Vertical Alignment Document

English Language Arts and Reading

Kindergarten – Grade 2

Reading

2012-2013

KINDERGARTEN / GRADE 1 / GRADE 2
Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to:
K.1A / Recognize that spoken words can be represented by print for communication.
Recognize
THAT SPOKEN WORDS CAN BE REPRESENTED BY PRINT FOR COMMUNICATION
Including, but not limited to:
· His/her own name
· Environmental print
· Classroom labels and signs
· Word wall
· Sentence and/or story dictation / 1.1A / Recognize that spoken words are represented in written English by
specific sequences of letters.
Recognize
THAT SPOKEN WORDS ARE REPRESENTED IN WRITTEN ENGLISH BY SPECIFIC SEQUENCES OF LETTERS
Including, but not limited to:
· Recognize that words can be transcribed from oral dictation
Note:
This is the first time that spoken words are represented with a sequence of letters. The letters follow a left to right sequence.
K.1B / Identify upper- and lower-case letters.
Identify
UPPER- AND LOWER-CASE LETTERS Including, but not limited to:
· Discriminate letters from numbers and other common symbols (e.g., dollar sign $)
· Recognize and name the upper- and lower-case letters of the alphabet in sequence and in random order
· Recognize the letters that are consonants (Consonants are the letters of the English alphabet whose / 1.1B / Identify upper- and lower-case letters.
Identify
UPPER- AND LOWER-CASE LETTERS Including, but not limited to:
· Recognize and name the upper- and lower-case letters of the alphabet in sequence and in random order
· Recognize the letters that are consonants (Consonants are the letters of the English alphabet whose sounds are produced by involving the lips, teeth, or tongue.)
· Recognize the letters that are vowels
KINDERGARTEN / GRADE 1 / GRADE 2
sounds are produced by involving the lips, teeth, or tongue.)
· Recognize the letters that are vowels (Vowels are the six letters of the English alphabet [a, e, i, o, u, and sometimes y] whose sounds are produced by opening and shaping the mouth.) / (Vowels are the six letters of the
English alphabet [a, e, i, o, u, and sometimes y] whose sounds are produced by opening and shaping the
mouth.)
K.1C / Demonstrate the one-to-one correspondence between a spoken word
and a printed word in text.
Demonstrate
THE ONE-TO-ONE CORRESPONDENCE BETWEEN A SPOKEN WORD AND A PRINTED WORD IN TEXT
Including, but not limited to:
· Point and/or count the words in a sentence as the sentence is read aloud by teacher
K.1D / Recognize the difference between a letter and a printed word.
Recognize
THE DIFFERENCE BETWEEN A LETTER AND A PRINTED WORD
Including, but not limited to:
· Point to, count, or name upper- and lower-case letters in words
· Point to complete words in text
1.1C / Sequence the letters of the alphabet.
KINDERGARTEN / GRADE 1 / GRADE 2
Sequence
THE LETTERS OF THE ALPHABET Including, but not limited to:
· Name the alphabet in sequence
· Name the letter that comes before and the letter that comes after a specific letter
K.1E / Recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word
boundaries (e.g., through kinesthetic or
tactile actions such as clapping and jumping).
Recognize
THAT SENTENCES ARE COMPRISED OF WORDS SEPARATED BY SPACES AND DEMONSTRATE AWARENESS OF
WORD BOUNDARIES
Including, but not limited to:
· Recognize word spacing in texts through kinesthetic action such as clapping, jumping, etc.
· Recognize word spacing in texts through tactile actions such as using blocks, touching, etc. / 1.1D / Recognize the distinguishing features of a sentence (e.g., capitalization of first word, ending punctuation).
Recognize
THE DISTINGUISHING FEATURES OF A SENTENCE
Including, but not limited to:
· A sentence communicates a complete thought
· A capital letter signals to the reader when an author is beginning a thought
· An ending punctuation mark signals the reader when the author completes the thought / 2.1A / Distinguish features of a sentence (e.g., capitalization of first word, ending punctuation, commas, quotation marks).
Distinguish
FEATURES OF A SENTENCE Including, but not limited to:
· A sentence communicates a complete thought
· A capital letter signals to the reader when an author is beginning a thought
· An ending punctuation mark signals the reader when the author completes the thought
· Commas signal to the reader to pause when reading
· Quotation marks signal to the reader that the author is quoting the specific words of a character
K.1F / Hold a book right side up, turn its pages correctly, and know that reading moves
from top to bottom and left to right. / 1.1E / Read texts by moving from top to bottom of the page and tracking words
from left to right with return sweep.
KINDERGARTEN / GRADE 1 / GRADE 2
Hold
A BOOK
Including, but not limited to:
· Hold right side up
· Turn its pages correctly
· Know that reading moves from top to bottom
· Know that reading moves from left to right / Read
TEXT BY
Including, but not limited to:
· Move from top to bottom of the page
(use eyes/fingers)
· Track words left to right with a return sweep (use eyes/fingers)
Tracking - looking at and processing all the letters in order from left to right
Return sweep - tracking the text from the end of one line of print to the beginning of the next line of print
K.1G / Identify different parts of a book (e.g., front and back covers, title page).
Identify
DIFFERENT PARTS OF A BOOK Including, but not limited to:
· Front cover of the book
· Back cover of the book
· Author
· Illustrator
· Title page / 1.1F / Identify the information that different parts of a book provide (e.g., title,
author, illustrator, table of contents).
Identify
THE INFORMATION THAT DIFFERENT PARTS OF A BOOK PROVIDE
Including, but not limited to:
· Front cover of the book - the cover of a book contains its title, the author's and illustrator's names, and any awards
· Author - the person who wrote the book or story
· Illustrator - the person who drew the pictures in the book or story
KINDERGARTEN / GRADE 1 / GRADE 2
· Back cover of the book - could show illustrations or comments about the
book
· Title page - contains similar information to the book cover (title, author's name, illustrator, etc.)
· Glossary - contains vocabulary words, meanings, and sometimes pictures
· Table of contents - list of parts of the book (usually in the order parts are arranged) and contains where parts can be located
Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to:
K.2A / Identify a sentence made up of a group of words.
Identify
A SENTENCE MADE UP OF A GROUP OF WORDS
Including, but not limited to:
· Point/count/clap the words in a sentence
K.2B / Identify syllables in spoken words.
Identify
SYLLABLES IN SPOKEN WORDS Syllable - a word or part of a word, which
has one vowel sound- syllables are sounds that "open" the mouth
K.2C / Orally generate rhymes in response to / 1.2A / Orally generate a series of original
KINDERGARTEN / GRADE 1 / GRADE 2
spoken words (e.g., "What rhymes with hat?").
Orally Generate
RHYMES IN RESPONSE TO SPOKEN WORDS
Example: “What rhymes with hat?”
Rhyme - identical or very similar recurring final sounds in words / rhyming words using a variety of phonograms (e.g., -ake, -ant, -ain) and
consonant blends (e.g., bl, st, tr).
Orally Generate
A SERIES OF ORIGINAL RHYMING WORDS USING A VARIETY OF PHONOGRAMS AND CONSONANT BLENDS
Including, but not limited to:
· Phonograms: -ake, -ant, -ain
· Consonant blends: bl, st, tr
· Word families (e.g., make, take, rake, fake)
Word family - A group of words sharing a common root or base
Phonograms - the smallest unit of sound that distinguishes meaning (e.g., the /s/ of sad and /d/ of dad)
Consonant blends - group of consonants that appear together in a word without any vowels between them so that each sound is distinct (e.g., bl, st, tr)
1.2B / Distinguish between long- and short- vowel sounds in spoken one-syllable
words (e.g., bit/bite).
Distinguish
BETWEEN LONG- AND SHORT-VOWEL SOUNDS IN SPOKEN ONE- SYLLABLE
KINDERGARTEN / GRADE 1 / GRADE 2
WORDS
Example:
The teacher says long i / ī/. The teacher says bit/bite and asks: What word has the long i /ī/ sound? (bite)
1.2C / Recognize the change in a spoken word when a specified phoneme is added,
changed, or removed (e.g., /b/l/o/w/ to
/g/l/o/w/).
Recognize
THE CHANGE IN A SPOKEN WORD WHEN A SPECIFIED PHONEME IS ADDED, CHANGED, OR REMOVED
Including, but not limited to:
· Identify and isolate beginning, middle, and ending sounds of a word
· Add, change, and/or remove the beginning sound in a word to make new words (e.g., /h/a/t to /s/a/t) (e.g.,
/b/l/o/w/ to /g/l/o/w/)
· Add, change, and/or remove the ending sound in a word to make new words (e.g., /h/a/t/ to /h/a/m/)
· Add and/or change the middle sound in a word to make new words (i.e., change /h/a/m/ to /h/i/m/)
· Change the location of sounds in a word to make new words (e.g., tan to ant)
K.2D / Distinguish orally presented rhyming pairs of words from non-rhyming pairs.
KINDERGARTEN / GRADE 1 / GRADE 2
Distinguish
ORALLY PRESENTED RHYMING PAIRS OF WORDS FROM NON-RHYMING PAIRS
K.2E / Recognize spoken alliteration or groups of words that begin with the same
spoken onset or initial sound (e.g., "baby boy bounces the ball").
Recognize
SPOKEN ALLITERATION OR GROUPS OF WORDS THAT BEGIN WITH THE SAME SPOKEN ONSET OR INITIAL SOUND
Example: “baby boy bounces the ball” Alliteration - the repetition of the same
sounds at the beginning of two or more
adjacent words
K.2F / Blend spoken onsets and rimes to form simple words (e.g., onset /c/ and rime
/at/ make cat).
Blend
SPOKEN ONSETS AND RIMES TO FORM SIMPLE WORDS
Including, but not limited to:
· Blend onset and rimes in one-syllable words (e.g., onset /c/ and rime /at/ make cat)
KINDERGARTEN / GRADE 1 / GRADE 2
Onset - the initial sound of a word (e.g.,
/c/ in cat; in Spanish, /p/ in papa)
Rime - the terminal syllable of a word that can by rhymed (e.g., /at/ in cat and fat)
K.2G / Blend spoken phonemes to form one- syllable words (e.g., /m/ …/a/ …/n/ says man).
Blend
SPOKEN PHONEMES TO FORM ONE- SYLLABLE WORDS
Including, but not limited to:
· Orally blend individual spoken phonemes in two, three and four phoneme words (e.g., /m/ …/a/ …/n/ says man)
Syllable - a word or part of a word, which has one vowel sound- syllables are sounds that "open" the mouth / 1.2D / Blend spoken phonemes to form one- and two-syllable words, including consonant blends (e.g., spr).
Blend
SPOKEN PHONEMES TO FORM ONE- AND TWO-SYLLABLE WORDS
Including, but not limited to:
· Orally blend two, three, and four spoken phoneme words (e.g., /f/+/l/
/ă/+/t/ = flat) with two and three letter
consonant blends (e.g., tr, spr)
Syllable - a word or part of a word, which has one vowel sound- syllables are sounds that "open" the mouth
K.2H / Isolate the initial sound in one-syllable spoken words.
Isolate
THE INITIAL SOUND IN ONE- SYLLABLE SPOKEN WORDS
Example:
(e.g.; cat = /k/) / 1.2E / Isolate initial, medial, and final sounds in one-syllable spoken words.
Isolate
INITIAL, MEDIAL, AND FINAL SOUNDS IN ONE-SYLLABLE SPOKEN WORDS
Example:
(e.g., cat = /k/ + /ă/ + /t/)
K.2I / Segment spoken one-syllable words into / 1.2F / Segment spoken one-syllable words of
KINDERGARTEN / GRADE 1 / GRADE 2
two to three phonemes (e.g., dog: /d/
…/o/ …/g/).
Segment
SPOKEN ONE-SYLLABLE WORDS INTO TWO TO THREE PHONEMES
Including, but not limited to:
· Clearly state beginning, medial, and final sounds (e.g., dog: /d/ …/o/ …/g/) / three to five phonemes into individual phonemes (e.g., splat =/s/p/l/a/t/).
Segment
SPOKEN ONE-SYLLABLE WORDS OF THREE TO FIVE PHONEMES INTO INDIVIDUAL PHONEMES
Including, but not limited to:
· Clearly produce beginning, medial,
and final sounds (e.g., splat =/s/p/l/a/t/)
K.3 / Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to: / 1.3 / Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: / 2.2 / Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
K.3A / Identify the common sounds that letters represent.
Identify
THE COMMON SOUNDS THAT LETTERS REPRESENT
Including, but not limited to:
· Identify letter-sound association
· Identify letters as consonants or vowels (Vowels are a, e, i, o, u, and sometimes y.)
· Identify long and short vowel sounds / 1.3A / Decode words in context and in isolation by applying common letter-
sound correspondences, including:
Decode
WORDS IN CONTEXT AND IN ISOLATION BY APPLYING COMMON LETTER-SOUND CORRESPONDENCES
Including, but not limited to:
· Decode words in 80% decodable text and by themselves in one- and two- syllable words / 2.2A / Decode multisyllabic words in context and independent of context by applying
common letter-sound correspondences, including:
Decode
MULTISYLLABIC WORDS IN CONTEXT AND INDEPENDENT OF CONTEXT BY APPLYING COMMON LETTER-SOUND CORRESPONDENCES