Key

Reporting

Category

D

Expand oral language through vocabulary growth.

Dolch Stories

D

Continue to implement rules for conversation.

D

Understand, follow, and give oral directions.

Understanding Written Directions

D

Participate in group discussion.

D

Participate in creative responses to text (e.g., choral reading, discussion, and dramatization).

D

Respond to questions from teachers and other group members.

D

Narrate a personal story.

I

Summarize lesson content.

D

Listen attentively to speaker for specific information.

D

Use appropriate listening skills (e.g., does not interrupt, faces speaker, and asks questions).

D

Listens and responds to a variety of media (e.g., books, audio tapes, and videos).

Books to Read and Listen

D

Recognize the difference between formal and informal languages.

D

Follow oral directions.

D

Add, delete, and change targeted sounds to modify or change words.

D

Identify and produce rhyming words.

D

Use knowledge of letter-sound correspondence and meaning of parts of words (e.g., affixes, roots, compounds, and contractions) to decode grade appropriate words.

Letter, Sound and Context to Determine Word Meaning  

Matching the Contractions

Working with Words

Phonemic Awareness

D

Use decoding strategies, such as sounding out words, comparing similar words, breaking words into smaller words, and looking for word parts (e.g., compound words, word families, blends, and digraphs).

Gawain’s Word –

Pounce!

Blending

Word Parts

D

Use known words to decode unknown words.

I

Apply knowledge of basic syllabication rules.

D

Read orally to develop fluency, expression, accuracy, and confidence.

Fluency Practice

D

Develop awareness of sounds of language through repeated exposure to a variety of auditory experiences (e.g., poetry, books on tape, music lyrics, sound effects, and read-alouds).

Pounce! 

Poems

D

Demonstrate the automatic recognition of high frequency words.

D

Read a variety of texts with fluency, expression, accuracy, and confidence.

D

Participate in shared reading.

D

Match oral words to print words.

ABCD Watermelon

Fuzzy Lion Ears

D

Identify a purpose for reading.

D

Participate in discussions about text.

D

Read and explain own writings.

D

Relate selection to personal experience.

I

Relate literary experiences to others (e.g., book reports, sharing favorite stories).

D

Participate in guided, oral readings.

Guided Reading

D

Manipulate word families, word wall, and word sorts.

D

Share storybooks, poems, environmental print, and own writing.

D

Explore a wide variety of literature through read-alouds, tapes, and independent reading.

D

Listens and responds to a variety of media (e.g., books, audio tapes, and videos).

I

Recognize that groups of sentences make a paragraph and paragraphs make a story.

D

Recognize and use parts of a book (e.g., title, author, illustrator, table of contents, and glossary).

D

Understand punctuation (e.g., period, question mark, and exclamation mark).

D

Reflect punctuation within written text while reading orally.

D

Participate in guided, oral readings.

Oral Readings

D

Build vocabulary by listening to literature, participating in discussions, and reading self-selected and assigned texts.

D

Determine the meaning of unfamiliar words (e.g., picture dictionary, picture clues, context clues, and structural analysis).

Reading Comprehension

I

Identify simple multiple-meaning words based on the appropriate meaning for the context.

D

Build vocabulary through frequent read-alouds.

Read-Alouds

D

Participate in activities to build background knowledge to make meaning from text.

D

Make predictions about text.

D

Use illustrations to preview text.

D

Create graphic organizers (e.g., KWL, webs, lists, story maps, and charts).

D

Connect life experience to information and events in texts.

D

Employ self-correction strategies (e.g., rereading, asking for help).

D

Predict and adjust outcomes during reading.

D

Draw conclusions based on evidence gained while reading.

D

Restate story events in order to clarify and organize ideas.

D

Recall the sequence of events in a story.

I

Recognize cause and effect.

D

Recognize the main idea in picture books and texts.

D

Recognize a variety of print sources (e.g., books, magazines, maps, charts, and graphs).

D

Understand the purpose of various reference materials (e.g., dictionary, encyclopedia).

D

Use graphic organizers to aid in understanding material from informational texts.

D

Visit libraries and check out appropriate materials.

D

Develop content specific vocabulary.

D

Use text features to locate information (e.g., charts, maps, and illustrations).

D

Read for various purposes (e.g., for literary experience, to gain information, to perform a task, for enjoyment, to expand vocabulary, and to build fluency).

D

Read and view various types of literacy (e.g., picture books, storybooks, fairy tales, nonfiction texts, poetry, and lyrics to songs) and media (e.g., illustrations, the arts, films, and videos).

I

Understand the main idea in a visual message (e.g., pictures, cartoons, and posters).

I

Explore folktales and fables.

I

Identify characters, plot, and setting in print and nonprint text.

I

Recognize how the main character and other characters interact with each other.

I

Identify types of stories (e.g., folktales, fables, and fairy tales).

D

Determine whether the events in the reading selection are real or fantasy.

I

Compare and contrast different stories.

D

Determine the problem in a story and discover its solution.

D

Visit libraries/media centers and regularly check out materials.

D

Identify favorite stories, informational text, authors, and illustrators.

D

Engage in a variety of literacy activities voluntarily (e.g., self-select books and stories).

D

Brainstorm ideas with teachers and peers.

I

Write key thoughts and questions, record reactions and observations.

D

Construct graphic organizers to establish understanding.

Graphic Organizers

I

Select a focus for writing.

D

Use a variety of sources to gather information.

D

Compose first drafts using appropriate parts of the writing process.

D

Write in complete coherent sentences.

D

Uses temporary spelling to spell independently as necessary.

D

Arrange events in logical and sequential order.

D

Reread draft.

I

Sharpen the selected focus for writing.

I

Revise to clarify and refine writing (e.g., rearrange words, sentences, and paragraphs) and provide more descriptive detail.

I

Evaluate own and others’ writing through small group discussion and shared work.

I

Incorporate suggestions from peers and teachers.

I

Edit for complete sentences.

D

Use classroom resources (e.g., word walls, picture dictionaries, teacher, peers, appropriate technology, and student generated word books) to aid in proofreading.

D

Identify words or phrases that could be added to clarify meaning of written stories.

D

Use a simple rubric to evaluate own writing and group work.

D

Use technology to publish writing.

D

Create readable documents with legible handwriting.

D

Share completed work.

I

Describe setting, characters, and events in detail.

D

Incorporate photographs or illustrations in written works.

D

Review personal collection to determine progress.

I

Prepare a variety of written work (e.g., published books, stories, and book reports).

I

Write a narrative having a beginning, middle, and end.

I

Write accounts of personal experiences.

D

Write group stories with a beginning, middle, and end.

Sequencing Graphic Organizer

D

Summarize concepts presented in science (e.g., illustrations, sentences, and paragraphs).

D

Write stories about concepts presented in social studies.

D

Write in math journals, create math stories, and write explanations for problem solving.

D

Participate in shared writings about the arts and personal activities.

D

Write stories and poems.

D

Write, when given time, place, and materials.

I

Write to express opinions and judgments.

D

Continue to maintain, with teacher assistance, samples of writing and drawings that express opinions and judgments (e.g., portfolio, journals, and student-made books).

D

Dictate or write stories (e.g., to tape recorder, adult, or older student).

D

Write a different ending to a story.

I

Write about a favorite character or favorite part of a story.

I

Compose a note or questions for a favorite author.

D

Summarize a story.

D

Write for a variety of purposes (e.g., friendly notes, invitations, messages, poems, and journals).

I

Write stories with a logical sequence.

I

Write descriptive sentences.

I

Write a report.

D

Write to acquire and exhibit knowledge (e.g., sentences, answers to questions).

D

Write to entertain and inform (e.g., stories, poems, riddles, friendly letters, two or three step directions, and journals).

D

Use nouns appropriately (e.g., singular and plural, common and proper, and possessives).

Noun Dunk game  Grammar Blast

D

Use verbs appropriately (e.g., past and present tense, agreement, action and linking, and irregular).

Grammar Blast

D

Use pronouns appropriately (e.g., pronoun case, subject and object agreement).

Practice Editing

D

Use adjectives appropriately (e.g., descriptive, comparative, and superlative).

What is an Adjective?  

The Adjective Game

D

Capitalize the first word of a sentence, names, pronoun “I,” and proper nouns.

Pronoun

D

Use correct punctuation at the end of declarative sentences, exclamatory sentences, and questions.

Statement or Command

Using Question Marks

Punctuation Knowledge

I

Use commas correctly in a series of one-word items (e.g., apples, oranges, and pears).

Using Commas

D

Form contractions using apostrophes.

D

Write legibly in manuscript.

D

Spell high-frequency words correctly.

D

Spell words correctly as appropriate to grade level.

Alphabet Soup

D

Spell basic short-vowel, long-vowel words and consonant blend patterns.

Chicken Stacker – short vowel sounds  

Exploring Short Vowel Sounds

I

Spell regular and irregular plurals correctly (e.g., boy/boys, child/children).

D

Use knowledge of letter sounds, word parts, word segmentation, and syllabication to monitor and correct spelling.

Gawain’s Word –

Chicken Stacker – short a sound

Syllable Game

D

Use a dictionary to spell words correctly and to verify spelling.

D

Arrange words in alphabetical order to the second letter.

D

Recognize common abbreviations and contractions.

Contraction Practice

D

Add endings to base words to make new words (e.g., -ed, -ing, and –es).

I

Use appropriate language structure in oral and written communication (e.g., subject-verb agreement, correct pronoun choice, and logical/appropriate correct word order).

D

Distinguish between complete and incomplete sentences.

D

Identify and use statements, questions, and exclamatory sentences in writing and speaking.

Wall of Words

D

Combine simple sentences into compound sentences.

I

Apply elements of language (e.g., end marks, capitalization, and commas in a series).

Wall of Words

What’s My Mark?

D

Understand punctuation (e.g., period, question mark, and exclamation mark).