K Grade English
Standards Glossaries
K Grade English | 1st Grade English | 2nd Grade English |
Standards Glossaries
3rd Grade English | 4th Grade English | 5th Grade English |
Standards Glossaries
6th Grade English | 7th Grade English | 8th Grade English |
Standards Glossaries
9th Grade English | 10th Grade English | 11th Grade English | 12th Grade English |
Standards Glossaries
HS Journalism | HS Speech |
All categories |
(L) LANGUAGE |
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ELA-00.L.01ELA-00.L.01 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.Sub-Standards:
Introduce:
a. Uppercase and lowercase letters.
b. Use question words (interrogatives). c. Produce complete sentences in shared language activities.
d. Common and proper noun.
e. Use regular plural nouns orally by adding /s/ or /es/. f. Use frequently occurring adjectives.
g. Use articles.
h. Use frequently occurring conjunctions (and, or, but). i. Use prepositions. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe 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 ResourcesVocabulary
Websites
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ELA-00.L.02ELA-00.L.02 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.Sub-Standards:
Introduce:
a. Recognize and name end punctuation.
b. Use end punctuation for sentences. c. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. d. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions
e. Use conventional spelling for high-frequency and other studied words.
f. Spell grade-appropriate words correctly, consulting references as needed and/or using spelling patterns and generalizations (e.g., word families, position-based spelling, syllable patterns, ending rules, meaningful word parts).
Display proficiency in:
g. Capitalize the first word in a sentence and the pronoun I.
h. Write a letter or letters for most consonant and short-vowel sounds (phonemes). i. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. | |
ELA-00.L.03 | |
ELA-00.L.04ELA-00.L.04 With guidance and support from adults, determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and contentSub-Standards:
a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe Student Will ...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 ResourcesVocabulary
Websites
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ELA-00.L.05ELA-00.L.05 With guidance and support from adults, explore word relationships and nuances in word meanings.Sub-Standards:
a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).
d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe Student Will ...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 ResourcesVocabulary
Websites
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ELA-00.L.06ELA-00.L.06 Use words and phrases acquired through conversations, reading, being read to, and responding to texts.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe Student Will ...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 ResourcesVocabulary
Websites
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(RF) READING FOUNDATIONS |
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ELA-00.RFNarrative for Reading Foundations Strand:The Foundational Skill standards are directed toward fostering students' understanding and working knowledge of: Concepts of Print: Recognizing the features print (ex. how to hold a book, knowing where to start reading....) Phonological Awareness: Understanding how spoken words work (rhyming, hearing the individual sounds in words such as the first sound in the word cat is /c/). Phonics and Word Study: The relationship between letters and sounds in language. Students will learn to recognize high-frequency words (ex. I, and, go, is, the) automatically. Fluency: The ability to read smoothly and expressively, and in kindergarten students will participate in shared reading experiences and hear teachers reading aloud. This helps kindergarteners understand that we read with purpose and understanding. How to help your child at home with the foundational skill strand:
Resources
Calculation Method for StrandsStrands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards. | |
ELA-00.RF.01ELA-00.RF.01 Demonstrate understanding of the organization and basic features of print.Sub-Standards:
a. Follow words from left to right, top to bottom, and page by page.
b. Recognize spoken words are represented in written language by specific sequences of letters.
c. Understand words are separated by spaces in print.
d. Recognize and name all uppercase and lowercase letters of the alphabet. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe 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).Novice 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).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.Complex Resources | |
ELA-00.RF.01.p1 | |
ELA-00.RF.01.p2
Kindergarden (ELA) Targeted Sub-Standard
ELA-00.RF.01 Demonstrate understanding of the organization and basic features of print.
ELA-00.RF.01.p2 Part 2
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ELA-00.RF.02
Kindergarten (ELA) Targeted Standard
ELA-00.RF.02 Demonstrate understanding of spoken words, syllables, and sounds (phonemes)Sub-Standards:
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words. c. Blend and segment onsets and rimes of single-syllable spoken words.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/).
e. Add or substitute individual sounds (phonemes) in simple, single-syllable words to make new words. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe 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).Novice 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).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.Complex ResourcesVocabulary
Websites
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ELA-00.RF.02.p1 | |
ELA-00.RF.02.p2 | |
ELA-00.RF.02.p3
Kindergarden (ELA) Targeted Sub-Standard
ELA-00.RF.02 Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
ELA-00.RF.02.p3 Part 3
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ELA-00.RF.03
Kindergarden (ELA) Targeted Standard
ELA-00.RF.03 Know and apply grade-level phonics and word analysis skills in decoding words.Sub-Standards:
a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.
b. Associate the long and short sounds with common spellings (graphemes) for the five vowel sounds.
c. Decode and use CVC words.
d. Read common high-frequency words by sight. e. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe 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).
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).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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ELA-00.RF.03.p1
Kindergarden (ELA) Targeted Sub-Standard
ELA-00.RF.03 Know and apply grade-level phonics and word analysis skills in decoding words.
ELA-00.RF.03.p1 Part 1
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ELA-00.RF.03.p2
Kindergarden (ELA) Targeted Sub-Standard
ELA-00.RF.03 Know and apply grade-level phonics and word analysis skills in decoding words.
ELA-00.RF.03.p2 Part 2
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ELA-00.RF.03.p3 | |
ELA-00.RF.04ELA-00.RF.04 Read with sufficient accuracy and fluency to support comprehensionSub-Standards:
a. Read grade level text with purpose and understanding.
b. Read grade level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe 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 ResourcesVocabulary
Websites
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(RI) READING INFORMATION |
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ELA-00.RINarrative for Informational Reading Strand:The primary purpose of informational text (non-fiction) is to inform the reader about the natural or social world. Different from literaure (fiction), informational text does not utilize characters. In this strand students are expected to determine the topic (who or what the text is about). Students will also ask and answer questions about the topic of the text and retell what they read. Informational text offers a variety of structures to assist the readers in finding information quickly and efficiently. These might include a table of contents, bold or italicized text, gloassaries, embedded definitions for specialized vocabulary, realistic illustrations of photos, captions and other labels, and graphs and charts. Continued work on reading comprehension standards will heighten student abilities to read more age appriopriate informational (non-fiction) text. Teachers use assessment and observation to determine if students are ready to progress to more challenging reading selections. Each child is unique, so be flexible, and trust your judgment as you assist your child. Together teachers and parents can help students make better choices when selecting books to read. Our youngest readers benefit from rereading text and text with high repetition. Although levels of reading determined through observation and assessment are valuable, caution is important in not confining children to a text level. Young readers can progress through levels of text quickly, but not all children progress at the same pace, which is expected. Increasing the frequency of reading is the highest predictor of success at any grade level. Building a child’s confidence, through successful experiences with reading, will encourage that desire to read more. Developing successful, life-long readers is our ultimate goal.
How to Help Your Child At Home with the Informational Text Strand:
ResourcesCalculation Method for StrandsStrands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards. | |
ELA-00.RI.01 | |
ELA-00.RI.02
Kindergarten (ELA) Targeted Standard
ELA-00.RI.02 With prompting and support, identify the main topic and retell key details of a text.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe 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).... identifies the main topic and/or retells some information with few details from the text. 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).... identifies the main topic and/or retells some information with few details from the text. 3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. ... identify the main topic and retell some of the important key details or events from a text at the end of the emergent reading stage. 4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.... identify the main topic of the text as part of retelling the important key details or events, including only the important information from a text at the end of the early reading stage. ResourcesVocabulary
Websites
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ELA-00.RI.03
Kindergarten (ELA) Targeted Standard
ELA-00.RI.03 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe 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 ResourcesVocabulary
Websites
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ELA-00.RI.04
Kindergarten (ELA) Targeted Standard
ELA-00.RI.04 With prompting and support, ask and answer questions about unknown words in a text.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe 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 ResourcesVocabulary
Websites
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