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English Language Arts Performance Standard A Grade 8
reading. Use knowledge of sentence and word structure, word origins, visual images, and context clues to understand unfamiliar words and clarify passages of text Use knowledge of the visual features of texts, such as headings and bold face print, and structures ...
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alphabetic principle, that sounds in words are expressed by the letters of the alphabet. R.WS.00.04 use grapho-phonemic (letter-sound) cues to recognize a few one-syllable words when presented completely out of context. Begin to associate letters and sounds, particularly initial...
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alphabetic principle, that sounds in words are expressed by the letters of the alphabet. R.WS.00.04 use grapho-phonemic (letter-sound) cues to recognize a few one-syllable words when presented completely out of context. Begin to associate letters and sounds, particularly initial and fi nal consonants. Word Recognition Students will… R.WS.00.05 automatically recognize a small number (about 18) of frequently encountered, personally meaningful words in print. R.WS.00.06 make progress in automatically
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=7
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=7
2 KINDERGARTEN E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs, and
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=8
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=8
alphabetic principle, that sounds in words are expressed by the letters <span class="highlight">of</span> the alphabet. R.WS.00.04 use grapho-phonemic (letter-sound) cues to recognize a few <span class="highlight">one</span>-syllable words when presented completely out <span class="highlight">of</span> context. Begin to associate letters and sounds, particularly initial and fi nal consonants. Word <span class="highlight">Recognition</span> Students will… R.WS.00.05 automatically recognize a small number (about 18) <span class="highlight">of</span> frequently encountered, personally meaningful words in print. R.WS.00.06 make progress in automatically
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=16
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=16
2 FIRST GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=17
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=17
alphabetic principle, that sounds in words are expressed by the letters <span class="highlight">of</span> the alphabet. R.WS.01.04 use structural cues to recognize <span class="highlight">one</span>-syllable words, blends, and consonant digraphs including: letter-sound, onset and rimes, whole word chunks, word families, digraphs th, ch, sh. Word <span class="highlight">Recognition</span> Students will… R.WS.01.05 automatically recognize frequently encountered words in and out <span class="highlight">of</span> context with the number <span class="highlight">of</span> words that can be read fluently increasing steadily across the school year. R.WS.01.06
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=25
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=25
2 SECOND GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=34
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=34
2 THIRD GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=35
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=35
… R.WS.03.08 in context, determine the meaning <span class="highlight">of</span> words and phrases including synonyms, homonyms, multiple meaning words, content vocabulary, and literary terms <span class="highlight">using</span> strategies and resources including context clues, concept mapping, and the dictionary. Narrative Text Students will… R.NT.03.01 explain how characters express attitudes about <span class="highlight">one</span> another in familiar classic, multicultural, and contemporary literature recognized for quality and literary merit. R.NT.03.02 identify and describe the basic
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=42
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=42
2 FOURTH GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=50
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=50
2 FIFTH GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=58
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=58
2 SIXTH GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=66
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=66
2 SEVENTH GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=74
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=74
2 EIGHTH GRADE E N G L I S H L A N G UAG E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION Curriculum <span class="highlight">Using</span> this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs
English Language Arts Performance Standard A Grade 4
reading. Use a variety of strategies and word recognition skills, including rereading, finding context clues, applying their knowledge of letter-sound relationships, and analyzing word structures Infer the meaning of unfamiliar words in the context of a passage by...
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4. Retell a story read aloud using main characters and events. 5. Participate in shared reading experiences. 6. Make predictions based on illustrations or portions of stories. 3.1.K H. Inquiry and Research 1. Locate and know the purposes for various literacy areas of the...
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4. Retell a story read aloud using main characters and events. 5. Participate in shared reading experiences. 6. Make predictions based on illustrations or portions of stories. 3.1.K H. Inquiry and Research 1. Locate and know the purposes for various literacy areas of the classroom and the library/media center. 2. Choose books related to topics of interest. Building upon knowledge and skills gained in the preceding grade, by the end of Grade 1, students will: 3.1.1 A. Concepts About Print 1. Match oral
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http://www.nj.gov/education/cccs/2004/s3_lal.pdf#page=11
www.nj.gov/education/cccs/2004/s3_lal.pdf#page=11
4. Retell a story read aloud <span class="highlight">using</span> main characters and events. 5. Participate in shared reading experiences. 6. Make predictions based on illustrations or portions <span class="highlight">of</span> stories. 3.1.K H. Inquiry and Research 1. Locate and know the purposes for various literacy <span class="highlight">areas</span> <span class="highlight">of</span> the classroom and the library/media center. 2. Choose books related to topics <span class="highlight">of</span> interest. Building upon knowledge and skills gained in the preceding grade, by the end <span class="highlight">of</span> Grade 1, students will: 3.1.1 A. Concepts About Print 1. Match oral
Academic Standards-English/Language Arts Kindergarten
Page 2 Kindergarten English/Language Arts K READING: Word Recognition, Fluency, and Vocabulary Development (continued) K.1.11 Listen to one-syllable words and tell the beginning or ending sounds. Example: Tell what sound you hear at the beginning of the word girl. K.1.12 Listen...
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Page 2 Kindergarten English/Language Arts K READING: Word Recognition, Fluency, and Vocabulary Development (continued) K.1.11 Listen to one-syllable words and tell the beginning or ending sounds. Example: Tell what sound you hear at the beginning of the word girl. K.1.12 Listen to spoken sentences and recognize individual words in the sentence; listen to words and recognize individual sounds in the words. K.1.13 Count the number of syllables in words. * When letters have a slanted line before and after
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-06-ela-grade0k.pdf#page=2
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-english/2006-...
Page 2 Kindergarten English/Language Arts K READING: Word <span class="highlight">Recognition</span>, Fluency, and Vocabulary Development (continued) K.1.11 Listen to <span class="highlight">one</span>-syllable words and tell the beginning or ending sounds. Example: Tell what sound you hear at the beginning <span class="highlight">of</span> the word girl. K.1.12 Listen to spoken sentences and recognize individual words in the sentence; listen to words and recognize individual sounds in the words. K.1.13 Count the number <span class="highlight">of</span> syllables in words. * When letters have a slanted line before and after
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instructions. Investigate topics of inter- est and importance across the subject areas, select- ing appropriate media sources, using effective research processes, and demonstrating ethical use of resources and materi- als . (See Writing Applica- tions-Expository Writing:...
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instructions. Investigate topics of inter- est and importance across the subject areas, select- ing appropriate media sources, using effective research processes, and demonstrating ethical use of resources and materi- als . (See Writing Applica- tions-Expository Writing: Research Reports) Speaking and Listening Communicate supported ideas across the subject areas using oral, visual, and multimedia forms in ways appropriate to topic, context, audience, and pur- pose; organize oral, visual, and multimedia
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http://www.ode.state.or.us/teachlearn/real/documents/el04.pdf#page=3
www.ode.state.or.us/teachlearn/real/documents/el04.pdf#page=3
instructions. Investigate topics <span class="highlight">of</span> inter- est and importance across the subject <span class="highlight">areas</span>, select- ing appropriate media sources, <span class="highlight">using</span> effective research processes, and demonstrating ethical use <span class="highlight">of</span> resources and materi- als . (See Writing Applica- tions-Expository Writing: Research Reports) Speaking and Listening Communicate supported ideas across the subject <span class="highlight">areas</span> <span class="highlight">using</span> oral, visual, and multimedia forms in ways appropriate to topic, context, audience, and pur- pose; organize oral, visual, and multimedia
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OregOn grade-level FOundatiOns COmmOn CurriCulum gOals COmmOn CurriCulum gOals EngliSH languagE artS Student accountability for grades 3 to 8 and HS standards began in 2005-06 . OregOn grade-level FOundatiOns Grade 1 Grade 1 Reading analyze words, recognize words, and learn to read grade-level text...
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OregOn grade-level FOundatiOns COmmOn CurriCulum gOals COmmOn CurriCulum gOals EngliSH languagE artS Student accountability for grades 3 to 8 and HS standards began in 2005-06 . OregOn grade-level FOundatiOns Grade 1 Grade 1 Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . ConCepts of print EL.01.RE.01 identify letters, words, and sentences. EL.01.RE.02 Match oral words to printed words. EL.01.RE.03 recognize that sentences start with
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http://www.ode.state.or.us/teachlearn/real/documents/el01.pdf#page=1
www.ode.state.or.us/teachlearn/real/documents/el01.pdf#page=1
OregOn grade-level FOundatiOns COmmOn CurriCulum gOals COmmOn CurriCulum gOals EngliSH languagE artS Student accountability for grades 3 to 8 and HS standards began in 2005-06 . OregOn grade-level FOundatiOns Grade 1 Grade 1 Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject <span class="highlight">areas</span> . ConCepts <span class="highlight">of</span> print EL.01.RE.01 identify letters, words, and sentences. EL.01.RE.02 Match oral words to printed words. EL.01.RE.03 recognize that sentences start with
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