2.4 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to:
(A) read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.
2.9 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:
(B) describe main characters in works of fiction, including their traits, motivations, and feelings.
2.12 Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to:
(A) read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning.
Figure 19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:
(A) establish purposes for reading selected texts based upon content to enhance comprehension;
(B) ask literal questions of text;
(C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions);
(D) make inferences about text using textual evidence to support understanding;
(E) retell important events in stories in logical order;
(F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.
2.17 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
(A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas);
(B) develop drafts by sequencing ideas through writing sentences;
(C) revise drafts by adding or deleting words, phrases, or sentences;
(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric; and
(E) publish and share writing with others
2.18 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real
or imagined people, events, and ideas. Students are expected to:
(A) write brief stories that include a beginning, middle, and end;
2.19 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
(C) write brief comments on literary or informational texts.
Beginning Reading Skills
(A) distinguish features of a sentence (e.g., capitalization of first word, ending punctuation, commas, quotation marks).
2.2 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
(A) decode multisyllabic words in context and independent of context by applying common letter-sound correspondences including:
(i) single letters (consonants and vowels);
(B) use common syllabication patterns to decode words including:
(i) closed syllable (CVC) (e.g., pic-nic, mon-ster);
(ii) open syllable (CV) (e.g., ti-ger);
(C) decode words by applying knowledge of common spelling patterns (e.g., -ight, -ant);
(G) identify and read at least 300 high-frequency words from a commonly used list; and
(H) monitor accuracy of decoding.
2.3 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:
(A) use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions;
(B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; and
(C) establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).
Oral & Written Conventions
2.21 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:
(B) use complete sentences with correct subject-verb agreement;
(C) distinguish among declarative and interrogative sentences.
2.22 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:
(A) write legibly leaving appropriate margins for readability;
(B) use capitalization for:
(i) proper nouns;
(ii) months and days of the week; and
(C) recognize and use punctuation marks, including:
(i) ending punctuation in sentences;
2.23 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
(A) use phonological knowledge to match sounds to letters to construct unknown words;
(C) spell high-frequency words from a commonly used list;
(F) use resources to find correct spellings.
2.28 Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to:
(A) listen attentively to speakers and ask relevant questions to clarify information;
(B) follow, restate, and give oral instructions that involve a short related sequence of actions.
2.29 Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to:
(A) share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language.
2.30 Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to:
(A) follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions