1-4 Developing and sustaining foundational language skills
1 Listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
A listen actively and ask questions to understand information and answer questions using multi-word responses;
B restate and follow oral directions that involve a short, related sequence of actions;
C share information and ideas by speaking audibly and clearly using the conventions of language;
D work collaboratively with others by following agreed-upon rules for discussion, including taking turns; and
E develop social communication such as introducing himself/herself, using common greetings, and expressing needs and wants.
2 Listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
4 Listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and interact independently with text for increasing periods of time.
5 Comprehension skills
5 Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
A establish purpose for reading assigned and self-selected texts with adult assistance;
B generate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance;
7 Listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
A discuss topics and determine the basic theme using text evidence with adult assistance;
C describe the elements of plot development, including the main events, the problem, and the resolution for texts read aloud with adult assistance; and
D describe the setting.
8 Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
A demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, and nursery rhymes;
B discuss rhyme and rhythm in nursery rhymes and a variety of poems;
E recognize characteristics of persuasive text with adult assistance and state what the author is trying to persuade the reader to think or do; and
F recognize characteristics of multimodal and digital texts.
9 Author's purpose and craft
9 Listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
A discuss with adult assistance the author's purpose for writing text;
B discuss with adult assistance how the use of text structure contributes to the author's purpose;
E listen to and experience first- and third-person texts.
10 Listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
A plan by generating ideas for writing through class discussions and drawings;
B develop drafts in oral, pictorial, or written form by organizing ideas;