Kindergarten Competency

Grade 1 Competency

Knowledge of Letters and Their Sounds:

Recognize and name most letters

Recognize and say the common sounds of most letters and write a letter that goes with a spoken sound

Use their knowledge of letters to write phonetically, representing consonant sounds with single letters in the correct sequence

Phonemic Awareness:

Produce rhyming words and recognize pairs of rhyming words

Isolate initial sounds in single-syllable words (example, /t/ is the first sound in top)

When a single-syllable word is pronounced (example, cat), identify the onset (/c/) and rime (-at) and begin to fully separate the sounds (/c/-/a/-/t/) by saying each sound aloud

Blend onsets (/c/) rime (-at) and begin to fully separate the sounds (/c/-/a/-/t/) by saying each sound aloud

Reading Words:

Use their knowledge of letter sounds to figure out a few simple, regularly spelled, single-syllable words

Read simple texts containing familiar letter-sound correspondences/high frequency words

Read some words on their own including a small number (about 20) of simple high-frequency “sight” words

Phonemic Awareness:

Separate the sounds by saying each sound aloud (for example, /c/-/a/-/t/);

Blend separately spoken phonemes to make a meaningful word.

Reading Words:

Know the regular letter-sound correspondences and use them to recognize or figure out regularly spelled one and two-syllable words

Use onsets and rimes to create new words that include blends and digraphs

Recognize about 150 high-frequency words as they encounter the words in reading

Evidences:

Alphabet cards (Road to the Code)

*Marie Clay Letter ID Test

*Yopp Singer Test

Rhyming game

Evidences:

Won-way paper

November checklist

Dolch Words

Kindergarten Competency

Grade 1 Competency

Accuracy

Read Level B books not seen before, but have been previewed for them, attending to each word in sequence and getting most of them correct

Fluency

Read “emergently”, that is, “reread” a favorite story, re-creating the words of the text with fluent intonation and phrasing and showing through verbal statements or occasional pointing that they understand that the print on the page controls what is said.

Self-Monitoring/Self-Correcting Strategies

Rereading

They are looking at the correct page

The word they are saying is the one they are pointing to

What they read makes sense

Listening to stories

Ask why a character would do that

Say they don’t understand something

Say the character “is did that because”

Comprehension

When reading independently

Give evidence that they are following the meaning of what they are reading.

When hearing stories read aloud

Retell the story in their own words or re-enact it, getting the events in the correct sequence;

Respond to simple questions about the book’s content (for example, “Can you tell me what this story was about?” “What was Maria trying to do?” “How did Sam feel?” “Why did Antoine hide under the bed?”)

Create artwork or a written response that shows comprehension of the story that was read;

Use knowledge from their own experience to make sense of and talk about the text; and

Make predictions based on illustrations or portions of stories.

Accuracy

Read Level 1 books that they have not seen but that have been previewed for them, with 90% or better accuracy of word recognition (self-correction allowed).

Fluency

Read aloud independently from Level 1 books that have been previewed using intonation, pauses and emphasis that signal the structure of the sentence and the meaning of the text;

Use the cues of punctuation to guide them in getting meaning and fluently reading aloud

Self-Monitoring/Self-Correcting Strategies

Notice whether words sound right, given their spelling;

Notice whether words make sense in context;

Notice when sentences don’t make sense;

Solve reading problems and self-correct using strategies that include syntax, word-meaning clues, comparing pronounced sounds to printed letters, gathering context clues from surrounding sentences or pictures, and deriving new words by analogy to known words and word parts (for example, using tree and my to get try); and

Check their solution to a difficult word against their knowledge of print-sound correspondences and the meaning of the text.

Comprehension

Independently read text not seen before

Retell the story;

Summarize a book;

Describe in their own words what new information they gained from the text; and

Answer comprehension question similar to those for kindergartners.

Comprehension

Text read to children

Extend the story;

Make predictions;

Talk abut the motives of characters; and

Describe cause and effects of specific events.

Kindergarten Evidence

Grade 1 Evidence

*Running record

*Retelling

Running Record

Story Map

Kindergarten Competency

  Grade 1 Competency  

Reading a Lot

Choose reading as a way to enjoy free time and ask for books to be read aloud to them;

Listen to one or two books read aloud each day in school and discuss these books with teacher guidance;

Hear another one or two books read to them each day at home or in after-school care;

“Reread” or read along – alone or with a partner or adult – two to four familiar books each day; and

Engage with a range of genres: literature (stories, songs, poems, plays), functional texts (how-to-books, signs, labels, messages), and informational texts (all-about books, attribute texts).

Reading Behaviors

Hold a book right side up and turn pages in the correct direction;

Be able to follow text with a finger, pointing to each word as it is read; and

Pay attention to what they words they read are saying.

Discussing Books

Give reactions to the book, with backup reasons;

Listen carefully to each other;

Relate their contributions to what others have said;

Ask each other to clarify things they say; and

Use newly learned vocabulary;

Vocabulary

Notice words that they don’t know when they are read to and talked with and guess what the words mean from how they are used;

Talk about words and word meanings as they are encountered in books and conversation;

Show an interest in collecting words and playing with ones they like; and

Learn new words every day from talk and books read aloud.

Independent and Assisted Reading

Read four or more books every day independently or with assistance;

Discuss at least one of these books with another student or a group;

Read some favorite books many times, gaining deeper comprehension;

Read their own writing and sometimes the writing of their classmates; and

Read functional messages they encounter in the classroom (for example, labels, signs, and instructions).

Being Read To

Hear two to four books or other texts (for example, poems, letters, instructions, newspaper or magazine articles, dramatic scripts, songs, brochures) read aloud every day; and

Listen to and discuss every day at least one book or chapter that is longer and more difficult than what they can read independently or with assistance.

Discussing Books

Demonstrate the skills we look for in the comprehension component of Reading Standard 2:  Getting the Meaning;

Compare two books by the same author;

Talk about several books on the same theme;

Refer explicitly to parts of the text when presenting or defending a claim;

Politely disagree when appropriate;

Ask others questions that seek elaboration and justification; and

Attempt to explain why their interpretation of a book is valid.

Kindergarten Competency

Grade 1 Competency

Vocabulary

Make sense of new words from how the words are used, refining their sense of the words as they encounter them again;

Notice and show interest in understanding unfamiliar words in texts that are read to them;

Talk about the meaning of some new words encountered in independent and assisted reading;

Know how to talk about what words mean in terms of functions (for example, “A shoe is a thing you wear on your foot”) and features (for example, “Shoes have laces”); and

Learn new words every day from talk and books read aloud.

Book log

Process Test

Kindergarten Competency

Grade 1 Competency

Write daily

Generate content and topics for writing

Write without resistance when given the time, place and materials

Accept any means at hand to communicate and make meaning, including letter approximations and graphic representations.

Make an effort to reread their own writing and listen to that of others

Write daily

Generate topics and content for writing

Reread their work with the expectation that others will be able to read it

Solicit and provide responses to writing

Revise, edit, and proofread as appropriate

Apply a sense of what constitutes good writing

Polish at least ten pieces throughout the year

Student Evidence

Journals

Journal sharing

Interactive writing

*  Writing Developmental Continuum

Student Evidence

Kindergarten Competency

Grade 1 Competency

Sharing events, telling stories, narrative writing

Contain a “story” that may be only a single event, or several events, loosely linked which the author may react to, comment on, evaluate, sum up or tie together

Tell events in sequence

May include gestures, drawings, and/or intonations that support the meaning

Story book language may be used

Informing others: Report or Information Writing

Produce reports in which they:

Gather, collect and share information about a topic

Maintain a focus, stay on topic

Exclude extraneous information when prompted

Use writing to:

Tell someone what to do (example, send messages, give directions)

Name or label objects and places.

Producing and responding to Literature

Produce literature and responses to literature in which they:

Re-enact and retell stories

Create their own stories, poems, plays and song

Use literary forms and language

Children should write freely in whatever manner they can.

Sharing Events, Telling Stories: Narrative Writing

Produces narratives that are both fictional and autobiographical that:

Evidence a plan in their writing, including making a decision where in a sequence of events they should enter

Develop a narrative or retelling containing two or more appropriately sequenced events that the readers can reconstruct easily; which the author more than often reacts to, comments, evaluates, sums up or ties together

Frequently incorporate drawings, diagrams or other suitable graphics with written text, as well as gestures intonation and role playing voices with oral renditions

Demonstrates a growing sense of author’s craft by employing some writing strategies, such as using dialog, transitions or time cue words; giving concrete details; and providing a sense of closure (for example, “The End,” “And I will never forget the day” etc.

Imitate narrative elements and derive stories from books they have read or been read to them

In some cases, begin to recount not just events

But reactions, signaled by phrases like “I wondered,” “I noticed” etc.

Kindergarten Competency

Grade 1 Competency

*Journals

Report (non-fiction)

Written directions

Response to literature

Informing Others: Report or Informational Writing

Gather information pertinent to a topic, sort it into major categories-possibly using headings or chapters-and report it to others

Independently recognize and exclude or delete extraneous information according to appropriate standards governing what “fits”

Demonstrate a growing desire and ability to communicate with readers by using details to develop their points; sometimes including pictures, diagrams, maps and other graphics that enhance the readers understanding of the text; and paying attention to signing off

Functional Writing

Use written language to give instruction

describe in appropriate sequence and with a few details, the steps one must take to make or do a particular thing

claim, mark or identify objects or places

Producing Literature

write stories, memoirs, poems, songs and other literary forms

demonstrate not only an awareness of but also an ability to reproduce some of the literary language and styles they hear in the classroom

imitate a text or writ in a genre when they respond to it

Responding to Literature

re-enact and retell stories, songs, poems, plays and other literary works they encounter

produce a simple evaluative expressions about the text

make simple comparisons of the story to events or people in their own lives

compare two books by the same author

make explicit reference to the part of text when presenting or defending a claim

present a plausible interpretation of the book

Kindergarten Competency

Grade 1 Competency

Style and Syntax

Use the syntax of oral language and so is easy to read

Taking on the language of authors

Approximate some of the phrasing and rhythms of literary language

Vocabulary an d Word Choice

Using one’s own language

Use words in their writing that they use in their conversation, usually represented phonetically

Taking on Language of Authors

Use in their writing some words that they like from the books read to them

Make choices about which words to use on the basis of whether they accurately convey the child’s meaning

Spelling

Independently create text with words that an adult can decipher

Reread their own text, with a match between what they say and the words they have written on paper

Pause voluntarily in the midst of writing and reread what they have written (tracking)

Leave space between words

Control for directionality

Represent words frequently with the initial consonant sound

Language Use and Conventions

Style and Syntax using one’s own language

vary sentence openers instead of relying on the same sentence stem i.e. “I like books, “I like dogs”

use as wide range of syntactic patterns typical of spoken language

Taking on the language of authors

embed literary language where appropriate

sometimes mimic sentence structures from various genres that they are reading

Spelling

produces writing that contains a large proportion of correctly spelled, high-frequency words

Write text that usually can be read by the child and others-regardless of the scarcity of correctly spelled words-because most of the perceived sounds in unfamiliar words are phonetically represented

Draw on a range of resources for deciding how to spell unfamiliar words, including strategies like segmenting, sound out, and matching to familiar words and word parts

Automatically spell some familiar words and word endings correctly

Punctuation, Capitalization and other Conventions

Demonstrate interest and awareness by approximating the use of some punctuation, including exclamation points, quotation marks, periods, question marks, ellipses, colons, and capitalization of proper names and sentence beginnings

Use punctuation accurately and sometimes use conventions that are borrowed from a favorite author to add emphasis, suggest mood, be clear and direct readers to use particular intonations

Student Evidences

*Journals

*Writing Developmental Continuum