Revised 2015

South Sioux City Community School District

Revised 2015

Subject Area and Standard/Indicator Number: NE LA 1.1.4.a, LA 1.1.6 b, LA 1.1.6.g., LA 1.1.6.k,LA1.1.6 m, LA 1.1.6.n

Topic: Comprehension

Score 4.0 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.

Sample Activities: Differentiate main and supporting

characters, identify problem and solution, and sequence events of story

Differentiate between main idea and details

Score 3.5 In addition to score 3.0 performance, partial success at score 4.0 content

Score 3.0 The student will: (at Guided Reading Level I)

Identify elements of literary text (e.g. events). LA 1.1.6.b Identify the basic characteristics of a variety of literary and informational texts. LA 1.1.6.g Identify and explain purpose for reading (e.g., answer a question, enjoy). LA 1.1.6.k Self-monitor comprehension by recognizing when meaning is disrupted and apply strategies to clarify, confirm, or

correct. LA 1.1.6.m Make predictions about literary, digital text, and/or media using prior knowledge, pictures, illustrations and titles.

LA 1.1.6.n

Sample Activities:

Graphic organizers

Discussions

Informational: text features (caption, index, label, headings).

Literary: main events (beginning, middle, end).

Share Read-Aloud

Make predictions before and during reading.

Score 2.5 No major errors or omissions regarding score 2.0 content, and partial success at score 3.0 content

Score 2.0 Student will recognize or recall specific vocabulary, such as: beginning, middle, end, connections, details, fiction, prediction, setting

There are no major errors or omissions regarding the simpler details and processes as the student:

Identify elements of literary text (e.g. character, setting). LA 1.1.6.b

Listen to and read text of increasing length and/or complexity to support reader stamina

Notice when reading doesn’t make sense and apply strategies to self-correct student action with teacher prompting. LA 1.1.6 m

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Sample Activities:

Drawing pictures

Comprehension beach ball toss

Modeling making predictions, using the key vocabulary words

Score 1.5 Partial success at score 2.0 content, and major errors or omissions regarding score 3.0 content Score 1.0 With help, partial success at score 2.0 content and score 3.0 content

Score 0.5 With help, partial success at score 2.0 content but not at score 3.0 content


Revised 2015


Revised 2015

Subject Area and Standard/Indicator Number: NE LA 1.1.6.l, LA 1.1.6 h, LA 1.1.6 i, LA 1.3.1.d, 1.1.6.d, 1.1.6.e, 1.3.3.d

Topic: Comprehension


Sample Activities: ● Differentiate between main idea and

details ● Summarize the main idea using

supporting details


Score 3.0 The student will: (at Guided Reading Level I)

Build background knowledge and activate prior knowledge to identify text-to-self, text-to-text, and text-to-world connections. LA 1.1.6.l

Make connections between own life and/or other cultures in literary and informational text. (text-to-world) LA 1.1.6.h

Construct and/or answer clarifying questions (who, what, when, where, why, how) and support answers with evidence from the text or additional sources. LA 1.1.6.i

Convey a personal perspective with clear reasons. LA 1.3.1.d

Retell major events and key details from a literary text and/or media. LA 1.1.6.d

Retell main ideas and supporting details from literary and informational texts and/or media. LA 1.1.6.e

Listen, ask clarifying questions, and respond to information being communicated about a topic, text, or issue under study in literary and informational texts. LA 1.3.3.d

Sample Activities:

Graphic organizers

Group discussions

Questioning during guided reading and whole group lessons

Shared Read-Aloud Point out and praise students using self-

corrections (using running record self- corrections as opportunities to model during reading groups)


Score 2.0 Student will recognize or recall specific vocabulary, such as: connections, details, prediction, nonfiction / informational


Demonstrates Level 3 skills below Guided Reading Level I

demonstrates a partial understanding of the text (ex. retell 1-2 facts from the text, some inaccuracies in the facts told)

answering teacher-generated questions about key details in a text However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Sample Activities:

Practice asking and answering questions with peers; practice creating questions using who, what, when, where, why, how; discussions and/or visuals depicting meanings of the above question words

Teach and prompt multiple strategies for self-correction




Revised 2015


Revised 2015

Subject Area and Standard/Indicator Number: NE LA 1.1.1.a, LA 1.1.1.b, LA 1.1.1.c, LA 1.1.6.f

Topic: Knowledge of Print


Sample Activities:


Score 3.0 The student will:

Identify variations in print (e.g., font, size, italic) LA 1.1.1.a Identify parts of a book (e.g., title page, table of contents) LA 1.1.1.c Identify text features in print (and digital) informational text LA 1.1.6.f

Sample Activities:

Using a copied nonfiction article, have students highlight text variations such as bold, font size, italics, upper/lowercase.


Score 2.0 Student will recognize or recall specific vocabulary, such as: uppercase/capital, lowercase, bold, italic, font, size, table of contents, title page


Identify parts of a book (e.g., author, illustrator) LA 1.1.1.c

Identify punctuation (e.g., quotation marks) LA 1.1.1.b


Sample Activities:

Using magnet, letters, or letter cards, students match upper/lower

After a teacher shows a flash card with a capital or lowercase letter, students will stand when they see a lowercase letter and sit when the letter is capital.




Revised 2015

Subject Area and Standard/Indicator Number: NE LA 1.1.2.a, LA 1.1.3.a, LA 1.1.3.b, LA 1.1.3.c, and LA 1.1.5.a

Topic: Word Analysis, Phonological Awareness, and Vocabulary


Sample Activities:



● Segment and manipulate phonemes orally. LA 1.1.2.a

● Know and apply common letter-sound correspondences (e.g., consonant blends, long vowel patterns, digraphs, inflectional endings -s, -ed, -ing) when reading, writing, and spelling grade-level text. LA 1.1.3.a

● Recognize and read grade-level (phonetic and non-phonetic) words in text. LA 1.1.3.c

● Use word structure to read words (e.g. onsets, rimes, contractions, common compound words). LA 1.1.3.b ● Use word structure elements, known words, and word patterns to determine meaning. (e.g., simple compounds and

base words). LA 1.1.5.a

Sample Activities:

● Sound Boxes

● Making Words with magnetic letters

● Manipulate phonemes: Teacher says, “What is hand without the /h/?” or “The word is cat, change the /t/ to /n/. What’s the new word?”

● Segmenting: Teacher says “van”, student says “v-a-n”

● Guided Reading/Shared Reading

● Match contractions to two-word form ● Identify the two parts of a compound word ● Locate base words within words.


Score 2.0 Student will recognize or recall specific vocabulary, such as: blends, vowels, consonant, contraction, compound word, plural

There are no major errors or omissions regarding the simpler details and processes as the student: ● Know and apply common letter sound correspondences (consonants and short vowels) ● Blend phonemes orally. LA 1.1.2.a

● Blend onset and rimes ● Generate words within word families. ● Use word structure elements, known words, and word patterns to determine meaning (e.g. plural forms). LA 1.1.5.a


Sample Activities:

● Sound Boxes

● Making Words with magnetic letters

● Guided Reading/Shared Reading

● Blending: Teacher says, “v-a-n” and the student says, “van”

● Brainstorm rhyming words families ● Identify and define plural endings

Score 1.5 Partial success at score 2.0 content, and major errors or omissions regarding score 3.0 content

Score 1.0 With help, partial success at score 2.0 content and score 3.0 content



Revised 2015


Revised 2015

Subject Area and Standard/Indicator Number: NE LA 1.2.1.e, LA 1.2.1.h, 1.2.1.j

Topic: Writing: Edit, Revise and Publish


Sample Activities:

● Edit and revise independently



● Editing: o Proofread and edit writing recursively for format and conventions of standard English (e.g., spelling,

capitalization, grammar, punctuation). LA 1.2.1.h

▪ Sentences start with a capital letter. ▪ Proper nouns start with a capital letter. ▪ Ending punctuation is in place and used correctly. ▪ Most grade level words are spelled correctly. ▪ Most grade level grammar is used correctly.

● Revising: o Revise to improve and clarify writing through self-monitoring strategies and feedback from others during

instruction. LA 1.2.1.e

▪ Adds details to clarify writing ▪ Enhances word choice ▪ Clearly states ideas/topic with grade appropriate words

● Publishing: o Publish a legible document with appropriate spaces between letters, words, and sentences in a variety

of formats. LA 1.2.1.j ▪ Uses finger spaces and correct letter formation ▪ Prints legibly so others can read it.

Sample Activities:

● Edit and revise original writing

● Use phonetic spelling when drafting

● Use classroom resources to edit and revise

o Word wall o student dictionaries

o rubric

o anchor charts


Score 2.0 Student will recognize or recall specific vocabulary, such as: topic sentence, details, conclusion, transition words, edit, revise and publish

There are no major errors or omissions regarding the simpler details and processes as the student: ● Writes 1-2 complete sentences

● Unable to continue editing and revising independently after receiving adult guidance. ● Editing, Revising and Publishing is inconsistent


Sample Activities:

● shared writing

● interactive writing



Revised 2015




Revised 2015

Subject Area and Standard/Indicator Number: NELA 1.1.3.a, LA 1.2.1.a, 1.2.1.b, 1.2.1.d, 1.2.1.g, 1.2.1.i, 1.2.2.a

Topic: Writing: Prewrite and Draft


Sample Activities:



● Prewriting: o Use their graphic organizer, or prewriting activity, to create a draft. o Think, talk, and write about a topic or given topic with others o use prewriting activities and inquiry tools to generate ideas LA 1.2.1.a

● Drafting: o Generate a draft that selects and organizes ideas relevant to topic, including a clear beginning, middle, and end

and/or supporting details. LA 1.2.1.b

▪ Narrative Writing: Topic sentence, beginning, middle, and end LA 1.2.1.d ▪ Informative Writing: Topic sentence, two or more supporting details, and conclusion LA 1.2.1.d

o Use own words to relate information. LA 1.2.1.i o Know and apply common letter-sound correspondence (e.g. consonant blends, long and short vowel patterns,

digraphs, inflectional endings) when writing and spelling grade level text LA 1.1.3.a ● Modes:

o Communicate information and ideas effectively through the use of informative, narrative, and reflective modes. LA 1.2.2.a

● Persevere in writing tasks of various length and complexity. LA 1.2.1.g

o Length/complexity in a minimum of a single paragraph

Sample Activities:

● plan and draft original writing

● students will plan and draft: o personal narratives o informational (eg: how-to,

reports) o friendly letters

o journal


Score 2.0 Student will recognize or recall specific vocabulary, such as: pre-write, topic sentence, supporting details, conclusion, draft, beginning, middle, end, narrative, and informational


● Prewriting is incomplete LA 1.2.1.a

● Copies examples or words to relate information. LA 1.2.1.i ● Only generates ideas with teacher guidance LA 1.2.1.g


Sample Activities:

● brainstorming

● webs, graphic organizers

● lists

● discussion

● journaling



Revised 2015




Revised 2015

Subject Area and Standard/Indicator Number: NE LA 1.3.2.a, LA 1.3.2.c, LA 1.3.3a, LA 1.3.3.b

Topic: Listening and Reciprocal Communication


Sample Activities:



● Complete a task following one/two-step directions independently. LA 1.3.2.c

● Practice appropriate classroom etiquette and recognize social cues when talking with others (safe, respectful, and responsible). LA 1.3.3.a

Sample Activities:

● Complete one/two-step directions in multiple subject areas

● Practice appropriate classroom etiquette

● Recognizing social cues when working with classmates


Score 2.0 Student will recognize or recall specific vocabulary, such as:

There are no major errors or omissions regarding the simpler details and processes as the student: ● Demonstrate listening skills needed for multiple situations and modalities during stories, songs, conversations,

classroom discussions, and teacher instruction. LA 1.3.2.a

● Demonstrate awareness of and sensitivity to the use of words (e.g., helpful and hurtful words) in conversation. LA 1.3.3.b


Sample Activities:

● Listening to a story ● Media (put standard here) ● Demonstrate awareness in use of words ● Role play scenarios ● Reinforce the 7 Habits to include think win

win, be kind, and listen. ● SLANT

● Helpful words/harmful words





Revised 2015

Documents

Revised 2015