Instructional Families: Reading Foundational Text K-12
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Revision as of 11:43, 6 December 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 |
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Phonological Awareness
CCSS AS: RF2: Demonstrating Phonological Awareness |
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Phonics and Word Recognition
CCSS AS: RF3: Applying Phonics and Word Recognition |
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Fluency
CCSS AS: RF4: Reading with Fluency |
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Learning Targets K-12
(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 |
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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 |