Writing

READING STRATEGIES
	K	1st GRADE	2^nd GRADE
Prior to reading Readers need to activate prior knowledge and past experiences.	With direct teacher instruction and modeling, the student will: preview pictures through a "book walk" make predictions refer to prior knowledge formulate questions	With teacher instruction and modeling the student will: preview pictures through a "book walk". make predictions refer to prior knowledge formulate questions identify new or content specific vocabulary	With teacher instruction, the student will: preview text using pictures, bold type, and titles make predictions refer to prior knowledge formulate questions identify new or content specific vocabulary
During reading Readers need to monitor their own comprehension when reading.	With direct teacher instruction and modeling, the student will: make ongoing predictions, and adjust or confirm them use pictures to tell the story and enhance comprehension use print and pictures to enhance comprehension understand signal words that provide clues to organizational format such as time, order, main idea, compare & contrast, cause & effect use knowledge of ending punctuation to assist in comprehension	With teacher instruction and modeling, the student will: make ongoing predictions, and adjust or confirm them. rely mainly on print, with picture support apply corrective strategies such as rereading or cross checking "for sense," and use a variety of decoding strategies such as context clues and phonics identify and understand signal words that provide clues to organizational format such as time, order, main idea, compare & contrast, cause & effect use knowledge of ending punctuation to assist in comprehension make inferences regarding text	With teacher instruction, the student will: make ongoing text-supported predictions, and adjust or confirm them rely mainly on print, with picture support apply corrective strategies such as rereading or cross checking "for sense," and use a variety of decoding strategies such as context clues and phonics identify and understand signal words that provide clues to organizational format such as time, order, main idea, compare & contrast, cause & effect use knowledge of punctuation to assist in comprehension make inferences regarding text
After reading Readers need to build upon past knowledge, to increase understandings, to build vocabulary and to create connections to other texts and learning.	With direct teacher instruction and modeling, the student will: Recall details, retell story through pictures and words Relate what was read to own experience and feelings	With teacher instruction and modeling, the student will: Recall details, identify main idea, and retell story through pictures and words Relate what was read to own experience and feelings	With teacher instruction, the student will: Recall details, identify main idea, and retell story through pictures and words Relate what was read to own experience and feelings Extract relevant information when reading to respond to questions and write reports Reflect upon reading through writing, speaking, and visual representations Make inferences

EMERGENT READING SKILLS
	K	1st GRADE	2^nd GRADE
Concepts of Print	With teacher instruction and modeling, the student will: Discriminate printed forms on paper Discriminate symbols from other forms recognize that print represents spoken words understand the structure of books follow print from left to right, top to bottom recognizes familiar signs, logos and environmental print	With teacher support, the student will: recognize that print represents spoken words understand the structure of books follow print from left to right, top to bottom recognizes environmental print
Letter awareness	With teacher instruction and modeling, the student will: Identify upper and lower case letters by naming, finding, and writing Understand the sequence of the alphabet	With teacher support, the student will: Identify, use, and write upper and lower case letters Know and write the alphabet sequentially
Auditory principles	With teacher instruction and modeling, the student will: demonstrate awareness that letters have an associated sound Know words are made up blended sounds Recognize similarities and differences of sound Recognize some phonemic principles such as rhyming and alliteration Demonstrate awareness of and can identify the number of syllables in a word	With teacher support, the student will: demonstrate awareness that letters have an associated sound Know words are made up blended sounds Recognize similarities and differences of sound Recognize some phonemic principles such as rhyming and alliteration Demonstrate awareness of and can identify the number of syllables in a word

SPECIFIC WORD SKILLS
	K	1st GRADE	2^nd GRADE
Word recognition	With direct teacher instruction and modeling, the student will: Identify own name and names of friends and family Identify environmental and selected basic sight words	With direct teacher instruction, the student will: Identify high frequency words Identify content area words Develop the ability to read aloud with expression and fluency	Use basic sight vocabulary Identify content area vocabulary, with teacher instruction Read aloud with expression and fluency
Word analysis	With direct teacher instruction and modeling, the student will: Associate single consonant letters with sounds Identify short and long vowel sounds Identify the number of syllables in a word	With direct teacher instruction, the student will: Decode words using base words, prefixes and suffixes Decode compound words Recognize and read contractions Recognize and read singular and plural possessives Recognize and read comparison and tense endings Decode using beginning rules of syllabication Decode using phonetic knowledge of consonant clusters, consonant digraphs, short and long vowel sounds Decode using "r" controlled vowels, vowel digraphs and diphthongs	Decode words using base words, prefixes and suffixes, with direct teacher instruction Decode compound words with teacher support Recognize and read contractions, with teacher instruction Recognize and read singular and plural possessives, with teacher instruction Recognize and read comparison and tense endings, with teacher support Decode using rules of syllabication, with direct teacher instruction Decode using phonetic knowledge of consonant clusters, consonant digraphs, short and long vowel sounds, with teacher instruction Decode using "r" controlled vowels, vowel digraphs and diphthongs, with direct teacher instruction
Vocabulary building	With direct teacher instruction and modeling, the student will: Broaden their reading vocabulary through experiences with print	With direct teacher instruction, the student will: Use context clues to determine word meaning Use a picture dictionary	Use context clues to determine word meaning, with teacher instruction Use the dictionary and glossary to get meaning, with direct teacher instruction

COMPREHENSION SKILLS
	K		1st GRADE		2^nd GRADE
Standard 1: Reading for information and understanding	With direct teacher instruction, the student will: Locate and use classroom library resources to acquire information Interpret information represented in pictures, illustrations, and simple charts and webs Distinguish between texts with stories and texts with information Draw on prior experience to understand new data, facts, and idea		With direct teacher instruction, the student will: Locate and use classroom and library media center resources to acquire information Read information with repetitive language and simple illustrations to begin to collect data Interpret information represented in pictures, illustrations, and simple charts and webs Distinguish between texts with stories and texts with information Draw on prior experience to understand new data, facts, and idea		Locate and use school library media resources, with direct teacher instruction, to acquire information Read unfamiliar text to collect and interpret data, facts and ideas with direct teacher instruction Read and understand written directions, with teacher instruction Recognize and use organizational features of text such as a table of contents to locate information, with direct teacher instruction Use graphic organizers to record significant details from informational text, with direct teacher instruction
Standard 2: Reading for literary response and expression.	With direct teacher instruction, the student will engage in pre-reading and reading activities in order to: Select books, tapes and poems based on personal choice, interest or teacher-selected theme Make connections between personal experiences and stories read Connect a picture or illustration to a story Predict what might happen next in a story Draw conclusions from a story Identify characters, settings, and events in a story Retell a story Distinguish between what is real and what is imaginary Dramatize or retell stories, using puppets, toys, and other prop		With direct teacher instruction, the student will engage in pre-reading and reading activities in order to: Select books, tapes and poems based on personal choice, interest or teacher-selected theme Make connections between personal experiences and stories read Connect a picture or illustration to a story Predict what might happen next in a story Draw conclusions from a story Identify characters, settings, and events in a story Retell a story Distinguish between what is real and what is imaginary Dramatize or retell stories, using puppets, toys, and other props		Select literature based on personal needs and interests with teacher instruction Use previous reading and life experiences to understand literature, with teacher instruction Recognize value of illustration in illustrative text Relate setting and characters in literature to own lives with direct teacher instruction Make predictions and draw conclusions and inferences about events and characters, with direct teacher instruction Use specific evidence from stories to describe characters and to relate sequence of events with direct teacher instruction Explain the difference between fiction and non-fiction, with direct teacher instruction Recognize the differences among the genres of stories, poems and plays with direct teacher instruction Read print-based and electronic imaginative text silently for enjoyment Engage in purposeful oral reading in small and large groups Use knowledge of story structure and key vocabulary to interpret stories, with direct teacher instruction Use graphic organizers to record significant details about characters, with direct teacher instruction
Standard 3: Reading for critical analysis and evaluation.	With direct teacher instruction, the student will: Engage in pre-reading and reading activities in order to: Identify what they know, want to know, and have learned (KWL) about a specific story, theme or topic Use illustrations to assist in understanding the content of a text and to anticipate what will happen next Predict what could happen next or the outcome of a story or article Identify the characters in story and what each contributes to the story events Distinguish between real and imaginary stories	With direct teacher instruction, the student will: Engage in pre-reading and reading activities in order to: Identify what they know, want to know, and have learned (KWL) about a specific story, theme or topic Use illustrations to assist in understanding the content of a text and to anticipate what will happen next Predict what could happen next or the outcome of a story or article Identify the characters in story and what each contributes to the story events Distinguish between real and imaginary stories Change the sequence of a story to create a different ending Compare a character in a story or article to a person with the same career or experience Form an opinion about the differences between events in a story and tin their own lives Identify, explain, and evaluate ideas, theme or topic		Evaluate content by identifying, with direct teacher instruction: Important and unimportant details Whether events, characters, actions, and or settings are realistic Analyze ideas and information based upon prior knowledge and personal experience, with direct teacher instruction Compare and contrast character and setting in 2 literary works, with direct teacher instruction

Standard 4: Reading for social interaction.	With direct teacher instruction and modeling, the student will: Begin to develop the skill of sharing reading experiences to build relationships with peers and adults by reading together, silently or aloud	With teacher instruction and modeling Further develop the skill of sharing reading experiences to build relationships with peers and adults by reading together, silently or aloud		Share reading experiences to build relationships with peers and adults by reading together, silently or aloud with teacher support Respect the age, gender, position and cultural traditions of the writer, with direct teacher instruction Recognize the difference between informal vocabulary and jargon, and formal language, with direct teacher instruction
READING MATERIALS
	K GRADE		1st GRADE		2^nd GRADE
Standard 1: Reading for information and understanding.	Gain understanding and information from the following sources, such as: picture books dictionaries and encyclopedias signs and labels in classroom and school experience charts alphabet books one-word directions how-to-books messages electronic books		Gain understanding and information from the following, such as: picture books dictionaries and encyclopedias signs and labels in classroom and school alphabet books directions how-to-books notes and messages electronic books classroom displays such as charts, posters and picture maps content books workbooks		Gain understanding and information from the following, such as: picture books dictionaries and encyclopedias directions how-to-books notes and messages electronic-based text classroom displays such as charts, posters and picture maps content books workbooks children’s magazines and newspapers
Standard 2: Reading for literary response and expression.	Read and interpret books with limited text, repetitive language and simple illustrations, such as: picture and concept books pre-reading or books with limited vocabulary poems/rhymes dictated stories electronic books		Read and interpret books with limited text, repetitive language and simple illustrations, such as: picture and concept books controlled vocabulary books poems/rhymes dictated stories electronic books chapter books		Read, view, and interpret imaginative text and performances, such as: controlled vocabulary books poems and songs stories electronic books fairy tales and fables plays animal fiction, realistic fiction, adventure books film and video productions

Standard 3: Reading for critical analysis and evaluation.	Read a variety of material with limited text, repetitive language, and simple illustrations, such as: picture and concept books poems and rhymes posters dictated language experience stories	Read a variety of material with limited text, repetitive language, and simple illustrations, such as: picture and concept books poems and rhymes posters dictated language experience stories simple articles electronic resources simple slogans or jingles	Read to analyze and evaluate information, ideas and experiences from sources, such as: children’s books children’s articles electronic resources advertisements editorials in student newspapers
Standard 4: Reading for social interaction.	Read a variety of material with limited text, repetitive language, and simple illustrations, such as: text and pictures morning messages daily routine charts experience charts	Read a variety of material with limited text, repetitive language, and simple illustrations, such as: text and pictures morning messages daily routine charts experience charts notes and cards	Read the following to establish, maintain and enhance personal relationships: friendly letters, notes, and cards published diaries and journals