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1 |
Reading |
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The student reads and comprehends text across the curriculum. |
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1.1 |
The student uses skills in alphabetics to construct meaning from text.
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1.1.1
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The student identifies sounds of both upper and lower case letters of the alphabet (Letter-sound Relationships).
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1.1.2
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The student identifies names of both upper and lower case letters of the alphabet.
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1.1.3
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The student identifies and distinguishes between letters, words, and sentences.
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1.1.4
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The student identifies and manipulates phonemes in spoken words (e.g., phoneme isolation, identification, categorization, *blending, *segmentation, *deletion, * addition, *substitution). (Phonemic Awareness)
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1.1.5
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The student identifies onsets and rimes in spoken words (e.g. alliteration, intonation, rhyme). (Phonological Awareness)
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1.1.6
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The student uses knowledge of letter-sound correspondences (e.g., *consonant-vowel patterns, blends, *digraphs, word families) when reading unknown words. (Phonics)
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1.1.7
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The student manipulates onsets and rimes in spoken words (e.g. alliteration, intonation, rhyme). (Phonological Awareness)
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1.2 |
The student reads fluently.
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1.2.1
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The student applies concepts of print when reading (e.g., front-to-back, top-to-bottom, left-to-right, capitalization).
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1.2.2
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The student uses punctuation at instructional or independent reading levels while reading.
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1.2.3
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The student reads expressively with appropriate pace, phrasing, intonation, and rhythm of speech with familiar text.
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1.2.4
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The student uses knowledge of sentence structure to read fluently at instructional or independent reading levels.
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1.2.5
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The student uses a variety of word-recognition strategies (e.g., practicing words in isolation) to read fluently.
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1.3 |
The student expands vocabulary.
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1.3.1
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The student demonstrates automatic recognition of sight words.
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1.3.2
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The student determines the meaning of unknown words or phrases using picture clues and context clues from sentences.
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1.3.3
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The student identifies synonyms and antonyms to determine the meaning of words.
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1.3.4
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The student determines meaning of words through knowledge of word structure (e.g., compound nouns, contractions, inflectional endings).
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1.4 |
The student comprehends a variety of text (narrative, expository, technical, and persuasive).
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1.4.1
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The student participates in discussions about narrative, expository, and technical texts read to them or text read independently.
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1.4.2
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The student located and discusses title, author, illustrator, and illustrations.
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1.4.3
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The student uses pictures, content, and prior knowledge to make predictions.
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1.4.4
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The student responds logically to literal, inferential, and critical thinking questions before, during, and after listening to or reading the text.
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1.4.5
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The student uses picture clues, text, and prior knowledge to make inferences and draw conclusions.
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1.4.6
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The student develops awareness of text structure (e.g. sequence, problem-solution, comparison-contrast).
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1.4.7
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The student sequences events according to basic story structure of beginning, middle, and end.
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1.4.8
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The student compares and contrasts information (e.g., topics, characters) between texts.
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1.4.9
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The student retells or role plays important events and main ideas from narrative and expository texts.
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1.4.10
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The student identifies the topic and main idea in appropriate-levels texts.
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2 |
Literature |
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The student responds to a variety of text. |
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2.1 |
The student uses literary concepts to interpret and respond to text.
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2.1.1
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The student identifies and discusses character(s) in literature.
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2.1.2
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The student identifies and describes setting.
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2.1.3
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The student follows events in a plot.
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2.2 |
The student understands the significance of literature and its contributions to various cultures.
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2.2.1
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The student listens to or reads text to connect personal experiences and ideas with those of other cultures in literature.
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