- Grade 1
1.
Demonstrate understanding of phonemic awareness by:
·
creating and stating a series of rhyming words, including consonant blends
·
distinguishing which words have the same target sounds (i.e., beginning, medial, and final) in a given set of spoken words
·
distinguishing long- and short-vowel sounds related to the same letter in one-syllable spoken words (e.g., the a is short in ran and long in make)
·
segmenting single-syllable real and nonsense words with as many as five sounds (phonemes) into separate sounds (phonemes) and blending as many as five sounds (phonemes) into single-syllable real or nonsense words, without looking at the word or letters in print
·
adding, deleting, or substituting sounds (phonemes) to create new words
(ELA-1-E1)
3.
Use pictures and context clues to confirm meaning of unfamiliar words
(ELA-1-E1)
4.
Identify grade-appropriate compound words in print
(ELA-1-E1)
5.
Identify grade-appropriate contractions (e.g., isn't, can't, don't)
(ELA-1-E1)
6.
Identify words in categories with shared conceptual or definitional characteristics
(ELA-1-E1)
53.
Use active listening strategies (e.g., making eye contact, asking questions, restating acquired information and procedures) to acquire information and understand procedures
(ELA-4-E5)
- Grade 2
1.
Identify unique letter-sound patterns, including long and short vowels (e.g., ea for short e, as in bread, and ough for long o, as in though) and consonants (tch for /ch/, as in watch, and gh for /f/, as in cough)
(ELA-1-E1)
4.
Use knowledge of base words to interpret meaning of unfamiliar words (e.g., heat/preheat)
(ELA-1-E1)
44.
Use active listening strategies, including asking for clarification and explanations
(ELA-4-E5)
45.
Give oral responses, including:
·
telling stories and personal experiences
·
giving explanations and reports
(ELA-4-E5)
