Kindergarten Competency

Grade 1 Competency

Grade 2 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 consonants 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

Reading Words:

Read regularly spelled one and two-syllable words automatically; and

Recognize or figure out most irregularly spelled words and such spelling patterns as diphthongs, * special vowel spellings and common word endings.

Kindergarten Evidence

Grade 1 Evidence

Won-way paper

November checklist

*   Dolch Words

Journals

Teacher observation with anecdotal record

*   Letter Identification Test

*   Yopp Singer Test

Grade 2 Evidence

* Running Record with anecdotal comments

Kindergarten Competency

Grade 1 Competency

Grade 2 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

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 ones in K

Text read to children

Extend the story;

Make predictions;

Talk abut the motives of characters; and

Describe cause and effects of specific events.

Accuracy

Independently read aloud unfamiliar Level L books

With 90% or better accuracy of word recognition (self-

Correction allowed).

Fluency

Independently read aloud from unfamiliar Level L books that they have previewed silently on their own, using intonation, pauses and emphasis that signal the meaning of the text; and

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

(/./ /,/ /?/ / “”/)

Self-Monitoring and self-correcting Strategies:

Know when they don’t understand a paragraph and search for clarification clues within the text; and

Examine the relationship between earlier and later parts of a text and figure out how they make sense together.

Comprehension

Books read independently

Recognize and be able to talk about organizing structures;

Combine information from two different parts of the text;

Infer cause and effect relationships that are not stated explicitly;

Compare the observations of the author to their own observations when reading nonfiction texts; and

Discuss how, why and what-if questions about non-

Fiction texts.

Text read to children

Discuss or write about themes of a book

(what the “message” of the book might be);

Trace characters and plots across multiple episodes perhaps ones that are read on several successive days

Relate later parts of a story to earlier parts, in terms of themes, cause and effect, etc.

Kindergarten Evidence

Grade 1 Evidence

*Running Record

*Story Map

*Concepts About Print Test

*Oral Retelling

Grade 2 Evidence

*   Running Records

*   Read a non-fiction piece for fluency

Read a narrative piece,  respond to comprehension

Story map

Kindergarten Competency

Grade 1 Competency

Grade 2 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,

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.

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”)

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

Independent and Assisted Reading

Read one or two short books or long chapters every day

and discuss what they read with another student or a group;

Read good children’s literature every day;

Read multiple books by the same author and be able to discuss

differences and similarities among these books;

Reread some favorite books or parts of longer books, gaining

deeper comprehension and knowledge of author’s craft;

Read narrative accounts, responses to literature

(pieces written by  other students, book blurbs and reviews),

informational writing, reports, narrative procedures, recounting,

memoirs, poetry, plays ,and other genres;

Read their own writing and the writing of their classmates,

including pieces compiled in class books or placed on public display;

Read the functional and instructional messages they see in the

classroom environment (for example, announcements,

  encountered outside school;

Voluntarily read to each other, signaling their sense

  of themselves as readers.

Being Read To

Have worthwhile literature read to them to model the language

and craft of good writing; and

Listen to and discuss at least one text that is longer and more

  difficult than what they can read independently or with assistance.

Additionally

Hear  texts read aloud from a variety of genres;

Use reading strategies explicitly modeled by adults

in read-aloud and assisted reading.

Kindergarten Evidence

Grade 1 Evidence

Grade 2 Evidence

Book log

Process Test

Kindergarten Competency

Grade 1 Competency

Grade 2 Competency

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

write daily

generate their own topics and make decisions about which pieces to work on over several days or longer

extend pieces of writing by, for example, turning a narrative into a poem or a short description into a long report

regularly solicit and provide useful feedback

routinely reread, revise, edit and proofread their work

take on strategies and elements of author’s craft that the class has discussed in their study of literary works

apply commonly agreed-upon criteria and their own judgment to assess the quality of their work polish at least 10 pieces throughout the year

Student Evidence

Student Evidence

Sample of published writing

Journal

* Developmental Writing Continuum

Student Evidence

Developmental Writing Continuum

Polished Piece

Journal/Writer's notebook

Published writing (Integrate science, social studies, and math, individual and group)

Kindergarten Competency

Grade 1 Competency

Grade 2 Competency

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”

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

discuss several books on the same theme

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

present a plausible interpretation of the book

Sharing Events, Telling Stories, Narrative Writing

Produce narratives both fictional and autobiographical that:

incorporate some literary or “writing” language that does not sound like speech (i.e., “Slowly, slowly he turned,”)

celebrate a believable world for the reader and introduce characters, rather than simply recount a chronology of events, using specific details about characters and settings and developing motives and moods

develop internal events as well as external ones (i.e., the child may tell not only what happened to a character but also what the character wondered, remembered or hoped)

Write in first and third person

use dialogue effectively

Informing Others; Reports or Informational Writing

Produce reports in which they:

have obvious organizational structure (often patterned after chapter books headings)

communicate big ideas, insights or theories that have been elaborated on or illustrated through facts, details, quotations, statistics and information

usually have a concluding sentence or section

use diagrams, charts or illustrations as appropriate to the text

Getting Things Done: Functional and Procedural Writing

Use writing to:

establish a context for the piece

identify the topic

show the steps in an action in enough detail to follow them

include relevant information

use language that is straightforward and clear

frequently use pictures to illustrate steps in the procedure

appropriate

Producing Literature

write stories, poems, memoirs, songs and dramas-conforming to appropriate expectations for each form

write a story using styles learned from studying authors and genres

write a story using styles learned from studying authors and genres

write poetry using techniques they observe through a study of the genre

Responding to Literature

provide a retelling

Write letters to the author, telling what they thought or asking questions

Make plausible claim about what they have read (for example, suggesting a big idea or them and offering evidence from the text)

Write variations on texts they have read, telling the story from a new point of view, putting in a new setting, altering a crucial character or rewriting the ending

Make connections between the text and their own ideas and lives

Kindergarten Competency

Grade 1 Competency

Grade 2 Competency

Student Evidence

Written retelling

Written how-to piece

Published writing

Venn Diagram

Report

Kindergarten Competency

Grade 1 Competency

Grade 2 Competency

Style and Syntax

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

embed literary language where appropriate

sometimes mimic sentence structures from various genres that they are reading

Vocabulary and Word Choice

Produce writing that uses the full range of words in their speaking vocabulary

Select a more precise word when prompted

use newly learned words they like from their reading, the books they hear read, words on the classroom walls and talk

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

Style and Syntax

Use all sentence patterns typical of spoken language

Incorporate transition words and phrases

Use various embedding (phrases, modifiers) as well as coordination and subordination

use various sentence patterns and lengths to slow reading down, sped it up or create a mood

embed literary language where appropriate

reproduce sentence structures found in the various genres they are reading

Vocabulary and Word Choice

use words from their speaking vocabulary in their writing, including words they have learned from reading and class discussion

make word choices that reveal they have a large vocabulary to exercise options in word choice

use various sentence patterns and lengths to slow reading down, speed it up or create a mood

embed literary language where appropriate

reproduce sentence structures found in the various genres they are reading

use words from their speaking vocabulary in their writing, including words they have learned from reading and class discussion

make word choices that reveal they have a large vocabulary to exercise options in word choice

Spelling

use a discernible logic to guide their spelling of unfamiliar words, making incorrect spellings less random

produce writing in which most high-frequency words are spelled correctly

correctly spell most words with regularly spelled patterns such as CVC, CVCe, one syllable words with blends

correctly spell most inflectional endings, including plurals and verb tenses

use correct spelling patterns and rules most of the time

use specific spelling strategies during the writing process (ie. Wordwall, think about base, prefix, suffix)

engage in the editing process, perhaps with a partner, to correct spelling errors

Punctuation, Capitalization, and other Conventions

use capital letters at the beginning of sentences

use periods to end sentences

approximate the use of quotation marks

use capital letters and exclamation marks for emphasis

use question marks

use common contractions

Student Evidence

Concepts About Print Test

* Developmental Writing Continuum

All published writing

Journal

Wordwall, use of