Cluster 1

Phonological Awareness:

2.2(A)(i) demonstrate phonological awareness by: producing a series of rhyming words

2.2(A)(ii) demonstrate phonological awareness by: distinguishing between long and short vowel sounds in one-syllable and multi-syllable words

2.2(A)(iii) demonstrate phonological awareness by: recognizing the change in spoken word when a specified phoneme is added, changed, or removed

2.2(A)(iv) demonstrate phonological awareness by: manipulating phonemes within base words

Phonics:

2.2(B)(i) demonstrate and apply phonetic knowledge by: decoding words with short, long, or variant vowels, trigraphs, and blends

2.2(B)(iii) demonstrate and apply phonetic knowledge by: decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables

2.2(B)(vi) demonstrate and apply phonetic knowledge by: decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est;

2.2(B)(vii) demonstrate and apply phonetic knowledge by: identifying and reading high-frequency words from a research-based list

2.2(C)(i) demonstrate and apply spelling knowledge by: spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables

Handwriting:

2.2(E) develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters.

Reading

Writing

Knowledge & Skills

2.5 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

Knowledge & Skills

2.11 Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:

Knowledge & Skills

2.2 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to:

2.11(A) plan a first draft by generating ideas for writing such as drawing and brainstorming

2.2(A)(ii) demonstrate phonological awareness by: distinguishing between long and short vowel sounds in one-syllable and multi-syllable words

2.11(B)(i) develop drafts into a focused piece of writing by: organizing with structure

2.2(B)(i) demonstrate and apply phonetic knowledge by: decoding words with short, long, or variant vowels, trigraphs, and blends

2.11(B)(ii) develop drafts into a focused piece of writing by: developing an idea with specific and relevant details

2.2(B)(iii) demonstrate and apply phonetic knowledge by: decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;

2.11(C) revise drafts by adding, deleting, or rearranging words, phrases, or sentences

2.2(B)(vi) demonstrate and apply phonetic knowledge by: decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est

2.11(D)(i) edit drafts using standard English conventions, including: complete sentences with subject-verb agreement

2.2(B)(vii) demonstrate and apply phonetic knowledge by: identifying and reading high-frequency words from a research-based list

2.11(D)(ix) edit drafts using standard English conventions, including: capitalization of months, days of the week, and the salutation and conclusion of a letter

Knowledge & Skills

2.3 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:

2.11(D)(x) edit drafts using standard English conventions, including: end punctuation, apostrophes in contractions, and commas with items in a series and in dates

Readiness

2.3(B) use context within and beyond a sentence to determine the meaning of unfamiliar words

2.11(D)(xi) edit drafts using standard English conventions, including: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words

2.3(D) identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context

2.11(E) publish and share writing

Knowledge & Skills

2.6 Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

Knowledge & Skills

2.12 Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:

Readiness

2.6(G) evaluate details read to determine key ideas

2.12(A) compose literary texts, including personal narratives and poetry

Readiness

2.6(H) synthesize information to create new understanding

2.6(I) monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down

Knowledge & Skills

2.7 Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

2.7(B) write brief comments on literary or informational texts that demonstrate an understanding of the text

Readiness

2.7(C) use text evidence to support an appropriate response

Supporting

2.7(D) retell and paraphrase texts in ways that maintain meaning and logical order

2.7(E) interact with sources in meaningful ways such as illustrating or writing

2.7(F) respond using newly acquired vocabulary as appropriate

Knowledge & Skills

2.10 Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:

Readiness

2.10(A) discuss the author's purpose for writing text

Supporting

2.10(B) discuss how the use of text structure contributes to the author's purpose

Supporting

2.10(C) discuss the author's use of print and graphic features to achieve specific purposes

Supporting

2.10(D) discuss the use of descriptive, literal, and figurative language

Knowledge & Skills

2.1 Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:

2.1(A) listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses

2.1(B) follow, restate, and give oral instructions that involve a short, related sequence of actions

2.1(C) share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language

2.1(D) work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions

Cluster 2

Phonological Awareness:

2.2(A)(i) demonstrate phonological awareness by: producing a series of rhyming words

2.2(A)(ii) demonstrate phonological awareness by: distinguishing between long and short vowel sounds in one-syllable and multi-syllable words

2.2(A)(iii) demonstrate phonological awareness by: recognizing the change in spoken word when a specified phoneme is added, changed, or removed

2.2(A)(iv) demonstrate phonological awareness by: manipulating phonemes within base words

Phonics:

2.2(B)(iii) demonstrate and apply phonetic knowledge by: decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables

2.2(B)(iv) demonstrate and apply phonetic knowledge by: decoding compound words, contractions, and common abbreviations

2.2(B)(vi) demonstrate and apply phonetic knowledge by: decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est;

2.2(B)(vii) demonstrate and apply phonetic knowledge by: identifying and reading high-frequency words from a research-based list

2.2(C)(i) demonstrate and apply spelling knowledge by: spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables

2.2(C)(iii) demonstrate and apply spelling knowledge by: spelling compound words, contractions, and common abbreviations

2.2(C)(iv) demonstrate and apply spelling knowledge by: spelling multisyllabic words with multiple sound-spelling patterns

2.2(C)(vi) ​​demonstrate and apply spelling knowledge by: spelling words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est

Handwriting:

2.2(E) develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters.

Reading

Writing

Knowledge & Skills

2.4 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

Knowledge & Skills

2.2 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to:

Knowledge & Skills

2.5 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

2.2(C)(iii) demonstrate and apply spelling knowledge by: spelling compound words, contractions, and common abbreviations

Knowledge & Skills

2.3 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:

2.2(C)(iv) demonstrate and apply spelling knowledge by: spelling multisyllabic words with multiple sound-spelling patterns

Readiness

2.3(B) use context within and beyond a sentence to determine the meaning of unfamiliar words

Knowledge & Skills

2.11 Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:

Knowledge & Skills

2.6 Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

2.11(A) plan a first draft by generating ideas for writing such as drawing and brainstorming

2.6(A) establish a purpose for reading assigned and self-selected text

2.11(B)(i) develop drafts into a focused piece of writing by: organizing with structure

2.6(B) generate questions about text before, during, and after reading to deepen understanding and gain information

2.11(B)(ii) develop drafts into a focused piece of writing by: developing an idea with specific and relevant details

2.6(E) make connections to personal experiences, ideas in other texts, and society

2.11(C) revise drafts by adding, deleting, or rearranging words, phrases, or sentence

Readiness

2.6(F) make inferences and use evidence to support understanding

2.11(D)(x) edit drafts using standard English conventions, including: end punctuation, apostrophes in contractions, and commas with items in a series and in dates

Readiness

2.6(G) evaluate details read to determine key ideas

2.11(D)(xi) edit drafts using standard English conventions, including: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words

Readiness

2.6(H) synthesize information to create new understanding

2.11(E) publish and share writing

2.6(I) monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down

Knowledge & Skills

2.12 Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:

Knowledge & Skills

2.7 Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

2.12(B) compose informational texts, including procedural texts and reports

2.7(A) describe personal connections to a variety of sources

Readiness

2.7(C) use text evidence to support an appropriate response

Supporting

2.7(D) retell and paraphrase texts in ways that maintain meaning and logical order

2.7(F) respond using newly acquired vocabulary as appropriate

Knowledge & Skills

2.9 Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:

Readiness

2.9(D)(i) recognize characteristics and structures of informational text, including: the central idea and supporting evidence with adult assistance

Supporting

2.9(D)(ii) recognize characteristics and structures of informational text, including: features and graphics to locate and gain information

Supporting

2.9(D)(iii) recognize characteristics and structures of informational text, including: organizational patterns such as chronological order, cause and effect stated explicitly

Knowledge & Skills

2.13 Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

2.13(A) generate questions for formal and informal inquiry with adult assistance

2.13(B) develop and follow a research plan with adult assistance

2.13(C) identify and gather relevant sources and information to answer the questions

2.13(E) demonstrate understanding of information gathered

2.13(G) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results

Knowledge & Skills

2.1 Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:

2.1(B) follow, restate, and give oral instructions that involve a short, related sequence of actions

2.1(C) share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language

2.1(D) work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions

Cluster 3

Phonological Awareness:

2.2(A)(i) demonstrate phonological awareness by: producing a series of rhyming words

2.2(A)(ii) demonstrate phonological awareness by: distinguishing between long and short vowel sounds in one-syllable and multi-syllable words

2.2(A)(iii) demonstrate phonological awareness by: recognizing the change in spoken word when a specified phoneme is added, changed, or removed

2.2(A)(iv) demonstrate phonological awareness by: manipulating phonemes within base words

Phonics:

2.2(B)(i) demonstrate and apply phonetic knowledge by: decoding words with short, long, or variant vowels, trigraphs, and blends

2.2(B)(iii) demonstrate and apply phonetic knowledge by: decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables

2.2(B)(iv) demonstrate and apply phonetic knowledge by: decoding compound words, contractions, and common abbreviations

2.2(B)(v) demonstrate and apply phonetic knowledge by: decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV

2.2(B)(vi) demonstrate and apply phonetic knowledge by: decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est;

2.2(B)(vii) demonstrate and apply phonetic knowledge by: identifying and reading high-frequency words from a research-based list

2.2(C)(i) demonstrate and apply spelling knowledge by: spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables

2.2(C)(iii) demonstrate and apply spelling knowledge by: spelling compound words, contractions, and common abbreviations

2.2(C)(iv) demonstrate and apply spelling knowledge by: spelling multisyllabic words with multiple sound-spelling patterns

2.2(C)(vi) ​​demonstrate and apply spelling knowledge by: spelling words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est

Handwriting:

2.2(E) develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters.

Reading

Writing

Knowledge & Skills

2.4 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

Knowledge & Skills

2.11 Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:

Knowledge & Skills

2.5 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

2.11(A) plan a first draft by generating ideas for writing such as drawing and brainstorming

Knowledge & Skills

2.3 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:

2.11(B)(i) develop drafts into a focused piece of writing by: organizing with structure

Readiness

2.3(B) use context within and beyond a sentence to determine the meaning of unfamiliar words

2.11(B)(ii) develop drafts into a focused piece of writing by: developing an idea with specific and relevant details

Knowledge & Skills

2.6 Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

2.11(C) revise drafts by adding, deleting, or rearranging words, phrases, or sentence

2.6(B) generate questions about text before, during, and after reading to deepen understanding and gain information

2.11(D)(x) edit drafts using standard English conventions, including: end punctuation, apostrophes in contractions, and commas with items in a series and in dates

Readiness

2.6(F) make inferences and use evidence to support understanding

2.11(D)(xi) edit drafts using standard English conventions, including: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words

Readiness

2.6(G) evaluate details read to determine key ideas

2.11(E) publish and share writing

Readiness

2.6(H) synthesize information to create new understanding

Knowledge & Skills

2.12 Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:

2.6(I) monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down

2.12(A) compose literary texts, including personal narratives and poetry

Knowledge & Skills

2.7 Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

2.7(B) write brief comments on literary or informational texts that demonstrate an understanding of the text

Supporting

2.7(D) retell and paraphrase texts in ways that maintain meaning and logical order

2.7(E) interact with sources in meaningful ways such as illustrating or writing

Knowledge & Skills

2.8 Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:

Readiness

2.8(C) describe and understand plot elements, including the main events, the conflict, and the resolution, for texts read aloud and independently

Knowledge & Skills

2.9 Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student is expected to:

Supporting

2.9(A) demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, and fairy tales

Supporting

2.9(B) explain visual patterns and structures in a variety of poems

Supporting

2.9(C) discuss elements of drama such as characters, dialogue, and setting

Readiness

2.9(E)(i) recognize characteristics of persuasive text, including: stating what the author is trying to persuade the reader to think or do

Readiness

2.9(E)(ii) recognize characteristics of persuasive text, including: distinguishing facts from opinion

Knowledge & Skills

2.10 Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:

Readiness

2.10(A) discuss the author's purpose for writing text

Supporting

2.10(B) discuss how the use of text structure contributes to the author's purpose

Supporting

2.10(C) discuss the author's use of print and graphic features to achieve specific purposes

Supporting

2.10(D) discuss the use of descriptive, literal, and figurative language

Knowledge & Skills

2.1 Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:

2.1(B) follow, restate, and give oral instructions that involve a short, related sequence of actions

2.1(C) share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language

2.1(D) work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions

Cluster 4

Phonological Awareness:

2.2(A)(i) demonstrate phonological awareness by: producing a series of rhyming words

2.2(A)(ii) demonstrate phonological awareness by: distinguishing between long and short vowel sounds in one-syllable and multi-syllable words

2.2(A)(iii) demonstrate phonological awareness by: recognizing the change in spoken word when a specified phoneme is added, changed, or removed

2.2(A)(iv) demonstrate phonological awareness by: manipulating phonemes within base words

Phonics:

2.2(B)(i) demonstrate and apply phonetic knowledge by: decoding words with short, long, or variant vowels, trigraphs, and blends

2.2(B)(iii) demonstrate and apply phonetic knowledge by: decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables

2.2(B)(iv) demonstrate and apply phonetic knowledge by: decoding compound words, contractions, and common abbreviations

2.2(B)(v) demonstrate and apply phonetic knowledge by: decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV

2.2(B)(vii) demonstrate and apply phonetic knowledge by: identifying and reading high-frequency words from a research-based list

2.2(C)(i) demonstrate and apply spelling knowledge by: spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables

2.2(C)(iii) demonstrate and apply spelling knowledge by: spelling compound words, contractions, and common abbreviations

2.2(C)(iv) demonstrate and apply spelling knowledge by: spelling multisyllabic words with multiple sound-spelling patterns

Handwriting:

2.2(E) develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters.

Reading

Writing

Knowledge & Skills

2.4 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

Knowledge & Skills

2.11 Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:

Knowledge & Skills

2.5 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

2.11(A) plan a first draft by generating ideas for writing such as drawing and brainstorming

Knowledge & Skills

2.6 Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

2.11(B)(i) develop drafts into a focused piece of writing by: organizing with structure

2.6(B) generate questions about text before, during, and

after reading to deepen understanding and gain information

2.11(B)(ii) develop drafts into a focused piece of writing by: developing an idea with specific and relevant details

Supporting

2.6(C) make, correct or confirm predictions using text features, characteristics of genre, and structures

2.11(C) revise drafts by adding, deleting, or rearranging words, phrases, or sentence

2.6(D) create mental images to deepen understanding

2.11(D)(ix) edit drafts using standard English conventions, including: capitalization of months, days of the week, and the salutation and conclusion of a letter

Readiness

2.6(F) make inferences and use evidence to support understanding

2.11(D)(x) edit drafts using standard English conventions, including: end punctuation, apostrophes in contractions, and commas with items in a series and in dates

Readiness

2.6(G) evaluate details read to determine key ideas

2.11(E) publish and share writing

2.6(I) monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down

Knowledge & Skills

2.12 Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:

Knowledge & Skills

2.7 Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

2.12(C) compose correspondence such as thank you notes or letters

2.7(B) write brief comments on literary or informational texts that demonstrate an understanding of the text

Readiness

2.7(C) use text evidence to support an appropriate response

Knowledge & Skills

2.8 Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:

Supporting

2.8(A) discuss topics and determine the basic theme using text evidence with adult assistance

Readiness

2.8(B) describe the main character's (characters') internal and external traits

Readiness

2.8(C) describe and understand plot elements, including the main events, the conflict, and the resolution, for texts read aloud and independently

Supporting

2.8(D) describe the importance of the setting

Knowledge & Skills

2.9 Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:

Supporting

2.9(C) discuss elements of drama such as characters, dialogue, and setting

Knowledge & Skills

2.10 Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:

Readiness

2.10(A) discuss the author's purpose for writing text

Supporting

2.10(B) discuss how the use of text structure contributes to the author's purpose

Supporting

2.10(D) discuss the use of descriptive, literal, and figurative language

Supporting

2.10(F) identify and explain the use of repetition

Knowledge & Skills

2.1 Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:

2.1(A) listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses

2.1(B) follow, restate, and give oral instructions that involve a short, related sequence of actions

2.1(C) share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language

2.1(D) work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions

Cluster 5

Phonological Awareness:

2.2(A)(i) demonstrate phonological awareness by: producing a series of rhyming words

2.2(A)(ii) demonstrate phonological awareness by: distinguishing between long and short vowel sounds in one-syllable and multi-syllable words

2.2(A)(iii) demonstrate phonological awareness by: recognizing the change in spoken word when a specified phoneme is added, changed, or removed

2.2(A)(iv) demonstrate phonological awareness by: manipulating phonemes within base words

Phonics:

2.2(B)(i) demonstrate and apply phonetic knowledge by: decoding words with short, long, or variant vowels, trigraphs, and blends

2.2(B)(iii) demonstrate and apply phonetic knowledge by: decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables

2.2(B)(iv) demonstrate and apply phonetic knowledge by: decoding compound words, contractions, and common abbreviations

2.2(B)(v) demonstrate and apply phonetic knowledge by: decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV

2.2(B)(vii) demonstrate and apply phonetic knowledge by: identifying and reading high-frequency words from a research-based list

2.2(C)(i) demonstrate and apply spelling knowledge by: spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables

2.2(C)(iii) demonstrate and apply spelling knowledge by: spelling compound words, contractions, and common abbreviations

2.2(C)(iv) demonstrate and apply spelling knowledge by: spelling multisyllabic words with multiple sound-spelling patterns

Handwriting:

2.2(E) develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters.

Reading

Writing

Knowledge & Skills

2.4 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

Knowledge & Skills

2.11 Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:

Knowledge & Skills

2.5 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

2.11(A) plan a first draft by generating ideas for writing such as drawing and brainstorming

Knowledge & Skills

2.6 Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

2.11(B)(i) develop drafts into a focused piece of writing by: organizing with structure

2.6(B) generate questions about text before, during, and after reading to deepen understanding and gain information

2.11(B)(ii) develop drafts into a focused piece of writing by: developing an idea with specific and relevant details

2.6(E) make connections to personal experiences, ideas in other texts, and society

2.11(C) revise drafts by adding, deleting, or rearranging words, phrases, or sentence

Readiness

2.6(H) synthesize information to create new understanding

2.11(D)(ix) edit drafts using standard English conventions, including: capitalization of months, days of the week, and the salutation and conclusion of a letter

Knowledge & Skills

2.7 Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

2.11(D)(x) edit drafts using standard English conventions, including: end punctuation, apostrophes in contractions, and commas with items in a series and in dates

2.7(B) write brief comments on literary or informational texts that demonstrate an understanding of the text

2.11(D)(xi) edit drafts using standard English conventions, including: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words

Readiness

2.7(C) use text evidence to support an appropriate response

2.11(E) publish and share writing

Supporting

2.7(D) retell and paraphrase texts in ways that maintain meaning and logical order

Knowledge & Skills

2.12 Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:

2.7(E) interact with sources in meaningful ways such as illustrating or writing

2.12(B) compose informational texts, including procedural texts and reports

2.7(F) respond using newly acquired vocabulary as appropriate

Knowledge & Skills

2.9 Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:

Readiness

2.9(D)(i) recognize characteristics and structures of informational text, including: the central idea and supporting evidence with adult assistance

Supporting

2.9(D)(ii) recognize characteristics and structures of informational text, including: features and graphics to locate and gain information

Supporting

2.9(D)(iii) recognize characteristics and structures of informational text, including: organizational patterns such as chronological order and cause and effect stated explicitly

Knowledge & Skills

2.13 Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

2.13(A) generate questions for formal and informal inquiry with adult assistance

2.13(C) identify and gather relevant sources and information to answer the questions

2.13(E) demonstrate understanding of information gathered

2.13(G) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results

Cluster 6

Phonological Awareness:

2.2(A)(i) demonstrate phonological awareness by: producing a series of rhyming words

2.2(A)(ii) demonstrate phonological awareness by: distinguishing between long and short vowel sounds in one-syllable and multi-syllable words

2.2(A)(iii) demonstrate phonological awareness by: recognizing the change in spoken word when a specified phoneme is added, changed, or removed

2.2(A)(iv) demonstrate phonological awareness by: manipulating phonemes within base words

Phonics:

2.2(B)(i) demonstrate and apply phonetic knowledge by: decoding words with short, long, or variant vowels, trigraphs, and blends

2.2(B)(ii) demonstrate and apply phonetic knowledge by: decoding words with silent letters such as knife and gnat

2.2(B)(iii) demonstrate and apply phonetic knowledge by: decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables

2.2(B)(iv) demonstrate and apply phonetic knowledge by: decoding compound words, contractions, and common abbreviations

2.2(B)(v) demonstrate and apply phonetic knowledge by: decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV

2.2(B)(vi) demonstrate and apply phonetic knowledge by: decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est

2.2(B)(vii) demonstrate and apply phonetic knowledge by: identifying and reading high-frequency words from a research-based list

2.2(C)(i) demonstrate and apply spelling knowledge by: spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables

2.2(C)(ii) demonstrate and apply spelling knowledge by: spelling words with silent letters such as knife and gnat

2.2(C)(iii) demonstrate and apply spelling knowledge by: spelling compound words, contractions, and common abbreviations

2.2(C)(iv) demonstrate and apply spelling knowledge by: spelling multisyllabic words with multiple sound-spelling patterns

2.2(C)(v) demonstrate and apply spelling knowledge by: spelling words using knowledge of syllable division patterns, including words with double consonants in the middle of the word

2.2(C)(vi) demonstrate and apply spelling knowledge by: spelling words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est

Handwriting:

2.2(E) develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters.

Reading

Writing

Knowledge & Skills

2.4 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

Knowledge & Skills

2.11 Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:

Knowledge & Skills

2.5 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

2.11(A) plan a first draft by generating ideas for writing such as drawing and brainstorming

Knowledge & Skills

2.6 Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

2.11(B)(i) develop drafts into a focused piece of writing by: organizing with structure

2.6(B) generate questions about text before, during, and

after reading to deepen understanding and gain information

2.11(B)(ii) develop drafts into a focused piece of writing by: developing an idea with specific and relevant details

Supporting

2.6(C) make, correct or confirm predictions using text features, characteristics of genre, and structures

2.11(C) revise drafts by adding, deleting, or rearranging words, phrases, or sentences

2.6(D) create mental images to deepen understanding

2.11(D)(i) edit drafts using standard English conventions, including: complete sentences with subject-verb agreement

Readiness

2.6(F) make inferences and use evidence to support understanding

2.11(D)(ix) edit drafts using standard English conventions, including: capitalization of months, days of the week, and the salutation and conclusion of a letter

Readiness

2.6(G) evaluate details read to determine key ideas

2.11(D)(x) edit drafts using standard English conventions, including: end punctuation, apostrophes in contractions, and commas with items in a series and in dates

2.6(I) monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down

2.11(D)(xi) edit drafts using standard English conventions, including: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words

Knowledge & Skills

2.7 Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

2.11(E) publish and share writing

2.7(B) write brief comments on literary or informational texts that demonstrate an understanding of the text

Knowledge & Skills

2.12 Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:

Readiness

2.7(C) use text evidence to support an appropriate response

2.12(A) compose literary texts, including personal narratives and poetry

Knowledge & Skills

2.8 Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:

Supporting

2.8(A) discuss topics and determine the basic theme using text evidence with adult assistance

Readiness

2.8(B) describe the main character's (characters') internal and external traits

Readiness

2.8(C) describe and understand plot elements, including the main events, the conflict, and the resolution, for texts read aloud and independently

Supporting

2.8(D) describe the importance of the setting

Knowledge & Skills

2.9 Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:

Supporting

2.9(C) discuss elements of drama such as characters, dialogue, and setting

Knowledge & Skills

2.10 Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:

Supporting

2.10(B) discuss how the use of text structure contributes to the author's purpose

Supporting

2.10(D) discuss the use of descriptive, literal, and figurative language

Knowledge & Skills

2.1 Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:

2.1(A) listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses

2.1(B) follow, restate, and give oral instructions that involve a short, related sequence of actions

2.1(C) share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language

2.1(D) work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions