Georgia Performance Standards K-3 ELA Kindergarten 1 st Grade 2 nd Grade 3 rd Grade

Transcription

1 CONCEPTS OF PRINT ELAKR1 demonstrates knowledge of concepts of print. a. Recognizes that print and pictures (signs and labels, newspapers, and informational books) can inform, entertain, and persuade. b. Demonstrates that print has meaning and represents spoken language in written form. Reading CONCEPTS OF PRINT ELA1R1 demonstrates knowledge of concepts of print. a. Understands that there are correct spellings for words. b. Identifies the beginning and end of a paragraph. c. Demonstrates an understanding that punctuation and capitalization are used in all written sentences. c. Tracks text read from left to right and top to bottom. d. Distinguishes among written letters, words, and sentences. e. Recognizes that sentences in print are made up of separate words. f. Begins to understand that punctuation and capitalization are used in all written sentences. PHONOLOGICAL AWARENESS ELAKR2 demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken words. a. Identifies and produces rhyming words in response to an oral prompt and distinguishes rhyming and non-rhyming words. PHONOLOGICAL AWARENESS ELA1R2 demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken words. a. Isolates beginning, middle, and ending sounds in single-syllable words. Page 1 of 11

2 b. Identifies component sounds (phonemes and combinations of phonemes) in spoken words. c. Blends and segments syllables in spoken words. d. Segments the phonemes in high frequency words. e. Blends spoken phonemes to make high frequency words. b. Identifies onsets and rhymes in spoken one-syllable words. c. Adds, deletes, or substitutes target sounds to change words (e.g., change top to stop; change smile to mile; change cat to cap). d. Distinguishes between long and short vowel sounds in spoken, onesyllable words (can and cane). e. Orally blends two to four phonemes into recognizable and/or nonsense words. PHONICS ELAKR3 demonstrates the relationship between letters and letter combinations of written words and the sounds of spoken words. a. Demonstrates an understanding that there are systematic and predictable relationships between print and spoken sounds. b. Recognizes and names all uppercase and lowercase letters of the alphabet. c. Matches all consonant and shortvowel sounds to appropriate letters. d. Blends individual sounds to read one-syllable decodable words. f. Automatically segments onesyllable words into sounds. PHONICS ELA1R3 demonstrates the relationship between letters and letter combinations of written words and the sounds of spoken words. a. Automatically generates the sounds for all letters and letter patterns, including long and short vowels. b. Applies knowledge of lettersound correspondence to decode new words. c. Reads words containing consonant blends and digraphs. d. Reads words with inflectional endings. e. Reads compound words and PHONICS/WORD IDENTIFICATION ELA2R1 quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. a. Reads words containing blends, digraphs, and diphthongs. b. Recognizes, reads, and writes words containing regular plurals, irregular plurals, and possessives. c. Reads compound words and contractions in grade appropriate texts. d. Reads and spells words containing r-controlled vowels and silent letters. e. Reads and spells words Page 2 of 11

3 e. Applies learned phonics skills when reading words and sentences in stories. contractions in grade appropriate texts. f. Reads words containing vowel digraphs and r-controlled vowels. g. Uses spelling patterns to recognize words. containing irregular vowel patterns. f. Reads multi-syllabic words. g. Applies learned phonics skills when reading and writing words, sentences, and stories. h. Applies learned phonics skills when reading and writing words, sentences, and stories. FLUENCY ELAKR4 demonstrates the ability to read orally with speed, accuracy, and expression. FLUENCY ELA1R4 demonstrates the ability to read orally with speed, accuracy, and expression. FLUENCY ELA2R2 demonstrates the ability to read orally with speed, accuracy, and expression. FLUENCY ELA3R1 demonstrates the ability to read orally with speed, accuracy, and expression. a. Reads previously taught high frequency words at the rate of 30 words correct per minute. b. Reads previously taught gradelevel text with appropriate expression. a. Applies letter-sound knowledge to decode quickly and accurately. b. Automatically recognizes additional high frequency and familiar words within texts. c. Reads grade-level text with appropriate expression. d. Reads first-grade text at a target rate of 60 words correct per minute. e. Uses self-correction when subsequent reading indicates an earlier misreading within grade level text. a. Applies letter-sound knowledge to decode quickly and accurately. b. Automatically recognizes additional high frequency and familiar words within texts. c. Reads familiar text with expression. d. Reads second-grade texts at a target rate of 90 words correct per minute. e. Uses self-correction when subsequent reading indicates an earlier misreading within grade level text. a. Applies letter-sound knowledge to decode unknown words quickly and accurately. b. Reads familiar text with expression. c. Reads third-grade text at a target rate of 120 words correct per minute. d. Uses self-correction when subsequent reading indicates an earlier misreading within grade level texts. Page 3 of 11

4 VOCABULARY ELAKR5 acquires and uses grade-level words to communicate effectively. The Student VOCABULARY ELA1R5 acquires and uses grade-level words to communicate effectively. The Student VOCABULARY ELA2R3 acquires and uses grade-level words to communicate effectively. The Student VOCABULARY ELA3R2 acquires and uses grade-level words to communicate effectively. The Student a. Listens to a variety of texts and uses new vocabulary in oral language. a. Reads and listens to a variety of texts and uses new words in oral and written language. a. Reads a variety of texts and uses new words in oral and written language. a. Reads literary and informational texts and incorporates new words into oral and written language. b. Discusses the meaning of words and understands that some words have multiple meanings. b. Recognizes grade-level words with multiple meanings. c. Identifies words that are opposites (antonyms) or have similar meanings (synonyms). b. Recognizes grade appropriate words with multiple meanings. c. Recognizes and applies the appropriate usage of homophones, homographs, antonyms, and synonyms. b. Uses grade-appropriate words with multiple meanings. c. Recognizes and applies the appropriate usage of homophones, homographs, antonyms, and synonyms. d. Determines the meaning of unknown words on the basis of context. d. Identifies the meaning of common idioms and figurative phrases, and incorporates them into oral and written language. e. Identifies and infers meaning from common root words, common prefixes (e.g., un-, re-, dis-, in-) and common suffixes (e.g., -tion, - ous, -ly). f. Determines the meaning of unknown words on the basis of context. COMPREHENSION ELAKR6 gains meaning from orally presented text. The student COMPREHENSION ELA1R6 uses a variety of strategies to understand and gain meaning from grade level text. COMPREHENSION ELA2R4 uses a variety of strategies to gain meaning from grade level text. COMPREHENSION ELA3R3 uses a variety of strategies to gain meaning from grade level text. Page 4 of 11

5 a. Listens to and reads a variety of literary (e.g., short stories, poems) and informational texts and materials to gain knowledge and for pleasure. a. Reads and listens to a variety of texts for information and pleasure. b. Makes predictions using prior knowledge. a. Reads a variety of texts for information and pleasure. b. Makes predictions from text content. a. Reads a variety of texts for information and pleasure. b. Makes predictions from text content. b. Makes predictions from pictures and titles. c. Asks and answers questions about essential narrative elements (e.g., beginning-middle-end, setting, characters, problems, events, resolution) of a read-aloud text. d. Begins to distinguish fact from fiction in a read-aloud text. e. Retells familiar events and stories to include beginning, middle, and end. f. Uses prior knowledge, graphic features (illustrations), and graphic organizers to understand text. g. Connects life experiences to read-aloud text. h. Retells important facts in the student s own words. c. Asks and answers questions about essential narrative elements (e.g., beginning-middle-end, setting, characters, problems, events, resolution) of a read-aloud or independently read text. d. Retells stories read independently or with a partner. e. Distinguishes fact from fiction in a text. f. Makes connections between texts and/or personal experiences. g. Identifies the main idea and supporting details of informational text read or heard. h. Self-monitors comprehension and rereads when necessary. i. Recognizes cause-and-effect relationships in text. j. Identifies word parts to determine meanings. k. Begins to use dictionary and glossary skills to determine word meanings. l. Recognizes plot, setting, and character within texts, and compares and contrasts these c. Generates questions before, during and after reading. d. Recalls explicit facts and infers implicit facts. e. Summarizes text content. f. Distinguishes fact from fiction in a text. g. Interprets information from illustrations, diagrams, charts, graphs and graphic organizers. h. Makes connections between texts and/or personal experiences. i. Identifies and infers main idea and supporting details. j. Self-monitors comprehension and attempts to clarify meaning. k. Identifies and infers cause-andeffect relationships. l. Recognizes plot, setting, and character within text, and compares and contrasts these elements among texts. m. Recognizes the basic elements of a variety of genres (e.g., poetry, fables, folktales). c. Generates questions to improve comprehension. d. Distinguishes fact from opinion. e. Recognizes plot, setting, and character within text, and compares and contrasts these elements between texts. f. Makes judgments and inferences about setting, characters, and events and supports them with evidence from the text. g. Summarizes text content. h. Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers. i. Makes connections between texts and/or personal experiences j. Identifies and infers main idea and supporting details. k. Self-monitors comprehension to clarify meaning. l. Identifies and infers cause-andeffect relationships and draws conclusions. m. Recalls explicit facts and infers implicit facts. Page 5 of 11

6 elements among texts. m. Recognizes and uses graphic features and graphic organizers to understand text. n. Uses titles, tables of contents, and chapter headings to locate information quickly and accurately and to preview text. o. Recognizes the author s purpose. p. Uses word parts to determine meanings. q. Uses dictionary, thesaurus, and glossary skills to determine word meanings. n. Identifies the basic elements of a variety of genres (fiction, nonfiction, drama, and poetry). o. Uses titles, table of contents, and chapter headings to locate information quickly and accurately and to preview text. p. Recognizes the author s purpose. q. Formulates and defends an opinion about a text. r. Applies dictionary, thesaurus, and glossary skills to determine word meanings. Page 6 of 11

7 ELAKW1 begins to understand the principles of writing. ELA1W1 begins to demonstrate competency in the writing process. Writing ELA2W1 demonstrates competency in the writing process. ELA3W1 demonstrates competency in the writing process. a. Writes or dictates to describe familiar persons, places, objects, or experiences. a. Writes texts of a length appropriate to address a topic and tell a story. a. Writes text of a length appropriate to address a topic and tell the story. a. Captures a reader s interest by setting a purpose and developing a point of view. b. Uses drawings, letters, and phonetically spelled words to create meaning. c. Accurately prints name, all uppercase and lowercase letters of the alphabet, and teacher-selected words. d. Uses left-to-right pattern of writing. e. Begins to use capitalization at the beginning of sentences and punctuation (periods and question marks) at the end of sentences. b. Describes an experience in writing. c. Rereads writing to self and others, revises to add details, and edits to make corrections. d. Prints with appropriate spacing between words and sentences. e. Writes in complete sentences with correct subject-verb agreement. f. Uses nouns (singular and plural) correctly. g. Begins to use personal pronouns (e.g., I, me, we, us) in place of nouns. h. Uses singular possessive pronouns. i. Begins to write different types of sentences (e.g., simple/compound and declarative/interrogative). j. Begins to use common rules of spelling. b. Uses traditional organizational patterns for conveying information (e.g., chronological order, similarity and difference, answering questions). c. Uses transition words and phrases. d. Begins to create graphic features (charts, tables, graphs). e. Begins to use appropriate formatting conventions for letter writing (e.g., date, salutation, body, closing). f. Begins to write a response to literature that demonstrates understanding of the text and expresses and supports an opinion. g. Begins to write a persuasive piece that states and supports an opinion. h. Prewrites to generate ideas orally. i. Uses planning ideas to produce a rough draft. b. Begins to select a focus and an organizational pattern based on purpose, genre, expectations, audience, and length. c. Writes text of a length appropriate to address the topic or tell the story. d. Uses organizational patterns for conveying information (e.g., chronological order, cause and effect, similarity and difference, questions and answers). e. Begins to use appropriate structures to ensure coherence (e.g., transition words and phrases, bullets, subheadings, numbering). f. Begins to use specific sensory details (e.g., strong verbs, adjectives) to enhance descriptive effect. g. Begins to develop characters through action and dialogue. k. Begins to use a variety of j. Rereads writing to self and h. Begins to use descriptive Page 7 of 11

8 resources (picture dictionaries, the Internet, books) and strategies to gather information to write about a topic. l. Uses appropriate end punctuation (period and question mark) and correct capitalization of initial words and common proper nouns (e.g., personal names, months). m. Uses commas in a series of items. others, revises to add details and edits to make corrections. k. Creates documents with legible handwriting. l. Consistently writes in complete sentences with correct subject/verb agreement. m. Uses nouns (singular, plural, and possessive) correctly. n. Uses singular possessive pronouns. o. Uses singular and plural personal pronouns. p. Uses increasingly complex sentence structure. q. Uses common rules of spelling. r. Uses appropriate capitalization and punctuation (periods, question and exclamation marks) at the end of sentences (declarative, interrogative, and exclamatory/ simple and compound). s. Begins to use commas (e.g., in a series, in dates, after friendly a letter greeting, in a friendly letter closure, and between cities and states), and periods after grade appropriate abbreviations. t. Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic. adjectives and verbs to communicate setting, character, and plot. i. Begins to include relevant examples, facts, anecdotes, and details appropriate to the audience. j. Uses a variety of resources to research and share information on a topic. k. Writes a response to literature that demonstrates understanding of the text, formulates an opinion, and supports a judgment. l. Writes a persuasive piece that states a clear position. m. Pre-writes to generate ideas, develops a rough draft, rereads to revise, and edits to correct. n. Publishes by presenting an edited piece of writing to others. Page 8 of 11

9 u. Recognizes appropriate uses of quotation marks. v. Uses the dictionary and thesaurus to support word choices. Conventions ELA3C1 demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student a. Correctly identifies and uses subject/verb agreement and adjectives. b. Identifies and uses nouns (singular, plural, possessive) correctly. c. Identifies and uses contractions correctly. d. Identifies and uses personal and possessive pronouns. e. Speaks and writes in complete and coherent sentences. f. Identifies and uses increasingly complex sentence structure. g. Distinguishes between complete and incomplete sentences. Page 9 of 11

10 h. Demonstrates knowledge of when to use formal or informal language exchanges (e.g., slang, colloquialisms, idioms). i. When appropriate, determines the meaning of a word based on how it is used in an orally presented sentence. j. Uses resources (encyclopedias, Internet, books) to research and share information about a topic. k. Uses the dictionary and thesaurus to support word choices. l. Uses common rules of spelling and corrects words using dictionaries and other resources. m. Uses appropriate capitalization and punctuation (end marks, commas, apostrophes, quotation marks). n. Writes legibly in cursive, leaving space between letters in a word and between words in a sentence. ELAKLSV1 uses oral and visual skills to communicate. ELA1LSV1 uses oral and visual strategies to communicate. Listening, Speaking, Viewing ELA2LSV1 uses oral and visual strategies to communicate. ELA3LSV1 uses oral and visual strategies to communicate. a. Listens and speaks appropriately with peers and adults. b. Follows two-part oral directions. c. Repeats auditory sequences a. Follows three-part oral directions. b. Recalls information presented orally. a. Interprets information presented and seeks clarification when needed. b. Begins to use oral language for different purposes: to inform, to a. Adapts oral language to fit the situation by following the rules of conversation with peers and adults. b. Recalls, interprets, and Page 10 of 11

11 (letters, words, numbers, and rhythmic patterns). d. Recites short poems, rhymes, songs, and stories with repeated patterns. e. Describes people, places, things, locations, and actions. f. Increases vocabulary to reflect a growing range of interests and knowledge. c. Responds appropriately to orally presented questions. d. Increases vocabulary to reflect a growing range of interests and knowledge. e. Communicates effectively when relating experiences and retelling stories read, heard, or viewed. f. Uses complete sentences when speaking. persuade, and to entertain. c. Uses increasingly complex language patterns and sentence structure when communicating. d. Listens to and views a variety of media to acquire information. e. Increases vocabulary to reflect a growing range of interests and knowledge. summarizes information presented orally. c. Uses oral language for different purposes: to inform, persuade, or entertain. d. Listens to and views a variety of media to acquire information. g. Communicates effectively when relating experiences and retelling stories heard. h. Uses complete sentences when speaking. i. Begins to use subject-verb agreement and tense correctly. Page 11 of 11