB U1: 90 91, ; U2: ; U3: 70 71; U4: 70 71; U5: 70 71; U6: TE 1.2: , ; 2.2: ; 3.1: ; 4.1: ; 5.1: ; 6.2: R.11: Students shall acquire and apply skills in vocabulary development and word analysis to be able to read fluently. Meaning-based word recognition R.11.K.1: Use context clues to predict text (i.e., pictures, repetitive texts) TE 2.1: 42, 44, 140, 142, 240, 242; 2.2: 340, 342, 442, 444, 542, 544; 4.1: 42, 44, 138, 140, 240, 242; 4.2: 340, 342, 442, 444, 538, 540; 6.1: 42, 44, 142, 144, 240, 242; 6.2: 340, 342, 442, 444, 538, 540 R.11.K.2: Use story language in discussion and retellings R-L2. Retell familiar stories. MSB U1: 26, 46, 66, 86, 106, 126 TE 1.1: 43, 145, 241; 1.2: 347, 453, 555 Spelling-sound word recognition (phonics) R.11.K.3: Understand that a R-FS2. Demonstrate predictable relationship exists understanding of spoken between written letters and words, syllables, and spoken sounds phonemes. d. Blend and segment consonants and rimes of spoken words. TE 1.2: 325, 335, 341, 357, 392, 431, 533, 549; 4.1: 21, 35, 117, 219; 4.2: 435, 453, Kindergarten

27 R.11.K.4: Identify upper- and lower-case letters fluently R.11.K.5: Identify the most common sound associated with individual letters R-FS1. Demonstrate understanding of the organization and basic features of print. d. Recognize and name all upper- and lowercase letters of the alphabet. R-FS3. Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. MSB U1: 16, 36, 56, 76, 96, 116. TE 1.1: 20, 36, 54, 86, 96, 122, 138, 156, 182, 192, 218, 234, 252, 288, 298; 1.2: 324, 340, 358, 394, 405, 495, 532, 548; 2.1: 20, 118, 218; 2.2: 318, 420, 520; 3.1: 20, 120, 220; 3.2: 318, 418, 516; 4.1: 20, 116; 4.2: 318, 420, 516; 5.1: 20, 118, 224; 5.2: 324, 428, 526; 6.1: 20, 120, 218; 6.2: 318, 516 TE 1.2: 430, 446, , 532, 548, ; 2.1: 118, 134, , 193, 218, 234, , 281; 2.2: 318, 334, , 383, 395, 483, 581; 3.1: 20, 36, 54 55, 95, 120, 136, , 183, 195, 220, 236, , 281, 293; 3.2: 318, 334, , 381, 393, 479; 4.1: 20, 36, 54 55, 91, 116, 132, , 181, 193; 4.2: 318, 334, , 395, 479, 583; 5.1: 20, 36, 52 53, 93, 118, 134, , 187, 199, 287; 5.2: 428, 444, , 501, 526, 542, , 593, 605; 6.1: 83, 281; 6.2: 420, 436, , 479 R.11.K.6: Use letter-sound matches to decode simple words R-FS2. Demonstrate understanding of spoken words, syllables, and phonemes. e. Demonstrate phonemic awareness by isolating and pronouncing the initial, medial vowel, and final phonemes (sounds) in three-phoneme (CVC) words (e.g., /save/, /ham/).1 (This does not include CVCs ending with /l/, /r/, or /x/.) TE 1.1: , , ; 1.2: , , , , , , ; 2.1: 34, 52 53, 117, 151, 217; 2.2: , , 482; 3.1: 18 19, 35, 52, , , , 219, ; 3.2: , 332, 350, , 432, 447, 450, 531, ; 4.1: 18 19, 34, 52, 115, 131; 4.2: 332, , 434, , , 548; 5.1: 18 19, 52 53, , 151, 223, 238; 5.2: 338, , 443, 541; 6.1: 35, 53, 217; 6.2: , , , 478, , , Kindergarten

28 R.11.K.7: Use picture clues to cross check for word meaning MSB U1: 18 25, 38 45, 58 65, 78 85, , TE 1.1: 24 25, 40 41, , , , ; 1.2: , , , , , Sight word recognition R.11.K.8: Read approximately 25 high frequency words with automaticity during reading R-FS3. Know and apply grade-level phonics and word analysis skills in decoding words. c. Read at least twenty-five very-high frequency words by sight. MSB U5: 17, 37, 57, 77, 97, 117; U6: 17, 37, 57, 77, 97, 117 TE 5.1: 56, 154, 260; 5.2: 360, 464, 562; 6.1: 56, 156, 254; 6.2: 354, 456, 552 R.11.K.9: Locate resources for finding words in the classroom, including word walls, charts, labels, name tags, and picture dictionaries MSB U1: 28, 48, 68; U2: 88, 108, 128; U3: 28, 48, 68; U4: 88, 108, 128; U5: 28, 48, 66; U6: 88, 108, 128 TE 1.1: 47, 149, 245; 2.2: 345, 447, 547; 3.1: 47, 147, 247; 4.2: 345, 447, 543; 5.1: 47, 145, 247; 6.2: 345, 447, 543 Word Study and vocabulary R.11.K.10: Sort and classify pictures or objects by concept or function L4. Determine word meanings (based on kindergarten reading). a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. TE 1.1: 47, 149, 245; 1.2: 351, 457, 559; 2.1: 47, 145, 245; 2.2: 345, 447, 547; 3.1: 47, 147, 247; 3.2: 345, 445, 543; 4.1: 47, 143, 245; 4.2: 447, 543; 5.1: 47, 145, 251; 5.2: 351, 553; 6.1: 147, 245; 6.2: 345, 447, 543 R.11.K.11: Talk about words and word meanings as they are encountered in books and conversation R-L4. Ask questions about unknown words in a text. MSB U1: 28, 88 TE 1.1: 17, 33, 47, 51, 60, 65, 66, 83, 92, 95; 1.2: 337, 351, 355, 365, 367, 371, 391, Kindergarten

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