K Grade English


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E

ELA-00.RL.09

 Under Development

ELA-00 Targeted Standards
(RL) Strand: Reading Literature
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

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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
-
  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  -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


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

 


ELA-00.SL

BPSS-ELA logoStrand (SL)

Speaking and Listening

Narrative for the Speaking and Listening Strand:

Speaking and listening standards require students to develop a range of oral communication and interpersonal skills that facilitate various types of discussion and oral exchange. Students must learn to work together, express and listen carefully to ideas, and integrate information from various sources, (e.g., oral, visual, quantitative, and media). Students must also gain skills in evaluating what they hear, use various sources to support what they are communicating, and adapt their speech to the content and the task at hand. 

Speaking and listening skills are necessary prerequisites for reading and writing. Oral language development precedes and is the foundation for writing. A student’s listening and speaking vocabulary sets boundaries on what that student can read and understand no matter how well they decode. In addition, new technologies have expanded the role speaking and listening play in acquiring and sharing ideas, tightening their link with other forms of communication.
 

Students in kindergarten participate in discussions with peers and adults about grade level topics and texts they have heard read aloud or presented orally or through other media. They learn and practice rules of discussion such as taking turns and listening to others. They ask and answer questions about key details in texts and other information presented orally. They also use questioning to acquire additional information and to clarify something that is not understood. 

 

How to help your child with the Speaking and Listening Standards:

  • At dinner time or in the car, have conversations with your child to allow him/her to practice the art of conversation
  • Respond to your child in sentences to model for him/her the correct way to talk
  • Ask for details about books, movies, and television shows you are viewing with your child
  • Ask your child to tell you in his/her own words about what he/she hears and sees
  • Encourage your child to describe his/her feelings and ideas in phrases and sentences that are more descriptive than just one word
  • Use complete sentences when you talk to your child and encourage him/her to speak in the same way

Resources

Calculation Method for Strands

Strands 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.SL.01

ELA-00 Targeted Standards
(SL) Strand: Speaking and Listening
Cluster: Comprehension and Collaboration.

ELA-00.SL.01 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (listening to others and taking turns speaking about the topics and texts under discussion)

b. Continue a conversation through multiple exchanges

Student Learning Targets:

Knowledge Targets

  • I can identify the classroom rules for discussion

Reasoning Targets

  • I can use my words to share my thoughts
  • I can follow directions I hear

Skills (Performance) Targets

  • I can listen to the comments of others and share my own ideas
  • I can take turns when I am talking to others

Product Targets

  • I can identify and follow the agreed upon rules for discussion

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0 The student:
  • Leads others and sets a good example for following agreed upon discussion rules
  • Shows curiosity and inquires through questioning on the topic and leads others through a conversation with multiple exchanges

See Level 3 for example of task

  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.” The student:
  • Follows the agreed-upon discussion rules by listening carefully to others, waiting for classmates to finish speaking, relating their speaking to the topic of discussion
  • Responds to the comments of others and keeps the conversation on topic through multiple exchanges
Students participate in a variety of classroom discussions in all content areas.  Some discussions will be whole group, small group or with partners
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student:

  • Sometimes follows the agreed-upon discussion rules, but needs reminders
  • Responds to comments of others, but does not always keep the conversation going through multiple exchanges on the topic
See Level 3 for example of task.
  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0

The student:

  • Seldom follows agreed upon discussion rules, or only follows the discussion rules when reminded
  • Does not respond to others through multiple exchanges on the topic
See Level 3 for example of task.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Discussion
  • Taking turns
  • Listen
  • Rules
  • Question

 


ELA-00.SL.02

 

ELA-00 Targeted Standards
(SL) Strand: Speaking and Listening
Cluster: Comprehension and Collaboration.

ELA-00.SL.02 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

Student Learning Targets:

Skills (Performance) Targets

  • I can identify key information presented in different formats (ex. text read aloud, oral presentation, audio, book, website)
  • I can ask questions about key details of information presented in multiple ways
  • I can answer questions about key details of information presented in multiple ways
  • I can ask for clarification if I do not understand something

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to retell, and ask questions to confirm thinking or gain understanding, of advanced texts or read aloud or from information presented orally.
The student asks clarifying questions about information from a text read aloud.  The topic would be at an advanced level and the questions asked would go beyond who, when, where.
  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 ask and answer questions about a text read aloud or from information presented orally.
The student listens to a story read aloud, and asks clarifying questions such as "Why does the girl look sad?"
  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 ask and answer some questions about a text read aloud or from information presented orally. The student answers who, what, when, where questions from a text that was read aloud.
  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0  content.
1.0 Student is able to answer few questions about a text read aloud or from information presented orally.
The student is able to answer basic questions such as "Who/what was the story about".
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Listen
  • Questions
  • Answer
  • Key Detail
  • Media

 


ELA-00.SL.03

 

ELA-00 Targeted Standards
(SL) Strand: Speaking and Listening
Cluster: Comprehension and Collaboration.

ELA-00.SL.03 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Student Learning Targets:

Knowledge Targets

  • I can identify what a question is
  • I can identify when I do not understand something

Skills (Performance) Targets

  • I can ask and answer questions that help me get information or make something clear

 

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0 The student exceeds the grade level expectations for asking and answering questions during group discussions.  See Level 3 for description of activity.
  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 consistently meet the grade level expectations for asking and answering questions during group discussion.

 

Students will ask and answer questions during group discussions and during classroom read alouds.  Students will also ask and answer questions in small group and partner discussions.
  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 show growth in meeting the grade level expectations for asking and answering questions during group discussions. See Level 3 for example of task.
  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0 Student has limited understanding in meeting grade level expectations for asking and answering questions during group discussions.
See Level 3 for example of task.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Question
  • Turn taking
  • Listening
  • Information
  • Understand

 


ELA-00.SL.04

Under Development

ELA-00 Targeted Standards
(SL) Strand: Speaking and Listening
Cluster: Presentation of Knowledge and Ideas.

ELA-00.SL.04 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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
-
  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 -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-00.SL.05

Under Development

ELA-00 Targeted Standards
(SL) Strand: Speaking and Listening
Cluster: Presentation of Knowledge and Ideas.

ELA-00.SL.05 Add drawings or other visual displays to descriptions as desired to provide additional detail.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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
-
  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 -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-00.SL.06

Under Development

ELA-00 Targeted Standards
(SL) Strand: Speaking and Listening
Cluster: Presentation of Knowledge and Ideas.

ELA-00.SL.06 Speak audibly and express thoughts, feelings, and ideas clearly.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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
-
  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 -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-00.W

BPSS-ELA logoStrand (W)

Writing

Narrative for the Writing Strand:

The standards in this strand include three kinds of writing: opinion, informative, and narrative. Opinion and informative writing will likely start with kids reading one or more books and responding to what they’ve learned. In an opinion piece, your child introduces the book or topic he’s writing about, states his opinion or preference about it, gives a reason or two to support his opinion (e.g. Goldilocks was wrong to go into the home of the 3 bears.)  The kindergarten writer is also learning to use conclusions.

In an informative piece, your child names what he’s writing about and gives some information, facts, or details about it (e.g. Dogs bark and come in many sizes).

Writing a narrative is like writing a story, and your child’s story may be inspired by books, experiences, or pure imagination. Your child's story should describe an events with some details about the event  (e.g. I went to the circus and I saw a clown) and give some sense of the story coming to an end (It was fun).

In kindergarten written language skills are emerging. Students will be using thier inventive spelling as they emerge as writers (bunny may first be spelled with the beginning sound "b" or spelled "bne"). Written language skills are addressed in the Language standards strand.  

 

How can I help my child at home with the writing strand standards?

  • Let your child see you write - notes, letters, memories.  Read aloud what you have written.
  • Establish a place to leave messages for each other such as a wipe-off or cork board (your child may draw you a picture message to begin with)
  • Talk with your child about their opinion about a topic or book by stating the opinion and giving a reason for his/her thinking“My favorite book is … because …”.  Model this by giving your own opinions about topics or books.
  • Have your child write/draw about a topic, supply some facts about the topic, and find a way to close/end the piece.  
  • Help your child see that order is important in writing about a story or happening, using a proper sequence of events.
  • Help your child to use the computer, pens, crayons, paint, etc. to produce and publish what he/she has written/drawn.  Have them read aloud what they have written.
  • Do simple research about a given topic together – write down the facts and details you find about the topic
  • Help your child to recall information about his/her own experiences, or what he/she has read or researched, to answer questions

 

Resources

Calculation Method for Strands

Strands 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.



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