Instructional Families: Reading Foundational Text K-12
Jhunsucker (Talk | contribs) (→Reading Foundational Grade K-5: Distribution of Learning Targets, CCSS Anchor Standards, and Instructional Families) |
Jhunsucker (Talk | contribs) |
||
Line 2: | Line 2: | ||
=Reading Foundational Grade K-5: Distribution of Learning Targets, CCSS Anchor Standards, and Instructional Families = | =Reading Foundational Grade K-5: Distribution of Learning Targets, CCSS Anchor Standards, and Instructional Families = | ||
{|border=1 | {|border=1 | ||
− | |width = "8%" style="background-color:#D9D9D9;" | + | |width = "8%" style="background-color:#D9D9D9;"| |
− | |width = "8%" style="background-color:#D9D9D9;" | + | |width = "8%" style="background-color:#D9D9D9;"|'''(K‐4) Elementary School Learning Targets''' |
− | |width = "8%" style="background-color:#D9D9D9;" | + | |width = "8%" style="background-color:#D9D9D9;"|'''(5‐8) Middle School Learning Targets''' |
|- | |- | ||
− | | style="background-color:#F2F2F2;" | + | | style="background-color:#F2F2F2;"| |
− | | style="background-color:#F2F2F2;" | + | | style="background-color:#F2F2F2;"|'''''E.RWL '''Read and comprehend words with accuracy and fluency: Read high frequency and grade-level words; apply knowledge of phonics, word structure, word relationships, and context to read and understand unfamiliar words in connected text; distinguish between literal and interpretive meanings.'' |
'''''E.HD '''Use self-selected print/non-print texts and self-monitoring strategies and tools to:'' | '''''E.HD '''Use self-selected print/non-print texts and self-monitoring strategies and tools to:'' | ||
''Comprehend texts and enjoy reading;'' | ''Comprehend texts and enjoy reading;'' | ||
''Explore and improve written and oral communication.'' | ''Explore and improve written and oral communication.'' | ||
− | | style="background-color:#F2F2F2;" | + | | style="background-color:#F2F2F2;"|'''''M.RWL '''Read texts of increasing complexity with accuracy, fluency, and comprehension: Apply knowledge of word structure, context, and use of reference materials to determine intended word meaning and purpose; expand vocabulary use (connotation and denotation) to reading tasks across content areas and genres.'' |
'''''M.HD '''Use self-selected print/non-print texts, self-monitoring strategies and tools, and goal setting to:'' | '''''M.HD '''Use self-selected print/non-print texts, self-monitoring strategies and tools, and goal setting to:'' | ||
''Comprehend, sustain, and enjoy reading;'' | ''Comprehend, sustain, and enjoy reading;'' | ||
Line 22: | Line 22: | ||
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|'''Instructional Families<br/> (CCSS Anchors & Anchor Standards (AS))''' |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|'''Grade K''' |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|'''Grade 1''' |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|'''Grade 2''' |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|'''Grade 3''' |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|'''Grade 4''' |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|'''Grade 5''' |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|'''Grade 6''' |
|- | |- | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|'''Print Concepts''' |
CCSS AS: | CCSS AS: | ||
RF1: Recognizing Characteristics | RF1: Recognizing Characteristics | ||
of Printed Material | of Printed Material | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"| |
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"| |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"| |
|- | |- | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"| |
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"| |
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"| |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"| |
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"| |
|- | |- | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"| |
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"| |
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"| |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
|- | |- | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"| |
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"| |
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"| |
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
|- | |- | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"| |
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"| |
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
|- | |- | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"| |
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"| |
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
|- | |- | ||
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|'''Phonological Awareness''' |
CCSS AS: | CCSS AS: | ||
RF2: Demonstrating | RF2: Demonstrating | ||
Phonological Awareness | Phonological Awareness | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"| |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
|- | |- | ||
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"| |
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"| |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
|- | |- | ||
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"| |
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"| |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
|- | |- | ||
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"| |
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"| |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"| |
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
|- | |- | ||
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"| |
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"| |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"| |
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
|- | |- | ||
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"| |
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"| |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"| |
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
|- | |- | ||
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"| |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"| |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
|- | |- | ||
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"| |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"| |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
|- | |- | ||
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"| |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"| |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|'''Phonics and Word Recognition''' |
CCSS AS: | CCSS AS: | ||
RF3: Applying Phonics and Word Recognition | RF3: Applying Phonics and Word Recognition | ||
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"| |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
|- | |- | ||
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|'''Fluency''' |
CCSS AS: | CCSS AS: | ||
RF4: Reading with Fluency | RF4: Reading with Fluency | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
|- | |- | ||
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
|- | |- | ||
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"| |
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
|- | |- | ||
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | |||
− | |||
|- | |- | ||
− | | style="background-color:#D9D9D9;" | + | | style="background-color:#D9D9D9;"| |
− | | style="background-color:#D9D9D9;" | + | | style="background-color:#D9D9D9;"|'''(K‐4) Elementary School Learning Targets''' |
− | | style="background-color:#D9D9D9;" | + | | style="background-color:#D9D9D9;"|'''(5‐8) Middle School Learning Targets''' |
− | | style="background-color:#D9D9D9;" | + | | style="background-color:#D9D9D9;"|'''(9‐12) High School Learning Targets''' |
|- | |- | ||
− | | style="background-color:#F2F2F2;" | + | | style="background-color:#F2F2F2;"| |
− | | style="background-color:#F2F2F2;" | + | | style="background-color:#F2F2F2;"|'''''E.RWL''' Read and comprehend words with accuracy and fluency: Read high frequency and grade-level words; apply knowledge of phonics, word structure, word relationships, and context to read and understand unfamiliar words in connected text; distinguish between literal and interpretive meanings.'' |
'''''E.HD''' Use self-selected print/non-print texts and self-monitoring'' | '''''E.HD''' Use self-selected print/non-print texts and self-monitoring'' | ||
''strategies and tools to:'' | ''strategies and tools to:'' | ||
Line 527: | Line 525: | ||
''Explore and improve written and oral communication.'' | ''Explore and improve written and oral communication.'' | ||
− | | style="background-color:#F2F2F2;" | + | | style="background-color:#F2F2F2;"|''M.RWL Read texts of increasing complexity with accuracy, fluency, and comprehension: Apply knowledge of word structure, context, and use of reference materials to determine intended word meaning and purpose; expand vocabulary use (connotation and denotation) to reading tasks across content areas and genres.'' |
'''''M.HD''' Use self-selected print/non-print texts, self-monitoring strategies and tools, and goal setting to:'' | '''''M.HD''' Use self-selected print/non-print texts, self-monitoring strategies and tools, and goal setting to:'' | ||
''Comprehend, sustain, and enjoy reading;'' | ''Comprehend, sustain, and enjoy reading;'' | ||
''Improve and expand written and oral communication.'' | ''Improve and expand written and oral communication.'' | ||
− | | style="background-color:#F2F2F2;" | + | | style="background-color:#F2F2F2;"|'''''H.RWL '''Read a range of text genres of increasing complexity with accuracy, fluency, and comprehension: Expand conceptual understanding and breadth of vocabulary use to multiple contexts (literary, historical, technical, political, cultural, social); apply content knowledge, use of resources, and word analysis skills to interpret and evaluate the intent and impact of authors' word choice(s).'' |
'''''H.HD''' Use self-selected print/non-print texts and self-monitoring strategies and tools to:'' | '''''H.HD''' Use self-selected print/non-print texts and self-monitoring strategies and tools to:'' | ||
''Expand personal and academic knowledge;'' | ''Expand personal and academic knowledge;'' | ||
Line 538: | Line 536: | ||
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|'''Instructional Families <br/> (CCSS Anchors & Anchor Standards (AS))''' |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|'''Grade K''' |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|'''Grade 1''' |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|'''Grade 2''' |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|'''Grade 3''' |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|'''Grade 4''' |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|'''Grade 5''' |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|'''Grade 6''' |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|'''Grade 7''' |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|'''Grade 8''' |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|'''Grade 9/10''' |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|'''Grade 11/12''' |
|- | |- | ||
− | | style="background-color:#FF0066; | + | | style="background-color:#FF0066;"|'''Comprehension and Collaboration''' |
CCSS AS: | CCSS AS: | ||
SL1: Effectively Participate in Range of Conversations | SL1: Effectively Participate in Range of Conversations | ||
Line 594: | Line 592: | ||
|- | |- | ||
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
|- | |- | ||
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
|- | |- | ||
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
|- | |- | ||
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
|- | |- | ||
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
|- | |- | ||
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
|- | |- | ||
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
|- | |- | ||
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FF0066;" | + | | style="background-color:#FF0066;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"| |
|- | |- | ||
Line 800: | Line 798: | ||
=Reading Foundational Skills: Grades K-5 | =Reading Foundational Skills: Grades K-5 | ||
{|border=1 | {|border=1 | ||
− | |width = "50%" style="background-color:#D9D9D9;" | + | |width = "50%" style="background-color:#D9D9D9;"|'''(K‐4) Elementary School Learning Targets''' |
− | |width = "50%" style="background-color:#D9D9D9;" | + | |width = "50%" style="background-color:#D9D9D9;"|'''(Grade 5) Middle School Learning Targets''' |
|- | |- | ||
− | | style="background-color:#D9D9D9;" | + | | style="background-color:#D9D9D9;"|'''E.RWL '''Read and comprehend words with accuracy and fluency: Read high frequency and grade-level words; apply knowledge of phonics, word structure, word relationships, and context to read and understand unfamiliar words in connected text; distinguish between literal and interpretive meanings. |
− | | style="background-color:#D9D9D9;" | + | | style="background-color:#D9D9D9;"|'''M.RWL '''Read texts of increasing complexity with accuracy, fluency, and comprehension: Apply knowledge of word structure, context, and use of reference materials to determine intended word meaning and purpose; expand vocabulary use (connotation and denotation) to reading tasks across content areas and genres. |
|- | |- | ||
− | | style="background-color:#D9D9D9;" | + | | style="background-color:#D9D9D9;"|'''E.HD '''Use self-selected print/non-print texts and self-monitoring strategies and tools to: |
* Comprehend texts and enjoy reading; | * Comprehend texts and enjoy reading; | ||
* Explore and improve written and oral communication. | * Explore and improve written and oral communication. | ||
− | | style="background-color:#D9D9D9;" | + | | style="background-color:#D9D9D9;"|'''M.HD '''Use self-selected print/non-print texts, self-monitoring strategies and tools, and goal setting to: |
* Comprehend, sustain, and enjoy reading; | * Comprehend, sustain, and enjoy reading; | ||
* Improve and expand written and oral communication. | * Improve and expand written and oral communication. | ||
Line 824: | Line 822: | ||
==Print Concepts== | ==Print Concepts== | ||
{|border=1 | {|border=1 | ||
− | |width = "50%" style="background-color:#5F497A;" | + | |width = "50%" style="background-color:#5F497A;"|'''RF1: Recognizing Characteristics of Printed Material ''' |
|- | |- | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|K.RI.a1 |
K.RL.a1 | K.RL.a1 | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|Demonstrate a response (e.g., nod, smile, clap, vocalization, and sustained look) to informational or literary text read, read aloud, or viewed. '''No CCSS linked''' |
|- | |- | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|K.RI.b1 |
K.RL.b1 | K.RL.b1 | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|Locate words and illustrations in stories, informational texts. '''No CCSS linked''' |
|- | |- | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|K.RI.b2 |
K.RL.b2 | K.RL.b2 | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|Distinguish front of book from back of book. '''K.RI.5''' |
|- | |- | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|K.RI.b3 |
K.RL.b3 | K.RL.b3 | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|Identify the title of an informational text, story or poem, or the title page. '''K.RI.5''' |
|- | |- | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|K.RI.b4 |
K.RL.b4 | K.RL.b4 | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|Place book in an upright position to read. '''No CCSS linked''' |
|- | |- | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|K.RI.b5 |
K.RL.b5 | K.RL.b5 | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|During shared reading activities, indicate need to turn the page for continued reading of a story/text. '''K.RF.1a''' |
|- | |- | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|K.RI.b6 |
K.RL.b6 | K.RL.b6 | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|During shared reading activities, text point: from top to bottom of page, left to right, or to match a spoken "orally read" word to written word in stories, an informational text. '''K.RF.1a; K.RF.1b''' |
|- | |- | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|K.RI.b7 |
K.RL.b7 | K.RL.b7 | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|Identify familiar written words when spoken (e.g., Show me the word "Tony.") '''K.RF.1b; K.RF.2''' |
|- | |- | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|K.RI.b8 |
K.RL.b8 | K.RL.b8 | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|Distinguish individual letters from words; distinguish letters from punctuation marks; and distinguish words from sentences. '''K.RF.1a; K.RF.1b''' |
|- | |- | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|K.RI.b9 |
K.RL.b9 | K.RL.b9 | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|Recognize that words are separated by spaces in print. '''K.RF.1a; K.RF.1c''' |
|- | |- | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|K.RWL.b1 |
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|Identify or name uppercase letters of the alphabet. '''K.RF.1d''' |
|- | |- | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|K.RWL.b2 |
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|Identify or name lowercase letters of the alphabet. '''K.RF.1d''' |
|- | |- | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|1.RI.a1 |
1.RL.a1 | 1.RL.a1 | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|Demonstrate a response (e.g., nod, smile, clap, vocalization, and sustained look) to text read, read aloud, or viewed. '''No CCSS linked''' |
|- | |- | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|1.RI.b1 |
1.RL.b1 | 1.RL.b1 | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|Locate words and illustrations in stories, informational texts. '''No CCSS linked''' |
|- | |- | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|1.RI.b2 |
1.RL.b3 | 1.RL.b3 | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|During shared reading activities, indicate need to turn the page for continued reading of a story/text. '''K.RF.1a''' |
|- | |- | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|1.RI.b3 |
1.RL.b2 | 1.RL.b2 | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|During shared reading activities, text point: from top to bottom of page, left to right, or to match a spoken "orally read" word to written word in text. '''K.RF.1a''' |
|- | |- | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|1.RI.b4 |
1.RL.b4 | 1.RL.b4 | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|Recognize that words are separated by spaces in print. '''K.RF.1b; K.RF.1c''' |
|- | |- | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|1.RI.b5 |
1.RL.b5 | 1.RL.b5 | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|Recognize the distinguishing features of a sentence (e.g., first word, capitalization). '''1.RF.1a''' |
|- | |- | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|1.RWL.b1 |
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|Identify or name uppercase letters of the alphabet. '''K.RF.1d''' |
|- | |- | ||
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|1.RWL.b2 |
− | | style="background-color:#5F497A;" | + | | style="background-color:#5F497A;"|Identify or name lowercase letters of the alphabet. '''K.RF.1d''' |
|- | |- | ||
Line 947: | Line 945: | ||
=Reading Foundational Skills: Grades K-5= | =Reading Foundational Skills: Grades K-5= | ||
{|border=1 | {|border=1 | ||
− | |width = "50%" style="background-color:#D9D9D9;" | + | |width = "50%" style="background-color:#D9D9D9;"|'''(K‐4) Elementary School Learning Targets''' |
− | |width = "50%" style="background-color:#D9D9D9;" | + | |width = "50%" style="background-color:#D9D9D9;"|'''(Grade 5) Middle School Learning Targets''' |
|- | |- | ||
− | | style="background-color:#D9D9D9;" | + | | style="background-color:#D9D9D9;"|'''E.RWL '''Read and comprehend words with accuracy and fluency: Read high frequency and grade-level words; apply knowledge of phonics, word structure, word relationships, and context to read and understand unfamiliar words in connected text; distinguish between literal and interpretive meanings. |
− | | style="background-color:#D9D9D9;" | + | | style="background-color:#D9D9D9;"|'''M.RWL '''Read texts of increasing complexity with accuracy, fluency, and comprehension: Apply knowledge of word structure, context, and use of reference materials to determine intended word meaning and purpose; expand vocabulary use (connotation and denotation) to reading tasks across content areas and genres. |
|- | |- | ||
− | | style="background-color:#D9D9D9;" | + | | style="background-color:#D9D9D9;"|'''E.HD '''Use self-selected print/non-print texts and self-monitoring strategies and tools to: |
* Comprehend texts and enjoy reading; | * Comprehend texts and enjoy reading; | ||
* Explore and improve written and oral communication. | * Explore and improve written and oral communication. | ||
− | | style="background-color:#D9D9D9;" | + | | style="background-color:#D9D9D9;"|'''M.HD '''Use self-selected print/non-print texts, self-monitoring |
strategies and tools, and goal setting to: | strategies and tools, and goal setting to: | ||
* Comprehend, sustain, and enjoy reading; | * Comprehend, sustain, and enjoy reading; | ||
Line 972: | Line 970: | ||
==Phonological Awareness== | ==Phonological Awareness== | ||
{|border=1 | {|border=1 | ||
− | |width = "50%" style="background-color:#B2A1C7;" | + | |width = "50%" style="background-color:#B2A1C7;"|'''RF2: Demonstrating Phonological Awareness''' |
|- | |- | ||
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|K.RWL.b5 |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|Recognize rhyming words. '''K.RF.2a''' |
|- | |- | ||
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|K.RWL.b6 |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|Produce rhyming words. '''K.RF.2a''' |
|- | |- | ||
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|K.RWL.b7 |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|Count syllables in spoken words. '''K.RF.2b''' |
|- | |- | ||
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|K.RWL.b8 |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|Blend and segment syllables in spoken words. '''K.RF.2b''' |
|- | |- | ||
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|K.RWL.b9 |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|Blend and segment onsets and rimes of single-syllable spoken words. '''K.RF.2c''' |
|- | |- | ||
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|K.RWL.b10 |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|Isolate initial sounds in consonant-vowel-consonant (CVC) words (not including blends). '''K.RF.2b''' |
|- | |- | ||
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|K.RWL.b11 |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|Isolate final sounds in consonant-vowel-consonant (CVC) words (not including blends). '''K.RF.2d''' |
|- | |- | ||
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|K.RWL.b12 |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. '''K.RF.2e''' |
|- | |- | ||
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|1.RWL.b5 |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|Recognize rhyming words. '''K.RF.2a''' |
|- | |- | ||
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|1.RWL.b6 |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|Produce rhyming words. '''K.RF.2a''' |
|- | |- | ||
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|1.RWL.b7 |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|Produce single-syllable words by blending sounds (phonemes) including consonant blends. '''1.RF.2b''' |
|- | |- | ||
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|1.RWL.b8 |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|Isolate and/or produce initial sound in consonant-vowel-consonant (CVC) words. '''1.RF.2c''' |
|- | |- | ||
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|1.RWL.b9 |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|Isolate and/or produce medial vowel sound in consonant-vowel-consonant (CVC) words. '''1.RF.2c''' |
|- | |- | ||
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|1.RWL.b10 |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|Isolate and/or produce final sounds in consonant-vowel-consonant (CVC) words. '''1.RF.2c''' |
|- | |- | ||
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|1RWL.b11 |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). '''1.RF.2d''' |
|- | |- | ||
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|1.RWL.c6 |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|Identify long or short vowel sounds in spoken single-syllable words. '''1.RF.2a''' |
|- | |- | ||
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|2.RWL.b1 |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|Produce single-syllable words by blending sounds (phonemes), including consonant blends. '''1.RF.2b''' |
|- | |- | ||
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|2.RWL.b2 |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|Isolate and/or produce initial, medial vowel, and/or final sounds in consonant-vowel-consonant (CVC) words. '''1.RF.2c''' |
|- | |- | ||
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|2.RWL.b3 |
− | | style="background-color:#B2A1C7;" | + | | style="background-color:#B2A1C7;"|Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). '''1.RF.2d''' |
|- | |- | ||
Line 1,077: | Line 1,075: | ||
=Reading Foundational Skills: Grades K-5= | =Reading Foundational Skills: Grades K-5= | ||
{|border=1 | {|border=1 | ||
− | |width = "50%" style="background-color:#D9D9D9;" | + | |width = "50%" style="background-color:#D9D9D9;"|'''(K‐4) Elementary School Learning Targets''' |
− | |width = "50%" style="background-color:#D9D9D9;" | + | |width = "50%" style="background-color:#D9D9D9;"|'''(Grade 5) Middle School Learning Targets''' |
|- | |- | ||
− | | style="background-color:#D9D9D9;" | + | | style="background-color:#D9D9D9;"|'''E.RWL '''Read and comprehend words with accuracy and fluency: Read high frequency and grade-level words; apply knowledge of phonics, word structure, word relationships, and context to read and understand unfamiliar words in connected text; distinguish between literal and interpretive meanings. |
− | | style="background-color:#D9D9D9;" | + | | style="background-color:#D9D9D9;"|'''M.RWL '''Read texts of increasing complexity with accuracy, fluency, and comprehension: Apply knowledge of word structure, context, and use of reference materials to determine intended word meaning and purpose; expand vocabulary use (connotation and denotation) to reading tasks across content areas and genres. |
|- | |- | ||
− | | style="background-color:#D9D9D9;" | + | | style="background-color:#D9D9D9;"|'''E.HD '''Use self-selected print/non-print texts and self-monitoring strategies and tools to: |
* Comprehend texts and enjoy reading; | * Comprehend texts and enjoy reading; | ||
* Explore and improve written and oral communication. | * Explore and improve written and oral communication. | ||
− | | style="background-color:#D9D9D9;" | + | | style="background-color:#D9D9D9;"|'''M.HD '''Use self-selected print/non-print texts, self-monitoring |
strategies and tools, and goal setting to: | strategies and tools, and goal setting to: | ||
* Comprehend, sustain, and enjoy reading; | * Comprehend, sustain, and enjoy reading; | ||
Line 1,102: | Line 1,100: | ||
==Phonics and Word Recognition== | ==Phonics and Word Recognition== | ||
{|border=1 | {|border=1 | ||
− | |width = "50%" style="background-color:#FFFFFF;" | + | |width = "50%" style="background-color:#FFFFFF;"|'''RF3: Applying Phonics and Word Recognition''' |
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|K.RWL.b3 |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|Recognize the sound(s) for each letter. '''K.RF.3a''' |
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|K.RWL.b4 |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|Produce the sound(s) for each letter. '''K.RF.3a''' |
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|K.RWL.c1 |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|Identify words with long and short vowel sounds for the five major vowel sounds. '''K.RF.3b''' |
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|K.RWL.c2 |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|Identify the sound that differs between two similarly spelled words. '''K.RF.3d''' |
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|K.RWL.d1 |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|Read common kindergarten high frequency words by sights. '''K.RF.3c''' |
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|1.RWL.b3 |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|Recognize the sound(s) for each letter. '''K.RF.3a''' |
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|1.RWL.b4 |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|Produce the sound(s) for each letter.''' K.RF.3a''' |
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|1.RWL.c1 |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|Identify words with long and short vowel sounds for the five major vowel sounds. '''K.RF.3b''' |
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|1.RWL.c2 |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|Identify the sound that differs between two similarly spelled words. '''K.RF.3d''' |
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|1.RWL.c3 |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|Identify common consonant digraphs using their sound correspondence (e.g., write/state/select "ch" when sounded out). '''1.RF.3b''' |
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|1.RWL.c4 |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|Decode regularly spelled CVC words. '''1.RF.3b''' |
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|1.RWL.c5 |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|Recognize silent e as the reason the vowel sound is a long vowel sound in a word. '''1.RF.3c''' |
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|1.RWL.c7 |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|Read or identify frequently occurring words with inflectional endings. '''1.RF.3f''' |
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|1.RWL.d1 |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|Recognize grade-appropriate irregularly spelled words. '''1.RF.3g''' |
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|1RWL.d2 |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|Identify grade-level words with accuracy and appropriate rate on successive attempts. '''1.RF.3g''' |
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|2.RWL.c2 |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|Identify long and short vowels in regularly spelled one-syllable words. '''2.RF.3a''' |
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|2.RWL.c3 |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|Decode regularly spelled one-syllable words with long vowels. '''2.RF.3c''' |
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|2.RLW.c4 |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|Decode regularly spelled two-syllable words with long vowels. '''2.RF.3c''' |
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|2.RWL.c5 |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|Decode words with common prefixes and suffixes. '''2.RF.3d''' |
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|2.RWL.d1 |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|Recognize and/or read grade appropriate irregularly spelled words. '''2.RF.3d''' |
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|2.RWL.d2 |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|Identify grade level words with accuracy and on successive attempts. '''2.RF.4b''' |
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|3.RWL.g3 |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|Decode regularly spelled one-syllable words with long vowels. '''2.RF.3c''' |
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|3.RLW.g4 |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|Decode regularly spelled two-syllable words with long vowels. '''2.RF.3c''' |
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|3.RWL.g5 |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|Decode multisyllable words. '''3.RF.3c''' |
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|3.RWL.h1 |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|Recognize and/or read grade appropriate irregularly spelled words. '''3.RF.3d''' |
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|3.RWL.h2 |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|Identify grade level words with accuracy. '''3.RF.4b''' |
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|4.RWL.g1 |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|Use letter-sound correspondences, syllabication patterns, and morphology (e.g., affixes) to identify and/or read multisyllabic words. '''4.RF.3a''' |
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|4.RWL.h1 |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|Recognize and/or read grade appropriate irregularly spelled words. '''3.RF.3d''' |
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|4.RWL.h2 |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|Identify grade-level words with accuracy and on successive attempts. '''4.RF.3a''' |
|- | |- | ||
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|5.RWL.b1 |
− | | style="background-color:#FFFFFF;" | + | | style="background-color:#FFFFFF;"|Use morphemes (e.g., roots and affixes) to decode unfamiliar multisyllabic words in and out of context. '''5.RF.3a''' |
|- | |- | ||
Line 1,261: | Line 1,259: | ||
=Reading Foundational Skills: K-Middle School= | =Reading Foundational Skills: K-Middle School= | ||
{|border=1 | {|border=1 | ||
− | |width = "50%" style="background-color:#D9D9D9;" | + | |width = "50%" style="background-color:#D9D9D9;"|'''(K‐4) Elementary School Learning Targets''' |
− | |width = "50%" style="background-color:#D9D9D9;" | + | |width = "50%" style="background-color:#D9D9D9;"|'''(Grade 5-6) Middle School Learning Targets''' |
|- | |- | ||
− | | style="background-color:#D9D9D9;" | + | | style="background-color:#D9D9D9;"|'''E.RWL '''Read and comprehend words with accuracy and fluency: Read high frequency and grade-level words; apply knowledge of phonics, word structure, word relationships, and context to read and understand unfamiliar words in connected text; distinguish between literal and interpretive meanings. |
− | | style="background-color:#D9D9D9;" | + | | style="background-color:#D9D9D9;"|'''M.RWL '''Read texts of increasing complexity with accuracy, fluency, and comprehension: Apply knowledge of word structure, context, and use of reference materials to determine intended word meaning and purpose; expand vocabulary use (connotation and denotation) to reading tasks across content areas and genres. |
|- | |- | ||
− | | style="background-color:#D9D9D9;" | + | | style="background-color:#D9D9D9;"|'''E.HD '''Use self-selected print/non-print texts and self-monitoring strategies and tools to: |
* Comprehend texts and enjoy reading; | * Comprehend texts and enjoy reading; | ||
* Explore and improve written and oral communication. | * Explore and improve written and oral communication. | ||
− | | style="background-color:#D9D9D9;" | + | | style="background-color:#D9D9D9;"|'''M.HD '''Use self-selected print/non-print texts, self-monitoring |
strategies and tools, and goal setting to: | strategies and tools, and goal setting to: | ||
* Comprehend, sustain, and enjoy reading; | * Comprehend, sustain, and enjoy reading; | ||
Line 1,286: | Line 1,284: | ||
==Fluency== | ==Fluency== | ||
{|border=1 | {|border=1 | ||
− | |width = "50%" style="background-color:#E5DFEC;" | + | |width = "50%" style="background-color:#E5DFEC;"|'''RF4: Reading with Fluency''' |
|- | |- | ||
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|K.RWL.d2 |
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|Participate in reading emergent-reader texts. '''K.RF.4''' |
|- | |- | ||
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|1.RWL.d3 |
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|Read grade-level text with accuracy, appropriate rate, and expression (when applicable) on successive readings. '''1.RF.4b''' |
|- | |- | ||
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|1.HD.e1 |
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|Practice self-monitoring strategies to aid comprehension (e.g., reread, use visuals or cueing system, self-correct, ask questions, confirm predictions) '''1.RF.4c ''' |
|- | |- | ||
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|2.RWL.d3 |
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|Read grade-level text with accuracy, appropriate rate, and expression (when applicable) on successive readings. '''2.RF.4b''' |
|- | |- | ||
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|2.RWL.e3 |
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|Use context to confirm or self-correct word recognition. '''2.RF.4c''' |
|- | |- | ||
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|2.HD.e3 |
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|Practice self-monitoring strategies to aid comprehension (e.g., reread, use visuals or cueing system, self-correct, ask questions, confirm predictions). '''2.RF.4c''' |
|- | |- | ||
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|2.HD.f1 |
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|Explain what information or strategy was used to help comprehend text. '''No CCSS link''' |
|- | |- | ||
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|2.HD.f2 |
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|Evaluate if a "fix-up" or comprehension strategy was effective or not for a given topic or text. '''No CCSS link''' |
|- | |- | ||
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|3.RWL.h3 |
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|Read text (including prose and poetry) with accuracy, appropriate rate, and expression (when applicable) on successive readings. '''3.RF.4b''' |
|- | |- | ||
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|3.RWL.i1 |
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|Use context to confirm or self-correct word recognition. '''3.RF.4c''' |
|- | |- | ||
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|3.HD.j1 |
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|Practice self-monitoring strategies to aid comprehension (e.g., reread, use visuals or cueing system, self-correct, ask questions, confirm predictions). '''3.RF.4c''' |
|- | |- | ||
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|3.HD.l1 |
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|Explain what information or strategy was used to help comprehend text. '''No CCSS link''' |
|- | |- | ||
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|3.HD.l2 |
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|Evaluate if a "fix-up" or comprehension strategy was effective or not for a given topic or text. '''No CCSS link''' |
|- | |- | ||
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|3.HD.m1 |
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|With guidance and support from peers and adults, develop and strengthen reading skills. '''No CCSS link''' |
|- | |- | ||
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|4.RWL.h3 |
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|Read text (including prose and poetry) with accuracy, appropriate rate, and expression (when applicable) on successive readings. '''4.RF.4b''' |
|- | |- | ||
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|4.RWL.i1 |
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|Use context to confirm or self-correct word recognition. '''4.RF.4c''' |
|- | |- | ||
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|4.HD.j1 |
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|Practice self-monitoring strategies to aid comprehension (e.g., reread, use visuals or cueing system, self-correct, ask questions, confirm predictions). '''4.RF.4c''' |
|- | |- | ||
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|4.HD.l1 |
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|Explain what information or strategy was used to help comprehend text. '''No CCSS link''' |
|- | |- | ||
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|4.HD.l2 |
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|Evaluate if a "fix-up" or comprehension strategy was effective or not for a given topic or text. '''No CCSS link''' |
|- | |- | ||
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|4.HD.m1 |
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|With guidance and support from peers and adults, develop and strengthen reading skills. '''No CCSS link''' |
|- | |- | ||
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|5.RWL.a1 |
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|Use context to confirm or self-correct word recognition. '''5.RF.4c''' |
|- | |- | ||
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|5.HD.c1 |
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|Utilize different comprehension strategies depending upon the text or adapted text or literacy task. '''No CCSS link''' |
|- | |- | ||
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|5.HD.f1 |
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|Monitor reading progress (within decoding, fluency, vocabulary or comprehension) and use data to set or adjust personal goals. '''No CCSS link''' |
|- | |- | ||
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|6.HD.c1 |
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|Utilize different comprehension strategies depending upon the text or adapted text or literacy task. '''No CCSS link''' |
|- | |- | ||
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|6.HD.f1 |
− | | style="background-color:#E5DFEC;" | + | | style="background-color:#E5DFEC;"|Monitor reading progress (within decoding, fluency, vocabulary or comprehension) and use data to set or adjust personal goals. '''No CCSS link''' |
|- | |- | ||
Line 1,419: | Line 1,417: | ||
=Speaking and Listening: Grades K-12= | =Speaking and Listening: Grades K-12= | ||
{|border=1 | {|border=1 | ||
− | |width = "33%" style="background-color:#F2F2F2;" | + | |width = "33%" style="background-color:#F2F2F2;"|'''(K‐4) Elementary School Learning Targets''' |
− | |width = "33%" style="background-color:#F2F2F2;" | + | |width = "33%" style="background-color:#F2F2F2;"|'''(5‐8) Middle School Learning Targets''' |
− | |width = "34%" style="background-color:#F2F2F2;" | + | |width = "34%" style="background-color:#F2F2F2;"|'''(9‐12) High School Learning Targets''' |
|- | |- | ||
− | | style="background-color:#F2F2F2;" | + | | style="background-color:#F2F2F2;"|'''E.HD '''Use self-selected print/non-print texts and self-monitoring strategies and tools to: |
* Comprehend texts and enjoy reading; | * Comprehend texts and enjoy reading; | ||
* Explore and improve written and oral communication. | * Explore and improve written and oral communication. | ||
− | | style="background-color:#F2F2F2;" | + | | style="background-color:#F2F2F2;"|'''M.HD '''Use self-selected print/non-print texts, self-monitoring strategies and tools, and goal setting to: |
* Comprehend, sustain, and enjoy reading; | * Comprehend, sustain, and enjoy reading; | ||
* Improve and expand written and oral communication. | * Improve and expand written and oral communication. | ||
− | | style="background-color:#F2F2F2;" | + | | style="background-color:#F2F2F2;"|'''H.HD '''Use self-selected print/non-print texts and self-monitoring strategies and tools to: |
* Expand personal and academic knowledge; | * Expand personal and academic knowledge; | ||
* Reflect on perspectives of self, others, and the world through oral and written communication. | * Reflect on perspectives of self, others, and the world through oral and written communication. | ||
|- | |- | ||
− | | style="background-color:#F2F2F2;" | + | | style="background-color:#F2F2F2;"|'''E.RWL '''Read and comprehend words with accuracy and fluency: Read high frequency and grade-level words; apply knowledge of phonics, word structure, word relationships, and context to read and understand unfamiliar words in connected text; distinguish between literal and interpretive meanings. |
− | | style="background-color:#F2F2F2;" | + | | style="background-color:#F2F2F2;"|'''M.RWL '''Read texts of increasing complexity with accuracy, fluency, and comprehension: Apply knowledge of word structure, context, and use of reference materials to determine intended word meaning and purpose; expand vocabulary use (connotation and denotation) to reading tasks across content areas and genres. |
− | | style="background-color:#F2F2F2;" | + | | style="background-color:#F2F2F2;"|'''H.RWL '''Read a range of text genres of increasing complexity with accuracy, fluency, and comprehension: Expand conceptual understanding and breadth of vocabulary use to multiple contexts (literary, historical, technical, political, cultural, social); apply content knowledge, use of resources, and word analysis skills to interpret and evaluate the intent and impact of authors' word choice(s). |
|- | |- | ||
Line 1,451: | Line 1,449: | ||
==Comprehension and Collaboration== | ==Comprehension and Collaboration== | ||
{|border=1 | {|border=1 | ||
− | |width = "50%" style="background-color:#FF3399;" | + | |width = "50%" style="background-color:#FF3399;"|'''SL1: Effectively Participate in Range of Conversations ''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|K.HD.c1 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). '''K.SL.1a''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|K.HD.d4 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Share information from a selected permanent product or a favorite text. '''K.SL.6''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|K.HD.e1 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Ask and answer questions in order to seek help, get information, or clarify something that is not understood. '''K.SL.3''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|1.HD.a1 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Ask questions about information presented (orally or in writing) in order to clarify something that is not understood. '''1.SL.3''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|1.HD.a2 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Ask questions to clear up any confusion about the topics or texts under discussion. '''1.SL.1c''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|1.HD.c4 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). '''1.SL.1a''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|1.HD.c5 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Build on others' talk in conversations by responding to the comments of others through multiple exchanges. '''1.SL.1b''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|1.HD.d1 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Engage in small or large group discussions by sharing one's own writing. '''1.SL.6''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|1.HD.d4 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Retell a favorite text, including key details. '''1.RL.2; 1.SL.4''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|2.HD.a1 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Ask for clarification and further explanation about topics and texts under discussion. '''2.SL.1d''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|2.HD.a2 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Ask questions about information presented (orally or in writing) in order to clarify something that is not understood. '''2.SL.3''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|2.HD.c1 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and text under discussion). '''2.SL.1a''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|2.HD.c2 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Build on others' talk in conversations by linking their comments to the remarks of others. '''2.SL.1b''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|2.HD.d3 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Engage in small or large group discussions by sharing one's own writing. '''2.SL.4''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|3.HD.i1 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Provide evidence of being prepared for discussions on a topic, text, or adapted text through appropriate statements made during discussion. '''3.SL.1a''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|3.HD.i2 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Ask questions to check understanding of information presented in collaborative discussions. '''3.SL.1c''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|3.HD.i3 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Link personal ideas and comments to the ideas shared by others in collaborative discussions. '''3.SL.1c''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|3.HD.i4 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Express ideas and understanding in light of collaborative discussions. '''3.SL.1d''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|4.HD.i1 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Provide evidence of being prepared for discussions on a topic, text, or adapted text through appropriate statements made during discussion. '''4.SL.1a''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|4.HD.i2 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Ask questions to check understanding of information presented in collaborative discussions. '''4.SL.1c''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|4.HD.i3 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Make appropriate comments that contribute to a collaborative discussion. '''4.SL.1c''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|4.HD.i4 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Review the key ideas expressed within a collaborative discussion. '''4.SL.1d''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|4.RI.i5 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.''' 4.RI.1; 4.SL.1''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|5.HD.e1 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Make appropriate comments that contribute to a collaborative discussion. '''5.SL.1c''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|5.HD.e2 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Review the key ideas expressed within a collaborative discussion. '''5.SL.1d''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|6.HD.e1 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Make appropriate comments that contribute to a collaborative discussion. '''6.SL.1c''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|6.HD.e2 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Review the key ideas expressed within a collaborative discussion linking multiple perspectives together. '''6.SL.1d''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|7.HD.i1 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Use information and feedback to refine understanding or products. '''7.SL.1e''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|7.HD.j1 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Use information and feedback to refine own thinking. '''7.SL.1d''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|8.HD.i1 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Use information and feedback to refine understanding. '''8.SL.1d''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|8.HD.j1 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Use information and feedback to clarify meaning for readers. '''8.SL.1d''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|910.HD.b1 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Clarify, verify, or challenge ideas and conclusions within a discussion on a given topic or text. '''910.SL.1c''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|910.HD.b2 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Summarize points of agreement and disagreement within a discussion on a given topic or text. '''910.SL.1d''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|910.HD.b3 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Use evidence and reasoning presented in discussion on topic or text to make new connections with own view or understanding. '''910.SL.1d''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|910.HD.h1 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Work with peers to set rules for collegial discussions and decision-making. '''910.SL.1b''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|910.HD.h2 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Actively seek the ideas or opinions of others in a discussion on a given topic or text. '''910.SL.1c''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|910.HD.h3 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Engage appropriately in discussion with others who have a diverse or divergent perspective. '''910.SL.1d''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|1112.HD.b1 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Consider a full range of ideas or positions on a given topic or text when presented in a discussion. '''1112.SL.1c''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|1112.HD.b2 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Clarify, verify, or challenge ideas and conclusions within a discussion on a given topic or text. '''1112.SL.1c''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|1112.HD.b3 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Summarize points of agreement and disagreement within a discussion on a given topic or text. '''910.SL.1d''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|1112.HD.b4 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Use evidence and reasoning presented in discussion on topic or text to make new connections with own view or understanding. '''1112.SL.1d''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|1112.HD.h1 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Work with peers to promote democratic discussions. '''1112.SL.1b''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|1112.HD.h2 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Actively seek the ideas or opinions of others in a discussion on a given topic or text. '''1112.SL.1c''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|1112.HD.h3 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Engage appropriately in discussion with others who have diverse or divergent perspectives. '''1112.SL.1d''' |
|- | |- | ||
Line 1,677: | Line 1,675: | ||
{|border=1 | {|border=1 | ||
− | |width = "50%" style="background-color:#FF3399;" | + | |width = "50%" style="background-color:#FF3399;"|'''SL2: Integrate Information from Diverse Media and Formats''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|K.HD.a2 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|With prompting and support, confirm understanding of a text read aloud or information presented orally or through other media by requesting clarification if something is not understood. '''K.SL.2''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|K.HD.a3 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Confirm understanding of a text read aloud or information presented orally or through other media by answering questions about key details. '''K.SL.2''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|1.HD.d3 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Engage in small or large group discussion of favorite texts or topics presented orally or through other media. '''1.SL.2''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|2.HD.d2 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Engage in small or large group discussion of favorite texts presented orally or through other media. '''2.SL.2''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|4.RL.i5 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.''' 4.RL.1; 4.SL.2''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|5.RL.f1 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Determine the narrative point of view of a text read, read aloud or viewed.''' 5.RL.6; 5.SL.2''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|7.HD.h1 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Critically evaluate main ideas and details presented in diverse media (e.g., visually, personal communication, periodicals, social media) and formats for accuracy. '''7.SL.2''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|7.HD.h2 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Explain if and how ideas presented in diverse media (e.g., visually, personal communication, periodicals, social media) clarify a topic, text, or issue under study. '''7.SL.2''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|8.HD.h1 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Analyze the purpose of information presented in diverse media (e.g., visually, personal communication, periodicals, social media). '''8.SL.2''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|8.HD.h2 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Identify the motives behind information presented in diverse media and formats (e.g., visually, personal communication, periodicals, social media). '''8.SL.2''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|910.HD.c1 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Analyze credibility of sources and accuracy of information presented in social media regarding a given topic or text. '''910.SL.2''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|1112.HD.c1 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Analyze credibility of sources and accuracy of information presented in social media regarding a given topic or text. '''1112.SL.2''' |
|- | |- | ||
Line 1,743: | Line 1,741: | ||
{|border=1 | {|border=1 | ||
− | |width = "50%" style="background-color:#FF3399;" | + | |width = "50%" style="background-color:#FF3399;"|'''SL3: Evaluate Point of View/Use of Evidence''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|3.RI.k4 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.''' 3.RI.8; 3.SL.3''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|3.HD.k1 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Explain preferences for favorite authors, topics, and/or genres. '''No CCSS link''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|4.RL.k3 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Identify the reasons and evidence a speaker provides to support particular points. '''4.RI.2; 4.SL.3''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|4.RI.k4 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Identify the reasons and evidence a speaker provides to support particular points.''' 4.RI.8; 4.SL.3''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|4.HD.k1 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Explain preferences for favorite authors, topics, and/or genres. '''No CCSS link''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|5.RI.g3 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Identify a speaker's points or claims.''' 5.RI.8; 5.SL.3''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|5.RI.c6 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Summarize the points a speaker makes.''' 5.RI.8; 5.SL.3''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|5.RI.g4 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Identify reasons and evidence that a speaker provides to support points or claims.''' 5.RI.8; 5.SL.3''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|7.HD.h3 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Evaluate the soundness of reasoning and the relevance and sufficiency of evidence provided in an argument. '''7.SL.3''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|8.HD.h3 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Evaluate the soundness of reasoning and the relevance and sufficiency of evidence provided in an argument. '''8.SL.3''' |
|- | |- | ||
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|8.HD.h4 |
− | | style="background-color:#FF3399;" | + | | style="background-color:#FF3399;"|Identify when irrelevant evidence is introduced within an argument. '''8.SL.3''' |
|- | |- | ||
|} | |} |
Revision as of 14:48, 11 October 2013
Contents |
Reading Foundational Grade K-5: Distribution of Learning Targets, CCSS Anchor Standards, and Instructional Families
(K‐4) Elementary School Learning Targets | (5‐8) Middle School Learning Targets | ||||||||||
E.RWL Read and comprehend words with accuracy and fluency: Read high frequency and grade-level words; apply knowledge of phonics, word structure, word relationships, and context to read and understand unfamiliar words in connected text; distinguish between literal and interpretive meanings.
E.HD Use self-selected print/non-print texts and self-monitoring strategies and tools to: Comprehend texts and enjoy reading; Explore and improve written and oral communication. |
M.RWL Read texts of increasing complexity with accuracy, fluency, and comprehension: Apply knowledge of word structure, context, and use of reference materials to determine intended word meaning and purpose; expand vocabulary use (connotation and denotation) to reading tasks across content areas and genres.
M.HD Use self-selected print/non-print texts, self-monitoring strategies and tools, and goal setting to: Comprehend, sustain, and enjoy reading; Improve and expand written and oral communication. | ||||||||||
Instructional Families (CCSS Anchors & Anchor Standards (AS)) |
Grade K | Grade 1 | Grade 2 | Grade 3 | Grade 4 | Grade 5 | Grade 6 | ||||
Print Concepts
CCSS AS: RF1: Recognizing Characteristics of Printed Material |
|||||||||||
Phonological Awareness
CCSS AS: RF2: Demonstrating Phonological Awareness |
|||||||||||
Phonics and Word Recognition
CCSS AS: RF3: Applying Phonics and Word Recognition |
|||||||||||
Fluency
CCSS AS: RF4: Reading with Fluency |
|||||||||||
(K‐4) Elementary School Learning Targets | (5‐8) Middle School Learning Targets | (9‐12) High School Learning Targets | |||||||||
E.RWL Read and comprehend words with accuracy and fluency: Read high frequency and grade-level words; apply knowledge of phonics, word structure, word relationships, and context to read and understand unfamiliar words in connected text; distinguish between literal and interpretive meanings.
E.HD Use self-selected print/non-print texts and self-monitoring strategies and tools to: Comprehend texts and enjoy reading; Explore and improve written and oral communication. |
M.RWL Read texts of increasing complexity with accuracy, fluency, and comprehension: Apply knowledge of word structure, context, and use of reference materials to determine intended word meaning and purpose; expand vocabulary use (connotation and denotation) to reading tasks across content areas and genres.
M.HD Use self-selected print/non-print texts, self-monitoring strategies and tools, and goal setting to: Comprehend, sustain, and enjoy reading; Improve and expand written and oral communication. |
H.RWL Read a range of text genres of increasing complexity with accuracy, fluency, and comprehension: Expand conceptual understanding and breadth of vocabulary use to multiple contexts (literary, historical, technical, political, cultural, social); apply content knowledge, use of resources, and word analysis skills to interpret and evaluate the intent and impact of authors' word choice(s).
H.HD Use self-selected print/non-print texts and self-monitoring strategies and tools to: Expand personal and academic knowledge; 'Reflect on perspectives of self, others, and the world through oral and written communication.' | |||||||||
Instructional Families (CCSS Anchors & Anchor Standards (AS)) |
Grade K | Grade 1 | Grade 2 | Grade 3 | Grade 4 | Grade 5 | Grade 6 | Grade 7 | Grade 8 | Grade 9/10 | Grade 11/12 |
Comprehension and Collaboration
CCSS AS: SL1: Effectively Participate in Range of Conversations SL2: Integrate Information from Diverse Media and Formats SL3: Evaluate Point of View/Use of Evidence |
|||||||||||
=
=Reading Foundational Skills: Grades K-5
(K‐4) Elementary School Learning Targets | (Grade 5) Middle School Learning Targets |
E.RWL Read and comprehend words with accuracy and fluency: Read high frequency and grade-level words; apply knowledge of phonics, word structure, word relationships, and context to read and understand unfamiliar words in connected text; distinguish between literal and interpretive meanings. | M.RWL Read texts of increasing complexity with accuracy, fluency, and comprehension: Apply knowledge of word structure, context, and use of reference materials to determine intended word meaning and purpose; expand vocabulary use (connotation and denotation) to reading tasks across content areas and genres. |
E.HD Use self-selected print/non-print texts and self-monitoring strategies and tools to:
|
M.HD Use self-selected print/non-print texts, self-monitoring strategies and tools, and goal setting to:
|
Print Concepts
RF1: Recognizing Characteristics of Printed Material | |
K.RI.a1
K.RL.a1 |
Demonstrate a response (e.g., nod, smile, clap, vocalization, and sustained look) to informational or literary text read, read aloud, or viewed. No CCSS linked |
K.RI.b1
K.RL.b1 |
Locate words and illustrations in stories, informational texts. No CCSS linked |
K.RI.b2
K.RL.b2 |
Distinguish front of book from back of book. K.RI.5 |
K.RI.b3
K.RL.b3 |
Identify the title of an informational text, story or poem, or the title page. K.RI.5 |
K.RI.b4
K.RL.b4 |
Place book in an upright position to read. No CCSS linked |
K.RI.b5
K.RL.b5 |
During shared reading activities, indicate need to turn the page for continued reading of a story/text. K.RF.1a |
K.RI.b6
K.RL.b6 |
During shared reading activities, text point: from top to bottom of page, left to right, or to match a spoken "orally read" word to written word in stories, an informational text. K.RF.1a; K.RF.1b |
K.RI.b7
K.RL.b7 |
Identify familiar written words when spoken (e.g., Show me the word "Tony.") K.RF.1b; K.RF.2 |
K.RI.b8
K.RL.b8 |
Distinguish individual letters from words; distinguish letters from punctuation marks; and distinguish words from sentences. K.RF.1a; K.RF.1b |
K.RI.b9
K.RL.b9 |
Recognize that words are separated by spaces in print. K.RF.1a; K.RF.1c |
K.RWL.b1 | Identify or name uppercase letters of the alphabet. K.RF.1d |
K.RWL.b2 | Identify or name lowercase letters of the alphabet. K.RF.1d |
1.RI.a1
1.RL.a1 |
Demonstrate a response (e.g., nod, smile, clap, vocalization, and sustained look) to text read, read aloud, or viewed. No CCSS linked |
1.RI.b1
1.RL.b1 |
Locate words and illustrations in stories, informational texts. No CCSS linked |
1.RI.b2
1.RL.b3 |
During shared reading activities, indicate need to turn the page for continued reading of a story/text. K.RF.1a |
1.RI.b3
1.RL.b2 |
During shared reading activities, text point: from top to bottom of page, left to right, or to match a spoken "orally read" word to written word in text. K.RF.1a |
1.RI.b4
1.RL.b4 |
Recognize that words are separated by spaces in print. K.RF.1b; K.RF.1c |
1.RI.b5
1.RL.b5 |
Recognize the distinguishing features of a sentence (e.g., first word, capitalization). 1.RF.1a |
1.RWL.b1 | Identify or name uppercase letters of the alphabet. K.RF.1d |
1.RWL.b2 | Identify or name lowercase letters of the alphabet. K.RF.1d |
Reading Foundational Skills: Grades K-5
(K‐4) Elementary School Learning Targets | (Grade 5) Middle School Learning Targets |
E.RWL Read and comprehend words with accuracy and fluency: Read high frequency and grade-level words; apply knowledge of phonics, word structure, word relationships, and context to read and understand unfamiliar words in connected text; distinguish between literal and interpretive meanings. | M.RWL Read texts of increasing complexity with accuracy, fluency, and comprehension: Apply knowledge of word structure, context, and use of reference materials to determine intended word meaning and purpose; expand vocabulary use (connotation and denotation) to reading tasks across content areas and genres. |
E.HD Use self-selected print/non-print texts and self-monitoring strategies and tools to:
|
M.HD Use self-selected print/non-print texts, self-monitoring
strategies and tools, and goal setting to:
|
Phonological Awareness
RF2: Demonstrating Phonological Awareness | |
K.RWL.b5 | Recognize rhyming words. K.RF.2a |
K.RWL.b6 | Produce rhyming words. K.RF.2a |
K.RWL.b7 | Count syllables in spoken words. K.RF.2b |
K.RWL.b8 | Blend and segment syllables in spoken words. K.RF.2b |
K.RWL.b9 | Blend and segment onsets and rimes of single-syllable spoken words. K.RF.2c |
K.RWL.b10 | Isolate initial sounds in consonant-vowel-consonant (CVC) words (not including blends). K.RF.2b |
K.RWL.b11 | Isolate final sounds in consonant-vowel-consonant (CVC) words (not including blends). K.RF.2d |
K.RWL.b12 | Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. K.RF.2e |
1.RWL.b5 | Recognize rhyming words. K.RF.2a |
1.RWL.b6 | Produce rhyming words. K.RF.2a |
1.RWL.b7 | Produce single-syllable words by blending sounds (phonemes) including consonant blends. 1.RF.2b |
1.RWL.b8 | Isolate and/or produce initial sound in consonant-vowel-consonant (CVC) words. 1.RF.2c |
1.RWL.b9 | Isolate and/or produce medial vowel sound in consonant-vowel-consonant (CVC) words. 1.RF.2c |
1.RWL.b10 | Isolate and/or produce final sounds in consonant-vowel-consonant (CVC) words. 1.RF.2c |
1RWL.b11 | Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). 1.RF.2d |
1.RWL.c6 | Identify long or short vowel sounds in spoken single-syllable words. 1.RF.2a |
2.RWL.b1 | Produce single-syllable words by blending sounds (phonemes), including consonant blends. 1.RF.2b |
2.RWL.b2 | Isolate and/or produce initial, medial vowel, and/or final sounds in consonant-vowel-consonant (CVC) words. 1.RF.2c |
2.RWL.b3 | Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). 1.RF.2d |
Reading Foundational Skills: Grades K-5
(K‐4) Elementary School Learning Targets | (Grade 5) Middle School Learning Targets |
E.RWL Read and comprehend words with accuracy and fluency: Read high frequency and grade-level words; apply knowledge of phonics, word structure, word relationships, and context to read and understand unfamiliar words in connected text; distinguish between literal and interpretive meanings. | M.RWL Read texts of increasing complexity with accuracy, fluency, and comprehension: Apply knowledge of word structure, context, and use of reference materials to determine intended word meaning and purpose; expand vocabulary use (connotation and denotation) to reading tasks across content areas and genres. |
E.HD Use self-selected print/non-print texts and self-monitoring strategies and tools to:
|
M.HD Use self-selected print/non-print texts, self-monitoring
strategies and tools, and goal setting to:
|
Phonics and Word Recognition
RF3: Applying Phonics and Word Recognition | |
K.RWL.b3 | Recognize the sound(s) for each letter. K.RF.3a |
K.RWL.b4 | Produce the sound(s) for each letter. K.RF.3a |
K.RWL.c1 | Identify words with long and short vowel sounds for the five major vowel sounds. K.RF.3b |
K.RWL.c2 | Identify the sound that differs between two similarly spelled words. K.RF.3d |
K.RWL.d1 | Read common kindergarten high frequency words by sights. K.RF.3c |
1.RWL.b3 | Recognize the sound(s) for each letter. K.RF.3a |
1.RWL.b4 | Produce the sound(s) for each letter. K.RF.3a |
1.RWL.c1 | Identify words with long and short vowel sounds for the five major vowel sounds. K.RF.3b |
1.RWL.c2 | Identify the sound that differs between two similarly spelled words. K.RF.3d |
1.RWL.c3 | Identify common consonant digraphs using their sound correspondence (e.g., write/state/select "ch" when sounded out). 1.RF.3b |
1.RWL.c4 | Decode regularly spelled CVC words. 1.RF.3b |
1.RWL.c5 | Recognize silent e as the reason the vowel sound is a long vowel sound in a word. 1.RF.3c |
1.RWL.c7 | Read or identify frequently occurring words with inflectional endings. 1.RF.3f |
1.RWL.d1 | Recognize grade-appropriate irregularly spelled words. 1.RF.3g |
1RWL.d2 | Identify grade-level words with accuracy and appropriate rate on successive attempts. 1.RF.3g |
2.RWL.c2 | Identify long and short vowels in regularly spelled one-syllable words. 2.RF.3a |
2.RWL.c3 | Decode regularly spelled one-syllable words with long vowels. 2.RF.3c |
2.RLW.c4 | Decode regularly spelled two-syllable words with long vowels. 2.RF.3c |
2.RWL.c5 | Decode words with common prefixes and suffixes. 2.RF.3d |
2.RWL.d1 | Recognize and/or read grade appropriate irregularly spelled words. 2.RF.3d |
2.RWL.d2 | Identify grade level words with accuracy and on successive attempts. 2.RF.4b |
3.RWL.g3 | Decode regularly spelled one-syllable words with long vowels. 2.RF.3c |
3.RLW.g4 | Decode regularly spelled two-syllable words with long vowels. 2.RF.3c |
3.RWL.g5 | Decode multisyllable words. 3.RF.3c |
3.RWL.h1 | Recognize and/or read grade appropriate irregularly spelled words. 3.RF.3d |
3.RWL.h2 | Identify grade level words with accuracy. 3.RF.4b |
4.RWL.g1 | Use letter-sound correspondences, syllabication patterns, and morphology (e.g., affixes) to identify and/or read multisyllabic words. 4.RF.3a |
4.RWL.h1 | Recognize and/or read grade appropriate irregularly spelled words. 3.RF.3d |
4.RWL.h2 | Identify grade-level words with accuracy and on successive attempts. 4.RF.3a |
5.RWL.b1 | Use morphemes (e.g., roots and affixes) to decode unfamiliar multisyllabic words in and out of context. 5.RF.3a |
Reading Foundational Skills: K-Middle School
(K‐4) Elementary School Learning Targets | (Grade 5-6) Middle School Learning Targets |
E.RWL Read and comprehend words with accuracy and fluency: Read high frequency and grade-level words; apply knowledge of phonics, word structure, word relationships, and context to read and understand unfamiliar words in connected text; distinguish between literal and interpretive meanings. | M.RWL Read texts of increasing complexity with accuracy, fluency, and comprehension: Apply knowledge of word structure, context, and use of reference materials to determine intended word meaning and purpose; expand vocabulary use (connotation and denotation) to reading tasks across content areas and genres. |
E.HD Use self-selected print/non-print texts and self-monitoring strategies and tools to:
|
M.HD Use self-selected print/non-print texts, self-monitoring
strategies and tools, and goal setting to:
|
Fluency
RF4: Reading with Fluency | |
K.RWL.d2 | Participate in reading emergent-reader texts. K.RF.4 |
1.RWL.d3 | Read grade-level text with accuracy, appropriate rate, and expression (when applicable) on successive readings. 1.RF.4b |
1.HD.e1 | Practice self-monitoring strategies to aid comprehension (e.g., reread, use visuals or cueing system, self-correct, ask questions, confirm predictions) 1.RF.4c |
2.RWL.d3 | Read grade-level text with accuracy, appropriate rate, and expression (when applicable) on successive readings. 2.RF.4b |
2.RWL.e3 | Use context to confirm or self-correct word recognition. 2.RF.4c |
2.HD.e3 | Practice self-monitoring strategies to aid comprehension (e.g., reread, use visuals or cueing system, self-correct, ask questions, confirm predictions). 2.RF.4c |
2.HD.f1 | Explain what information or strategy was used to help comprehend text. No CCSS link |
2.HD.f2 | Evaluate if a "fix-up" or comprehension strategy was effective or not for a given topic or text. No CCSS link |
3.RWL.h3 | Read text (including prose and poetry) with accuracy, appropriate rate, and expression (when applicable) on successive readings. 3.RF.4b |
3.RWL.i1 | Use context to confirm or self-correct word recognition. 3.RF.4c |
3.HD.j1 | Practice self-monitoring strategies to aid comprehension (e.g., reread, use visuals or cueing system, self-correct, ask questions, confirm predictions). 3.RF.4c |
3.HD.l1 | Explain what information or strategy was used to help comprehend text. No CCSS link |
3.HD.l2 | Evaluate if a "fix-up" or comprehension strategy was effective or not for a given topic or text. No CCSS link |
3.HD.m1 | With guidance and support from peers and adults, develop and strengthen reading skills. No CCSS link |
4.RWL.h3 | Read text (including prose and poetry) with accuracy, appropriate rate, and expression (when applicable) on successive readings. 4.RF.4b |
4.RWL.i1 | Use context to confirm or self-correct word recognition. 4.RF.4c |
4.HD.j1 | Practice self-monitoring strategies to aid comprehension (e.g., reread, use visuals or cueing system, self-correct, ask questions, confirm predictions). 4.RF.4c |
4.HD.l1 | Explain what information or strategy was used to help comprehend text. No CCSS link |
4.HD.l2 | Evaluate if a "fix-up" or comprehension strategy was effective or not for a given topic or text. No CCSS link |
4.HD.m1 | With guidance and support from peers and adults, develop and strengthen reading skills. No CCSS link |
5.RWL.a1 | Use context to confirm or self-correct word recognition. 5.RF.4c |
5.HD.c1 | Utilize different comprehension strategies depending upon the text or adapted text or literacy task. No CCSS link |
5.HD.f1 | Monitor reading progress (within decoding, fluency, vocabulary or comprehension) and use data to set or adjust personal goals. No CCSS link |
6.HD.c1 | Utilize different comprehension strategies depending upon the text or adapted text or literacy task. No CCSS link |
6.HD.f1 | Monitor reading progress (within decoding, fluency, vocabulary or comprehension) and use data to set or adjust personal goals. No CCSS link |
Speaking and Listening: Grades K-12
(K‐4) Elementary School Learning Targets | (5‐8) Middle School Learning Targets | (9‐12) High School Learning Targets |
E.HD Use self-selected print/non-print texts and self-monitoring strategies and tools to:
|
M.HD Use self-selected print/non-print texts, self-monitoring strategies and tools, and goal setting to:
|
H.HD Use self-selected print/non-print texts and self-monitoring strategies and tools to:
|
E.RWL Read and comprehend words with accuracy and fluency: Read high frequency and grade-level words; apply knowledge of phonics, word structure, word relationships, and context to read and understand unfamiliar words in connected text; distinguish between literal and interpretive meanings. | M.RWL Read texts of increasing complexity with accuracy, fluency, and comprehension: Apply knowledge of word structure, context, and use of reference materials to determine intended word meaning and purpose; expand vocabulary use (connotation and denotation) to reading tasks across content areas and genres. | H.RWL Read a range of text genres of increasing complexity with accuracy, fluency, and comprehension: Expand conceptual understanding and breadth of vocabulary use to multiple contexts (literary, historical, technical, political, cultural, social); apply content knowledge, use of resources, and word analysis skills to interpret and evaluate the intent and impact of authors' word choice(s). |
Comprehension and Collaboration
SL1: Effectively Participate in Range of Conversations | |
K.HD.c1 | Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). K.SL.1a |
K.HD.d4 | Share information from a selected permanent product or a favorite text. K.SL.6 |
K.HD.e1 | Ask and answer questions in order to seek help, get information, or clarify something that is not understood. K.SL.3 |
1.HD.a1 | Ask questions about information presented (orally or in writing) in order to clarify something that is not understood. 1.SL.3 |
1.HD.a2 | Ask questions to clear up any confusion about the topics or texts under discussion. 1.SL.1c |
1.HD.c4 | Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). 1.SL.1a |
1.HD.c5 | Build on others' talk in conversations by responding to the comments of others through multiple exchanges. 1.SL.1b |
1.HD.d1 | Engage in small or large group discussions by sharing one's own writing. 1.SL.6 |
1.HD.d4 | Retell a favorite text, including key details. 1.RL.2; 1.SL.4 |
2.HD.a1 | Ask for clarification and further explanation about topics and texts under discussion. 2.SL.1d |
2.HD.a2 | Ask questions about information presented (orally or in writing) in order to clarify something that is not understood. 2.SL.3 |
2.HD.c1 | Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and text under discussion). 2.SL.1a |
2.HD.c2 | Build on others' talk in conversations by linking their comments to the remarks of others. 2.SL.1b |
2.HD.d3 | Engage in small or large group discussions by sharing one's own writing. 2.SL.4 |
3.HD.i1 | Provide evidence of being prepared for discussions on a topic, text, or adapted text through appropriate statements made during discussion. 3.SL.1a |
3.HD.i2 | Ask questions to check understanding of information presented in collaborative discussions. 3.SL.1c |
3.HD.i3 | Link personal ideas and comments to the ideas shared by others in collaborative discussions. 3.SL.1c |
3.HD.i4 | Express ideas and understanding in light of collaborative discussions. 3.SL.1d |
4.HD.i1 | Provide evidence of being prepared for discussions on a topic, text, or adapted text through appropriate statements made during discussion. 4.SL.1a |
4.HD.i2 | Ask questions to check understanding of information presented in collaborative discussions. 4.SL.1c |
4.HD.i3 | Make appropriate comments that contribute to a collaborative discussion. 4.SL.1c |
4.HD.i4 | Review the key ideas expressed within a collaborative discussion. 4.SL.1d |
4.RI.i5 | Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 4.RI.1; 4.SL.1 |
5.HD.e1 | Make appropriate comments that contribute to a collaborative discussion. 5.SL.1c |
5.HD.e2 | Review the key ideas expressed within a collaborative discussion. 5.SL.1d |
6.HD.e1 | Make appropriate comments that contribute to a collaborative discussion. 6.SL.1c |
6.HD.e2 | Review the key ideas expressed within a collaborative discussion linking multiple perspectives together. 6.SL.1d |
7.HD.i1 | Use information and feedback to refine understanding or products. 7.SL.1e |
7.HD.j1 | Use information and feedback to refine own thinking. 7.SL.1d |
8.HD.i1 | Use information and feedback to refine understanding. 8.SL.1d |
8.HD.j1 | Use information and feedback to clarify meaning for readers. 8.SL.1d |
910.HD.b1 | Clarify, verify, or challenge ideas and conclusions within a discussion on a given topic or text. 910.SL.1c |
910.HD.b2 | Summarize points of agreement and disagreement within a discussion on a given topic or text. 910.SL.1d |
910.HD.b3 | Use evidence and reasoning presented in discussion on topic or text to make new connections with own view or understanding. 910.SL.1d |
910.HD.h1 | Work with peers to set rules for collegial discussions and decision-making. 910.SL.1b |
910.HD.h2 | Actively seek the ideas or opinions of others in a discussion on a given topic or text. 910.SL.1c |
910.HD.h3 | Engage appropriately in discussion with others who have a diverse or divergent perspective. 910.SL.1d |
1112.HD.b1 | Consider a full range of ideas or positions on a given topic or text when presented in a discussion. 1112.SL.1c |
1112.HD.b2 | Clarify, verify, or challenge ideas and conclusions within a discussion on a given topic or text. 1112.SL.1c |
1112.HD.b3 | Summarize points of agreement and disagreement within a discussion on a given topic or text. 910.SL.1d |
1112.HD.b4 | Use evidence and reasoning presented in discussion on topic or text to make new connections with own view or understanding. 1112.SL.1d |
1112.HD.h1 | Work with peers to promote democratic discussions. 1112.SL.1b |
1112.HD.h2 | Actively seek the ideas or opinions of others in a discussion on a given topic or text. 1112.SL.1c |
1112.HD.h3 | Engage appropriately in discussion with others who have diverse or divergent perspectives. 1112.SL.1d |
SL2: Integrate Information from Diverse Media and Formats | |
K.HD.a2 | With prompting and support, confirm understanding of a text read aloud or information presented orally or through other media by requesting clarification if something is not understood. K.SL.2 |
K.HD.a3 | Confirm understanding of a text read aloud or information presented orally or through other media by answering questions about key details. K.SL.2 |
1.HD.d3 | Engage in small or large group discussion of favorite texts or topics presented orally or through other media. 1.SL.2 |
2.HD.d2 | Engage in small or large group discussion of favorite texts presented orally or through other media. 2.SL.2 |
4.RL.i5 | Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 4.RL.1; 4.SL.2 |
5.RL.f1 | Determine the narrative point of view of a text read, read aloud or viewed. 5.RL.6; 5.SL.2 |
7.HD.h1 | Critically evaluate main ideas and details presented in diverse media (e.g., visually, personal communication, periodicals, social media) and formats for accuracy. 7.SL.2 |
7.HD.h2 | Explain if and how ideas presented in diverse media (e.g., visually, personal communication, periodicals, social media) clarify a topic, text, or issue under study. 7.SL.2 |
8.HD.h1 | Analyze the purpose of information presented in diverse media (e.g., visually, personal communication, periodicals, social media). 8.SL.2 |
8.HD.h2 | Identify the motives behind information presented in diverse media and formats (e.g., visually, personal communication, periodicals, social media). 8.SL.2 |
910.HD.c1 | Analyze credibility of sources and accuracy of information presented in social media regarding a given topic or text. 910.SL.2 |
1112.HD.c1 | Analyze credibility of sources and accuracy of information presented in social media regarding a given topic or text. 1112.SL.2 |
SL3: Evaluate Point of View/Use of Evidence | |
3.RI.k4 | Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. 3.RI.8; 3.SL.3 |
3.HD.k1 | Explain preferences for favorite authors, topics, and/or genres. No CCSS link |
4.RL.k3 | Identify the reasons and evidence a speaker provides to support particular points. 4.RI.2; 4.SL.3 |
4.RI.k4 | Identify the reasons and evidence a speaker provides to support particular points. 4.RI.8; 4.SL.3 |
4.HD.k1 | Explain preferences for favorite authors, topics, and/or genres. No CCSS link |
5.RI.g3 | Identify a speaker's points or claims. 5.RI.8; 5.SL.3 |
5.RI.c6 | Summarize the points a speaker makes. 5.RI.8; 5.SL.3 |
5.RI.g4 | Identify reasons and evidence that a speaker provides to support points or claims. 5.RI.8; 5.SL.3 |
7.HD.h3 | Evaluate the soundness of reasoning and the relevance and sufficiency of evidence provided in an argument. 7.SL.3 |
8.HD.h3 | Evaluate the soundness of reasoning and the relevance and sufficiency of evidence provided in an argument. 8.SL.3 |
8.HD.h4 | Identify when irrelevant evidence is introduced within an argument. 8.SL.3 |