VOLUNTARY STATE CURRICULUM-READING/ENGLISH LANGUAGE ARTS

Grades PreK – 3

1.0General Reading Processes: Phonemic Awareness: Students will master the ability to hear, identify, and manipulate individual sounds in spoken words by the end of grade one.

Pre-Kindergarten

/ Kindergarten / Grade 1 / Grade 2 / Grade 3

A.Phonemic Awareness

  1. Discriminate sounds and words
  2. Tell whether sounds are same or different
  3. Recognize that letters represent sounds
  4. Identify and repeat initial sounds in words
  5. Classify words by initial sounds
  1. Discriminate and produce rhyming words and alliteration
  2. Repeat rhyming words
  3. Repeat phrases and sentences with alliteration
  4. Discriminate rhyming words from non-rhyming words
  1. Blend sounds and syllables to form words
  2. Orally blend syllables into a whole word, such as fun-ny=funny
  1. Segment sounds in spoken words and sentences
  2. Clap words in a sentence
  3. Identify the initial sound in a word
/

A.Phonemic Awareness

  1. Discriminate sounds and words
  2. Identify whether isolated sounds are same or different
  3. Identify initial and final sounds in a word
  4. Categorize words as same or different by initial or final sounds
  1. Discriminate and produce rhyming words and alliteration
  2. Repeat and produce rhyming words
  3. Identify and repeat sentences that use alliteration
  1. Blend sounds and syllables to form words
  2. Orally blend syllables into a whole word, such as fun-ny=funny
  3. Orally blend onset and rimes (word families) into a whole word, such as b-at=bat
  4. Orally blend 2-3 phonemes into one syllable words, such as m-e=me; f-u-n=fun
  1. Segment and manipulate sounds in spoken words and sentences
  2. Clap words in a sentence
  3. Clap syllables in a word
  4. Say syllables
  5. Identify the initial sound in a word
  6. Segment individual sounds in words
  7. Substitute initial sounds in words to form new words
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A.Phonemic Awareness

  1. Discriminate sounds and words
  2. Identify initial, medial, and final sounds in one-syllable words
  3. Compare one-syllable words using initial, medial, and final sounds
  4. Categorize words as same or different by medial sounds
  1. Discriminate and produce rhyming words and alliteration
  2. Produce sentences with rhyming and alliteration
  1. Blend sounds and syllables to form words
  2. Blend 3-4 phonemes into a word, such as f-a-s-t=fast
  1. Segment and manipulate sounds in spoken words
  2. Segment words into syllables
  3. Segment one-syllable words into phonemes
  4. Delete sounds to form new words
  5. Add sounds to form new words
  6. Substitute sounds to form new words
/

A.Phonemic Awareness

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A.Phonemic Awareness

7/8/2004 Indicators/objectives that include assessment limits are assessed on MSA. Page 1 of 5

VOLUNTARY STATE CURRICULUM-READING/ENGLISH LANGUAGE ARTS

Grades PreK – 3

1.0 General Reading Processes: Phonics: Students will apply their knowledge of letter/sound relationships and word structure to decode unfamiliar words.

Pre-Kindergarten

/ Kindergarten / Grade 1 / Grade 2 / Grade 3

B.Phonics

  1. Recognize that letters have corresponding sounds
  2. Recognize similarities and differences in letter shapes
  3. Match familiar consonant sounds to appropriate letters, such as m, b, f, t, p
  1. Decode words in grade-level texts
  2. Identify and name some upper and lower case letters in words, especially those in the student’s own name
/

B.Phonics

  1. Identify letters and corresponding sounds
  2. Identify in isolation all upper and lower case letters of the alphabet
  3. Identify letters matched to sounds
  4. Generate the sounds associated with individual letters and letter patterns, such as s-, st-, -at, -ack, -ed
  1. Decode words in grade-level texts
  2. Identify similarities and differences in letters and words
  3. Blend letter sounds in one-syllable words (CVC)
  4. Use onset and rime (word families) to decode one-syllable words
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B.Phonics

  1. Identify letters and corresponding sounds
  2. Produce letter/sound correspondences rapidly (1 per second)
  3. Combine sounds to form letter combinations, such as pl-, bl-, tr-, -nt
  1. Decode words in grade-level texts
  2. Recognize and apply short vowels, long vowels, and “y” as a vowel
  3. Decode words with letter combinations, such as consonant digraphs, blends, and special vowel patterns
  4. Read one-syllable words fluently (CVC, CVCE)
  5. Use known word/part to decode unknown words, such as carcard
/

B.Phonics

  1. Identify letters and their corresponding sounds
  2. Identify digraphs, such as ch, ph, sh, th, and wh
  3. Identify diphthongs, such as oy, ow, ay
  1. Decode words in grade-level texts
  2. Use phonics to decode words
  3. Break compound words, contractions, and inflectional endings into known parts
  4. Identify and apply vowel patterns to read words, such as CVC, CVCE, CVVC
  5. Read blends fluently, such as spl, str
/

B.Phonics

  1. Use a variety of phonetic skills to read unfamiliar words
  1. Apply phonics skills
Assessment Limits:
Hard and soft consonants
Initial consonant blends (2 letters)
Vowel patterns
Short vowels
R-controlled vowels
Digraphs
Final consonants
Diphthongs
  1. Decode words in grade-level texts
  1. Sound out common word parts
  2. Break words into familiar parts
Assessment Limits:
Compound or other multi-syllabic words
Contractions
Possessives
Inflectional endings
Word roots/base words
Prefixes
Suffixes
  1. Use word meanings and order in sentences to confirm decoding efforts

7/8/2004 Indicators/objectives that include assessment limits are assessed on MSA. Page 1 of 5

VOLUNTARY STATE CURRICULUM-READING/ENGLISH LANGUAGE ARTS

Grades PreK – 3

1.0 General Reading Processes: Fluency: Students will read orally with accuracy and expression at a rate that sounds like speech.

Pre-Kindergarten

/ Kindergarten / Grade 1 / Grade 2 / Grade 3

C.Fluency

1.Engage in imitative reading at an appropriate rate

  1. Listen to models of fluent reading
  2. Recite nursery rhymes, poems, and finger plays with expression
  3. Develop beginning sight vocabulary of familiar words, such as first name, color words
/
  1. Fluency
  2. Engage in imitative reading at an appropriate rate
  3. Listen to models of fluent reading
  4. Recite nursery rhymes, poems, and finger plays with expression
  1. Read orally from familiar texts at an appropriate rate
  2. Read familiar text with accuracy and expression
  3. Use knowledge of end punctuation to signal expression in reading
  4. Recognize some words by sight, such as student’s first and last name, a, the, I, my, you, is, are
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C.Fluency*
  1. Read orally from familiar text at an appropriate rate
  2. Listen to models of fluent reading
  3. Read familiar text at a rate that is conversational and consistent
  4. Reread text multiple times to increase familiarity with words
  1. Read grade-level text accurately
  2. Reread and self-correct while reading
  3. Use word context clues (meaning), sentence structure (syntax), and visual clues to guide self-correction
  4. Read sight words automatically, such as have, said, where, two
  1. Read grade-level text with expression
  2. Demonstrate appropriate use of phrasing when reading familiar text
  3. Use end punctuation, commas, and quotation marks to guide expression
  4. Use intonation (emphasis on certain words) to convey meaning
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C.Fluency*
  1. Read orally from familiar text at an appropriate rate
  2. Listen to models of fluent reading
  3. Read familiar text at a rate that is conversational and consistent
  4. Reread text multiple times to increase familiarity with words
  1. Read grade-level text accurately
  2. Reread and self-correct while reading
  3. Decode words automatically
  4. Use word context clues (meaning), sentence structure (syntax), and visual clues to guide self-correction
  5. Read sight words automatically
  1. Read grade-level text with expression
  2. Demonstrate appropriate use of phrasing when reading both familiar and unfamiliar text
  3. Use punctuation marks to guide expression
  4. Use intonation (emphasis on certain words) to convey meaning
/
C.Fluency*
  1. Read orally from familiar text at an appropriate rate
  2. Listen to models of fluent reading
  3. Read familiar text at a rate that is conversational and consistent
  1. Read grade-level text accurately
  2. Reread and self-correct while reading
  3. Decode words automatically
  4. Use word context clues (meaning), sentence structure (syntax), and visual clues to guide self-correction
  5. Increase sight words read fluently
  1. Read grade-level text with expression
  2. Demonstrate appropriate use of phrasing
  3. Attend to sentence patterns and structures that signal meaning in text
  4. Use punctuation cues to guide meaning and expression
  5. Use pacing and intonation (emphasis on certain words) to convey meaning and expression
  6. Adjust intonation and pitch (rise and fall of spoken voice) appropriately to convey meaning and expression

*Independent level text (Put Reading First) is relatively easy text for the reader, with no more than approximately 1 in 20 words that are difficult for the reader (95% success).

Instructional level text (Put Reading First) is challenging but manageable text for the reader, with no more than approximately 1 in 10 words difficult for the reader (90% success).

7/8/2004 Indicators/objectives that include assessment limits are assessed on MSA. Page 1 of 3

VOLUNTARY STATE CURRICULUM-READING/ENGLISH LANGUAGE ARTS

Grades PreK – 3

1.0 General Reading Processes: Vocabulary: Students will use a variety of strategies and opportunities to understand word meaning and to increase vocabulary.

Pre-Kindergarten

/ Kindergarten / Grade 1 / Grade 2 / Grade 3
  1. Vocabulary
  2. Develop and apply vocabulary through exposure to a variety of texts
  3. Acquire new vocabulary through listening to a variety of texts on a daily basis
  4. Discuss words and word meanings daily as they are encountered in texts, instruction, and conversation
  5. Asks questions about unknown objects and words related to topics discussed
  6. Listen to and identify the meaning of content-specific vocabulary
  7. Identify some signs, labels, and environmental print
  8. Collect and play with favorite words
  1. Develop a conceptual understanding of new words
  2. Use words to describe size, color, and shape
  3. Name common objects shown in pictures
  1. Understand, acquire, and use new vocabulary
  2. Use illustrations to find meaning of unknown words
  3. Use newly learned vocabulary on multiple occasions to reinforce meaning
/
D.Vocabulary
  1. Develop and apply vocabulary through exposure to a variety of texts
  2. Acquire new vocabulary through listening to and reading a variety of texts on a daily basis
  3. Discuss words and word meanings daily as they are encountered in texts, instruction, and conversation
  4. Asks questions to clarify meaning about objects and words related to topics discussed
  5. Listen to and identify the meaning of new vocabulary in multiple contexts
  6. Listen to and identify the meaning of content-specific vocabulary
  7. Read signs, labels, and environmental print
  8. Collect and manipulate favorite words
  1. Develop a conceptual understanding of new words
  2. Use words to describe location, size, color, and shape
  3. Name pictures of common concepts, such as sleeping, running, walking
  4. Use names and labels of basic concepts, such as stop, go, boys, girls, in, out, poison
  5. Identify and sort pictures of common words into basic categories, such as colors, numbers, seasons
  1. Understand, acquire, and use new vocabulary
  2. Use text and illustrations to identify meaning of unknown words
  3. Use newly learned vocabulary on multiple occasions to reinforce meaning
  4. Use word structure to determine meanings of words
  5. Inflectional endings
  6. Use resources to determine meanings of unknown words
  7. Picture dictionaries
  8. Charts
  9. Diagrams
  10. Posters
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D.Vocabulary
  1. Develop and apply vocabulary through exposure to a variety of texts
  2. Acquire new vocabulary through listening to and reading a variety of grade-appropriate text daily
  3. Discuss words and word meanings daily as they are encountered in texts, instruction, and conversation
  4. Asks questions to clarify meaning about objects and words related to topics discussed
  5. Listen to and identify the meaning of new vocabulary in multiple contexts
  6. Connect unfamiliar words from texts, instruction, and conversation to prior knowledge to enhance meaning
  7. Learn 5-8 new words every week (independent reading)
  1. Develop a conceptual understanding of new words
  2. Sort grade-appropriate words with or without pictures into categories
  3. Identify antonyms and synonyms
  4. Identify and use correctly new words acquired through study of their relationship to other words
  1. Understand, acquire, and use new vocabulary
  2. Determine the meanings of words using their context
  3. Reread
  4. Use context clues
  5. Examine illustrations
  6. Use unfamiliar words introduced in literary and informational texts
  7. Use word structure to determine meanings of words
  8. Contractions
  9. Inflectional endings
  10. Compound words
  11. Root/base words
  12. Use resources to determine meanings of unknown words
  13. Picture dictionaries
  14. Charts
  15. Diagrams
  16. Posters
  17. Content texts
/
D.Vocabulary
  1. Develop and apply vocabulary through exposure to a variety of texts
  2. Acquire new vocabulary through listening to and independently reading a variety of literary and informational texts
  3. Discuss words and word meanings daily as they are encountered in texts, instruction, and conversation
  4. Make connections to prior knowledge and new vocabulary by listening, reading, and responding to a variety of texts
  5. Make inferences about the meaning of a word based on its use in a sentence
  6. Identify simple multiple meaning words
  7. Learn 8-12 new words every week (independent reading)
  1. Develop a conceptual understanding of new words
  2. Classify and categorize words into sets and groups, such as animals, adult/baby
  3. Identify and explain common antonyms, synonyms, and homophones to increase vocabulary skills
  4. Identify and use correctly new words acquired through study of their relationship to other words
  1. Understand, acquire, and use new vocabulary
  2. Determine the meanings of unknown words
  3. Reread
  4. Use context clues
  5. Read on
  6. Use text features
  7. Use unfamiliar words introduced in literary and informational texts
  8. Use word structure to determine meanings of words
  9. Prefixes
  10. Suffixes
  11. Root/base words
  12. Use resources to determine meaning of unknown words
  13. Dictionaries
  14. Textbook glossaries
  15. Thesauruses
/
D.Vocabulary
  1. Develop and apply vocabulary through exposure to a variety of texts
  2. Acquire new vocabulary through listening to, independently reading, and discussing a variety of literary and informational texts
  3. Discuss words and word meanings daily as they are encountered in texts, instruction, and conversation
  4. Collect 12-20 new words for deeper study each week
  1. Develop a conceptual understanding of new words
  2. Identify and sort common words into conceptual categories, such as general to specific, lesser to greater
  3. Identify and explain word relationships to determine the meanings of words
Assessment Limits:
Antonyms, synonyms, homophones, and homographs
  1. Identify and use correctly new words acquired through study of their relationship to other words
  1. Understand, acquire, and use new vocabulary
  2. Use context to determine the meanings of words
Assessment Limits:
Above grade-level words used in context
Words with multiple meanings
Connotations versus denotations
Grade-appropriate idioms and figurative expressions
  1. Use word structure to determine the meanings of words
Assessment Limits:
Prefixes and suffixes
Grade-appropriate roots and base words
Grade-appropriate compound words
Grade-appropriate inflectional endings
  1. Use resources to determine the meanings of words
Assessment Limits:
Dictionaries
Glossaries
Thesauruses
  1. Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression

7/8/2004 Indicators/objectives that include assessment limits are assessed on MSA. Page 1 of 5

VOLUNTARY STATE CURRICULUM-READING/ENGLISH LANGUAGE ARTS

Grades PreK – 3

1.0 General Reading Processes: Comprehension: Students will use a variety of strategies to understand what they read (construct meaning).

Pre-Kindergarten

/ Kindergarten / Grade 1 / Grade 2 / Grade 3
E.General Reading Comprehension
  1. Demonstrate an understanding of concepts of print to determine how print is organized and read
  2. Understand that speech can be written and read
  3. Understand that print conveys meaning
  4. Demonstrate the proper use of a book
  5. Identify the title of a book
  6. Demonstrate that text is read from left to right and top to bottom
  7. Identify pictures, shapes, letters, and numerals
  1. Use strategies to prepare for reading (before reading)
  2. Make connections to the text using illustrations/photographs from prior knowledge
  3. Make predictions by examining the title, cover, illustrations/ photographs, and familiar author or topic
  4. Help set a purpose for reading
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  1. General Reading Comprehension
  1. Demonstrate an understanding of concepts of print to determine how print is organized and read
  2. Understand that speech can be written and read
  3. Read a minimum of 15 books, both literary and informational
  4. Identify title, cover page, front and back of book, table of contents, page numbers, and describe what information is presented on the title and cover pages
  5. Track print from left to right and top to bottom
  6. Make return sweep to next line of text
  7. Match oral words to printed words
  8. Differentiate numerals, letters, and words
  9. Recognize that printed words are separated by spaces
  10. Recognize that letters build words and words build sentences
  1. Use strategies to prepare for reading (before reading)
  2. Make connections to the text using illustrations, photographs, and prior knowledge
  3. Make predictions by examining the title, cover, illustrations/ photographs/text, and familiar author or topic
  4. Ask questions about the text by examining the title, cover, illustrations, photographs, text
  5. Set a purpose for reading
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  1. General Reading Comprehension
  2. Develop comprehension skills through exposure to a variety of texts
  1. Listen to, read, and discuss texts representing diversity in content, culture, authorship, and perspective, including areas, such as race, gender, disability, religion, and socio-economic background
  2. Self-select appropriate text for a variety of purposes
  3. *Read a minimum of 25 books representing various genres
  4. Discuss ideas/information gained from reading experiences with adults and peers
  1. Use strategies to prepare for reading (before reading)
  1. Make connections to the text using their prior knowledge and experiences with the text
  2. Make predictions or ask questions about the text by examining the title, cover, illustrations/ photographs/text, and familiar author or topic
  3. Set a purpose for reading and identify type of text (fiction or nonfiction)
/
E.General Reading Comprehension
  1. Develop comprehension skills through exposure to a variety of texts
  2. Listen to, read, and discuss texts representing diversity in content, culture, authorship, and perspective, including areas, such as race, gender, disability, religion, and socio-economic background
  3. Self-select appropriate text for a variety of purposes
  4. *Read a minimum of 25-30 self-selected and/or assigned books representing various genres
  5. Discuss reactions to and ideas/information gained from reading experiences with adults and peers in both formal and informal situations
  1. Use strategies to prepare for reading (before reading)
  2. Make and explain the connections made from prior knowledge and experiences with the text
  3. Make predictions or ask questions about the text by examining the title, cover, illustrations/ photographs/text, and familiar author or topic
  4. Set a purpose for reading and identify type of text (fiction or nonfiction)
/
  1. General Reading Comprehension
  2. Develop comprehension skills through exposure to a variety of texts
  3. Listen to critically, read, and discuss texts representing diversity in content, culture, authorship, and perspective, including areas, such as race, gender, disability, religion, and socio-economic background
  4. *Read a minimum of 25 self-selected and/or assigned books or book equivalents representing various genres
  5. Discuss reactions to and ideas/information gained from reading experiences with adults and peers in both formal and informal situations
  1. Use strategies to prepare for reading (before reading)
  2. Survey and preview the text by examining features, such as the title, pictures, illustrations, photographs, charts, and graphs
  3. Set a purpose for reading the text
  4. Make predictions and ask questions about the text
  5. Make connections to the text from prior knowledge and experiences

Note: *New Standards identifies the need for students to process 1 million words per year to maintain academic progress. Books at K-2 level are too short for necessary yield.