Reading Standard 1.1 The student will continue to demonstrate growth in the use of oral language.

a) Listen and respond to a variety of electronic media and other age-appropriate materials.b) Tell and retell stories and events in logical order.c) Participate in a variety of oral language activities, including choral speaking and reciting short poems, rhymes, songs, and stories with repeated patterns.d) Participate in creative dramatics.e) Express ideas orally in complete sentences

Definition Learner OutcomeKey Verbs at Bloom’s Taxonomy or

Webb’s Level Required (Bloom’s/Webb’s)

4-Above Proficient

Learner Outcome shows 1 possible example of exceeding proficiency.

Student will demonstrate a full understanding of the use oral language to communicate a variety of ideas for a variety of purposes.

The student can use the story structure of beginning, middle, and end to create an original story/experience or summarize a familiar story using and maintaining voice (such as pausing, tempo, and pitch) to convey mood with appropriate elaboration and detail.

Use (Applying/Level 3)Summarize (Analyzing/Level 4)Create (Creating/Level 4)

3- Proficient Student will use oral language to communicate a variety of ideas for a variety of purposes.

The student is able to: produce complete sentences when appropriate to task and situation participate in a variety of oral language activities tell and retell stories and events in logical order by retelling stories orally and

through informal drama indicating first, next, and last events in a story; and creating their own stories,

poems, plays, and songs participate in daily oral language activities (e.g., choral speaking and the reciting

of short poems, rhymes, songs, and stories with repeated patterns) participate in creative dramatics, (classroom songs, plays, skits, group activities)

designed to give students frequent opportunities for listening and speaking speak/listen to one another at appropriate times during lessons

Tell and Retell (Remembering/Level 1)Understanding - Level 1 & 2Produce, Participate, Speak, Listen (Applying/Level 2)Create (Creating/Level 2)

2- Below Proficient Student is proficient in a limited number of the skills described in the proficient category.

1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category.

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Reading Standard 1.2 The student will expand understanding and use of word meanings.

a) Increase listening and speaking vocabularies.b) Begin to ask for clarification and explanation of words and ideas.c) Use common singular and plural nouns.d) Use vocabulary from other content areas.

Definition Learner OutcomeKey Verbs at Bloom’s

Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)

4- Above Proficient

Learner Outcome shows 1 possible example of exceeding proficiency.

The student will apply full understanding that specific vocabulary helps explain and clarify ideas.

The student is able to:

use appropriate descriptive language to express ideas, opinions, and feelings

use language to categorize objects, people, places, or events explain the meanings of words within the context of how they are

used

Use (Applying/Level 1)

Categorize (Understanding/Level 2)

Explain (Understanding/Level 2)

3- Proficient The student will understand that specific vocabulary helps explain and clarify ideas.

The student is able to: learn and use new words encountered in discussions and in books

that the teacher reads aloud participate in listening and speaking activities ask for meanings and clarification of unfamiliar words and ideas use common singular and plural nouns with matching verbs, use

common irregular plural forms, use common pronouns use articles, conjunctions and prepositions correctly use vocabulary from other content areas

Use (Applying/Level 2)

Participate (Applying/Level 1)

Ask (Understanding/Level 1)

2- Below Proficient Student is proficient in a limited number of the skills described in the proficient category in understanding that specific vocabulary helps explain and clarify ideas.

1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category.

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Reading Standard 1.3 The student will adapt or change oral language to fit the situation.

a) Initiate conversation with peers and adults.b) Follow rules for conversation using appropriate voice level in small-group settings.c) Ask and respond to questions.d) Follow simple two-step oral directions.e) Give simple two-step oral directions.

Definition Learner OutcomeKey Verbs at Bloom’s Taxonomy

or Webb’s Level Required (Bloom’s/Webb’s)

4- Above Proficient

Learner Outcome shows 1 possible example of exceeding proficiency.

Student applies an understanding that the setting influences the rules for communication and that information can be gained by asking and answering relevant questions about a specific topic.

The student is able to follow or give multi-step directions in order to complete a task or direct someone else to complete a task.

Follow/Give (Understanding/Level 2)

Direct (Applying/Level 2)

3- Proficient Student understands that the setting influences the rules for communication and understands that information can be gained by asking and answering relevant questions about a specific topic.

The student is be able to: initiate conversation in a variety of school settings participate in a range of collaborative discussions building on

others’ ideas and clearly expressing his/her own ask and respond to questions to check for understanding of

information presented sustain two-person conversation through multiple exchanges use voice level and intonation appropriate for small-group

settings follow rules for conversation, including listening and taking

turns ask and respond to relevant questions in partner, group, and

teacher-led settings give and follow simple two-step directions use words of time and position, and action words to give

directions orally

Initiate (Applying/Level 2)

Participate (Applying/Level 1)

Ask/Respond (Understanding/Level 1)

Sustain (Applying/Level 2)

Use (Applying/Level 2)

Give/Follow (Understanding/Level 1)

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2- Below ProficientStudent is proficient in a limited number of the skills described in the proficient category in understanding that the setting influences the rules for

communication and understands that information can be gained by asking and answering relevant questions about a specific topic.

1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category.

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Reading Standard 1.4 The student will orally identify, produce, and manipulate various units of speech sounds within words.

a) Create rhyming words.b) Count phonemes (sounds) in one-syllable words.c) Blend sounds to make one-syllable words.

d) Segment one-syllable words into individual speech sounds (phonemes).e) Add or delete phonemes (sounds) to make new words

Definition Learner OutcomeKey Verbs at Bloom’s Taxonomy

or Webb’s Level Required (Bloom’s/Webb’s)

4- Above Proficient

Learner Outcome shows 1 possible example of exceeding proficiency.

The student demonstrates independence in understanding that spoken words are made up of individual phonemes, which can be manipulated to make new words.

The student is able to independently:

add a phoneme from an orally presented word or rime to make a new word delete a phoneme from an orally presented word to make a new word blend and segment multisyllabic words at the syllable level state the word created by blending given syllables together manipulate sounds in words to form new or nonsense words

Add/Delete (Applying/Level 1)Blend/Segment (Applying/Level 1)State (Applying/Level 1)Manipulate (Applying/Level 3)

3- Proficient The student understands that spoken words are made up of units of speech sounds within words, which can be manipulated to make new words.

The student is able to: identify, isolate, produce, and manipulate various units of speech sounds

within words orally produce words that rhyme with an audible guide word count phonemes in one-syllable words blend separately spoken phonemes to make one-syllable words segment words by producing each phoneme determine whether the medial vowel sound is the same or different in a set

of one-syllable words sort picture cards by beginning, medial, and ending phonemes delete a phoneme from an orally presented word to make a new word add a phoneme from an orally presented word or rime to make a new word change phonemes orally to make new words

Identify (Remembering/Level 1)Isolate (Analyzing/Level 1)Produce (Applying/Level 1)Manipulate (Applying/Level 3)Count (Remembering/Level 1)Blend/Segment (Applying/Level 1)Determine (Analyzing/Level 1)Sort (Understanding/Level 1)Add/Delete (Applying/Level 1)Change (Applying/Level 3)

2- Below Proficient Student is proficient in a limited number of the skills described in the proficient category.

1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category.

Reading Standard 1.5 The student will apply knowledge of how print is organized and read.

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a) Read from left to right and from top to bottom.b) Match spoken words with print.

c) Identify letters, words, sentences, and ending punctuation.d) Read his/her own writing.

Definition Learner OutcomeKey Verbs at Bloom’s Taxonomy or

Webb’s Level Required (Bloom’s/Webb’s)

4- Above Proficient

Learner Outcome shows 1 possible example of exceeding proficiency.

The student demonstrates independence in his/her understanding that written text consists of letters, words, and sentences, and understanding that oral language can be written and read.

The student applies correct punctuation and spacing in his/her own writing.

The student reads his/her own writing with proper pacing and expression.

Apply (Applying/Level 1)Read (Applying/Level 1)

3- Proficient The student nderstands that written text consists of letters, words, and sentences, and understanding that oral language can be written and read.

The student will: demonstrate concept of word by tracking print

from left to right and top to bottom, following print from one line to the next line and matching spoken words to print

identify letters, words, sentences, and ending punctuation

read his/her own writing

Demonstrate (Applying/Level 1)Track (Applying/Level 1)Follow (Applying/Level 1)Match (Remembering/Level 1)Identify (Remembering/Level 1)Read (Apply/Level 1)

2- Below Proficient Student is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.

1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category.

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Reading Standard 1.6 The student will apply phonetic principles to read and spell.

a) Use beginning and ending consonants to decode and spell single-syllable words.b) Use two-letter consonant blends to decode and spell single-syllable words.c) Use beginning consonant digraphs to decode and spell single-syllable words.d) Use short vowel sounds to decode and spell single-syllable words.

e) Blend beginning, middle, and ending sounds to recognize and read words.f) Use word patterns to decode unfamiliar words.g) Read and spell simple two-syllable compound words.h) Read and spell commonly used sight words.

Definition Learner OutcomeKey Verbs at Bloom’s Taxonomy

or Webb’s Level Required (Bloom’s/Webb’s)

4- Above Proficient

Learner Outcome shows 1 possible example of exceeding proficiency.

The student independently uses a variety of strategies to read unfamiliar words.

The student will: decode regular multisyllabic words in their reading and writing use phonetic strategies and context to self-correct for comprehension decode words with common prefixes and suffixes

Decode (Applying/Level 1)Use (Applying/Level 1-2)

3- Proficient The student understands that knowledge of phonetic principles can be applied to read and spell words.

The student will: apply knowledge of letter sounds in single-syllable words accurately decode unknown unfamiliar, orthographically regular, single-syllable

words and nonsense words using letter-sound mappings to sound them out apply knowledge of word patterns to decode unfamiliar words use the consonant-vowel patterns CVC ,VC ,CVCC and CVCE to decode and spell

single-syllable words use knowledge that every syllable has a vowel sound to help determine if a word

has one or two syllables read and spell simple two-syllable compound words read and spell simple two-syllable compound words following basic patterns by

segmenting the words into syllables read and spell commonly used sight words

Apply (Applying/Level 1)Decode (Applying/Level 1)Use (Applying/Level 1)Read (Applying/Level 1)Spell (Applying/Level 1)

2- Below Proficient Student is proficient in a limited number of the skills described in the proficient category.

1- Insufficient Student cannot show proficiency in any of the skills described in the proficient category.

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Evidence of Proficiency

Reading Standard 1.7 The student will use semantic clues and syntax to expand vocabulary when reading.

a) Use words, phrases, and sentences.b) Use titles and pictures.c) Use information in the story to read words.

d) Use knowledge of sentence structure.e) Use knowledge of story structure.f) Reread and self-correct.

DefinitionLearner Outcome

Key Verbs at Bloom’s Taxonomy or Webb’s Level Required

(Bloom’s/Webb’s)

4- Above Proficient

Learner Outcome shows 1 possible example of exceeding proficiency.

The student independently applies a variety of strategies to read and understand unfamiliar words.

The student is able to: determine which of the multiple meanings of a word in context makes sense by using

semantic clues use knowledge of word order, including subject, verb, and adjectives, to check for

meaning reread to clarify meaning

Determine (Applying/Level 2)Use (Applying/Level 1)Clarify (Understanding/Level 1)

3- Proficient The student understands that they will use a variety of strategies to read and understand unfamiliar words.

The student is able to: expand vocabulary by using frequently occurring root words to read inflectional forms use sentence-level context as a clue to the meaning of words and phrases use titles and pictures to make predictions about text use pictures and/or rereading to confirm vocabulary choice use information in the story to make predictions about vocabulary and text notice when words or sentences do not make sense in context use intonation, pauses, and emphases that signal the structure of the sentence when

reading aloud use punctuation clues, including period, question mark, exclamation point, commas,

and quotation marks, to guide their comprehension use knowledge of story structure (i.e., characters, setting, problem/solution) to guide

comprehension reread and self-correct when text does not make sense

Use (Applying/Level 1)Predict (Understanding/Level 2)Notice (Understanding/Level 1)Self-Correct (Applying/Level 1)

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2- Below Proficient Student is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.

1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category.

Reading Standard 1.8 The student will expand vocabulary.

a) Discuss meanings of words in context.b) Develop vocabulary by listening to and reading a variety of texts.c) Ask for the meaning of unknown words and make connections to familiar words.

d) Use text clues such as words or pictures to discern meanings of unknown words.e) Use vocabulary from other content areas.

Definition Learner OutcomeKey Verbs at Bloom’s Taxonomy or

Webb’s Level Required (Bloom’s/Webb’s)

4- Above Proficient

Learner Outcome shows 1 possible example of exceeding proficiency.

The student independently applies attention to detail in order to comprehend content in all content areas

The student can use context clues and connections to experiences to determine meanings of unknown words and phrases.

Use (Applying/Level 2)Determine (Applying/Level 2)

3- Proficient The student understands that word meanings can be comprehended through context, discussion, connections to familiar words, and knowledge of vocabulary from other content areas.

The student is able to: understand and discuss the meanings of new words as presented in

context develop their vocabulary by listening to and reading a variety of texts use words, pictures, and other clues from text to confirm or self-correct,

rereading as necessary ask for the meaning of unknown words and make connections to familiar

words use vocabulary from other content areas in literacy tasks

Understand (Understanding/Level 1)Develop (Applying/Level 1)Use (Applying/Level 2)Ask (Understanding/Level 1)Make Connections (Understanding/Level 2)

2- Below Proficient Student is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.

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1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category.

Reading Standard 1.9 The student will read and demonstrate comprehension of a variety of fictional texts.

a) Preview the selection.b) Set a purpose for reading.c) Relate previous experiences to what is read.d) Make and confirm predictions.e) Ask and answer who, what, when, where, why, and how questions about what is read.

f) Identify characters, setting, and important events.g) Retell stories and events, using beginning, middle, and end.h) Identify the main idea or theme.i) Read and reread familiar stories, poems, and passages with fluency, accuracy, and meaningful expression.

Definition Learner OutcomeKey Verbs at Bloom’s Taxonomy or

Webb’s Level Required (Bloom’s/Webb’s)

4- Above Proficient

Learner Outcome shows 1 possible example of exceeding proficiency.

The student applies independence in his/her ability to use a variety of strategies to assist with comprehension.

The student reads and comprehends above grade level text. Read (Apply/Level 1)Comprehend (Understanding/Level 1-2)

3- Proficient Student is proficient in understanding that they should use a variety of strategies to assist with comprehension and that orally read text has a rhythm and expression that helps convey meaning.

The student will: preview reading material and set a purpose by looking at the book’s

cover and illustrations, by reading titles and headings and activating prior knowledge

identify who is telling the story at various points in a text use knowledge from their own experience to make sense of and talk

about a text including making and confirming predictions ask and answer simple questions about a selection identify and describe characters, settings, and important events in a story

using details

Preview (Understanding/Level 2)Identify (Remembering/Level 1)Predict (Understanding/Level 2)Ask/Answer (Understanding/Level 1)Describe (Understanding/Level 1)Demonstrate (Understanding/Level 1-2)Reread (Understanding/Level 1)Practice (Remembering/Level 1)

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use illustrations and details to describe characters, settings, and important events in a story and identify the main idea or theme of a short selection

demonstrate comprehension by retelling stories and events orally or in writing, using beginning, middle, and end structure, and demonstrating comprehension of the central message or lesson

identify words and phrases in stories or poems that suggest feelings or appeal to the senses

read a wide variety of self-selected and teacher-selected stories and poems aloud

use expression and intonation to convey meaning when reading aloud (prosody)

reread as necessary to confirm and self-correct word recognition and understanding

practice reading and rereading familiar stories, poems, and passages at their independent reading level to develop fluency, accuracy, and meaningful expression

2- Below Proficient Student is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.

1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category.

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Reading Standard 1.10 The student will read and demonstrate comprehension of a variety of nonfiction texts.

a) Preview the selection.b) Use prior and background knowledge as context for new learning.c) Set a purpose for reading.d) Identify text features such as pictures, headings, charts, and captions.e) Make and confirm predictions.

f) Ask and answer who, what, where, when, why, and how questions about what is read.g) Identify the main idea.h) Read and reread familiar passages with fluency, accuracy, and meaningful expression.

Definition Learner OutcomeKey Verbs at Bloom’s

Taxonomy or Webb’s Level Required (Bloom’s/Webb’s)

4- Above Proficient

Learner Outcome shows 1 possible example of exceeding proficiency.

The student applies knowledge of nonfiction text in order to find information.

The student is able to interpret illustrations, such as diagrams, charts, graphs, and maps along with text, to find information.

Interpret (Analyzing/Level 2)

3- Proficient The student understands that they should use a variety of strategies to assist with comprehension of nonfiction text.

The student is able to: preview reading material by looking at the book’s cover and illustrations or other graphics and by

reading titles and headings set a purpose for reading by looking at the illustrations or other graphics, activating prior

knowledge, and predicting the outcome of the selection identify and use text features to locate facts and information in a text distinguish between information provided by pictures or illustrations and information provided

by words in the text make and confirm predictions before, during, and after reading ask and answer simple questions about a selection

Preview (Understanding/Level 2)Predict (Understanding/Level 2)Identify (Remembering/Level 1)Use (Applying/Level 2)Distinguish (Analyzing/Level 2)Ask (Understanding/Level 1)Answer (Understanding/Level 1)Read (Applying/Level 1)Practice (Remembering/Level 1)

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read various nonfiction forms, including letters, lists, recipes, newspapers, and magazines identify the main idea and key details of a short nonfiction selection identify the reasons an author gives to support points in a text practice reading and rereading texts on their independent reading level to develop accuracy,

fluency, and meaningful expression

2- Below Proficiency Student is proficient in a limited number of the skills described in the proficient category using familiar or grade level text.

1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category.

Reading Standard 1.11 The student will use simple reference materials.

a) Use knowledge of alphabetical order by first letter.b) Use a picture dictionary to find meanings of unfamiliar words.

Definition Learner OutcomeKey Verbs at Bloom’s Taxonomy or

Webb’s Level Required (Bloom’s/Webb’s)

4- Above Proficient

Learner Outcome shows 1 possible example of exceeding proficiency.

The student is able to independently use simple reference materials to gain information on a specific topic.

The student can use simple reference materials in order to locate information about a given word or topic.

The student is able to alphabetize beyond the first letter of a word.

Use (Applying/Level 1)Locate (Remembering/Level 1)Alphabetize (Applying/Level 1)

3- Proficient The student is able to use simple reference materials.

The student is able to:

use simple reference materials alphabetize a list of five to eight words according to

first letter use a picture dictionary to locate unfamiliar words

Use (Applying/Level 1)Alphabetize (Applying/Level 1)

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2- Below Proficient Student is proficient in a limited number of the skills described in the proficient category.

1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category.

Reading Standard 1.12 The student will print legibly.

a) Form letters accurately.b) Space words within sentences.c) Use the alphabetic code to write unknown words phonetically.

Definition Learner OutcomeKey Verbs at Bloom’s Taxonomy

or Webb’s Level Required (Bloom’s/Webb’s)

4- Above ProficientLearner Outcome shows 1 possible example of exceeding proficiency.

The student demonstrates efficiency and fluidity in his/her ability to write.

The student is independent in his ability to write correctly-spaced sentences with phonetically correct spelling of unknown words.

Demonstrate (Applying/Level 2)

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3- Proficient The student understands that there are correct ways to write the letters of the alphabet and that proper spacing is necessary in order for writing to be legible.

The student understands sound-symbol correspondence in writing unfamiliar words.

The student will: use appropriate pencil grip use manuscript letter formation print all upper and lowercase letters use manuscript number formation space words in sentences apply the alphabetic principle while writing

unfamiliar words

Use (Applying/Level 1)Print (Remembering/Level 1)Space (Remembering/Level 1)Apply (Applying/Level 1)

2- Below Proficient Student is proficient in a limited number of the skills described in the proficient category.

1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category.

Reading Standard 1.13 The student will write to communicate ideas for a variety of purposes.

a) Generate ideas.b) Focus on one topic.c) Revise by adding descriptive words when writing about people, places, things, and events.d) Use complete sentences in final copies.e) Begin each sentence with a capital letter and use ending punctuation in final copies.f) Use correct spelling for commonly used sight words and phonetically regular words in final copies.g) Share writing with others.

Definition Learner Outcome Key Verbs at Bloom’s Taxonomy or Webb’s Level Required

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(Bloom’s/Webb’s)

4- Above ProficientLearner Outcome shows 1 possible example of exceeding proficiency.

The student demonstrates an ability to independently communicate through writing.

The student is able to: stay on topic, write complete sentences, begin to compose

paragraphs use adjectives and descriptive details to elaborate and

expand simple sentences use more complex sentences in writing

Write (Applying/Level 1-2)Compose (Applying/Level 1-2)Use (Applying/Level 1-2)

3- Proficient The student understands that writers communicate ideas for a variety of purposes and that writers plan, write, and share their writing with others.

The student is able to: participate in teacher-directed brainstorming activities to

generate ideas from previous experiences participate in shared research and writing projects participate in teacher-directed prewriting strategies write narrative pieces that include at least two sequenced

events, with some details, and conclusion revise his/her written pieces by adding descriptive words

(adjectives); focusing on the topic; and responding to questions and suggestions from peers and teachers

in final copies, use complete sentences that begin with a capital letter, use correct ending punctuation, and use commas in dates

capitalize days of the week and months of the year and names of people

spell commonly used sight words and phonetically regular words correctly in final copies

apply the alphabetic principle when writing words use print resources in the classroom in order to spell words use familiar writing forms, including lists, letters, stories,

reports, messages, and poems distinguish draft writing from final-product writing share writing with others

Brainstorm (Create/Level 1)Write/Share (Applying/Level 1)Revise (Applying/Level 2-3)Use (Applying/Level 1-2)Capitalize (Remembering/Level 1)Spell (Applying/Level 1)Apply (Applying/Level 1)Distinguish (Analyzing/Level 1)

2- Below Student is proficient in a limited number of the skills described in the proficient category.

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Proficient

1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category.

Definition Learner OutcomeKey Verbs at Bloom’s Taxonomy or

Webb’s Level Required (Bloom’s/Webb’s)

4- Above ProficientLearner Outcome shows 1 possible example of exceeding proficiency.

The student independently uses technology as a way to interact with print.

The student is able to independently produce a product using technology.

Produce

3- Proficient The student understands that technology provides a way to interact with print and that reading and writing skills can be adapted for use with available technology.

The student is able to: use digital tools to produce and publish writing

including in collaboration with peers use available media for reading and writing use electronic templates to organize information

Use (Applying/Level 1)Produce (Creating/Level 1)Ask/Respond (Understanding/Level 1)Write/Share (Applying/Level 1)

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ask and respond to questions about material presented through various media formats

share their writing with others

2- Below Proficient Student is proficient in a limited number of the skills described in the proficient category.

1- Insufficient Evidence of Proficiency

Student cannot show proficiency in any of the skills described in the proficient category.

Reading Standard 1.14 The student will use available technology for reading and writing.

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