K Grade English
Prioritized Standards |
ELA-00.L.02
Student Learning Targets:Knowledge Targets
Skills (Performance) Targets
Rubric/Proficiency Scale
ResourcesWebsites
Vocabulary
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ELA-00.RF
Narrative 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.01.d
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Rubric/Proficiency Scale
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ELA-00.RF.02.d
Student Learning Targets:Knowledge Targets
Skills (Performance) Targets
Rubric/Proficiency Scale
ResourcesVocabulary
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ELA-00.RF.03.a
Student Learning Targets:Skills (Performance) Targets
Proficiency (Rubric) Scale
ResourcesVocabulary
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ELA-00.RF.03.d
Student Learning Targets:Skills (Performance) Targets
Proficiency (Rubric) Scale
ResourcesWebsitesVocabulary
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ELA-00.RI
Narrative 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
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Rubric/Proficiency Scale
ResourcesWebsitesVocabulary
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ELA-00.RL
Narrative for Literature Strand:Reading literature (fiction) allows students to learn about other lives and times that relate to their own personal experiences. In this strand, students will ask and answer questions about key details (characters, setting, plot), along with retelling what they have read. Literature (fiction) helps readers learn important life lessons through the lives of the characters, comparing their own experiences with the experiences of the characters they read about. Reading literature (fiction) allows us to learn to appreciate the beauty of the language, and to be articulate speakers and writers. Continued work on reading comprehension standards will heighten student abilities to read more complex literature (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. Continued work on reading comprehension standards will heighten student abilities to read age appropriate literature (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 Literature 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. | |