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Reading Foundations
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KindergartenGrade 1Grade 2Grade 3
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K.RF.1 Demonstrate understanding that print moves from left to right across the page and from top to bottom.1.RF.1 Recognize components of a sentence (e.g., capitalization, first word, ending punctuation).
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K.RF.2 Recognize that written words are made up of sequences of letters.
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K.RF.3 Identify and name all uppercase (capital) and lowercase letters of the alphabet. (E)
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K.RF.4 Identify and produce rhyming words.
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K.RF.5 Orally pronounce, blend, and segment words into syllables. (E)1.RF.2 Blend sounds, including consonant blends, to produce single- and multi-syllable words. (E)
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K.RF.6 Identify and produce the beginning, middle (medial), and final sounds in three and four phoneme words. (E)1.RF.3 Identify and produce beginning, middle (medial), and final sounds in single-syllable words. (E)
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K.RF.7 Use letter-sound knowledge to decode the sound of each consonant. (E)1.RF.4 Segment individual phonemes in one-syllable words. (E)
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1.RF.5 Use letter-sound knowledge of single consonants (hard and soft sounds), short and long vowels, consonant blends and digraphs, vowel teams (e.g., ai) and digraphs, and r-controlled vowels to decode phonetically regular words (e.g., cat, go, black, boat, her), independent of context. (E)2.RF.2 Apply knowledge of short and long vowels (including vowel teams) when reading regularly spelled one-syllable words.
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Checkpoint 1, 2, 3, SK.RF.8 Use letter-sound knowledge to decode words, including open and closed syllables, consonant digraphs, and blends. (E)1.RF.6 Decode one-syllable words in the major syllable types (CVC, CVr, V, VV, VCe), independent of context. (E)2.RF.1 Use knowledge of the six major syllable types (CVC, CVr, V, VV, VCe, Cle) to decode two-syllable words, independent of context. (E)3.RF.1 Understand the six major syllable patterns (CVC, CVr, V, VV, VCe, Cle) to aid in decoding unknown words. (E)
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Checkpoint 1, 2, 3, S3.RF.2 Read grade-appropriate words that have blends (e.g., walk, play) and common spelling patterns (e.g., qu- ; doubling the consonant and adding –ing).
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Checkpoint 1, 2, 3, S1.RF.7 Decode grade appropriate base words and affixes including common prefixes plurals, verb tense, inflectional suffixes (e.g., plurals, verb tenses), and simple compound words (e.g., cupcake), and contractions (e.g., isn’t). (E)2.RF.3 Decode multisyllabic words composed of base, prefixes, and suffixes; read contractions, possessives (e.g., kitten’s, sisters’), and compound words. (E)3.RF.3 Know and use more difficult word families when reading unfamiliar words (e.g., -ight).
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Checkpoint 1, 2, 3, S3.RF.4 Read multisyllabic words composed of roots and related prefixes and suffixes; read irregular contractions (e.g., will not = won't) and possessives (e.g., children’s, Dennis’s). (E)
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K.RF.9 Orally read decodable texts with appropriate accuracy and automaticity.1.RF.8 Orally read decodable texts with appropriate fluency (rate, accuracy, and prosody) while reading.2.RF.4 Orally read decodable/grade-level appropriate or higher texts with fluency (rate, accuracy, and prosody) while reading.3.RF.5 Orally read grade-level appropriate or higher texts smoothly and accurately with expression that connotes comprehension.
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Reading Comprehension
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KindergartenGrade 1Grade 2Grade 3
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Checkpoint 1, 2, SK.RC.1 With support, ask and answer questions about main topics and key details in a text heard or read. (E)1.RC.1 Ask and answer questions about the main idea and key details to clarify and confirm understanding of a text. (E)2.RC.1 Ask and answer questions about the main idea and key details in a text to demonstrate comprehension. (E)3.RC.1 Ask and answer questions to demonstrate comprehension of a text, referring explicitly to the text as the basis for the answers. (E)
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Checkpoint 1, SK.RC.2 With support, retell familiar stories, poems, and nursery rhymes, including key details. (E)1.RC.2 Retell stories, fables, and fairy tales in sequence, including key details, and demonstrate comprehension of their central message or lesson.2.RC.2 Recount the beginning, middle, and ending of stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.3.RC.2 Recount folktales, fables, and tall tales from diverse cultures; identify the themes in these works. (E)
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Checkpoint 1, SK.RC.3 Identify important elements within a text (e.g., characters, settings, or events). (E)1.RC.3 Using key details, identify and describe the elements of the plot, character, and setting. (E)2.RC.3 Describe how characters in a story respond to major events and how characters affect the plot.3.RC.3 Describe characters in a story (e.g., their traits, motivations, or feelings), and explain how their actions contribute to the plot.
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K.RC.4 With support, make predictions about what will happen in a story.1.RC.4 Make and confirm predictions about what will happen next in a story.2.RC.4 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. (E)
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1.RC.5 Identify the basic characteristics of familiar narrative text genres (e.g., fairy tales, nursery rhymes, storybooks).
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Checkpoint S2.RC.5 Acknowledge differences in the points of view of characters, and identify dialogue as words spoken by characters, usually enclosed in quotation marks.3.RC.4 Distinguish personal point of view from that of the narrator or those of the characters.
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Checkpoint 2, 5K.RC.5 With support, retell the main idea and key details of a text.1.RC.6 Retell main ideas and key details of a text. (E)2.RC.6 Identify the main idea of a multiparagraph text and the topic of each paragraph.3.RC.5 Determine the main idea of a text; recount the key details and explain how they support the main idea. (E)
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Checkpoint S3.RC.6 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in processes or procedures in a text, using words such as first, next, finally, because, problem, solution, same, and different.
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Checkpoint 3, SK.RC.6 Identify text features of a nonfiction text (e.g., title, author, illustrations) and describe the relationship between those features and the text in which they appear. (E)1.RC.7 Know and use various text features (e.g., table of contents, glossary, illustrations) to locate and describe key facts or information in a text.2.RC.7 Use various text features (e.g., table of contents, index, headings, captions) to locate key facts or information and explain how they contribute to and clarify a text.3.RC.7 Apply knowledge of text features to locate information and gain meaning from a text (e.g., maps, illustrations, charts, font/format).
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Checkpoint 2, S1.RC.8 Identify how a nonfiction text can be structured to indicate order (e.g., sequential) or to explain a simple cause and effect relationship. (E)2.RC.8 Identify how a nonfiction text can be structured to compare and contrast, to describe a procedure, and to explain a cause and effect relationship. (E)3.RC.8 Identify how a nonfiction text can be structured to indicate a problem and solution or to put events in chronological order. (E)
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Checkpoint 3, S2.RC.9 Describe how an author uses facts to support specific points in a text.3.RC.9 Distinguish between fact and opinion; explain how an author uses reasons and facts to support specific points in a text.
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2.RC.10 Compare and contrast the most important points presented by two texts on the same topic.3.RC.10 Compare and contrast the most important points and key details presented in two texts on the same topic.
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Checkpoint S
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Checkpoint 1, S1.RC.9 Demonstrate comprehension that context clues (e.g., words and sentence clues) and text features (e.g., glossaries, illustrations) may be used to help understand unknown words.2.RC.11 Use context clues (e.g., words and sentence clues) and text features (e.g., table of contents, headings) to determine the meanings of unknown words.3.RC.11 Apply context clues (e.g., word, phrase, and sentence-level context) and text features (e.g., maps, illustrations, charts) to determine the meanings of unknown words.
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Checkpoint 2, SK.RC.7 Identify and sort pictures of objects into categories (e.g., colors, shapes, opposites) through oral discussions. (E)1.RC.10 Define and sort words into categories (e.g., antonyms, living things, synonyms). (E)2.RC.12 Identify relationships among words, including common synonyms and antonyms, and simple multiple-meaning words (e.g., change, duck). (E)3.RC.12 Identify relationships among words, including synonyms, antonyms, homographs, homonyms, and multiple-meaning words (e.g., puzzle, fire). (E)
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Checkpoint S3.RC.13 Use a known word as a clue to the meaning of an unknown word with the same root, and identify when an affix is added to a known root word.
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Writing
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KindergartenGrade 1Grade 2Grade 3
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K.W.1 Write most uppercase (capital) and lowercase letters of the alphabet, correctly shaping and spacing the letters of the words.1.W.1 Write all uppercase (capital) and lowercase letters legibly, and space letters, words, and sentences appropriately.2.W.1 Write legibly by forming letters correctly and spacing words and sentences properly. (E)3.W.1 Write legibly in print or cursive, leaving space between letters in a word, words in a sentence, and words and the edges of the paper.
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Checkpoint SK.W.2 Write by moving from left to right across the page and top to bottom.1.W.2 Produce (when writing or speaking) logically connected sentences to make a proposal to a particular audience (e.g., a parent, classmate), and give reasons why the proposal should be considered. (E)2.W.2 Write pieces that introduce an opinion, give reasons that support the opinion, use linking words (e.g., because, and, also), include a concluding statement or section, and include multiple reasons to explain why a certain course of action should be followed. (E)3.W.2 Write persuasive compositions in a variety of forms that:
a. State the opinion in an introductory statement or section.
b. Support the opinion with reasons in an organized way.
c. Connect opinion and reasons using words and phrases.
d. Provide a concluding statement or section. (E)
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Checkpoint SK.W.3 Use words and pictures to develop a main idea and provide information about a topic. (E)1.W.3 Produce (when writing or speaking) a topic sentence or main idea, provide some facts or details about the topic, and provide a concluding statement. (E)2.W.3 Write informative/explanatory pieces on a main idea that introduces a topic, provides facts and details about the topic, and includes a concluding statement. (E)3.W.3 Write informative compositions on a variety of topics that:
a. State the topic, develop a main idea for the introductory paragraph, and group
related information together.
b. Develop the topic with facts and details.
c. Connect ideas within categories of information using words and phrases.
d. Use text features (e.g., photographs, maps) when useful to aid comprehension.
e. Provide a concluding statement or section. (E)
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Checkpoint SK.W.4 Use words, pictures, and dictation to narrate a single event or simple story, arranging ideas in order. (E)1.W.4 Produce (when writing or speaking) narratives using precise words to describe characters and actions and temporal words to signal event order, with ideas organized into a beginning, middle, and ending. (E)2.W.4 Write narratives that:
a. Include a beginning;
b. Use temporal words to signal event order (e.g., first of all);
c. Provide details to describe actions, thoughts, and feelings; and
d. Provide a middle and an ending. (E)		3.W.4 Write narrative compositions in a variety of forms that:
a. Establish an introduction (e.g., situation, narrator, characters).
b. Include specific descriptive details and clear event sequences.
c. Include dialogue.
d. Connect ideas and events using introduction and transition words.
e. Provide an ending. (E)
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Checkpoint SK.W.5 With support, apply the writing process to:
a. Plan by generating ideas for writing through oral discussions and drawings;
b. Develop drafts in pictorial or written form by organizing ideas;
c. Revise writing by adding details in pictures or words; and
d. Use available technology to produce and publish writing.		1.W.5 With support, apply the writing process to:
a. Plan by generating ideas for writing through oral discussions and drawings;
b. Develop drafts in pictorial or written form by organizing ideas;
c. Revise writing to add details in pictures or words (e.g., sentence structure); edit writing for conventions (e.g., correct spelling of frequently used words, basic
capitalization, end punctuation); and
d. Use available technology to produce and publish legible documents.		2.W.5 Apply the writing process to:
a. Plan by generating ideas for writing by drawing and brainstorming; with support, revise writing by adding details (e.g., organization, sentence structure, word choice); edit writing for format and conventions (e.g., spelling, capitalization, usage, punctuation); and provide feedback to other writers.
b. Use available technology to produce and publish legible documents.		3.W.5 Apply the writing process to –
a. Generate a draft by developing, selecting, and organizing ideas relevant to topic, purpose, and genre; revise to improve writing, using appropriate reference materials (e.g., quality of ideas, organization, sentence fluency, word choice); and edit writing for format and conventions (e.g., spelling, capitalization, usage, punctuation).
b. Use available technology to produce and publish legible documents.
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Checkpoint SK.W.6 With support, build understanding of a topic using various sources.
a. Identify relevant pictures, charts, grade-appropriate texts, personal experiences, or people as sources of information on a topic.		1.W.6 With support, conduct research on a topic.
a. Identify several sources of information and indicate the sources.
b. Organize information, using graphic organizers or other aids.
c. Make informal presentations on information gathered.		2.W.6 With support, conduct research on a topic.
a. Find information on a topic of interest (e.g., cardinals).
b. Identify various visual and text reference sources.
c. Organize, summarize, and present the information, choosing from a variety of formats.		3.W.6 Conduct research on a topic.
a. Identify a specific topic or question of interest (e.g., where did Benjamin Harrison grow up?).
b. Locate information in reference texts, electronic resources, or through interviews.
c. Recognize that some sources may be more reliable than others.
d. Record relevant information in their own words.
e. Present the information, choosing from a variety of formats. (E)
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Checkpoint 3, SK.W.7 Demonstrate command of English grammar and usage when writing or speaking, focusing on:
a. Nouns/Pronouns – Using sentences that include singular and/or plural nouns (e.g., dog/dogs, cat/cats).
b. Verbs – Using sentences that include verbs.
c. Usage – Recognizing that there are different kinds of sentences (e.g., sentences that tell something, sentences that ask something).		1.W.7 Demonstrate command of English grammar and usage, when writing or speaking, focusing on:
a. Nouns/Pronouns – Using sentences that include common and proper nouns and personal pronouns.
b. Verbs – Using sentences with verbs to convey a sense of past, present, and future.
c. Usage – Using complete simple declarative, interrogative, imperative, and exclamatory sentences in response to prompts.		2.W.7 Demonstrate command of English grammar and usage, when writing or speaking, focusing on:
a. Nouns/Pronouns – Using sentences that include common, proper, possessive, and collective nouns, irregular plural nouns, and personal and possessive pronouns.
b. Verbs –
I. Using sentences that use the past tense of frequently occurring irregular verbs.
II. Understanding the functions of different types of verbs (e.g., action, linking) in sentences.
c. Adjectives/Adverbs – Using sentences that use adjectives and adverbs.
d. Usage – Using complete simple and compound declarative, interrogative, imperative, and exclamatory sentences correctly. (E)		3.W.7 Demonstrate command of English grammar and usage, focusing on:
a. Nouns/Pronouns – Writing sentences using abstract nouns (e.g., hope, thought).
b. Verbs – Writing sentences that use regular and irregular verbs and simple verb tenses to convey various times, sequences, states, and conditions.
c. Adjectives/ Adverbs – Writing sentences that include comparative and superlative adjectives and adverbs, choosing between them depending on what is being modified, and explaining their functions in the sentence.
d. Usage – Writing complete simple, compound, and complex declarative, interrogative, imperative, and exclamatory sentences, using coordinating and subordinating conjunctions (e.g., and, for, but, or) correctly. (E)
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Checkpoint 3, SK.W.8 Demonstrate command of capitalization, punctuation, and spelling, focusing on:
a. Capitalization – Capitalizing the first word in a sentence and the pronoun I.
b. Punctuation – Recognizing and naming end punctuation.
c. Encoding – Spelling simple words phonetically, drawing on phonemic awareness.		1.W.8 Demonstrate command of capitalization, punctuation, and spelling, focusing on:
a. Capitalization – Capitalizing the first word of a sentence, dates, names of people, and the pronoun I.
b. Punctuation –
I. Correctly using a period, question mark, and exclamation mark at the end of a sentence.
II. Using commas in dates and to separate items in a series.
c. Encoding –
I. Spelling unknown words phonetically, drawing on phonemic awareness and spelling conventions.
II. Correctly spelling words with common spelling patterns.
III. Correctly spelling common irregularly-spelled, grade-appropriate words (e.g., said, does, gone). (E)		2.W.8 Demonstrate command of capitalization, punctuation, and spelling, focusing on:
a. Capitalization – Capitalizing greetings, months and days of the week, titles and initials in names, and proper nouns, including holidays and geographic names.
b. Punctuation –
I. Correctly using a period, question mark, or exclamation mark at the end of a sentence.
II. Using an apostrophe to form contractions and singular possessive nouns.
III. Using commas in greetings and closings of letters, dates, and to separate items in a series.
c. Encoding –
I. Correctly spelling words with short and long vowel sounds, r-controlled vowels, and consonant-blend patterns.
II. Generalizing learned spelling patterns (e.g., word families) when writing words.
III. Correctly spelling common irregularly-spelled, grade-appropriate words (e.g., said, does, gone). (E)		3.W.8 Demonstrate command of capitalization, punctuation, and spelling, focusing on:
a. Capitalization – Capitalizing appropriate words in titles, historical periods, company names, product names, and special events.
b. Punctuation –
I. Correctly using apostrophes to form contractions and singular and plural possessives.
II. Using quotation marks to mark direct speech.
III. Using commas in locations and addresses, to mark direct speech, and for coordinating adjectives (e.g., a small, red bicycle).
c. Spelling –
I. Using correct spelling for irregularly spelled words (e.g., said, does, gone) and other studied words and for adding affixes to base words.
II. Using spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts, homophones/ homographs) when writing. (E)
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Communiation and Collaboration
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KindergartenGrade 1Grade 2Grade 3
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K.CC.1 Participate in collaborative conversations about grade-appropriate topics and texts with peers and adults in small and larger groups. (E)1.CC.1 Participate in collaborative conversations about grade-appropriate topics and texts with peers and adults in small and larger groups. (E)2.CC.1 Participate in collaborative conversations about grade-appropriate topics and texts with peers and adults in small and larger groups. (E)3.CC.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade-appropriate topics and texts, building on others’ ideas and expressing personal ideas clearly. (E)
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1.CC.2 Listen to others, take turns speaking about the topic, and add one’s own ideas in small group discussions or tasks.2.CC.2 Listen to others, take one’s turn in respectful ways, and speak one at a time about the topics and text under discussion.3.CC.2 Explore ideas under discussion by drawing on readings and other information.
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K.CC.2 Ask questions to seek help, obtain information, or clarify something that is not understood.1.CC.3 Ask and answer questions about what a speaker says to clarify something that is not understood.2.CC.3 Ask for clarification and further explanation as needed about the topics and texts under discussion.
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K.CC.3 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. (E)1.CC.4 Ask and answer questions about key details in what is read, heard, or viewed to demonstrate comprehension. (E)2.CC.4 Ask and answer questions about what a speaker says to clarify comprehension, gather information, or deepen understanding of a topic or issue. (E)3.CC.3 Ask questions to check understanding of information presented, stay on topic, and link comments to the remarks of others. (E)
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3.CC.4 Retell, paraphrase, and explain the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively (e.g., charts and graphs), and orally. (E)
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Checkpoint S
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Checkpoint S3.CC.5 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
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K.CC.4 Audibly recite poems, rhymes, and songs, and use complete sentences to describe familiar people, places, things, and events. With support, provide additional details on these topics.1.CC.5 Speaking audibly and using appropriate language, recite poems, rhymes, songs, and stories, with careful attention to sensory detail when describing people, places, things, and events.2.CC.5 Develop simple presentations that maintain a clear focus, using various media when appropriate to clarify ideas, thoughts, and feelings. (E)3.CC.6 Use appropriate language to report on a topic or text, or provide a narrative that organizes ideas chronologically using major points of information. Use appropriate facts and relevant, descriptive details, speaking at an understandable pace in a clear and concise manner. (E)
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1.CC.6 Add drawings or other visual displays, such as pictures and objects, when sharing information to clarify ideas, thoughts, and feelings.3.CC.7 Create oral presentations that maintain a clear focus, using various media when appropriate to emphasize or enhance certain facts or details.
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K.CC.5 Follow simple two or three-step oral directions.
1.CC.7 Give and follow oral directions with two or three steps.
2.CC.6 Give and follow oral directions with three or more steps.
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Checkpoint 2, S2.CC.7 Recognize that media can be sources for information, entertainment, persuasion, interpretation of events, and transmission of culture. (E)3.CC.8 Distinguish among the purposes of various media messages, including for information, entertainment, persuasion, interpretation of events, or transmission of culture. (E)
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