Kindergarten ELA OLS Standards

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Print many upper- and lowercase letters.

Use frequently occurring nouns and verbs.

Form regular plural nouns orally by adding/s/ or /es/ (e.g., dog, dogs; wish, wishes).

Understand and use interrogatives (question words) (e.g., who, what, where, when, why, how).

Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

Produce and expand complete sentences in shared language activities.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Capitalize the first word in a sentence and the pronoun I.

Recognize and name end punctuation.

Write a letter or letters for most consonant and short-vowel phonemes (sounds).

Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Begins in grade 2

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

With guidance and support from adults, explore word relationships and nuances in word meanings.

Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their antonyms (opposites).

Identify real-life connections between words and their use (e.g., note places at school that are colorful).

Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Reading Standards for Literature

Language Standards

Integration of Knowledge and Ideas

Knowledge of Language

Range of Reading and Level of Text Complexity

Research to Build and Present Knowledge

Print Concepts

Reading Standards for Foundational Skills

Text Types and Purposes

Key Ideas and Details

Production and Distribution of Writing

Integration of Knowledge and Ideas

Phonological Awareness

Craft and Structure

Writing Standards

Speaking and Listening Standards

Presentation of Knowledge and Ideas

Reading Standards for Informational Text

Craft and Structure

Key Ideas and Details

Range of Writing

Comprehension and Collaboration

Conventions of Standard English

Range of Reading and Level of Text Complexity

Vocabulary Acquisition and Use

Fluency

Phonics and Word Recognition

Demonstrate understanding of the organization and basic features of print.

Follow words from left to right, top to bottom, and page by page.

Recognize that spoken words are represented in written language by specific sequences of letters.

Understand that words are separated by spaces in print.

Recognize and name all upper- and lowercase letters of the alphabet.

Demonstrate understanding of spoken words, syllables, and phonemes (sounds).

Recognize and produce rhyming words.

Count, pronounce, blend, and segment syllables in spoken words.

Blend and segment onsets and rimes of single-syllable spoken words.

Isolate and pronounce the initial, medial vowel, and final phonemes (sounds) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)

Add or substitute individual phonemes (sounds) in simple, one-syllable words to make new words.

Know and apply grade-level phonics and word analysis skills in decoding words.

Demonstrate basic knowledge of one-to-one grapheme (letter)-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Read emergent-reader texts with purpose and understanding.

With prompting and support, ask and answer questions about key details in a text.

Actively engage in group reading activities with purpose and understanding.

With prompting and support, identify the main topic and retell key details of a text.

With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

With prompting and support, ask and answer questions about unknown words in a text.

Identify the front cover, back cover, and title page of a book.

Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

With prompting and support, identify the reasons an author gives to support points in a text.

With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

With prompting and support, ask and answer questions about key details in a text.

Actively engage in group reading activities with purpose and understanding. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.

With prompting and support, retell familiar stories, including key details.

With prompting and support, identify characters, settings, and major events in a story.

Ask and answer questions about unknown words in a text.

Recognize common types of texts (e.g., storybooks, poems).

With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

Not applicable to literature

With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Participate in collaborative conversations about kindergarten topics and texts with diverse partners in small and larger groups.

Follow agreed-upon rules for discussions(e.g., listening to others and taking turns speaking about the topics and texts under discussion).

Continue a conversation through multiple exchanges.

Confirm understanding of a text read aloud or information presented in various media and other formats (e.g., orally) by asking and answering questions about key details and requesting clarification if something is not understood.

Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Add drawings or other visual displays to descriptions as desired to provide additional detail.

Speak audibly and express thoughts, feelings, and ideas clearly.

Use a combination of drawing, dictating, and writing to compose opinion pieces that tell a reader the topic or the name of the book being written about and express an opinion or preference about the topic or book (e.g., My favorite book is…).

Begins in grade 3

Use a combination of drawing, dictating, and writing to compose informative/explanatory texts that name what is being written about and supply some information about the topic.

Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Begins in grade 3

With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Begins in grade 4

An English Language Learner can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.

An English learner with significant cognitive disabilities can speak and write about gradeappropriate complex literary and informational texts and topics.

with prompting and support (including context and visual aids), use a very limited set of strategies to:

identify a few key words

with prompting and support (including context and visual aids), use an emerging set of strategies to:

identify some key words and phrases

with prompting and support (including context and visual aids), use an increasing range of strategies to:

• identify main topics

answer questions about key details or parts of stories

retell events

with prompting and support (including context and visual aids), use a developing set of strategies to:

identify main topics

ask and answer questions about key details

with prompting and support (including context and visual aids), use a wide range of strategies to:

identify main topics

answer questions about key details

retell familiar stories

With prompting and support, use an increasing range of strategies to:

With prompting and support, use an emerging set of strategies to identify some key words and main topics from readalouds, oral presentations and picture books.

With prompting and support, use a very limited set of strategies to identify a few key words from read-alouds, oral presentations, and picture books.

An English Language Learner can make accurate use of standard English to communicate in grade-appropriate speech and writing.

An English learner with significant cognitive disabilities can make accurate use of standard English to communicate in grade-appropriate speech and writing.

with support (including context and visual aids),

recognize and use a small number of frequently occurring nouns and verbs

understand and respond to simple questions.

with support (including context and visual aids),

recognize and use frequently occurring nouns, verbs, and short phrases

respond to yes/no and whquestions

produce a few simple sentences

with support (including context and visual aids),

recognize and use frequently occurring regular plural nouns, verbs, and prepositions

use and respond to question words

produce simple sentences

with support (context and visual aids),

recognize and use frequently occurring regular plural nouns, verbs, and prepositions

use and respond to question words;

produce and expand simple sentences

with increasing independence,

use frequently occurring regular plural nouns, verbs, prepositions, and question words

ask and answer interrogatives (wh- questions)

produce and expand simple sentences

With prompting and support:

With prompting and support:

With prompting and support:

An English Language Learner can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

An English learner with significant cognitive disabilities can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

with prompting and support (including context and visual aids), use a very limited set of strategies to:

listen with limited participation in short conversations

respond to simple yes/no and some wh- questions

with prompting and support (including context and visual aids), use an emerging set of strategies to:

participate in short conversations

respond to simple yes/no and wh- questions

with prompting and support (including context and visual aids), use an increasing range of strategies to:

participate in short conversations

follow some rules for discussion

respond to simple yes/ no and wh- questions

with prompting and support (including context and visual aids), use a developing set of strategies to:

participate in conversations and discussions

ask and answer simple questions

follow increasing number of rules for discussion

with prompting and support (including context and visual aids), use a wide range of strategies to:

participate in conversations and discussions

ask and answer questions

follow rules for discussion

With prompting and support:

With prompting and support:

With prompting and support:

An English Language Learner can speak and write about grade-appropriate complex literary and informational texts and topics.

An English learner with significant cognitive disabilities can speak and write about grade appropriate complex literary and informational texts and topics.

with prompting and support (including context and visual aids), use a very limited set of strategies to:

communicate simple information or feelings about familiar topics or experiences.

with prompting and support (including context and visual aids), use an emerging set of strategies to:

communicate simple information or feelings about familiar topics, experiences, or events.

with prompting and support (including context and visual aids), use an increasing range of strategies to:

communicate information or feelings about familiar topics, experiences, or events.

with prompting and support (including context and visual aids), use a developing set of strategies to:

tell or dictate simple messages about a variety of topics, experiences, or events.

with prompting and support (including context and visual aids), use a wide range of strategies to:

make simple oral presentations.

compose short written texts

With prompting and support:

With prompting and support:

With prompting and support:

An English Language Learner can construct grade-appropriate oral and written claims and support them with reasoning and evidence.

An English learner with significant cognitive disabilities can construct grade-appropriate oral and written claims.

with prompting and support (including context and visual aids), use a very limited set of strategies to:

express a feeling or opinion about a familiar topic showing limited control.

with prompting and support (including context and visual aids), use an emerging set of strategies to:

express an opinion or preference about a familiar topic showing emerging control.

with prompting and support (including context and visual aids), use an increasing range of strategies to:

express an opinion or preference about a familiar topic or story showing developing control.

with prompting and support (including context and visual aids), use a developing set of strategies to:

express an opinion or preference about a variety of topics or stories showing increasing control.

with prompting and support (including context and visual aids), use a wide range of strategies to:

express an opinion or preference about a variety of topics or stories showing increasing control.

With prompting and support:

express an opinion or preference about a familiar topic showing increasing control.

With prompting and support:

conduct research and evaluate and communicate findings to answer questions or solve problems.

An English learner with significant cognitive disabilities can conduct research and evaluate and communicate findings to answer questions or solve problems.

with prompting and support from adults,

recall information from experience or from a provided source.

with prompting and support from adults,

recall information from experience or use information from a provided source to answer a question.

with prompting and support from adults,

recall information from experience or use information from provided sources to answer a question showing developing control.

with prompting and support from adults,

recall information from experience or use information from provided sources to answer a question showing increasing control.

with prompting and support from adults,

recall information from experience or use information from provided sources to answer a question showing increasing control.

With prompting and support:

With prompting and support:

With prompting and support:

An English Language Learner can analyze and critique the arguments of others orally and in writing.

An English learner with significant cognitive disabilities can analyze and critique the arguments of others orally and in writing.

[Standard introduced at Level 4.]

[Standard introduced at Level 4.]

[Standard introduced at Level 4.]

with prompting and support,

identify a reason an author or speaker gives to support a point.

with prompting and support,

identify appropriate reasons an author or speaker gives to support main points.

Not appropriate at this proficiency level

Not appropriate at this proficiency level

Not appropriate at this proficiency level

An English Language Learner can adapt language choices to purpose, task, and audience when speaking and writing.

An English learner with significant cognitive disabilities can adapt language choices to purpose, task, and audience when speaking and writing.

[Standard introduced at Level 4.]

[Standard introduced at Level 4.]

[Standard introduced at Level 4.]

with prompting and support,

show a developing awareness of the difference between appropriate language for the playground and language for the classroom.

with prompting and support,

show awareness of differences between informal (“playground speech”) and language appropriate to the classroom

use some words learned through conversations, reading, and being read to.

With prompting and support:

With prompting and support:

Not appropriate at this proficiency level

determine the meaning of words and phrases in oral presentations and literary and informational text.

An English learner with significant cognitive disabilities can determine the meaning of words and phrases in oral presentations and literary and informational text.

with prompting and support (including context and visual aids),

recognize the meaning of a few frequently occurring words

with prompting and support (including context and visual aids),

recognize the meaning of some frequently occurring words and phrases

with prompting and support (including context and visual aids),

answer questions to help determine the meaning of some words and phrases

with prompting and support (including context and visual aids),

answer and sometimes ask questions about the meaning of words and phrases

with prompting and support (including context and visual aids),

answer and ask questions about the meaning of words and phrases

With prompting and support:

With prompting and support:

With prompting and support:

An English Language Learner can create clear and coherent grade-appropriate speech and text.

An English learner with significant cognitive disabilities can create clear and coherent gradeappropriate speech and text.

[Standard introduced at Level 3.]

[Standard introduced at Level 3.]

with support (including visual aids, context),

retell several events from experience or a familiar story with developing control of some frequently occurring linking words (e.g., and, then).

with support (including visual aids, context)

retell a simple sequence of events from experience or a familiar story with increasingly independent control of frequently occurring linking words.

with support (including visual aids),

retell a short sequence of events from experience or a familiar story, with a beginning, middle, and end using frequently occurring linking words.

With prompting and support:

With prompting and support:

Not appropriate at this proficiency level

Language

Demonstrate command of the conventions of standard English grammar and usage when a. writing or speaking. b. Print many upper-and lowercase letters. c. Use frequently occurring nouns and verbs. d. Form regular plural nouns orally by adding /s/ or / es/ (e.g., dog, dogs; wish, wishes).e. Understand and use interrogatives (question words) (e.g., who, what, where, when, why, how). f. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). g. Produce and expand complete sentences in shared language activities.

Know and apply the conventions of formal American English grammar and usage when communicating.

Say and stretch the sound the letter makes as the letter is being created.

Use frequently occurring nouns and verbs.

Identify and/or use the parts of letters to construct each upper and lower-case letter (e.g. capital E = three short sticks and one long stick)

Communicate regular plural nouns by adding “s” or “es” (e.g., dog, dogs, wish, wishes).

Name all 26 letters in the alphabet.

Understand and use interrogatives.

pair phoneme awareness of letter sounds with fine and gross motor experiences creating letters (e.g. say and stretch the sound the letter makes as the letter is being created)

Use the most frequently occurring prepositions.

identify the parts of letter to construct each upper and lower-case letter (e.g. capital E = three short sticks and one long stick)

Produce and expand kernel sentences in shared language activities.

participate in oral language experiences using nouns, verbs, prepositions and question words

participate in oral language experiences using letter sounds to create common words

listen to and begin to express thoughts in complete sentences

connect oral language sounds to print

Demonstrate command of the conventions of standard English capitalization, punctuation, a. and spelling when writing. b. Capitalize the first word in a sentence and the pronoun I. c. Recognize and name end punctuation. d. Write a letter or letters for most consonant and shortvowel phonemes (sounds). e. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Recognize the conventions of formal American English capitalization and punctuation when communicating thoughts and ideas.

Match letter sounds to letters in print.

Capitalize the first word in a sentence and the pronoun “I.”

Order and manipulate the sounds in simple words.

Name end punctuation.

With modeling and support say the sounds in simple words.

identify a sentence as beginning with a capital letter and ending with punctuation

select types of punctuation

match punctuation mark with sentence type

identify one or more reasons we capitalize words

capitalize own name

identify letters as sounds in speech and writing

say or identify each of the short vowel sounds

say or identify each of the consonant sounds (most commonly used)

match sounds in simple words to placeholders for letters (Elkonin boxes with chips)

match letter sounds in simple words to letter tiles or letter shapes

Actively engage during phonological awareness and phonics activities.

(Begins in grade 2)

(Begins in Grade 2)

(Begins in grade 2)

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

When presented with a read-aloud or engaging in discussion, determine the meaning of new and multiple-meaning words.

Match a word with an affix to a picture representing its new meaning. (e.g. root word is use show picture of something useful or useless)

Demonstrate understanding of new and multiple-meaning words or phrases by using them in sentences, acting them out, or drawing pictures.

Match more than one meaning with single word. (sample words: bark, bat, bowl, foot, fly, jam, hide, check, box, can, clip, stamp, shake, sink, star, etc.)

Use the most frequently occurring inflections and affixes (e.g., -s, -es, -ed, -ing, re-, un-) as a clue to the meaning of an unknown word.

Identify familiar objects or pictures that represent new Kindergarten words.

Actively participate in word meaning (vocabulary syntax and semantics) activities.

with modeling and support break words into syllables orally

with modeling and support break words into syllables visually

identify that many word parts have meaning

there are different types of affixes that change the meaning of a word (e.g., -ed, -s, re-, un-, pre-, -ful, -less)

identify a root word as a whole word inside a larger word

pair words with meaning and concrete examples from everyday life

Actively engage in word meaning activities.

With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their antonyms (opposites). c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

Explore word relationships and nuances in word meanings.

Add an opposite to a given verb. (e.g. up/___, fast/___, in/___)

Categorize objects or pictures to understand how they relate to a common concept or topic (e.g., food, colors).

Sort words into two categories, (verbs, adjectives).

Demonstrate understanding of frequently occurring verbs and adjectives by matching them to their antonyms.

Identify one or more categories linked to a given set of words following real-life experience. (e.g. shell, waves, sand, fish - beach or ocean words; beans, corn, bread, cheese, meat - food words; basketball, football, softball, soccer - sports)

Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

Sort common objects into categories.

words can be sorted into categories by meaning, part of speech, word parts, etc.

learn about action words -verbs

learn about describing words - adjectives

analyze spoken sentences for word types (noun, verb, adjective)

Actively engage in word meaning activities. (vocabulary, morphemes, syntax, semantics)

Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Apply previously taught vocabulary in a given context by demonstrating connections between words and their use (e.g., note places at school that are colorful).

Communicate using words and phrases acquired through reading or listening to text.

Actively participate during activities by interjecting acquired words or phrases.

Use words acquired through conversations when speaking.

Select words and phrases that apply to everyday events.

Use familiar words in conversation.

Actively engage during oral language experiences.

listen to the words and phrases used by peers, adults and in texts

select words and phrases that apply to everyday events

mimic the speech of others in the context of everyday events

chorally respond by saying repeat lines in text

Actively engage during oral language experiences.

Writing Standards

recall information from experience or from a provided source to answer a question showing developing control.

answer simple questions to English language proficiency determine the meaning of some frequently occurring words and phrases in simple oral presentations and read-alouds about familiar topics, experiences or events.

recognize and use a small number of frequently occurring nouns and verbs

Key Ideas and Details

Range of Reading and Level of Text Complexity

Range of Writing

Phonological Awareness

Phonics and Word Recognition

communicate simple information or feelings about familiar topics, experiences or events.

Production and Distribution of Writing

Language Standards

communicate simple information or feelings about familiar topics or experiences.

retell basic information from read-alouds, oral presentations, and picture books.

retell a few events from experience or from a familiar story with developing control of some frequently occurring linking words (e.g., and, then).

tell or dictate simple information about familiar topics, experiences or events.

produce simple and some compound sentences on familiar topics in shared language activities.

respond to simple questions (e.g., yes or no) in shared language activities*.

express an opinion or preference about a familiar topic showing increasing control.

answer questions about key details; and

Research to Build and Present Knowledge

recognize and use frequently occurring nouns, verbs and prepositions

Limited participation includes eyes on speaker or text with teacher prompting and proximity for redirection. Limited participation also refers to being able to add something to the conversation through whatever modality the student is most comfortable using, even if this means the students is repeating sounds or words.

Conventions of Standard English

indicate a feeling or opinion about a familiar topic showing limited control.

Range of Reading and Level of Text Complexity

respond to simple yes/no questions about familiar topics.

repeat simple sentences on familiar topics in shared language activities.

Fluency

respond to simple yes and no and whquestions

Reading Standards and Literature

Print Concepts

follow simple rules for discussion about familiar topics.

Presentation of Knowledge and Ideas

indicate the appropriate audience or task from a field of options when presented with familiar phrases and simple sentences.

listen with some participation in short conversations

*Shared language activities include conversation, read aloud and interaction.

respond to simple questions (e.g., yes or no, wh- questions)

Integration of Knowledge and Ideas

use and respond to question words

identify information from experience or from a provided source to answer a question showing increasing control.

Reading Standards for Informational Text

Limited set of strategies: Refers to one or two different strategies the student successfully uses regularly (e.g., matching, pointing, nodding, yes or no responses).

Comprehension and Collaboration

Craft and Structure

Vocabulary Acquisition and Use

participate in short conversations

listen with limited participation in short conversations

Key Ideas and Details

respond to more complex yes and no and wh- questions

retell a simple sequence of events from experience or from a familiar story with increasing control of frequently occurring linking words.

show a developing awareness of the difference between appropriate language for the playground and language for the classroom.

Speaking and Listening Standards

Emerging set of strategies: Refers to one or two different strategies to show understanding of meaning (e.g., select multiple choice, put pictures in order, answer verbally with a sentence starter).

Craft and Structure

identify a feeling or opinion about a familiar topic showing emerging control.

Reading Standards: Foundational Skills

Integration of Knowledge and Ideas

Knowledge of Language

indicate awareness of the appropriate language for the playground and for the classroom.

follow some rules for discussion about familiar topics.

Text Types and Purposes

recognize information from experience or from a provided source.

recognize and use a small number of frequently occurring nouns, verbs and short phrases

recognize the meaning of some frequently occurring words in simple oral presentations and read-alouds about familiar topics, experiences or events.

recognize the meaning of a few frequently occurring words in simple oral presentations and read-alouds about familiar topics, experiences or events.

Reading Foundations

Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. d. Recognize and name all upper-case and lowercase letters of the alphabet.

Demonstrate understanding of the organization and basic features of print:

Track words from left to right, top to bottom, and note correct page orientation.

Follow words from left to right, top to bottom, and page by page.

Identify that spaces separate words to help the reader know where a word begins and ends.

Recognize that spoken words are represented in written language by specific sequences of letters.

Attend to a story read aloud, recognizing that spoken words are associated with text.

Understand that words are separated by spaces in print.

Words refers to specific combinations of written letters that represent a spoken word.

Alphabet refers to a system of letters in a fixed order that represents the sounds of the language.

Uppercase letters refers to the capital letters in the alphabet.

Lowercase letters refers to the smaller form of the letters in the alphabet.

Most letter names are closely related to their corresponding sound.

Identify that spaces separate words to help the reader know where a word begins and ends.

Follow words from left to right, top to bottom, and page by page.

Recognize that spoken words are represented in written language by specific sequences of letters.

Show that words are separated by spaces in print.

Identify all upper- and lowercase letters of the alphabet.

Name all upper- and lowercase letters of the alphabet.

Print carries a message.

Print is organized in a specific format to convey meaning.

Letters are written symbols that represent the sounds of language.

In print, spaces separate words to help the reader know where a word begins and ends.

Knowing the letter names can support recalling the sound of the letter (e.g., b, d, z).

Demonstrate understanding of spoken words, syllables, and phonemes (sounds). a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in spoken words. c. Blend and segment onsets of rhymes of single-syllable spoken words. d. Isolate and pronounce the initial, medial vowel, and final phonemes (sounds) in three-phoneme (consonantvowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) e. Add or substitute individual phonemes (sounds) in simple, one-syllable words to make new words.

Recognize and produce the sound structures of spoken words, including syllables and phonemes (sounds), with automaticity:

With scaffolding and support practice chunking spoken or augmentative speech sounds into parts of words (sounds within words).

Recognize and produce rhyming words.

Actively participate in rhyming and syllable activities. (patterns and parts of words)

Count, blend and segment up to three syllables in spoken words with automaticity.

With scaffolding and support, practice chunking spoken or augmentative speech sounds into parts of sentences (words within a sentence).

Identify and segment onsets and rimes in single-syllable spoken words with automaticity.

Sounds refers to the basic units of speech.

Isolate, identify, and articulate the initial, medial and final phoneme in words containing three phonemes with automaticity.

A spoken word refers to individual sounds in a specific sequence.

Segment single-syllable words containing three to four phonemes into individual sounds with automaticity.

Rhyming words refers to two or more words that sound the same in the middle and at the end.

Blend three to four phonemes to make a one-syllable word with automaticity.

Syllables refers to at least a vowel sound and may include a consonant sound(s) before and/or after the vowel.

Words consist of one or more syllables.

Pronounce refers to saying the sound correctly.

Blend refers to saying individual sounds together.

Segment refers to separating words into syllables and/or individual sounds.

In single-syllable words, onset refers to the initial sound(s) before the vowel sound.

In single-syllable words, rime refers to the first vowel sound and consonant sound(s) that follow.

Rhyming words have different onsets but the same phonetic rime.

Isolate refers to identifying and examining sounds separately.

In a CVC word, the initial sound refers to the first consonant sound.

In a CVC word, the medial vowel sound refers to the vowel sound between the initial and final consonant sounds.

In a CVC word, the final sound refers to the last consonant sound.

Substitute refers to putting one sound in place of another.

Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of one-to-one grapheme (letter)-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. b. Associate the long and short sounds with common spellings for the five major vowels. c. Read common highfrequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Know and apply grade-level phonics and word analysis skills in decoding words:

Break whole word apart into phonemes.

Name the letters of the alphabet in order.

Stretch spoken words by individual sounds then state or select the whole word.

Identify, name, and write all lowercase letters with automaticity.

Actively engage or participate in alliteration and/or rhyming activities.

Identify, name, and write all uppercase letters with automaticity.

When given a phoneme, identify, name, and write the corresponding grapheme

Short vowels

Consonants

Consonant digraphs

Decode words aligned with phonics patterns in scope and sequence of adopted HQIM , such as:

a, e, i, o and u with short vowel sounds (CVC)

Long vowel sounds associated with single letters (open syllables in one-syllable words)

Consonant digraph sh, ch, th,

Most common consonant sounds b, c, d, f, g, h, j, k, l, m, n, p, q(u), r, s, t, v, w, x, y, z

Welded/glued sounds (-ang, -ing, -ong, -ung, -ank, -ink, -onk, -unk, - an, -am, -all)

Read common high-frequency words with automaticity, aligned with the adopted HQIM, such as:

Phonetically regular words

Partially regular words

Irregular words

Read emergent reader texts with purpose and understanding.

Read aloud decodable, controlled texts containing previously taught patterns with accuracy, automaticity, and appropriate expression to gain meaning from text.

Actively participate in supported grade-level/age-appropriate, adapted texts.

Participate in supported grade- level/age-appropriate shared reading.

Actively engage in supported grade-level/age-appropriate shared reading

Reading Informational

With prompting and support, ask and answer questions about key details in a text.

When presented with a read-aloud, ask and answer questions about key details in an informational text (e.g., historical, scientific, or technical text).

Select given objects, images or keywords that match key details from a shared informational text.

Select a question from an array (two or more choices) that would match the topic from a shared informational text.

Select an object or photograph from an array (two or more choices) that matches the topic from a shared informational text.

associate who questions with people

associate where questions with geographic location

associate when questions with time

associate what questions with topic and details

take note of details as the text is shared - note with objects, pictures, words, symbols, etc.

Actively engage with shared informational text.

Actively engage with someone who is asking a question.

Actively engage in group reading activities with purpose and understanding.

With scaffolding provided, use background knowledge and draw on previous experiences to understand an informational text read aloud.

While participating in group reading activity make associations with the text and communicate thoughts or ask questions.

Actively engage in group reading activities that activate prior knowledge related to previous life experiences.

Actively engage in grade-level/age-appropriate text.

Communicate about prior experiences related to the topic

Actively engage in group reading activities.

Demonstrate engagement.

With prompting and support, identify the main topic and retell key details of a text.

When presented with a read-aloud, retell facts and ideas from an informational text, including the main topic and key details.

Retell key details of a text by selecting objects, pictures or words.

Sequencing is not part of this standard.

With scaffolding and support, point to or otherwise indicate a key detail about the main topic in a shared informational text.

With scaffolding and support, point to or otherwise indicate a main topic (who or what the text is about) on one or more pages of an informational text.

Actively engage with shared informational text.

Actively engage to indicate a choice.

With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

When presented with a read-aloud, identify the connection between two individuals, events, or ideas in an informational text.

Describe connections between two individuals in a text.

Identify something in common between two texts.

Communicate thoughts about text.

communicate thoughts

identify individuals in text as people

identify things that are the same in the environment

Actively engage with shared informational text.

Actively engage to indicate a choice.

With prompting and support, ask and answer questions about unknown words in a text.

When presented with a read-aloud, ask and answer questions to determine the meaning of unknown or essential vocabulary words in an informational text.

Match unknown words to visual/sensory representations of (e.g., objects, tactile graphics, signs, smells, braille, etc. relating to) those words.

Identify an unknown word in shared text.

Ask a question about shared text.

Ask questions

Answer orally presented questions

select associations to everyday life that help develop meaning in unknown words or phrases

use word study strategies from several brain processors (phonological awareness semantics and syntax) to develop word meaning in auditorily presented text (break word into onset and rime, break word into syllables, break word into phonemes, sight words, root words, simple parts of speech, etc.)

Actively engage during Q & A about informational text vocabulary

Actively engage with objects, tactile graphics or other sensory experiences related to better understand the meaning of words in a text.

Identify the front cover, back cover, and title page of a book.

When presented with a read-aloud, show understanding of print concepts by naming the front and back covers and pointing to the title page.

hold the book upright

hold the book front facing

turn pages in a book moving from front to back

identify the pictures in a book

identify the pictures in a book

indicate the title of the book

indicate the author of a book

Actively engage in the handling of a book

Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

When presented with a read-aloud, locate the author and illustrator and describe how each contributes to presenting facts and ideas in an informational text.

Match the author and illustrator to his/her part of the book (given sample pictures/diagrams or text).

Indicate the illustrator’s name or picture on/in a given text.

Indicate the author’s name or picture on/in a given text.

participate in class writing as an author

participate in class writing as an illustrator

share ideas for text or illustrations

with scaffolding and support create own writings by capturing shared thoughts or ideas in print

identify self as author and illustrator in individual or group writings

Actively engage in shared informational text by a favorite author or illustrator

With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

When presented with a read-aloud, describe the information that titles, headings, and illustrations provide in informational text.

Select an illustration from the book to person, place, thing or idea shared during text read aloud. (e.g. The police officer helps people stay safe. - matched to an illustration of how officers help the community)

Point out matching keywords in both text and illustrations.

Listen for, and indicate when, information that matches a given illustration from a text.

Communicate thoughts about a text

Listen during shared informational text

Indicate when text matches visual supports in text

Actively engage in shared informational text that contains illustrations.

With prompting and support, identify the reasons an author gives to support points in a text.

(Begins in grade 1)

Match one of the author’s topics to one or more supporting detail from the text.

Identify one or more topics the author writes about in a text.

Indicate the author who wrote a given text.

Note: Identify refers to recognizing and/or naming.

Note: Reasons refers to causes or explanations.

Note: Author refers to a person who presents ideas or information in written form.

Note: Points refers to ideas, opinions, or claims.

Indicate the author’s name or picture on/in a given text.

Actively engage in shared informational text that contains a topic of interest.

With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

With adult support, identify similarities and differences in information, illustrations, or features of two informational texts on the same topic.

Identify two texts that have the same or similar topics.

Identify differences as not alike.

Identify similarities as being the same or alike, but not identical.

Topic refers to a subject or focus of a text.

Illustrations refers to the pictures, drawings, or visual aids that provide a visual representation of some part of the text.

Descriptions refers to an account that includes all the relevant features or characteristics.

Procedures refers to a series of steps that build on one another and lead to an outcome.

Actively engage during the sharing of two informational texts on the same topic.

Identify the front cover and back cover of an informational text.

Indicate the cover of the book.

Identify the pages in a book.

Reading Literature

With prompting and support, ask and answer questions about key details in a text.

When presented with a read-aloud, ask and answer questions about key details in a literary text (e.g., story, drama, poem).

Select an object or image aligned to who/characters, when/time, what/action, where/setting related to shared text details.

Select an object or image related to shared text.

identify questions words (who, what, where, when, why, how)

take note of details as the text is shared - note with objects, pictures, words, symbols, etc.

when given the prompt “who” learner selects details to a question about characters

when given the prompt “where” learner selects details to a question about location or setting

when given the prompt “what” learner selects details to a question about plot or actions

Actively engage with shared text.

Actively engage with someone who is asking a question.

Actively engage in group reading activities with purpose and understanding. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.

When presented with a read-aloud, utilize background knowledge and draw on previous experiences to understand a literary text.

Select two texts with a similar topic, character or setting to demonstrate text-to-text comparison/connection.

With support, compare details from two texts using visual/tactile organizer to determine similarities and/or differences.

While participating in group reading activity identify and communicate details from the text (characters, setting, topic) to be recorded.

Actively engage in group reading activities that activate text-to-text comparisons, and connections.

Actively engage in group reading activities that activate text-to-self connections.

Select texts related to prior experiences.

Communicate about prior experiences.

Actively engage in group reading activities that activate prior knowledge related to previous life experiences.

Actively participate in grade-level/age-appropriate literature activities using adapted materials as needed.

Actively engage in grade-level/age-appropriate literature materials.

Communicate about prior experiences

Actively engage in language play (play with sounds)

Actively engage in group reading activities.

Select two texts with a similar topic, character or setting to demonstrate text-to-text comparison/connection.

With support, compare details from two texts using visual/tactile organizer to determine similarities and/or differences.

While participating in group reading activity identify and communicate details from the text (characters, setting, topic) to be recorded.

Actively engage in group reading activities that activate text-to-text comparisons, and connections.

Actively engage in group reading activities that activate text-to-self connections.

Select texts related to prior experiences.

Communicate about prior experiences.

Identify an element from a story that connects to a personal experience.

Actively engage in group reading activities that activate prior knowledge related to previous life experiences.

Actively participate in grade-level/age-appropriate literature activities using adapted materials as needed.

Actively engage in grade-level/age-appropriate literature materials.

Actively engage in group reading activities.

With prompting and support, retell familiar stories, including key details.

When presented with a read-aloud, retell stories from literary texts, including key details.

With a visual or tactile prompt, Retell or sequence two events from a familiar story

Match object or image to key detail from the beginning of the story.

Match object or image to key detail from the end of the story.

as a familiar story is read, select an object, picture, symbol or word to represent key detail from beginning, middle and/or end of story

as a familiar story is read, select an object, picture, symbol or word to represent key detail from every page

Actively engage when a familiar story is introduced.

Actively engage during the sharing of a familiar story.

Actively engage when a familiar book is shown visually.

Actively engage with a book using one or more senses.

With prompting and support, identify characters, settings, and major events in a story.

When presented with a read-aloud:

Recognize characters, settings or events in a story.

Name the character(s) and setting(s).

Recognize settings in a story.

List major events in a literary text.

Recognize characters in a story.

characters = who (people, animals)

settings = where (places, locations)

events = what (actions, happenings)

Ask and answer questions about unknown words in a text.

When presented with a read-aloud, ask and answer questions to determine the meaning of unknown or essential vocabulary words in a literary text.

With prompting and support, select a question to ask about an unknown word.

(i.e. What are the sounds in this word? How is it pronounced What does this word mean?)

Identify unknown words in a text (story, poem or song).

Identify words in a story, poem or song.

Identify a word vs. a picture, letter or number.

explore known vs. unknown words

explore strategies to decode new words

Explore what to do when an unknown word is encountered

Actively engage in word study and vocabulary activities

Recognize common types of texts (e.g., storybooks, poems).

When presented with a read-aloud:

Identify poetry book or poem.

Identify the type of literary text; and

Identify a variety of common text types (cookbook/recipe, newspaper, magazine, email, text, advertisement, labels, etc.)

Show understanding of print concepts by naming the front and back covers and pointing to the title page.

Identify a storybook.

identify and name common texts found in home

identify and name common texts found in school

identify and name common text found in the community

explore new text types from a variety of environments

Actively engage with printed text materials.

With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

When presented with a read-aloud, locate the author and illustrator and describe how each contributes to telling the story in a literary text.

Indicate the part of book that the author created.

Indicate the part of book that the illustrator created.

Point to the name or picture of the author.

Point to the name or picture of the illustrator of a given text.

Match both authors and illustrators as professionals who create books

practice selecting or drawing pictures as an illustrator

practice writing text as the author

meet an author or illustrator

identify that books have author and illustrator names in print

select author names to search for books

explore books from a common author or illustrator

sort books by a common author or illustrator

Actively engage as, or with, an author or illustrator.

With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

When presented with a read-aloud, describe the information that illustrations show or help explain in a literary text (e.g., what moment in a story is depicted by an illustration).

Indicate when a detail heard in a shared story matches a detail seen or felt in the illustration.

Indicate one or more detail in a given illustration from a story.

Indicate the illustrations in a shared text.

identify illustrations as pictures from a story

as a class point to illustrations to show details as the story is read

match illustrations to text where keywords from the picture are present

use tools (sticky flags, wikki stix, highlighter tape, etc.) to color match text read and picture details (e.g. Once upon a time there were three pigs (circle the picture of the 3 pigs in blue). They lived at home (circle the picture of their home in green) with their mother (circle the picture of their mother in orange).

Actively engage when a book is shown visually.

Actively engage as a book is read aloud.

Not applicable to literature

(Not applicable to literature)

With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

When presented with a read-aloud, compare and/or contrast the adventures and experiences of characters in literary texts.

Identify two or more experiences/adventures linked to two different characters in a familiar story.

Identify two or more experiences/adventures linked to a character in a familiar story..

Identify at least one character in a familiar story.

identify characters as people or animals in a text

define compare

define similarity

define difference

define contrast

share about a personal adventure, experience or event

Actively engage during the sharing of two versions of a familiar story.

Actively engage using assistive technology supports to share about a personal adventure, experience or event.

Speaking and Listening

Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a.Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b.Continue a conversation through multiple exchanges.

Participate in discussions about kindergarten topics in pairs, small groups, or whole-class settings, following agreed-upon rules:

Participate in group discussions about Kindergarten appropriate topics and text.

Listen to others and take turns speaking during discussions.

Follow agreed upon rules (e.g., gaining attention, listening to others, turn-taking

Keep the conversation going through several exchanges.

Respond to a question.

Ask questions for clarification.

Stay focused by talking about the topic or text under discussion.

Actively participate in supported conversations about Kindergarten appropriate topics and text.

Follow agreed upon rules (e.g., gaining attention, listening to others, turn-taking

Continue a conversation through multiple exchanges.

Actively participate in conversation about Kindergarten appropriate topics or text.

Actively listen to others.

Confirm understanding of a text read aloud or information presented in various media and other formats (e.g., orally) by asking and answering questions about key details and requesting clarification if something is not understood.

Answer questions about key details of a text, conversation, or other media to demonstrate understanding.

Identify the key idea from text read aloud or information presented orally.

Ask a question or otherwise inquire about text read aloud.

Actively engage during text read aloud in various formats.

Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Ask questions to seek help, information, or clarification of a given topic or task.

Ask a question to seek information or better understand.

Ask or answer questions about a familiar topic.

Communicate to request help or information.

establish a mode of communication that is understood by others

establish a mode of communication that flexibly includes age-appropriate topics and skills

seek opportunities for purposeful interactions with others

repeat communication attempt until understood

communicate with others

ask for assistance

answer questions about needs

Actively engage with others to get attention when in need.

Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

With adult support, expand oral descriptions of familiar people, places, things, and events by adding relevant details.

Communicate information about a familiar person, place, thing or event.

Actively participate in selection of familiar people, things, events places with which to interact.

Actively engage with familiar people in familiar places, with familiar things and/or during familiar events.

participate in interest inventories/surveys about preferences

create a circles graph referencing people who are personal friends or family members and others who are acquaintances or strangers

share personal experiences in a journal or share time

share about familiar things during show and tell

participate in autobiography (All About Me) activities

Actively participate in events with familiar people, places, things.

Add drawings or other visual displays to descriptions as desired to provide additional detail.

Use pictures, objects, or visual tools to enhance ideas, thoughts, and feelings so others can understand them.

Select or draw details in pictures to add meaning to a story or experience

Select one or more picture(s) that represents a story or experience.

Identify a familiar story or experience to share.

Speak audibly and express thoughts, feelings, and ideas clearly.

Produce basic thoughts, ideas, and feelings using kernel sentences with a subject and a verb.

Communicate appropriately to express feelings or ideas.

Communicate with others to express thoughts or feelings.

Express communication that is understood by others.

Actively engage with others to get listener attention.

Actively engage with communication partner

express motor movements, facial expressions, or other communicative expression

isolate motor movements for communication access

use assistive technology as needed for communication

increase volume to be heard

improve clarity of communicated message as needed

Actively engage with communication partner.

Writing

Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...)

Use drawing, dictation, and/or writing to express an opinion about a given topic or book.

Lowercase Manuscript first

Uppercase next

Cursive grades 2, 3

Reference table 2.1 (33-35) for letter sequences

Use lined paper with labels for top, middle, bottom

Check posture, grip

Includes name of letter

Use language to describe strokes

Air write.

Communicate a personal preference about a topic or book.

Actively participate in communication opportunities (using individualized modes, methods and tools).

Actively engage in communication opportunities (using individualized modes and methods).

(Begins in grade 3)

(Begins in Grade 3)

(Begins in grade 3)

Use a combination of drawing, dictating, and writing to compose informative/ explanatory texts in which they name what they are writing about and supply some information about the topic.

Use drawing, dictation, and/or writing to compose informative or explanatory pieces about a given topic.

Choose an object that represents a writing topic.

Communicate on a topic of own choosing.

Indicate preferences through active engagement.

Use a combination of drawing, dictating, and writing to narrative a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Use drawing, dictation, and/or writing to narrate a single event or a sequence of events.

Sequence events from a personal experience.

Tell about two or more details from a selected event.

Select an event from personal experience to describe.

(Begins in grade 3)

(Begins in Grade 3)

(Begins in grade 3)

With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

With adult support, respond to questions and suggestions, adding details to strengthen ideas in writing.

Communicate multiple points on one topic.

Elaborate on a communicated message following a question.

Actively participate in a group discussion by adding a comment or detail on the topic at hand.

With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

With adult support, explore a variety of tools to produce and publish writing, including in collaboration with peers.

With guidance and support, explore digital tools to produce and publish writing.

With guidance and support, explore and use digital tools used to communicate thoughts, feelings, ideas, etc.

Actively engage in errorless communication opportunities.

Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

With adult support, recall information from experiences or gather information from provided sources to answer a question.

Identify one or more details about a topic that were learned during shared research.

Select books that are aligned to a shared research topic.

Actively engage during shared research or shared writing project.

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

With adult support, engage in collaborative research or writing projects that build language, vocabulary, and foundational writing skills around a given topic or theme.

Use personal experiences to support answer a question in a shared writing experiences.

Demonstrate knowledge that a question requires a response.

Actively engage with others when a question is asked.

(Begins in grade 4)

(Begins in Grade 4)

(Begins in grade 4)

Writing Foundations

Print all lowercase and most uppercase graphemes (letter/letters) independently, accurately, and with automaticity. Demonstrate this through:

Correct letter strokes;

Correct letter formation;

Accurate letter placement within words;

Proper directionality (top to bottom, left to right);

Appropriate line placement; and

Appropriate pencil grip.

When given a word of up to three phonemes, encode and print words independently and accurately.

Print a simple sentence independently and accurately using grade-appropriate orthographic patterns, rules and highfrequency words with:

Correct capitalization (beginning word, proper nouns, the pronoun “I”);

Appropriate spacing; and

Correct ending punctuation (e.g., period, question mark, exclamation point).

Make simple oral presentations and compose short written texts about a variety of topics, experiences, or events.

By the end of each English Language proficiency level, an English Language Learner can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

Communicate simple information or feelings about familiar topics or experiences.

By the end of each English Language proficiency level, an English Language Learner can speak and write about grade-appropriate complex literary and informational texts and topics.

With prompting and support, identify appropriate reasons an author or speaker gives to support main points.

With prompting and support (including context and visual aids), use an emerging set of strategies to: identify some key words and phrases from read-alouds and oral presentations.

By the end of each English Language proficiency level, an English Language Learner can create clear and coherent grade-appropriate speech and text.

With prompting and support from adults, recall information from experience or use information from provided sources to answer a question showing increasing control.

Participate in short conversations, follow some rules for discussion, and respond to simple yes/ no and wh- questions about familiar topics.

With prompting and support, identify a reason an author or speaker gives to support a point.

With prompting and support (including context and visual aids), use a very limited set of strategies to identify a few key words from read-alouds and oral presentations of information or stories.

An English Language Learner can construct grade-appropriate oral and written claims and support them with reasoning and evidence.

[Standard introduced at Level 4.]

By the end of each English Language proficiency level, an English Language Learner can determine the meaning of words and phrases in oral presentations and literary and informational text.

With support (including context and visual aids), recognize and use frequently occurring regular plural nouns, verbs, and prepositions, use and respond to question words, and produce simple sentences in shared language activities.

Show awareness of differences between informal (“playground speech”) and language appropriate to the classroom, and use some words learned through conversations, reading, and being read to.

With prompting and support (including context and visual aids), answer and sometimes ask questions about the meaning of words and phrases in simple oral presentations and read- alouds about a variety of topics, experiences, or events.

Tell or dictate simple messages about a variety of topics, experiences, or events.

By the end of each English Language proficiency level, an English Language Learner can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.

With prompting and support from adults, recall information from experience or use information from a provided source to answer a question.

By the end of each English Language proficiency level, an English Language Learner can make accurate use of standard English to communicate in grade-appropriate speech and writing.

With prompting and support from adults, recall information from experience or from a provided source.

With prompting and support (including context and visual aids), answer and ask questions about the meaning of words and phrases in simple oral presentations and read- alouds about a variety of topics, experiences, or events.

With prompting and support (including context and visual aids), recognize the meaning of some frequently occurring words and phrases in simple oral presentations and read- alouds about familiar topics, experiences, or events.

With support (including visual aids), retell a short sequence of events from experience or a familiar story, with a beginning, middle, and end using frequently occurring linking words.

Participate in conversations and discussions, ask and answer simple questions, and follow an increasing number of rules for discussion about a variety of topics.

By the end of each English Language proficiency level, an English Language Learner can conduct research and evaluate and communicate findings to answer questions or solve problems.

With support (including visual aids, context) retell a simple sequence of events from experience or a familiar story with increasingly independent control of frequently occurring linking words.

With support (context and visual aids), recognize and use frequently occurring regular plural nouns, verbs, and prepositions, use and respond to question words, and produce and expand simple sentences in shared language activities

Express an opinion or preference about a variety of topics or stories showing increasing control.

With support (including context and visual aids), recognize and use frequently occurring nouns, verbs, and short phrases, respond to yes/no and whquestions, and produce a few simple sentences in shared language activities.

With prompting and support (including context and visual aids), use a wide range of strategies to: identify main topics, answer questions about key details, and retell familiar stories from read-alouds, picture books, and oral presentations.

Express an opinion or preference about a familiar topic showing emerging control.

[Standard introduced at Level 3.]

With prompting and support (including context and visual aids), use an increasing range of strategies to: identify main topics, answer questions about key details or parts of stories, and retell events from read-alouds, picture books, and oral presentations.

With increasing independence, use frequently occurring regular plural nouns, verbs, prepositions, and question words, ask and answer interrogatives (wh- questions), and produce and expand simple sentences in shared language activities.

With support (including visual aids, context), retell several events from experience or a familiar story with developing control of some frequently occurring linking words (e.g., and, then).

By the end of each English Language proficiency level, an English Language Learner can adapt language choices to purpose, task, and audience when speaking and writing.

Participate in short conversations and respond to simple yes/no and wh- questions about familiar topics.

Participate in conversations and discussions, ask and answer questions, and follow rules for discussion about a variety of topics.

By the end of each English Language proficiency level, an English Language Learner can analyze and critique the arguments of others orally and in writing.

[Standard introduced at Level 4.]

[Standard introduced at Level 3.]

With support (including context and visual aids), recognize and use a small number of frequently occurring nouns and verbs, and understand and respond to simple questions.

[Standard introduced at Level 4.]

[Standard introduced at Level 4.]

Listen with limited participation in short conversations and respond to simple yes/no and some wh- questions about familiar topics.

Express a feeling or opinion about a familiar topic showing limited control.

[Standard introduced at Level 4.]

With prompting and support from adults, recall information from experience or use information from provided sources to answer a question showing developing control.

With prompting and support from adults, recall information from experience or use information from provided sources to answer a question showing increasing control.

Express an opinion or preference about a familiar topic or story showing developing control.

Communicate simple information or feelings about familiar topics, experiences, or events.

With prompting and support (including context and visual aids), recognize the meaning of a few frequently occurring words in simple oral presentations and read- alouds about familiar topics, experiences, or events.

With prompting and support (including context and visual aids), answer questions to help determine the meaning of some words and phrases in simple oral presentations and read- alouds about familiar topics, experiences, or events.

Express an opinion or preference about a variety of topics or stories showing increasing control.

Communicate information or feelings about familiar topics, experiences, or events.

Show a developing awareness of the difference between appropriate language for the playground and language for the classroom.

With prompting and support (including context and visual aids), use a developing set of strategies to: identify main topics, and ask and answer questions about key details from read-alouds and oral presentations.

[Standard introduced at Level 4.]