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Friday, April 19, 2024, 10:40 AM
Site: Learnbps
Class: BPSS (ELA) English Language Arts Standards (S-ELA)
Glossary: K Grade English
E

ELA-00.RL.01

ELA Reading Literature Strand Logo Kindergarten (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Key Ideas and Details

ELA-00.RL.01 With prompting and support, Ask and answer questions about key/supporting details in a text before, during, and after reading.

proficiency scale iconProficiency Scale

ELA-00.RL.02

ELA Reading Literature Strand Logo Kindergarten (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Key Ideas and Details

ELA-00.RL.02 With prompting and support, retell familiar stories, including key/supporting details.

Student Learning Targets:

Knowledge Targets

  • I can identify key details (important parts to the story).

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can listen to a story and tell the key details.
  • I can retell (put into my own words) stories using key details.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • Key Detail
  • Retell
  • Beginning/Middle/End

Websites

ELA-00.RL.03

ELA Reading Literature Strand Logo Kindergarten (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Key Ideas and Details

ELA-00.RL.03 With prompting and support, identify characters, settings, and major events in a story.

Student Learning Targets:

Knowledge Targets

  • I can identify the character in a story
  • I can identify the setting in a story
  • I can identify the major event in a story

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • Character
  • Setting
  • Event

Websites

ELA-00.RL.04

ELA Reading Literature Strand Logo Kindergarten (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Craft and Structure

ELA-00.RL.04 Ask and answer questions about words with unknown meanings, in a story or poem.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-00.RL.05

ELA Reading Literature Strand Logo Kindergarten (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Craft and Structure

ELA-00.RL.05 Recognize common types of texts using their unique features throughout the selection.

Student Learning Targets:

Knowledge Targets

  • I can recognize when a text is a storybook or a poem.

Reasoning Targets

  • I can explain that some texts look the same and some look different.

Skills (Performance) Targets

  • I can listen to and look at different types of text.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • Text
  • Poem
  • Play
  • Story/storybook

Websites

  • Links to sites that open in a new window

ELA-00.RL.06

ELA Reading Literature Strand Logo Kindergarten (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Craft and Structure

ELA-00.RL.06 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

Student Learning Targets:

Knowledge Targets

  • I can identify where to find the name of the author/illustrator.

Reasoning Targets

  • I can explain that authors write books and stories.
  • I can explain that illustrators create the pictures for books and stories.

Skills (Performance) Targets

  • I can name the author and illustrator of a story.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • Author Illustrator
  • Story
  • Book Cover

Websites

ELA-00.RL.07

ELA Reading Literature Strand Logo Kindergarten (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Integration of Knowledge and Ideas

ELA-00.RL.07 With prompting and support, describe the relationship between illustrations and the story in which they appear.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-00.RL.08

ELA Reading Literature Strand Logo Kindergarten (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Integration of Knowledge and Ideas

ELA-00.RL.08 (Not applicable to literature)

ELA-00.RL.09

ELA Reading Literature Strand Logo Kindergarten (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Integration of Knowledge and Ideas

ELA-00.RL.09 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-00.RL.10

 

ELA-00 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Range of Reading and Level of Text Complexity.

ELA-00.RL.10 Actively engage in group reading activities with purpose and understanding.

Student Learning Targets:

Skills (Performance) Targets

  • I can ask and answer questions about what is being read aloud
  • I can ask and answer questions about what I read

 

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0

Student is able to independently read middle 2nd grade independent level texts with purpose and understanding.

 

Advanced level text descriptions (link)

 The student orally or silently reads a middle 2nd grade level text and answers questions about the text orally or through writing or drawing.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” Student is able to read end of kindergarten independent level texts with purpose and understanding.

 

End of year Kindergarten text descriptions (link)

 The student orally or silently reads an end of kindergarten level text and answers questions about the text orally or through writing or drawing.
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

Student is able to read midlle of kindergarten independent level texts with purpose and understanding.

 

Middle of year kindergarten text descriptions (link)

 The student orally or silently reads an end of kindergarten level text and answers questions about the text orally or through writing or drawing.
  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0 Student is able to participate in shared reading experiences or read alouds in the kindergartener classroom.
 The student joins in when the teacher and class are reading a big book together.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Read
  • Questions
  • Retell
  • Story