Inquiry-Based Literacy Standards (I)

1

Recognize and name all upper- and lowercase letters of the alphabet.

Inquiry-Based Literacy Standards (I)

1.1

Engage in daily opportunities for play and exploration to foster a sense of curiosity, develop the disposition of inquisitiveness, and begin to verbally articulate “I wonders” about ideas of interest.

Inquiry-Based Literacy Standards (I)

2

Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives.

Inquiry-Based Literacy Standards (I)

2.1

With guidance and support, engage in daily explorations of texts to make connections to personal experiences, other texts, or the environment.

Inquiry-Based Literacy Standards (I)

3

Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.

Inquiry-Based Literacy Standards (I)

3.1

With guidance and support, develop a plan of action for collecting information from multiple sources through play, sensory observation, texts, websites, and conversations with adults/peers.

Inquiry-Based Literacy Standards (I)

3.2

With guidance and support, select information, revise ideas, and record and communicate findings.

Inquiry-Based Literacy Standards (I)

4

Synthesize integrated information to share learning and/or take action.

Inquiry-Based Literacy Standards (I)

4.1

With guidance and support, discover relationships and patterns during the inquiry process.

Inquiry-Based Literacy Standards (I)

4.2

With guidance and support, use tools to communicate findings.

Inquiry-Based Literacy Standards (I)

4.3

With guidance and support, reflect on findings.

Inquiry-Based Literacy Standards (I)

5

Reflect throughout the inquiry process to assess metacognition, broaden understanding, and guide actions, both individually and collaboratively.

Inquiry-Based Literacy Standards (I)

5.1

With guidance and support, recognize the value of individual and collective thinking.

Inquiry-Based Literacy Standards (I)

5.2

With guidance and support monitor and assess learning to guide inquiry.

Reading - Literary Text (RL)

1

Demonstrate understanding of the organization and basic features of print.

Reading - Literary Text (RL)

1.1

Follow words from left to right, top to bottom, and front to back.

Reading - Literary Text (RL)

1.2

Recognize that spoken words are represented in written language by specific sequences of letters.

Reading - Literary Text (RL)

1.3

Understand that words are separated by spaces in print.

Reading - Literary Text (RL)

1.4

Recognize and name all upper- and lowercase letters of the alphabet.

Reading - Literary Text (RL)

2

Demonstrate understanding of spoken words, syllables, and sounds.

Reading - Literary Text (RL)

2.1

Recognize and produce rhyming words.

Reading - Literary Text (RL)

2.2

Count, pronounce, blend, and segment syllables in spoken words.

Reading - Literary Text (RL)

2.3

Blend and segment onsets and rimes of single-syllable spoken words.

Reading - Literary Text (RL)

2.4

Isolate and pronounce the initial, medial, and final sounds in a three-phoneme word.

Reading - Literary Text (RL)

2.5

Add or substitute individual sounds in simple, one-syllable words to make new words.

Reading - Literary Text (RL)

3

Know and apply grade-level phonics and word analysis skills in decoding words.

Reading - Literary Text (RL)

3.1

Produce one-to-one letter-sound correspondences for each consonant.

Reading - Literary Text (RL)

3.2

Associate long and short sounds of the five major vowels with their common spellings.

Reading - Literary Text (RL)

3.3

Read regularly spelled one-syllable words.

Reading - Literary Text (RL)

3.4

Distinguish between similarly spelled consonant-vowel-consonant patterned words by identifying the sounds of the letters that differ.

Reading - Literary Text (RL)

3.5

Read common high-frequency words.

Reading - Literary Text (RL)

3.6

Recognize grade-appropriate irregularly spelled words.

Reading - Literary Text (RL)

4

Read with sufficient accuracy and fluency to support comprehension.

Reading - Literary Text (RL)

4.1

Read emergent-reader texts with purpose and understanding.

Reading - Literary Text (RL)

4.2

Read emergent-reader texts orally with accuracy, appropriate rate, and expression.

Reading - Literary Text (RL)

4.3

Use picture cues to confirm or self-correct word recognition and understanding.

Reading - Literary Text (RL)

5

Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.

Reading - Literary Text (RL)

5.1

With guidance and support, ask and answer who, what, when, where, why, and how questions about a text; refer to key details to make inferences and draw conclusions in texts heard or read.

Reading - Literary Text (RL)

5.2

With guidance and support, ask and answer questions to make predictions using prior knowledge, pictures, illustrations, title, and information about author and illustrator.

Reading - Literary Text (RL)

6

Summarize key details and ideas to support analysis of thematic development.

Reading - Literary Text (RL)

6.1

Describe the relationship between illustrations and the text.

Reading - Literary Text (RL)

7

Analyze the relationship among ideas, themes, or topics in multiple media, formats, and in visual, auditory, and kinesthetic modalities.

Reading - Literary Text (RL)

7.1

With guidance and support, retell a familiar text; identify beginning, middle, and end in a text heard or read.

Reading - Literary Text (RL)

7.2

Read or listen closely to compare familiar texts.

Reading - Literary Text (RL)

8

Analyze characters, settings, events, and ideas as they develop and interact within a particular context.

Reading - Literary Text (RL)

8.1

With guidance and support, read or listen closely to:

a. describe characters and their actions;

b. compare characters’ experiences to those of the reader;

c. describe setting;

d. identify the problem and solution; and

e. identify the cause of an event.

Reading - Literary Text (RL)

9

Interpret and analyze the author’s use of words, phrases, and conventions, and how their relationships shape meaning and tone in print and multimedia texts.

Reading - Literary Text (RL)

9.1

With guidance and support, identify the literary devices of repetitive language and the sound devices of rhyme, onomatopoeia, and alliteration; identify when the author uses each.

Reading - Literary Text (RL)

9.2

With guidance and support, identify how an author’s choice of words, phrases, conventions, and illustrations suggest feelings, appeal to the senses, and contribute to meaning.

Reading - Literary Text (RL)

10

Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.

Reading - Literary Text (RL)

10.1

With guidance and support, ask and answer questions about known and unknown words.

Reading - Literary Text (RL)

10.2

With guidance and support, identify new meanings for familiar words and apply them accurately.

Reading - Literary Text (RL)

10.3

With guidance and support, use inflectional endings and affixes to determine the meaning of unknown words.

Reading - Literary Text (RL)

10.4

With guidance and support, identify the individual words used to form a compound word.

Reading - Literary Text (RL)

10.5

With guidance and support, use print and multimedia resources to explore word relationships and nuances in word meanings.

Reading - Literary Text (RL)

10.6

With guidance and support, use words and phrases acquired through talk and text; explore nuances of words and phrases.

Reading - Literary Text (RL)

11

Analyze and provide evidence of how the author’s choice of point of view, perspective, and purpose shape content, meaning, and style.

Reading - Literary Text (RL)

11.1

Identify the author and illustrator and define the role of each.

Reading - Literary Text (RL)

11.2

Identify who is telling the story, the narrator or characters.

Reading - Literary Text (RL)

12

Analyze and critique how the author uses structures in print and multimedia texts to shape meaning and impact the reader.

Reading - Literary Text (RL)

12.1

Recognize and sort types of literary texts.

Reading - Literary Text (RL)

12.2

Recognize the crafted text structure of recurring phrases.

Reading - Literary Text (RL)

13

Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect on and respond to increasingly complex text over time.

Reading - Literary Text (RL)

13.1

Engage in whole and small group reading with purpose and understanding.

Reading - Literary Text (RL)

13.2

Read independently for sustained periods of time to build stamina.

Reading - Literary Text (RL)

13.3

Read and respond according to task and purpose to become self directed, critical readers and thinkers.

Communication (C)

1

Interact with others to explore ideas and concepts communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.

Communication (C)

1.1

Explore and create meaning through play, conversation, drama, and storytelling.

Communication (C)

1.2

Practice the skills of taking turns, listening to others, and speaking clearly.

Communication (C)

1.3

Practice verbal and nonverbal techniques including volume and tone, eye contact, facial expressions, and posture.

Communication (C)

1.4

Participate in conversations with varied partners about focused grade level topics and texts in small and large groups.

Communication (C)

1.5

Explain personal ideas and build on the ideas of others by responding and relating to comments made.

Communication (C)

2

Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.

Communication (C)

2.1

With guidance and support, recall information from experiences or gather information from sources to ask and answer questions.

Communication (C)

2.2

With guidance and support, participate in shared research exploring a variety of texts; express opinions and talk about findings.

Communication (C)

3

Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information.

Communication (C)

3.1

Explore how ideas and topics are depicted in a variety of media and formats.

Communication (C)

3.2

Use appropriate props, images, or illustrations to support verbal communication.

Communication (C)

4

Critique how a speaker addresses content and uses craft techniques that stylistically and structurally inform, engage, and impact audience and convey messages.

Communication (C)

4.1

Identify speaker’s purpose.

Communication (C)

4.2

Identify the introduction and conclusion of a presentation.

Communication (C)

4.3

Identify when the speaker uses intonation and word stress.

Communication (C)

5

Incorporate craft techniques to engage and impact audience and convey messages.

Communication (C)

5.1

Use voice inflection, expression, rhythm, and rhyme, when presenting poems, short stories, role-plays, or songs

Communication (C)

5.2

Employ repetitive language, onomatopoeia, and/or alliteration to impact the audience.

Inquiry-Based Literacy Standards (I)

1

Formulate relevant, self-generated questions based on interests and/or needs that can be investigated.

Inquiry-Based Literacy Standards (I)

1.1

Translate “wonderings” into questions that lead to group conversations, explorations, and investigations.

Inquiry-Based Literacy Standards (I)

2

Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives.

Inquiry-Based Literacy Standards (I)

2.1

Engage in daily explorations of texts to make connections to personal experiences, other texts, or the environment.

Inquiry-Based Literacy Standards (I)

3

Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.

Inquiry-Based Literacy Standards (I)

3.1

Develop a plan of action for collecting relevant information from multiple sources through play, sensory observation, texts, websites, and conversations with adults/peers.

Inquiry-Based Literacy Standards (I)

3.2

Select the most important information, revise ideas, and record and communicate findings.

Inquiry-Based Literacy Standards (I)

4

Synthesize integrated information to share learning and/or take action.

Inquiry-Based Literacy Standards (I)

4.1

Draw conclusions from relationships and patterns discovered during the inquiry process.

Inquiry-Based Literacy Standards (I)

4.2

Determine appropriate tools to communicate findings.

Inquiry-Based Literacy Standards (I)

4.3

Reflect on findings and take action.

Inquiry-Based Literacy Standards (I)

5

Reflect throughout the inquiry process to assess metacognition, broaden understanding, and guide actions, both individually and collaboratively.

Inquiry-Based Literacy Standards (I)

5.1

Recognize the value of individual and collective thinking

Inquiry-Based Literacy Standards (I)

5.2

Monitor and assess learning to guide inquiry.

Inquiry-Based Literacy Standards (I)

5.3

Articulate the thinking process.

Reading - Literary Text (RL)

1

Demonstrate understanding of the organization and basic features of print.

Reading - Literary Text (RL)

1.1

Recognize the distinguishing features of a sentence.

Reading - Literary Text (RL)

2

Demonstrate understanding of spoken words, syllables, and sounds.

Reading - Literary Text (RL)

2.1

Distinguish long from short vowel sounds in spoken single-syllable words.

Reading - Literary Text (RL)

2.2

Orally produce single-syllable words by blending sounds, including consonant blends in spoken words.

Reading - Literary Text (RL)

2.3

Isolate and pronounce initial, medial, and final sounds in spoken single-syllable words.

Reading - Literary Text (RL)

2.4

Segment spoken single-syllable words into their complete sequence of individual sounds.

Reading - Literary Text (RL)

3

Know and apply grade-level phonics and word analysis skills in decoding words.

Reading - Literary Text (RL)

3.1

Demonstrate the sound correspondences for common consonant blends and digraphs.

Reading - Literary Text (RL)

3.2

Use knowledge that every syllable must have a vowel sound to determine the number of syllables in words

Reading - Literary Text (RL)

3.3

Read a two-syllable word by breaking the word into syllables.

Reading - Literary Text (RL)

3.4

Use final-e and common vowel team conventions to read words with long vowel sounds.

Reading - Literary Text (RL)

3.5

Read words with inflectional endings.

Reading - Literary Text (RL)

3.6

Recognize and read grade-appropriate irregularly spelled words.

Reading - Literary Text (RL)

4

Read with sufficient accuracy and fluency to support comprehension.

Reading - Literary Text (RL)

4.1

Read grade-level texts with purpose and understanding.

Reading - Literary Text (RL)

4.2

Read grade-level texts orally with accuracy, appropriate rate, and expression on successive readings.

Reading - Literary Text (RL)

4.3

Use context to confirm or self-correct word recognition and understanding rereading as necessary.

Reading - Literary Text (RL)

5

Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.

Reading - Literary Text (RL)

5.1

Ask and answer who, what, when, where, why, and how questions to demonstrate understanding of a text; use key details to make inferences and draw conclusions in texts heard or read.

Reading - Literary Text (RL)

5.2

Make predictions using prior knowledge, pictures, illustrations, title, and information about author and illustrator.

Reading - Literary Text (RL)

6

Summarize key details and ideas to support analysis of thematic development.

Reading - Literary Text (RL)

6.1

Describe the relationship between the illustrations and the characters, setting, or events.

Reading - Literary Text (RL)

7

Analyze the relationship among ideas, themes, or topics in multiple media, formats, and in visual, auditory, and kinesthetic modalities.

Reading - Literary Text (RL)

7.1

Retell text, including beginning, middle, and end; use key details to determine the theme in a text heard or read.

Reading - Literary Text (RL)

7.2

Read or listen closely to compare and contrast familiar texts and texts in author and genre studies.

Reading - Literary Text (RL)

8

Analyze characters, settings, events, and ideas as they develop and interact within a particular context.

Reading - Literary Text (RL)

8.1

Read or listen closely to:

a. describe characters’ actions and feelings;

b. compare and contrast characters’ experiences to those of the reader;

c. describe setting;

d. identify the plot including problem and solution; and

e. describe cause and effect relationships.

Reading - Literary Text (RL)

9

Interpret and analyze the author’s use of words, phrases, and conventions, and how their relationships shape meaning and tone in print and multimedia texts.

Reading - Literary Text (RL)

9.1

Identify the literary devices of rhythm, repetitive language, and simile and sound devices of rhyme, onomatopoeia, and alliteration; explain how the author uses each.

Reading - Literary Text (RL)

9.2

Identify how an author’s choice of words, phrases, conventions, and illustrations suggest feelings, appeal to the senses, and contribute to meaning.

Reading - Literary Text (RL)

10

Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.

Reading - Literary Text (RL)

10.1

Ask and answer questions about known and unknown words.

Reading - Literary Text (RL)

10.2

Identify new meanings for familiar words and apply them accurately.

Reading - Literary Text (RL)

10.3

Use inflectional endings and affixes to determine the meaning of unknown words.

Reading - Literary Text (RL)

10.4

Identify the individual words used to form a compound word.

Reading - Literary Text (RL)

10.5

Use print and multimedia resources to explore word relationships and nuances in word meanings.

Reading - Literary Text (RL)

10.6

Use words and phrases acquired through talk and text; explore nuances of words and phrases.

Reading - Literary Text (RL)

11

Analyze and provide evidence of how the author’s choice of point of view, perspective, and purpose shape content, meaning, and style.

Reading - Literary Text (RL)

11.1

Identify the author’s purpose—to explain, entertain, inform, or convince.

Reading - Literary Text (RL)

11.2

Distinguish who is telling the story at various points in a text, the narrator or characters.

Reading - Literary Text (RL)

12

Analyze and critique how the author uses structures in print and multimedia texts to shape meaning and impact the reader.

Reading - Literary Text (RL)

12.1

Classify literary texts according to characteristics of a genre.

Reading - Literary Text (RL)

12.2

Recognize how the author uses crafted text structures of recurring phrases and dialogue.

Reading - Literary Text (RL)

13

Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect on and respond to increasingly complex text over time.

Reading - Literary Text (RL)

13.1

Engage in whole and small group reading with purpose and understanding.

Reading - Literary Text (RL)

13.2

Read independently for sustained periods of time to build stamina.

Reading - Literary Text (RL)

13.3

Read and respond according to task and purpose to become self-directed, critical readers and thinkers.

Communication (C)

1

Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.

Communication (C)

1.1

Explore and create meaning through conversation, drama, questioning, and story-telling.

Communication (C)

1.2

Practice the skills of taking turns, listening to others, and speaking clearly.

Communication (C)

1.3

Practice techniques of volume, eye contact, facial expressions, posture, gestures, and space.

Communication (C)

1.4

Participate in shared conversations with varied partners about focused grade level topics and texts in small and large groups.

Communication (C)

1.5

Explain personal ideas and build on the ideas of others by responding and relating to comments made in multiple exchanges.

Communication (C)

2

Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.

Communication (C)

2.1

Express ideas gathered from various print and multimedia sources in a clear and concise manner.

Communication (C)

2.2

Participate in shared research exploring a variety of texts; express opinions and talk about findings.

Communication (C)

3

Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information.

Communication (C)

3.1

Explore and compare how ideas and topics are depicted in a variety of media and formats.

Communication (C)

3.2

Use visual displays to support verbal communication and clarify ideas, thoughts, and feelings.

Communication (C)

4

Critique how a speaker addresses content and uses craft techniques that stylistically and structurally inform, engage, and impact audience and convey messages.

Communication (C)

4.1

Identify speaker’s purpose and details that keep the listener engaged.

Communication (C)

4.2

Identify the introduction, body, and conclusion of a presentation.

Communication (C)

4.3

Identify when the speaker uses intonation and word stress and includes media.

Communication (C)

5

Incorporate craft techniques to engage and impact audience and convey messages.

Communication (C)

5.1

Present poems, short stories, role-plays, or songs using voice inflection, expression, rhythm, and rhyme.

Communication (C)

5.2

Employ a combination of words, phrases, rhythm, rhyme, repetitive language, similes, onomatopoeia, and alliteration for impact.