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Reading - Third Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Develop oral language....
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Reading - Third Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge of concepts of print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to
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http://www.state.tn.us/education/ci/english/doc/READ_Grade_3.pdf#page=1
www.state.tn.us/education/ci/english/doc/READ_Grade_3.pdf#page=1
Reading - Third Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word <span class="highlight">recognition</span>, comprehension, interpretation, analysis, evaluation, and appreciation <span class="highlight">of</span> print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge <span class="highlight">of</span> concepts <span class="highlight">of</span> print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to
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Reading - Kindergarten Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Develop oral language...
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Reading - Kindergarten Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge of concepts of print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to
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http://www.state.tn.us/education/ci/english/doc/READ_Grade_K.pdf#page=1
www.state.tn.us/education/ci/english/doc/READ_Grade_K.pdf#page=1
Reading - Kindergarten Content Standard: 1.0 The student will develop the reading and listening skills necessary for word <span class="highlight">recognition</span>, comprehension, interpretation, analysis, evaluation, and appreciation <span class="highlight">of</span> print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge <span class="highlight">of</span> concepts <span class="highlight">of</span> print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to
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Reading - First Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Develop oral language....
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Reading - First Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge of concepts of print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to
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http://www.state.tn.us/education/ci/english/doc/READ_Grade_1.pdf#page=1
www.state.tn.us/education/ci/english/doc/READ_Grade_1.pdf#page=1
Reading - First Grade Content Standard: 1.0 The student will develop the reading and listening skills necessary for word <span class="highlight">recognition</span>, comprehension, interpretation, analysis, evaluation, and appreciation <span class="highlight">of</span> print and non- print text. Learning Expectations: 1.01 Develop oral language. 1.02 Develop listening skills. 1.03 Demonstrate knowledge <span class="highlight">of</span> concepts <span class="highlight">of</span> print. 1.04 Develop and maintain phonemic awareness. 1.05 Develop and use decoding strategies to read unfamiliar words. 1.06 Read to
cover.indd
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...
Microsoft Word - readstd3g[1]_081709.docreadstd3g[1]_081709.pdf
be able to model good reading fluency. 3. (a) models and guides students to read orally emphasizing phrases and logical groups of words. (b) encourages students to monitor his/her own comprehension and act purposefully when comprehension breaks down using strategies such as re...
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be able to model good reading fluency. 3. (a) models and guides students to read orally emphasizing phrases and logical groups of words. (b) encourages students to monitor his/her own comprehension and act purposefully when comprehension breaks down using strategies such as rereading, searching for clues, and asking for help. 4. (a) uses word wall games (e.g., Guess My Word?, Word Lotto). (b) has students make a word chain (strips of words on construction paper which have been linked
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http://www.ksde.org/LinkClick.aspx?fileticket=OsEQgoAMVZ8%3d&tabid=142&mid=8050&forcedownload=true#page=4
www.ksde.org/LinkClick.aspx?fileticket=OsEQgoAMVZ8%3d&tabid=142&mid=8050&...
be able to <span class="highlight">model</span> good reading fluency. 3. (a) models and guides students to read orally emphasizing phrases and logical groups <span class="highlight">of</span> words. (b) encourages students to monitor his/her own comprehension and act purposefully when comprehension breaks down <span class="highlight">using</span> strategies such as rereading, searching for clues, and asking for help. 4. (a) uses word wall games (e.g., Guess My Word?, Word Lotto). (b) has students make a word chain (strips <span class="highlight">of</span> words on construction paper which have been linked
Microsoft Word - readstd4g[1]_081709.docreadstd4g[1]_081709.pdf
modeling by reading the same paragraph using the same intonation and phrasing as the teacher. (d) uses Paired Reading to provide practice in oral reading. This can be a reading pair between a student with an adult or a student with another student. One person in the pair must be abl...
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modeling by reading the same paragraph using the same intonation and phrasing as the teacher. (d) uses Paired Reading to provide practice in oral reading. This can be a reading pair between a student with an adult or a student with another student. One person in the pair must be able to model good reading fluency. (e) uses the choral reading and Reader's Theater for students to practice fluent reading. (f) allows time for Sustained Silent Reading (SSR). 3. (a) compares/contrasts sentences
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http://www.ksde.org/LinkClick.aspx?fileticket=xhRSfm%2fFzpc%3d&tabid=142&mid=8050&forcedownload=true#page=3
www.ksde.org/LinkClick.aspx?fileticket=xhRSfm%2fFzpc%3d&tabid=142&mid=805...
modeling by reading the same paragraph <span class="highlight">using</span> the same intonation and phrasing as the teacher. (d) uses Paired Reading to provide practice in oral reading. This can be a reading pair between a student with an adult or a student with another student. <span class="highlight">One</span> person in the pair must be able to <span class="highlight">model</span> good reading fluency. (e) uses the choral reading and Reader's Theater for students to practice fluent reading. (f) allows time for Sustained Silent Reading (SSR). 3. (a) compares/contrasts sentences
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http://www.ksde.org/LinkClick.aspx?fileticket=xhRSfm%2fFzpc%3d&tabid=142&mid=8050&forcedownload=true#page=11
www.ksde.org/LinkClick.aspx?fileticket=xhRSfm%2fFzpc%3d&tabid=142&mid=805...
characteristics, and physical processes and characteristics <span class="highlight">of</span> two or more regions <span class="highlight">of</span> the United States <span class="highlight">using</span> compare and contrast charts, Venn Diagrams, or other graphic representations. Then discusses the characteristics. (b) models use <span class="highlight">of</span> comparison and contrast graphic organizers, such as Venn Diagram. (c) and students read together from the text. As the students read, they put a sticky note with a frowning <span class="highlight">face</span> when they identify a problem and a smiley <span class="highlight">face</span> when they identify a solution. A sticky
Microsoft Word - readstd2g.docreadstd2g.pdf
Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 54 3. uses knowledge of sentence structure to read fluently at instructional or independent reading levels. 4. uses a variety of word-recognition strategies (e.g., practicing words in isolat...
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Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 54 3. uses knowledge of sentence structure to read fluently at instructional or independent reading levels. 4. uses a variety of word-recognition strategies (e.g., practicing words in isolation, practicing reading words in text) to read fluently. 5. begins to adjust reading rate to support comprehension when reading narrative and expository texts. (d) uses Paired
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http://www.ksde.org/LinkClick.aspx?fileticket=jQB3EpZVEoI%3d&tabid=142&mid=8050&forcedownload=true#page=5
www.ksde.org/LinkClick.aspx?fileticket=jQB3EpZVEoI%3d&tabid=142&mid=8050&...
Grade-by-Grade Approved by the KS State Board <span class="highlight">of</span> Education: July 8, 2003 Page 54 3. uses knowledge <span class="highlight">of</span> sentence structure to read fluently at instructional or independent reading levels. 4. uses a variety <span class="highlight">of</span> word-<span class="highlight">recognition</span> strategies (e.g., practicing words in isolation, practicing reading words in text) to read fluently. 5. begins to adjust reading rate to support comprehension when reading narrative and expository texts. (d) uses Paired
Microsoft Word - readstd1g.docreadstd1g.pdf
The second time the teacher reads the story, the teacher reads couple of sentences and has the students echo the teachers’ modeling by reading the same sentences using the same intonation and phrasing as the teacher. (f) uses Paired Reading or cross-age reading opportunities t...
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The second time the teacher reads the story, the teacher reads couple of sentences and has the students echo the teachers’ modeling by reading the same sentences using the same intonation and phrasing as the teacher. (f) uses Paired Reading or cross-age reading opportunities to provide practice in oral reading. This can be a reading pair between a student with an adult or a student with another student. One person in the pair must be able to model good reading fluency. (g) allows time for
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http://www.ksde.org/LinkClick.aspx?fileticket=WrChfmcJFSQ%3d&tabid=142&mid=8050&forcedownload=true#page=7
www.ksde.org/LinkClick.aspx?fileticket=WrChfmcJFSQ%3d&tabid=142&mid=8050&...
The second time the teacher reads the story, the teacher reads couple <span class="highlight">of</span> sentences and has the students echo the teachers’ modeling by reading the same sentences <span class="highlight">using</span> the same intonation and phrasing as the teacher. (f) uses Paired Reading or cross-age reading opportunities to provide practice in oral reading. This can be a reading pair between a student with an adult or a student with another student. <span class="highlight">One</span> person in the pair must be able to <span class="highlight">model</span> good reading fluency. (g) allows time for
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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