A Correlation of to the 2011 Arkansas English Language Arts Curriculum Framework and the Kindergarten C/R-60_K
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.
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
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, 174 175, 178, 226, 243; 1.2: 332, 334, 348, 386 387, 399; 2.1: 226, 228, 243, 248, 274 275; 2.2: 326, 343, 428, 430, 476 477, 528; 3.1: 74, 130, 176 177, 247; 3.2: 328, 348, 427, 543; 4.1: 126, 174 175, 274 275; 4.2: 324 325, 472 473; 5.1: 145, 234, 280 281; 5.2: 334, 438, 482 483; 6.2: 328, 376 377, 430, 472 473, 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, 174 175, K.1.2: 334, 386 387, 440, 488 489, 542, 586 587; 2.2: 430, 476 477; 3.1: 30, 76 77, 130, 176 177; 3.2: 328, 374 375, 428, 472 473; 4.1: 30, 72 73, 126, 174 175; K.4.2: 328, 376 377; 5.1: 128, 180 181, 234, 280 281; 5.2: 334, 384 385, 438, 482 483, 536, 586 587; 6.1: 130, 174 175; 6.2: 328, 376 377, 430, 472 473, 526, 570 571 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
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: 274 275; 6.1: 174 175; 6.2: 376 377 MSB U4: 29 TE 4.1: 30, 72 73, 296 297 MSB U2: 69; U6: 89 TE 2.1: 274 275; 6.1: 174 175; 6.2: 376 377 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, 174 175, 178, 226, 243; 1.2: 332, 334, 348, 386 387, 399; 2.1: 226, 228, 243, 248, 274 275; 2.2: 326, 343, 428, 430, 476 477, 528; 3.1: 74, 130, 176 177, 247; 3.2: 328, 348, 427, 543; 4.1: 126, 174 175, 274 275; 4.2: 324 325, 472 473; 5.1: 145, 234, 280 281; 5.2: 334, 438, 482 483; 6.2: 328, 376 377, 430, 472 473, 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, 174 175, K.1.2: 334, 386 387, 440, 488 489, 542, 586 587; 2.2: 430, 476 477; 3.1: 30, 76 77, 130, 176 2 Kindergarten
continued 177; 3.2: 328, 374 375, 428, 472 473; 4.1: 30, 72 73, 126, 174 175; K.4.2: 328, 376 377; 5.1: 128, 180 181, 234, 280 281; 5.2: 334, 384 385, 438, 482 483, 536, 586 587; 6.1: 130, 174 175; 6.2: 328, 376 377, 430, 472 473, 526, 570 571 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, 174 175, 228, 280 281; 1.2: 334, 386 387; 2.1: 74 75, 174 175, 228, 274 275; 2.2: 430, 530, 574 575; 3.1: 30, 76 77; 3.2: 526, 570 571; 4.1: 126, 228; 4.2: 328, 472 473; 5.1: 180 181, 234, 280 281; 5.2: 438, 482 483; 6.1: 174 175, 228, 274 275; 6.2: 328, 376 377 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, 174 175, 228, 280 281; 1.2: 334, 386 387; 2.1: 74 75, 174 175, 228, 274 275; 2.2: 430, 530, 574 575; 3.1: 30, 76 77; 3.2: 526, 570 571; 4.1: 126, 228; 4.2: 328, 472 473; 5.1: 180 181, 234, 280 281; 5.2: 438, 482 483; 6.1: 174 175, 228, 274 275; 6.2: 328, 376 377 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, 174 175 MSB U1: 30 31, 70 71, 130 131; U3: 30 31, 50 51, 110 111; U5: 50 51, 90 91, 110 3 Kindergarten
continued 111, 130 131 TE 1.1: 42 44, 60 75, 89, 144 146, 161 171, 185, 240 242, 258 277; 3.2: 340 342, 357 371, 385, 440 442, 458 469, 538 540, 556 567, 581; 5.1: 42 44, 60 71, 85, 140 142, 158 177, 191, 246 248, 264 277, 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, 130 131; U2: 30 31, 50 51, 70 71, 90 91; U3: 30 31, 50 51, 110 111; U4: 30 31, 50 51, 90 91; U5: 50 51, 90 91, 110 111, 130 131; U6: 50 51, 70 71, 110 111 TE 1.1: 100 101, 302 303; 1.2: 608 609; 2.1: 96 97, 196 197, 296 297; 2.2: 398 399; 3.1: 98 99, 198 199; 3.2: 494 495, 556 567; 4.1: 94 95, 196 197; 4.2: 358 373, 398 399, 555 573; 5.1: 202 203; 5.2: 406 407, 504 505, 608 609; 6.1: 196 197, 296 297; 6.2: 494 495 MSB U1: 29, 69; U2: 29, 49, 69 TE 1.1: 30, 78 79, 132, 174 175, 228, 280 281; 1.2: 334, 386 387; 2.1: 74 75, 174 175, 228, 274 275; 2.2: 430, 530, 574 575; 3.1: 30, 76 77; 3.2: 526, 570 571; 4.1: 126, 228; 4.2: 328, 472 473; 5.1: 180 181, 234, 280 281; 5.2: 438, 482 483; 6.1: 174 175, 228, 274 275; 6.2: 328, 376 377 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
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, 161 171, 258 277; 1.2: 364 383, 469 485, 572 583; 3.2: 526, 570 571; 5.1: 30, 74 75 TE 4.2: 542 543, 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, 174 175, K.1.2: 334, 386 387, 440, 488 489, 542, 586 587; 2.2: 430, 476 477; 3.1: 30, 76 77, 130, 176 177; 3.2: 328, 374 375, 428, 472 473; 4.1: 30, 72 73, 126, 174 175; K.4.2: 328, 376 377; 5.1: 128, 180 181, 234, 280 281; 5.2: 334, 384 385, 438, 482 483, 536, 586 587; 6.1: 130, 174 175; 6.2: 328, 376 377, 430, 472 473, 526, 570 571 TE 1.1: 30, 79; 2.1: 228; 2.2: 328, 530, 574 575; 3.2: 526, 570 571; 4.1: 175; 4.2: 473; 5.1: 30, 74 75, 281; 6.1: 175, 275; 6.2: 376 377 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, 542 5 Kindergarten
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: 154 155, 216 217, 232 233; 1.2: 322 323, 338 339, 356 357, 392 393, 444 445, 462 463, 564 565; 2.1: 34, 52 53, 117, 151, 217; 2.2: 316 317, 332 333, 482; 3.1: 18 19, 35, 52, 118 119, 134 135, 152 153, 219, 252 253; 3.2: 316 317, 332, 350, 416 417, 432, 447, 450, 531, 548 549; 4.1: 18 19, 34, 52, 115, 131; 4.2: 332, 350 351, 434, 452 453, 530 531, 548; 5.1: 18 19, 52 53, 116 117, 151, 6 Kindergarten
continued 223, 238; 5.2: 338, 356 357, 443, 541; 6.1: 35, 53, 217; 6.2: 418 419, 434 435, 452 453, 478, 514 515, 548 549, 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: 597 7 Kindergarten
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, 307 8 Kindergarten
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, 582 9 Kindergarten
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: 613 10 Kindergarten
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, 525 11 Kindergarten
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, 570 571; 5.1: 30, 74 75 MSB: U1 12 13, 32 33 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, 593 12 Kindergarten
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, 358 373, 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, 98 105, 118 125 TE 1.1: 24 25, 40 41, 126 127, 142 143, 222 223, 238 239; 1.2: 328 329, 344 345, 434 435, 450 451, 536 537, 552 553 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: 32 33 TE 1.1: 120 121, 136 137, 180 181, 192, 251, 286 287; 1.2: 339, 429; 2.1: 151; 2.2: 351, 553; 3.1: 253; 5.1: 257; 13 Kindergarten
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: 154 155, 216 217, 232 233; 1.2: 322 323, 338 339, 356 357, 392 393, 444 445, 462 463, 564 565; 2.1: 34, 52 53, 117, 151, 217; 2.2: 316 317, 332 333, 482; 3.1: 18 19, 35, 52, 118 119, 134 135, 152 153, 219, 252 253; 3.2: 316 317, 332, 350, 416 417, 432, 447, 450, 531, 548 549; 4.1: 18 19, 34, 52, 115, 131; 4.2: 332, 350 351, 434, 452 453, 530 531, 548; 5.1: 18 19, 52 53, 116 117, 151, 223, 238; 5.2: 338, 356 357, 443, 541; 6.1: 35, 53, 217; 6.2: 418 419, 434 435, 452 453, 478, 514 515, 548 549, 576 R.8.K.5: Track known print using one-to-one correspondence MSB U1: 18 25, 38 45, 58 65, 78 85, 98 105, 118 125 TE 1.1: 24 25, 40 41, 126 127, 142 143, 222 223, 238 239; 1.2: 328 329, 344 345, 434 435, 450 451, 536 537, 552 553 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, 466 14 Kindergarten
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, 376 377; 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: 12 13 TE 1.1: 18 19, 34 35, 52 53, 84 85, 96, 280 281; 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, 120 121, 123, 136 137, 139, 180 181, 192, 219, 286 287; 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: 154 155, 216 217, 232 233; 1.2: 322 323, 338 339, 356 357, 392 393, 444 445, 462 463, 564 565; 2.1: 34, 52 53, 117, 151, 217; 2.2: 316 317, 332 333, 482; 3.1: 18 19, 35, 52, 118 119, 134 135, 152 153, 219, 252 253; 3.2: 316 317, 332, 350, 416 417, 432, 447, 450, 531, 548 549; 4.1: 18 19, 34, 52, 115, 131; 4.2: 332, 350 351, 434, 452 453, 530 531, 548; 5.1: 18 19, 52 53, 116 117, 151, 223, 238; 5.2: 338, 356 357, 443, 541; 6.1: 35, 53, 217; 6.2: 418 419, 434 435, 452 453, 478, 514 515, 548 549, 576 15 Kindergarten
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: 216 217, 232 233, 250 251, 298; 1.2: 404; 2.1: 18 19, 34 35, 52 53, 118 119, 251; 2.2: 316 317, 332 333, 350 351, 418 419, 453, 553; 3.1: 18 19, 34 35, 52 53, 118 119, 134 135; 3.2: 316 317, 332 333, 350 351, 416 417, 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: 154 155, 216 217, 232 233; 1.2: 322 323, 338 339, 356 357, 392 393, 444 445, 462 463, 564 565; 2.1: 34, 52 53, 117, 151, 217; 2.2: 316 317, 332 333, 482; 3.1: 18 19, 35, 52, 118 119, 134 135, 152 153, 219, 252 253; 3.2: 316 317, 332, 350, 416 417, 432, 447, 450, 531, 548 549; 4.1: 18 19, 34, 52, 115, 131; 4.2: 332, 350 351, 434, 452 453, 530 531, 548; 5.1: 18 19, 52 53, 116 117, 151, 223, 238; 5.2: 338, 356 357, 443, 541; 6.1: 35, 53, 217; 6.2: 418 419, 434 435, 452 453, 478, 514 515, 548 549, 576 16 Kindergarten
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, 144 146, 161 171, 185, 240 242, 258 277; 3.1: 42 44, 60 73, 87, 142 144, 159 173, 187, 242 244, 260 271, 285; 5.2: 346 348, 363 381, 395, 450 452, 468 479, 493, 548 550, 566 583 TE 1.2: 572 583, 597; 2.1: 148, 158 171, 185, 248, 258 271, 285; 2.2: 450, 458 473, 487; 3.1: 50, 58 73, 87; 3.2: 448, 458 469, 483; 4.2: 450, 458 469, 483; 5.1: 148, 156 177, 191; 6.2: 546, 556 567, 581 17 Kindergarten
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: 572 583, 597; 2.1: 148, 158 171, 185, 248, 258 271, 285; 2.2: 450, 458 473, 487; 3.1: 50, 58 73, 87; 3.2: 448, 458 469, 483; 4.2: 450, 458 469, 483; 5.1: 148, 156 177, 191; 6.2: 546, 556 567, 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, 565 18 Kindergarten
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: 94 95 TE 2.1: 224 225, 242, 256, 298 299; 3.1: 86; 3.2: 522 523, 545, 554, 580, 598; 4.2: 482; 5.2: 434 435, 452, 466, 492; 6.1: 224 225, 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
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, 376 377; 6.2: 430, 472 473 TE 1.1: 42 44, 60 75, 89, 144 146, 161 171, 185, 240 242, 258 277; 3.1: 42 44, 60 73, 87, 142 144, 159 173, 187, 242 244, 260 271, 285; 5.2: 346 348, 363 381, 395, 450 452, 468 479, 493, 548 550, 566 583 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, 158 171, 185, 240, 258 271, 285; 4.2: 340, 358 373, 387, 442, 459 469, 483, 538, 555 573, 587; 6.1: 42, 59 73, 87, 142, 160 171, 185, 240, 257 271, 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: 114 115; nonfiction selections read U5: 94 95; U6: 54 55 aloud TE 2.1: 224 225, 240, 256 257, 284, 298 299; 3.2: 522 20 Kindergarten
continued 523, 538, 554 555, 580, 594 595; 5.2: 434 435, 450, 466 467, 492, 506 507; 6.1: 224 225, 240, 256, 284, 298 299 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, 130 131; U2: 30 31, 50 51, 70 71, 110 111; U3: 50 51, 90 91, 110 111; U4: 90 91, 110 111; U5: 50 51, 90 91; U6: 50 51, 70 71, 110 111, 130 131 TE 1.1: 42, 60 75; 1.2: 240, 258 277; 2.1: 98 99, 142, 159 188, 242, 260 271; 3.2: 340, 357 371, 538, 556 567; 4.1: 138, 156 171; 4.2: 340, 358 373, 398 399, 494 495; 5.1: 42, 60 71, 96 97, 202 203; 5.2: 346, 363 381, 406 407, 548, 566 583, 608 609; 6.1: 196 197, 296 297; 6.2: 340, 358 373, 442, 459 484, 494 495, 592 593 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, 174 175; 1.2: 542, 586 587; 3.1: 30, 76 77; 5.1: 128, 180 181 MSB U1: 54 55; U2: 94 95; U3: 34 35, 74 75; U4: 14 15, 54 55; U5: 74 75; U6: 74 75 TE 1.1: 224 225, 240, 256 257, 290, 304 305; 2.2: 426 21 Kindergarten
continued 427, 442, 458, 486, 500 501; 3.1: 126 127, 142, 158, 186, 200 201; 3.2: 324 325, 340, 356, 384, 398 399; 4.1: 26 27, 42, 58, 82, 96 97, 224 225, 240, 256 257, 284, 298 299; 5.2: 330 331, 346, 362, 394, 408 409; 6.2: 324 325, 340, 356 357, 386, 400 401 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, 130 131; U2: 30 31, 50 51, 70 71, 110 111; U3: 50 51, 90 91, 110 111; U4: 90 91, 110 111; U5: 50 51, 90 91; U6: 50 51, 70 71, 110 111, 130 131 TE 1.1: 42, 60 75; 1.2: 240, 258 277; 2.1: 98 99, 142, 159 188, 242, 260 271; 3.2: 340, 357 371, 538, 556 567; 4.1: 138, 156 171; 4.2: 340, 358 373, 398 399, 494 495; 5.1: 42, 60 71, 96 97, 202 203; 5.2: 346, 363 381, 406 407, 548, 566 583, 608 609; 6.1: 196 197, 296 297; 6.2: 340, 358 373, 442, 459 484, 494 495, 592 593 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, 130 131; U2: 30 31, 50 51, 70 71, 110 111; U3: 50 51, 90 91, 110 111; U4: 90 91, 110 111; U5: 50 51, 90 91; U6: 50 51, 70 71, 110 111, 130 131 TE 1.1: 42, 60 75; 1.2: 240, 258 277; 2.1: 98 99, 142, 159 188, 242, 260 271; 3.2: 340, 357 371, 538, 556 567; 4.1: 138, 156 171; 4.2: 340, 358 373, 398 399, 494 495; 5.1: 42, 60 71, 96 97, 202 203; 5.2: 346, 363 381, 406 407, 548, 566 583, 608 609; 6.1: 196 197, 296 297; 6.2: 340, 358 373, 442, 459 484, 494 495, 592 593 22 Kindergarten
Reading a variety of practical materials for enjoyment and critical analysis R.10.K.15: Read labels and environmental print MSB U1: 90 91, 110 111; U2: 130 131; U3: 70 71; U4: 70 71; U5: 70 71; U6: 90 91 TE 1.2: 408 409, 510 511; 2.2: 596 597; 3.1: 296 297; 4.1: 296 297; 5.1: 302 303; 6.2: 398 399 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: 110 111; U5: 70 71; U6: 90 91 TE 1.2: 510 511; 5.1: 302 303; 6.2: 398 399 MSB U1: 90 91, 110 111; U2: 130 131; U3: 70 71; U4: 70 71; U5: 70 71; U6: 90 91 TE 1.2: 408 409, 510 511; 2.2: 596 597; 3.1: 296 297; 4.1: 296 297; 5.1: 302 303; 6.2: 398 399 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, 531 23 Kindergarten
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, 464 465, 532, 548, 566 567; 2.1: 118, 134, 152 153, 193, 218, 234, 252 253, 281; 2.2: 318, 334, 352 353, 383, 395, 483, 581; 3.1: 20, 36, 54 55, 95, 120, 136, 154 155, 183, 195, 220, 236, 254 255, 281, 293; 3.2: 318, 334, 352 353, 381, 393, 479; 4.1: 20, 36, 54 55, 91, 116, 132, 150 151, 181, 193; 4.2: 318, 334, 352 353, 395, 479, 583; 5.1: 20, 36, 52 53, 93, 118, 134, 152 153, 187, 199, 287; 5.2: 428, 444, 462 463, 501, 526, 542, 560 561, 593, 605; 6.1: 83, 281; 6.2: 420, 436, 454 455, 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: 154 155, 216 217, 232 233; 1.2: 322 323, 338 339, 356 357, 392 393, 444 445, 462 463, 564 565; 2.1: 34, 52 53, 117, 151, 217; 2.2: 316 317, 332 333, 482; 3.1: 18 19, 35, 52, 118 119, 134 135, 152 153, 219, 252 253; 3.2: 316 317, 332, 350, 416 417, 432, 447, 450, 531, 548 549; 4.1: 18 19, 34, 52, 115, 131; 4.2: 332, 350 351, 434, 452 453, 530 531, 548; 5.1: 18 19, 52 53, 116 117, 151, 223, 238; 5.2: 338, 356 357, 443, 541; 6.1: 35, 53, 217; 6.2: 418 419, 434 435, 452 453, 478, 514 515, 548 549, 576 24 Kindergarten
R.11.K.7: Use picture clues to cross check for word meaning MSB U1: 18 25, 38 45, 58 65, 78 85, 98 105, 118 125 TE 1.1: 24 25, 40 41, 126 127, 142 143, 222 223, 238 239; 1.2: 328 329, 344 345, 434 435, 450 451, 536 537, 552 553 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, 403 25 Kindergarten