Grade 1 Competency

Grade 2 Competency

Grade 3 Competency

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

Print-Sound Code:

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.

Print-Sound Code:

Decoding of the print-sound code should become automatic across the whole span of language.

Grade 1 Evidence

Grade 2 Evidence

Grade 3 Evidence

Won-way paper

November checklist

Dolch Words

* Running Record with anecdotal comments

Grade 1 Evidence

Grade 2 Evidence

Grade 3 Evidence

Running Record

Story Map

* Running Records

* Read a non-fiction piece for fluency

Read a narrative piece,  respond to comprehension

Story map

Grade 1 Competency

Grade 2 Competency

Grade 3 Competency

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.

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.

Reading a Lot:

Read 30 chapter books a year, independently or with assistance, and regularly participate in discussions of their reading with another student, a group or an adult;

Read and hear texts read aloud from a variety of genres, including narrative accounts, responses to literature (written by other students and found in book blurbs and reviews), informational writing, reports, narrative procedures, recounting, memoirs, poetry and plays;

Read multiple books by the same author and be able to identify differences and similarities among them;

Reread some favorite books, or parts of longer books, gaining deeper comprehension and knowledge of author’s craft;

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, labels, instructions, menus, invitations) and some of those encountered outside school;

Listen to and discuss at least one chapter read to them every day; and

Voluntarily read to each other, signaling their sense of themselves as readers.

Literature:

Read good children’s literature every day;

Have worthwhile literature read to them to model the language and craft of good writing;

Discuss underlying themes or messages when interpreting fiction;

Read and respond to poems, stories, memoirs and plays written by peers;

Identify and discuss recurring themes across works;

Evaluate literary merit and participate informatively in peer talk about selecting books to read;

Examine the reasons for a character’s actions, accounting for situation and motive;

Read multiple books by the same author and be able to identify differences and similarities among them;

Recognize genre features, understand differences among genres and compare works by different authors in the same genre; and

Note and talk about author’s craft: content, point of view, word choice, plot, beginnings and endings, and character development.

Grade 1 Competency

Grade 2 Competency

Grade 3 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.

Discussing Books

Demonstrate the skills we look for in the comprehension

component of Reading Standard 2:  Getting the Meaning;

Recognize genre features and compare works by different

authors in the same genre;

Discuss recurring themes across works;

Paraphrase or summarize what another speaker has said and

check whether the original speaker accepts the paraphrase;

Sometimes challenge another speaker on whether facts are

  accurate, including reference to the text;

Sometimes challenge another speaker on logic or inference;

Ask other speakers to provide supporting information or details;

Politely correct someone who paraphrases or interprets his or her

ideas incorrectly (for example, “that’s not what I means…”)

Vocabulary

Recognize when they don’t know what a word means and use a

variety of strategies for making sense of how it is used in the

passage they are reading;

Talk about the meaning of some new words encountered in reading

  after they have finished reading and discussing a text;

Notice and show interest in understanding unfamiliar words

in texts that are read to them;

Know how to talk about what nouns mean in terms of function

  (for example, “An apple is something you eat”),

  features (for example, “Some apples are red”)

  and category (for example, “An apple is a kind of fruit”);

Learn new words every day from their reading and talk.

Discussing Books

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

Note and talk about author’s craft: word choice, beginnings and endings, plot, and character development

Use comparisons and analogies to explain ideas

Refer to knowledge built during discussion

Use information that is accurate, accessible and relevant

Restate their own ideas with greater clarity when a listener indicates non-comprehension

Ask other students questions requiring them to support their claims or augments and

Indicate when their own or others’ ideas need further support or explanation

Vocabulary

Learn new words every day from their reading

Recognize when they don’t know what a words means and use a variety of strategies for figuring it out (for example, ask others, look at the context, find the word in use elsewhere and look for clues there0

Know meanings of roots, prefixes and suffixes

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

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

Know how to talk about what nouns mean in terms of function ( e.g. “Water is for drinking”), features (e.g. “water is wet”) and category (e.g. “Water is a liquid’);

Know how to talk about verbs as “action words”;

Talk about words as they relate to other words: synonyms, antonyms or which words is more precise

Grade 1 Evidence

Grade 2 Evidence

Grade 3 Evidence

Book log

Process Test

* Process Test

* Book Log (annotated)

* Running Record

Shared Reading

Journal Sharing

Reading Published Classroom Books

Responses to Literature (oral)

Book Share

DEAR/SSR (with follow-up)

Book It participation

Grade 1 Competency

Grade 2 Competency

Grade 3 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

write daily

generate their own topics and spend the necessary amount of time to revisit and refine their writing

extend and rework pieces of writing (e.g. turn a paragraph from a memoir into a fully developed piece);

routinely rework, revise, edit and proofread their work

over the course of the year, polish 10 or 12 pieces for an audience in and beyond the classroom

write for specific purposes of their own (e.g. writing a thank-you letter, writing a birthday card for a parent or friend);

consciously appropriate specific elements of a favorite author’s craft to refine the quality of their own work; and

apply criteria both public and personal0 to judge the quality of their writing.

Grade 1 Evidence

Grade 2 Evidence

Grade 3 Evidence

Developmental Writing Continuum

Polished Piece

Journal/Writer's notebook

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

Grade 1 Competency

Grade 2 Competency

Grade 3 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” etc.

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 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

Sharing Events, Telling Stories, Narrative Writing

Produce narratives both fictional and autobiographical that:

orient or engage the reader(set the time, indicate the location where the story takes place, introduce the character or enter immediately into the story line);

create a believable world and introduce characters through the precise choice of detail;

create a sequence of events that unfolds naturally,

provide pacing

develop a character, often by providing motivation for action and having the character solve the problem

develop the plot or tell about the event by describing actions and emotions of the main characters, including descriptive details, using dialogue and other story strategies

add reflective comments  (especially in an autobiographical narrative); and

provide some kind of conclusion

Informing Others; Reports or Informational Writing

Produce reports in which they:

introduce the topic, sometimes providing a context;

have an organizational structure that is useful to the reader;

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

use diagrams, charts or illustrations appropriate to the text;

have a concluding sentence or section; and

employ a straightforward tone of voice.

Grade 1 Competency

Grade 2 Competency

Grade 3 Competency

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

Producing and Responding to Literature

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 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 a plausible claim about what they have read (for ex. suggesting a big idea or theme 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

Getting Things Done: Functional Writing

Use writing to:

engage the reader by establishing a context for the piece

identify the topic

provide a guide to action

show the steps in an action in considerable detail

include relevant information

use language that is straightforward and clear; and

may use illustrations detailing steps in the procedure.

Producing Responding to Literature ( end of third grade)

write stories, songs, memoirs, poetry and plays conforming to appropriate expectations for each form;

produce a piece that incorporates elements appropriate to the genre after engaging in a genre study; and build on the thread of a story by extending or changing the story line.

build on the thread of a story by extending or changing the story line.

Responding to Literature ( end of third grade)

Support an interpretation by making specific references to the text;

Provide enough detail from the text so the reader can understand the interpretation

Go beyond retelling;

Compare two works by an author;

Discuss several works that have a common idea or theme; and

Make connections between the text and their own ideas and lives.

Grade 1 Evidence

Grade 2 Evidence

Grade 3 Evidence

Student Evidence

* Written Retelling

Written how-to piece

Published Writing

Report

Grade 1 Competency

Grade 2 Competency

Grade 3 Competency

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

Language Use and Conventions

Style and Syntax using one’s own language

use all sentence patterns typical of spoken language

incorporate transition words and phrases

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

Taking on language of authors of authors

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

Using one’s own language

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

Taking on language of authors

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

Extend their writing vocabulary by using specialized words related to the topic or setting of their writing (for ex. the names of kinds of trees if they are writing about a forest)

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

Language Use and Conventions

Style and Syntax using one’s own language

use appropriately a variety of syntactic patterns ( e.g. equal weight in compound sentences, subordination in complex sentences) to show relationships of ideas;

incorporate transitional words and phrases appropriate to thinking; and

embed phrases and modifiers that make their writing lively and graphic.

Taking on language of authors

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

embed literary language where appropriate; and

reproduce sentence structures from various genres they are reading.

Vocabulary and Word Choice

 Using one’s own language

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

make word choices that reveal they have a large enough vocabulary to exercise options in word choice ( e.g. more precise and vivid words).

Taking on language of authors

extend their writing vocabulary by using specialized words related to the topic or setting of their writing (for ex. use names of breeds or dogs if writing about dogs)

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, and one syllable 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 (for ex. consult the word wall to check a spelling, think about the base, prefixes, suffixes they know)

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

Punctuation, Capitalization and Other Conventions

use capital letters at the beginnings 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

Spelling

notice when words do not look correct and use strategies to correct the spelling (e.g. experiment with alternative spellings look the word up in a dictionary or word list);

correctly spell all familiar high-frequency words;

correctly spell words with short vowels and common endings;

correctly spell most inflectional endings, including plurals and verb tenses;

use correct spelling patterns and rules such as consonant doubling, dropping e and changing y to I;

correctly spell most derivational words (e.g. –tion, -ment, -ly).

Punctuation, Capitalization and Other Conventions

use capital letters at the beginnings of sentences;

use periods and other end punctuation correctly nearly all of the time;

approximate the use of quotation marks;

approximate the use of commas;

use question marks;

use capital and lowercase letters

use contractions

Grade 1 Evidence

Grade 2 Evidence

Grade 3 Evidence

*Developmental Writing continuum

Journals

Reading Response Notebooks

Published Writing