04-05

05-06

06-07

07-08

08-09

BENCHMARK

GRADE LEVEL EXPECTATIONS

ELA-1-E1

gaining meaning from print and building vocabulary using a full range of strategies (e.g., self-monitoring and correcting, searching, cross-checking), evidenced by reading behaviors while using the cuing systems (e.g., phonics, sentence structure, meaning);

1.  Demonstrate understanding of phonemic awareness by doing the following:

S                     creating rhyming words

S                     demonstrating that a sequence of letters in a word represents the sequence of sounds heard or spoken in that word by repeating or saying the sounds in sequence heard or seen

S                     identifying when words begin with the same sound

S                     listening to three sounds (phonemes) and recognizing that two are the same

S                     listening to and deleting or adding a beginning, a middle, or a final sound to a word

S                     orally segmenting individual sounds (phonemes) in words that have two to five sounds

S                     isolating and saying the beginning and final sounds (phonemes) of a spoken word

S                     clapping/tapping to match each individual syllable of a spoken word

2.  Demonstrate understanding of alphabetic principle by doing the following:

S                     distinguishing and naming all uppercase and lowercase letters

S                     identifying own first and last name

3.  Demonstrate understanding of phonics by doing the following:

S                     matching each consonant or short vowel sound to the appropriate letter

S                     decoding simple one-syllable words

4.  Recognize and understand words found in environmental print

5.  Read books with predictable, repetitive text and simple illustrations

ELA-1-E2

using the conventions of print (e.g., left-to-right directionality, top-to-bottom, one-to-one matching);

6.  Identify that printed text is made up of sentences that begin with a capital letter and end with some type of punctuation

7.  Demonstrate understanding of book and print concepts by doing the following:

S                    locating front and back covers, title pages, and inside pages of a book

S                    identifying periods, question marks, and exclamation marks and demonstrating knowledge that they are used at the end of a sentence

S                    isolating individual words in print

ELA-1-E3

 adjusting speed of reading to suit the difficulty of materials and the purpose for reading;

ELA-1-E4

identifying story elements (e.g., setting, plot, character, theme) and literary devices (e.g., figurative language, dialogue) within a selection;

8.  Identify basic story elements, including simple plot sequences, setting, and simple character descriptions, in a favorite story using pictures and/or oral responses

ELA-1-E5

reading, comprehending, and responding to written, spoken, and visual texts in extended passages;

9.  Orally retell ideas and important facts in grade-appropriate texts read aloud by the teacher or read by the individual student

10.  Answer questions about the important characters, setting, and events of a story

ELA-1-E6

interpreting texts to generate connections to real-life situations;

11.  Describe the connections between life experiences and texts

ELA-1-E7

reading with fluency for various purposes (e.g., enjoying, learning, problem solving)

ELA-2-E1

dictating or writing a composition that clearly states or implies a central idea with supporting details in a logical, sequential order;

19.  Write using developmental/inventive spelling, supported by drawing or dictation to the teacher to express ideas

20.  Create compositions by participating in shared writing activities

ELA-2-E2

focusing on language, concepts, and ideas that show an awareness of the intended audience and/or purpose (e.g., classroom, real-life, workplace) in developing compositions;

21.  Use illustrations, developmental/inventive spelling, and appropriate vocabulary to write for a specific purpose and/or audience

ELA-2-E3

creating written texts using the writing process;

22.  Create simple text using prior knowledge by drawing, dictating to the teacher, and/or writing using developmental/inventive spelling

23.  Use classroom resources (e.g., word walls, picture dictionaries, teachers, peers) to support a writing process

24.  Actively discuss ideas and select a focus for group stories

ELA-2-E4

using narration, description, exposition, and persuasion to develop compositions (e.g., notes, stories, letters, poems, logs);

25.  Write informal notes, lists, letters, personal experiences, and stories using developmental/inventive spelling and pictures

ELA-2-E5

recognizing and applying literary devices (e.g., figurative language);

26.  Use rhyme and alliteration in group-shared writing activities

ELA-2-E6

writing as a response to texts and live experiences (e.g., journals, letters, lists);

27.  Use developmental/inventive spelling, supported by pictures, to represent a word or idea or to respond to a life experience or a text read aloud

ELA-3-E1

 writing legible;

28.  Demonstrate an understanding of letter placement in text by writing letters and words from left to right and top to bottom on a page

29.  Print all uppercase and lowercase letters

30.  Print letters and words with proper figure grounding on a line and with appropriate spaces between words

ELA-3-E2

demonstrating use of punctuation (e.g., comma, apostrophe, period, question mark, exclamation mark), capitalization, and abbreviations in final drafts of writing assignments;

31.  Identify and use uppercase letters at the beginning of own first and last names

ELA-3-E3

demonstrating standard English structure and usage;

ELA-3-E4

using knowledge of the parts of speech to make choices for writing;

ELA-3-E5

spelling accurately using strategies (e.g., letter-sound correspondence, hearing and recording sounds in sequence, spelling patterns, pronunciation) and resources (e.g., glossary, dictionary) when necessary

32.  Write simple stories or life experiences using developmental/inventive spelling that shows knowledge of letter/sound correspondences

ELA-4-E1

speaking intelligibly, using standard English pronunciation;

33.  Initiate and sustain normal conversation on a specific topic with the teacher

34.  Express feelings, needs, and ideas in complete sentences

ELA-4-E2

giving and following directions/procedures;

35.  Give and follow one- and two-step verbal and nonverbal directions without interrupting

ELA-4-E3

telling or retelling stories in sequence;

36.  Relate an experience or creative story in a logical sequence

37.  Describe people, places, things (e.g., size, color, shape), locations, and actions from a story read aloud

ELA-4-E4

giving rehearsed and unrehearsed presentations;

38.  Recite short poems, rhymes, and songs

ELA-4-E5

speaking and listening for a variety of audiences (e.g., classroom, real-life, workplace) and purposes (e.g., awareness, concentration, enjoyment, information, problem solving);

39.  Listen to and recite short poems and stories for an audience

ELA-4-E6

listening and responding to a wide variety of media (e.g., music, TV, film, speech);

40.  Respond to video/film versions of a story read aloud through activities such as role-playing, illustrating, and discussing without interruption

ELA-4-E7

participating in a variety of roles in group discussions (e.g., active listener, contributor, discussion leader)

41.  Participate in designated roles within classroom activities, such as line leader, teacher helper, and calendar helper

ELA-5-E1

recognizing and using organizational features of printed text, other media, and electronic information (e.g., parts of a text, alphabetizing, captions, legends, pull-down menus, keyword searches, icons, passwords, entry menu features);

42.  Use a computer mouse to navigate the screen

43.  Identify that a computer has a keyboard to enter information

ELA-5-E2

locating and evaluating information sources (e.g., print materials, databases, CD-ROM references, internet information, electronic reference works, community and government data, television and radio resources, audio and visual materials);

ELA-5-E3

locating, gathering, and selecting information using graphic organizers, simple outlining, note taking, and summarizing to produce texts and graphics;

ELA-5-E4

using available technology to produce, revise, and publish a variety of works;

44.  Use technology to produce class work

ELA-5-E5

giving credit for borrowed information by telling or listing sources;

ELA-5-E6

interpreting graphic organizers (e.g., charts/graphs, tables/schedules, diagrams/maps)

45.  Read and interpret a classroom schedule

ELA-6-E1

recognizing and responding to United States and world literature that represents the experiences and traditions of diverse ethnic groups;

12.  Respond to stories, legends, songs, and other literature from diverse cultural and ethnic groups by participating in activities such as answering questions, role-playing, and drawing

ELA-6-E2

recognizing and responding to a variety of classic and contemporary literature from many genres (e.g., folktales, legends, myths, biography, autobiography, poetry, fiction, nonfiction);

13.  Identify whether the type of text read aloud is a true story, a fictional story, a song, or a poem

ELA-6-E3

identifying key differences of various genres