Uses titles, tables of contents, and chapter headings to locate information quickly and accurately and to preview text. Uses dictionary, thesaurus, and glossary skills to determine word meanings. E ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text.
The student k. Begins to use dictionary and glossary skills to determine word meanings. The student including what the author wants to answer, explain, or i. The student diagram showing how a machine works contribute to g.
The student points the author makes in a text. The student important points presented by two texts on the same h. The student comprehend informational texts, including a. Reads a variety of texts for information and pleasure. Know and apply grade-level phonics and ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. The student a. Applies letter-sound knowledge to decode quickly and accurately.
Distinguish long and short vowels when reading ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. Applies learned phonics skills when reading and writing words, sentences, and stories. ELA1R2 The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken words.
The student d. Distinguishes between long and short vowel sounds in spoken, one-syllable words can and cane. Know spelling-sound correspondences for additional ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words.
The common vowel teams. E student a. Reads words containing blends, digraphs, and diphthongs. Read and spells words containing r-controlled vowels and silent letters. ELA1R3 The student demonstrates the relationship between letters and letter combinations of written words and the sounds of spoken words.
The student f. Reads words containing vowel digraphs and r-controlled vowels. Decode regularly spelled two-syllable words with long ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. The vowels. E student f. Reads multisyllabic words. Decode words with common prefixes and suffixes. E ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words.
Reads words with inflectional endings. Uses spelling patterns to recognize words. Identify words with inconsistent but common ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words.
The spelling-sound correspondences. E student e. Reads and spells words containing irregular vowel patterns. The student g. Recognize and read grade-appropriate irregularly ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. The spelled words. Read with sufficient accuracy and fluency ELA2R2 The student demonstrates the ability to read orally with speed, accuracy, and expression.
Read on-level text with purpose and understanding. ELA2R2 The student demonstrates the ability to read orally with speed, accuracy, and expression.
Read on-level text orally with accuracy, appropriate ELA2R2 The student demonstrates the ability to read orally with speed, accuracy, and expression. Automatically recognizes additional high frequency and familiar words within texts.
Reads familiar text with expression. Reads second grade texts at a target rate of 90 words correct per minute. Use context to confirm or self-correct word ELA2R2 The student demonstrates the ability to read orally with speed, accuracy, and expression. Reads second-grade texts at a target rate of 90 words correct per minute.
Uses self-correction when subsequent reading indicates an earlier misreading within grade-level text. ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student j. Self-monitors comprehension and attempts to clarify meaning.
The student h. Self-monitors comprehension and rereads when necessary. Begins to sustain a focus. Includes the appropriate purpose, expectations, and length for audience and the genre.
Adds supportive details throughout. Uses appropriate formats letter, list of pros and cons, advertisement. Develops a sense of closure. The student produces a response to literature that: a. ELA2W1 The student begins to demonstrate competency in the writing process.
Writes text of a length appropriate to address a topic and tell the story. Use transition words and phrases. Begins to write a response to literature that demonstrates understanding of the text and expresses and supports an opinion. Begins to write a persuasive piece that states and supports an opinion. Begins to sustain a focused topic. Includes the appropriate purpose, expectations, and length for the audience and genre.
Adds facts and details. Uses organizational structures for conveying information chronological order, similarities and differences, questions and answers. Uses graphic features charts, tables, graphs.
Uses a variety of resources encyclopedia, Internet, books to research and share information on a topic. The student b. Uses traditional organizational patterns for conveying information e. The student e. Distinguishes fact from fiction in a text. Develops characters and setting using sensory details descriptive adjectives and strong verbs. Begins to develop characters through action and dialogue. The student and peers focus on a topic and strengthen writing a.
Pre-writes to generate ideas orally. Uses planning ideas to produce a rough draft. May include prewriting. Rereads writing to self and others, revises to add details, and edits to make corrections. ELA2W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature.
The student produces a narrative that: i. May include pre-writing. May include a revised and edited draft. The student produces informational writing that: i. May include a draft that is revised and edited. The student produces a persuasive piece of writing that: g. The student produces a response to literature that: f.
The student use a variety of digital tools to produce and publish a. Acknowledges information from sources. Locates information in reference texts by using organizational features i. Uses various reference materials i. Demonstrates basic keyboarding skills and familiarity with computer terminology e.
ELA3W1 The student demonstrates competency in the writing process. The student n. Publishes by presenting an edited piece of writing to others. The student produces a narrative that: k. May be published. The student produces informational writing that: k. The student produces a persuasive piece of writing that: i. The student produces a response to literature that: h. The student writing projects e. Demonstrates understanding of the text and expresses and supports an opinion.
Makes connections: text-to-self, text-to-text, text-to-world using details from the reading selection. The student t. Begins in grade 4 Follow agreed-upon rules for discussions e. The student the floor in respectful ways, listening to others with care, a. Adapts oral language to fit the situation by following the rules of conversation with peers and adults.
The student comments to the remarks of others. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions. The student about the topics and texts under discussion. Interprets information presented and seeks clarification when needed. The student from written texts read aloud or information presented a.
Recalls information presented orally. The student l. The student speaker says in order to clarify comprehension, gather a. The student topic or issue.
Asks relevant questions. Responds to questions with appropriate information. Uses language cues to indicate different levels of certainty or hypothesizing e. Responds appropriately to comments and questions. The student appropriate facts and relevant, descriptive details, b. Begins to use oral language for different purposes: to inform, to persuade, and to entertain. Increases vocabulary to reflect a growing range of interests and knowledge. The student poems; add drawings or other visual displays to stories d.
Listens to and views a variety of media to acquire information. Begins to create graphic features charts, tables, graphs. ELA1W2 The student writes in a variety of genres, including narrative, informational, persuasive and response to literature. The G student produces informational writing that: e. Begins to use graphic features charts, pictures, headings.
ELA4LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas.
Shapes information to achieve a particular purpose and to appeal to the interests and background knowledge of audience members.
Uses notes, multimedia, or other memory aids to structure the presentation. The student appropriate to task and situation in order to provide c. Uses increasingly complex language patterns and sentence structure when communicating. The student standards 1 and 3 on pages 26 and 27 for specific l. Use collective nouns e. The student m. Uses nouns singular, plural, and possessive correctly.
ELA6C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. Identifies and uses the eight basic parts of speech and demonstrates that words can be different parts of speech within a sentence.
Identifies and uses nouns — abstract, common, collective, plural, and possessive. Go to www. Use your online account to invoice childcare costs throughout the academic year. The student needs to sign in to their online account to confirm that the invoice s are correct. You no longer need to complete any forms. Check what you need to do.
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