Skills for English Language Arts and Reading
A. Elementary
§110.1.
1Skills for English Language Arts and Reading, Elementary.
The provisions of this written curriculum shall be implemented beginning
September 1, 1997.
§110.2. English
Language Arts and Reading, Kindergarten.
(a) Introduction.
(1) In Kindergarten, students engage in many activities
that help them develop their oral language skills and
help them begin to read and write. Kindergarten
students take part in language activities that extend
their vocabulary and conceptual knowledge. Students
learn to follow directions and develop the language of
schooling. Students discuss the meanings of words from
both familiar and new selections which they read
aloud. Students express themselves in complete
thoughts. In Kindergarten, students listen to a wide
variety of children's literature, including selections
from classic and contemporary works. Students also
listen to nonfiction and informational material.
Students learn to listen attentively and ask and
respond to questions and retell stories. Students know
simple story structure and distinguish fiction from
nonfiction. Kindergarten students identify and write
the letters of the alphabet. Students learn that
individual letters are different from printed words,
that words have spaces between them, and that print is
read from left-to-right and from top-to-bottom. Through
meaningful and organized activities, Kindergarten
students learn that spoken language is composed of
sequences of sounds. Students learn to segment and
identify the sounds in spoken words. Students name each
letter of the alphabet, begin to associate spoken
sounds with the letter or letters that represent them,
and begin to use this knowledge to read words and
simple stories. In Kindergarten, students write the
letters of the alphabet, their names, and other words.
Initially, students dictate messages and stories for
others to write. Students begin to use their knowledge
of sounds and letters to write by themselves.
(2) For Kindergarten students whose first language is not
English, the students' native language serves as a
foundation for English language acquisition.
(3) The essential knowledge and skills as well as the
student expectations for Kindergarten are described in
subsection (b) of this section. Following each
statement of a student expectation is a parenthetical
notation that indicates the additional grades at which
these expectations are demonstrated at increasingly
sophisticated levels.
(4) The students will demonstrate exemplary performance
in the reading and writing of the English language,
students will accomplish these skills and the student expectations at
Kindergarten as described in subsection (b) of this
section.
(5) These skills shall foster the continuation
of the tradition of teaching United States and States'
history and the free enterprise system in regular
subject matter and in reading courses and in the
adoption of textbooks," students will be provided oral
and written narratives as well as other informational
texts that can help them to become thoughtful, active
citizens who appreciate the basic democratic values of
our state and nation.
(b) Knowledge and skills.
(K.1) Listening/speaking/purposes. The student listens
attentively and engages actively in a variety of oral
language experiences. The student is expected to:
(A) determine the purpose(s) for listening such as to
get information, to solve problems, and to enjoy
and appreciate (K-3);
(B) respond appropriately and courteously to
directions and questions (K-3);
(C) participate in rhymes, songs, conversations, and
discussions (K-3);
(D) listen critically to interpret and evaluate (K-3);
(E) listen responsively to stories and other texts
read aloud, including selections from classic and
contemporary works (K-3); and
(F) identify the musical elements of literary language
such as its rhymes or repeated sounds (K-1).
(K.2) Listening/speaking/culture. The student listens
and speaks to gain knowledge of his/her own culture,
the culture of others, and the common elements of
cultures. The student is expected to:
(A) connect experiences and ideas with those of others
through speaking and listening (K-3); and
(B) compare language and oral traditions (family
stories) that reflect customs, regions, and
cultures (K-3).
(K.3) Listening/speaking/audiences/oral grammar. The
student speaks appropriately to different audiences for
different purposes and occasions. The student is
expected to:
(A) choose and adapt spoken language appropriate to
the audience, purpose, and occasion, including use
of appropriate volume and rate (K-3);
(B) use verbal and nonverbal communication in
effective ways when making announcements, giving
directions, or making introductions (K-3);
(C) ask and answer relevant questions and make
contributions in small or large group discussions
(K-3);
(D) present dramatic interpretations of experiences,
stories, poems, or plays (K-3); and
(E) gain increasing control of grammar when speaking
such as using subject-verb agreement, complete
sentences, and correct tense (K-3).
(K.4) Listening/speaking/communication. The student
communicates clearly by putting thoughts and feelings
into spoken words. The student is expected to:
(A) learn the vocabulary of school such as numbers,
shapes, colors, directions, and categories (K-1);
(B) use vocabulary to describe clearly ideas,
feelings, and experiences (K-3);
(C) clarify and support spoken messages using
appropriate props such as objects, pictures, or
charts (K-3); and
(D) retell a spoken message by summarizing or
clarifying (K-3).
(K.5) Reading/print awareness. The student demonstrates
knowledge of concepts of print. The student is expected
to:
(A) recognize that print represents spoken language
and conveys meaning such as his/her own name and
signs such as Exit and Danger (K-1);
(B) know that print moves left-to-right across the
page and top-to-bottom (K-1);
(C) understand that written words are separated by
spaces (K-1);
(D) know the difference between individual letters and
printed words (K-1);
(E) know the difference between capital and lowercase
letters (K-1);
(F) recognize how readers use capitalization and
punctuation to comprehend (K-1);
(G) understand that spoken words are represented in
written language by specific sequences of letters
(K-1); and
(H) recognize that different parts of a book such as
cover, title page, and table of contents offer
information (K-1).
(K.6) Reading/phonological awareness. The student orally
demonstrates phonological awareness (an understanding
that spoken language is composed of sequences of
sounds). The student is expected to:
(A) demonstrate the concept of word by dividing spoken
sentences into individual words (K-1);
(B) identify, segment, and combine syllables within
spoken words such as by clapping syllables and
moving manipulatives to represent syllables in
words (K-1);
(C) produce rhyming words and distinguish rhyming
words from non-rhyming words (K-1);
(D) identify and isolate the initial and final sound
of a spoken word (K-1);
(E) blend sounds to make spoken words such as moving
manipulatives to blend phonemes in a spoken word
(K); and
(F) segment one-syllable spoken words into individual
phonemes, clearly producing beginning, medial, and
final sounds (K-1).
(K.7) Reading/letter-sound relationships. The student
uses letter-sound knowledge to decode written language.
The student is expected to:
(A) name and identify each letter of the alphabet (K-
1);
(B) understand that written words are composed of
letters that represent sounds (K-1); and
(C) learn and apply letter-sound correspondences of a
set of consonants and vowels to begin to read (K-
1).
(K.8) Reading/vocabulary development. The student
develops an extensive vocabulary. The student is
expected to:
(A) discuss meanings of words and develop vocabulary
through meaningful/concrete experiences (K-2);
(B) develop vocabulary by listening to and discussing
both familiar and conceptually challenging
selections read aloud (K-3); and
(C) identify words that name persons, places, or
things and words that name actions (K-1).
(K.9) Reading/comprehension. The student uses a variety
of strategies to comprehend selections read aloud. The
student is expected to:
(A) use prior knowledge to anticipate meaning and make
sense of texts (K-3);
(B) establish purposes for reading or listening such
as to be informed, to follow directions, and to be
entertained (K-3); and
(C) retell or act out the order of important events in
stories (K-3).
(K.10) Reading/literary response. The student responds to
various texts. The student is expected to:
(A) listen to stories being read aloud (K-1);
(B) participate actively (react, speculate, join in,
read along) when predictable and patterned
selections are read aloud (K-1);
(C) respond through talk, movement, music, art, drama,
and writing to a variety of stories and poems in
ways that reflect understanding and interpretation
(K-1); and
(D) describe how illustrations contribute to the text
(K-1).
(K.11) Reading/text structures/literary concepts. The
student recognizes characteristics of various types of
texts. The student is expected to:
(A) distinguish different forms of texts such as
lists, newsletters, and signs and the functions
they serve (K-3);
(B) understand simple story structure (K-1);
(C) distinguish fiction from nonfiction, including
fact and fantasy (K-3);
(D) understand literary forms by recognizing and
distinguishing among such types of text as
stories, poems, and information books (K-2); and
(E) understand literary terms by distinguishing
between the roles of the author and illustrator
such as the author writes the story and the
illustrator draws the pictures (K-1).
(K.12) Reading/inquiry/research. The student generates
questions and conducts research about topics introduced
through selections read aloud and from a variety of
other sources. The student is expected to:
(A) identify relevant questions for inquiry such as
"Why did knights wear armor?" (K-3);
(B) use pictures, print, and people to gather
information and answer questions (K-1);
(C) draw conclusions from information gathered (K-3);
and
(D) locate important areas of the library/media center
(K-1).
(K.13) Reading/culture. The student reads or listens to
increase knowledge of his/her own culture, the culture
of others, and the common elements of cultures. The
student is expected to:
(A) connect his/her own experiences with the life
experiences, language, customs, and culture of
others (K-3); and
(B) compare experiences of characters across cultures
(K-3).
(K.14) Writing/spelling/penmanship. The student develops
the foundations of writing. The student is expected to:
(A) write his/her own name and other important words
(K-1);
(B) write each letter of the alphabet, both capital
and lowercase (K);
(C) use phonological knowledge to map sounds to
letters to write messages (K-1);
(D) write messages that move left-to-right and top-to-
bottom on the page (K-1); and
(E) gain increasing control of penmanship such as
pencil grip, paper position, and beginning stroke
(K).
(K.15) Writing/composition. The student composes original
texts. The student is expected to:
(A) dictate messages such as news and stories for
others to write (K-1);
(B) write labels, notes, and captions for
illustrations, possessions, charts, centers (K-1);
(C) write to record ideas and reflections (K-3);
(D) generate ideas before writing on self-selected
topics (K-1);
(E) generate ideas before writing on assigned tasks (K-
1); and
(F) use available technology to compose text (K-3).
(K.16) Writing/inquiry/research. The student uses writing
as a tool for learning and research. The student is
expected to:
(A) record or dictate questions for investigating (K-
1); and
(B) record or dictate his/her own knowledge of a topic
in various ways such as by drawing pictures,
making lists, and showing connections among ideas
(K-3).
§110.3. English
Language Arts and Reading, Grade 1.
(a) Introduction.
(1) In Grade 1, students continue to develop their oral
language and communication skills and move to becoming
independent readers and writers. First grade students
listen attentively and connect their experiences and
ideas with information and ideas presented in print.
Students listen and respond to a wide variety of
children's literature, including selections from
classic and contemporary works. The stories and
informational books students hear introduce them to new
vocabulary. Students recognize the distinguishing
features of stories, poems, and informational texts.
First grade students continue to develop their concepts
of how print connects with spoken language. Students
understand that spoken language is composed of
sequences of sounds and that those sounds are
represented by letters. Students can name the letters
and know the order of the alphabet and associate sounds
with the letter or letters that represent them.
Students learn most of the common letter-sound
correspondences and use this knowledge to help them
decode written words. First grade students regularly
read (both orally and silently) in texts of appropriate
difficulty with fluency and understanding. Students
demonstrate their comprehension by asking and answering
questions, retelling stories, predicting outcomes, and
making and explaining inferences. First grade students
become adept writers. Students know the difference
between words, sentences, and paragraphs. First grade
students can organize their thoughts and ideas into
complete stories or reports. Students use subjects and
verbs and are able to write complete sentences using
basic capitalization and punctuation. First grade
students become more proficient spellers as they learn
to spell a number of high-frequency words and words
with regularly spelled patterns. The students' messages
move from left-to-right and from top-to-bottom and are
written with increasing control of penmanship.
(2) For first grade students whose first language is not
English, the students' native language serves as a
foundation for English language acquisition.
(3) The essential knowledge and skills as well as the
student expectations for Grade 1 are described in
subsection (b) of this section. Following each
statement of a student expectation is a parenthetical
notation that indicates the additional grades at which
these expectations are demonstrated at increasingly
sophisticated levels.
(4) The student will demonstrate exemplary performance
in the reading and writing of the English language,"
students will accomplish the essential knowledge and
skills as well as the student expectations for Grade 1
as described in subsection (b) of this section.
(5) These skills will foster the continuation
of the tradition of teaching United States and States'
history and the free enterprise system in regular
subject matter and in reading courses and in the
adoption of textbooks," students will be provided oral
and written narratives as well as other informational
texts that can help them to become thoughtful, active
citizens who appreciate the basic democratic values of
our state and nation.
(b) Knowledge and skills.
(1.1) Listening/speaking/purposes. The student listens
attentively and engages actively in a variety of oral
language experiences. The student is expected to:
(A) determine the purpose(s) for listening such as to
get information, to solve problems, and to enjoy
and appreciate (K-3);
(B) respond appropriately and courteously to
directions and questions (K-3);
(C) participate in rhymes, songs, conversations, and
discussions (K-3);
(D) listen critically to interpret and evaluate (K-3);
(E) listen responsively to stories and other texts
read aloud, including selections from classic and
contemporary works (K-3); and
(F) identify the musical elements of literary language
such as its rhymes or repeated sounds (K-1).
(1.2) Listening/speaking/culture. The student listens
and speaks to gain knowledge of his/her own culture,
the culture of others, and the common elements of
cultures. The student is expected to:
(A) connect experiences and ideas with those of others
through speaking and listening (K-3); and
(B) compare language and oral traditions (family
stories) that reflect customs, regions, and
cultures (K-3).
(1.3) Listening/speaking/audiences/oral grammar. The
student speaks appropriately to different audiences for
different purposes and occasions. The student is
expected to:
(A) choose and adapt spoken language appropriate to
the audience, purpose, and occasion, including use
of appropriate volume and rate (K-3);
(B) use verbal and nonverbal communication in
effective ways such as in making announcements,
giving directions, or making introductions (K-3);
(C) ask and answer relevant questions and make
contributions in small or large group discussions
(K-3);
(D) present dramatic interpretations of experiences,
stories, poems, or plays (K-3); and
(E) gain increasing control of grammar when speaking
such as using subject-verb agreement, complete
sentences, and correct tense (K-3).
(1.4) Listening/speaking/communication. The student
communicates clearly by putting thoughts and feelings
into spoken words. The student is expected to:
(A) learn the vocabulary of school such as numbers,
shapes, colors, directions, and categories (K-1);
(B) use vocabulary to describe clearly ideas,
feelings, and experiences (K-3);
(C) clarify and support spoken messages using
appropriate props such as objects, pictures, and
charts (K-3); and
(D) retell a spoken message by summarizing or
clarifying (K-3).
(1.5) Reading/print awareness. The student demonstrates
knowledge of concepts of print. The student is expected
to:
(A) recognize that print represents spoken language
and conveys meaning such as his/her own name and
signs such as Exit and Danger (K-1);
(B) know that print moves left-to-right across the
page and top-to-bottom (K-1);
(C) understand that written words are separated by
spaces (K-1);
(D) know the difference between individual letters and
printed words (K-1);
(E) know the order of the alphabet (1);
(F) know the difference between capital and lowercase
letters (K-1);
(G) recognize how readers use capitalization and
punctuation to comprehend (K-1);
(H) understand that spoken words are represented in
written language by specific sequences of letters
(K-1);
(I) recognize that different parts of a book such as
cover, title page, and table of contents offer
information (K-1);
(J) recognize that there are correct spellings for
words (1); and
(K) recognize the distinguishing features of a
paragraph (1).
(1.6) Reading/phonological awareness. The student orally
demonstrates phonological awareness (an understanding
that spoken language is composed of sequences of
sounds). The student is expected to:
(A) demonstrate the concept of word by dividing spoken
sentences into individual words (K-1);
(B) identify, segment, and combine syllables within
spoken words such as by clapping syllables and
moving manipulatives to represent syllables in
words (K-1);
(C) produce rhyming words and distinguish rhyming
words from non-rhyming words (K-1);
(D) identify and isolate the initial and final sound
of a spoken word (K-1);
(E) blend sounds to make spoken words, including three
and four phoneme words, through ways such as
moving manipulatives to blend phonemes in a spoken
word (1); and
(F) segment one-syllable spoken words into individual
phonemes, including three and four phoneme words,
clearly producing beginning, medial, and final
sounds (K-1).
(1.7) Reading/letter-sound relationships. The student
uses letter-sound knowledge to decode written language.
The student is expected to:
(A) name and identify each letter of the alphabet (K-
1);
(B) understand that written words are composed of
letters that represent sounds (K-1);
(C) learn and apply letter-sound correspondences of a
set of consonants and vowels to begin to read (K-
1);
(D) learn and apply the most common letter-sound
correspondences, including the sounds represented
by single letters (consonants and vowels);
consonant blends such as bl, st, tr; consonant
digraphs such as th, sh, ck; and vowel digraphs
and diphthongs such as ea, ie, ee (1);
(E) blend initial letter-sounds with common vowel
spelling patterns to read words (1-3);
(F) decode by using all letter-sound correspondences
within regularly spelled words (1-3); and
(G) use letter-sound knowledge to read decodable texts
(engaging and coherent texts in which most of the
words are comprised of an accumulating sequence of
letter-sound correspondences being taught) (1).
(1.8) Reading/word identification. The student uses a
variety of word identification strategies. The student
is expected to:
(A) decode by using all letter-sound correspondences
within a word (1-3);
(B) use common spelling patterns to read words (1);
(C) use structural cues to recognize words such as
compounds, base words, and inflections such as -s,
-es, -ed, and -ing (1-2);
(D) identify multisyllabic words by using common
syllable patterns (1-3);
(E) recognize high frequency irregular words such as
said, was, where, and is (1-2);
(F) use knowledge of word order (syntax) and context
to support word identification and confirm word
meaning (1-3); and
(G) read both regular and irregular words
automatically such as through multiple
opportunities to read and reread (1-3).
(1.9) Reading/fluency. The student reads with fluency
and understanding in texts at appropriate difficulty
levels. The student is expected to:
(A) read regularly in independent-level materials
(texts in which no more than approximately 1 in 20
words is difficult for the reader) (1);
(B) read regularly in instructional-level materials
that are challenging but manageable (texts in
which no more than approximately 1 in 10 words is
difficult for the reader; a "typical" first grader
reads approximately 60 wpm) (1);
(C) read orally from familiar texts with fluency
(accuracy, expression, appropriate phrasing, and
attention to punctuation) (1); and
(D) self-select independent level reading such as by
drawing on personal interest, by relying on
knowledge of authors and different types of texts,
and/or by estimating text difficulty (1-3).
(1.10) Reading/variety of texts. The student reads widely
for different purposes in varied sources. The student
is expected to:
(A) read fiction, nonfiction, and poetry, including
classic and contemporary works, for pleasure
and/or information (1); and
(B) use graphs, charts, signs, captions, and other
informational texts to acquire information (1).
(1.11) Reading/vocabulary development. The student
develops an extensive vocabulary. The student is
expected to:
(A) discuss meanings of words and develop vocabulary
through meaningful/concrete experiences (K-2);
(B) develop vocabulary by listening to and discussing
both familiar and conceptually challenging
selections read aloud (K-3); and
(C) identify words that name persons, places, or
things and words that name actions (K-1).
(1.12) Reading/comprehension. The student uses a variety
of strategies to comprehend selections read aloud and
selections read independently. The student is expected
to:
(A) use prior knowledge to anticipate meaning and make
sense of texts (K-3);
(B) establish purposes for reading and listening such
as to be informed, to follow directions, and to be
entertained (K-3);
(C) retell or act out the order of important events in
stories (K-3);
(D) monitor his/her own comprehension and act
purposefully when comprehension breaks down using
strategies such as rereading, searching for clues,
and asking for help (1-3);
(E) draw and discuss visual images based on text
descriptions (1-3);
(F) make and explain inferences from texts such as
determining important ideas and causes and
effects, making predictions, and drawing
conclusions (1-3); and
(G) identify similarities and differences across texts
such as in topics, characters, and problems (1-2).
(1.13) Reading/literary response. The student responds to
various texts. The student is expected to:
(A) listen to stories being read aloud (K-1);
(B) participate actively (react, speculate, join in,
read along) when predictable and patterned
selections are read aloud (K-1);
(C) respond through talk, movement, music, art, drama,
and writing to a variety of stories and poems in
ways that reflect understanding and interpretation
(K-1);
(D) connect ideas and themes across texts (1-3); and
(E) describe how illustrations contribute to the text
(K-1).
(1.14) Reading/text structures/literary concepts. The
student recognizes characteristics of various types of
texts. The student is expected to:
(A) distinguish different forms of texts such as
lists, newsletters, and signs and the functions
they serve (K-3);
(B) understand simple story structure (K-1);
(C) distinguish fiction from nonfiction, including
fact and fantasy (K-3);
(D) recognize the distinguishing features of familiar
genres, including stories, poems, and
informational texts (1-3);
(E) understand literary forms by recognizing and
distinguishing among such types of text as
stories, poems, and information books (K-2);
(F) understand literary terms by distinguishing
between the roles of the author and illustrator
such as the author writes the story and the
illustrator draws the pictures (K-1);
(G) analyze characters, including their traits,
feelings, relationships, and changes (1-3);
(H) identify the importance of the setting to a
story's meaning (1-3); and
(I) recognize the story problem(s) or plot (1-3).
(1.15) Reading/inquiry/research. The student generates
questions and conducts research about topics using
information from a variety of sources, including
selections read aloud. The student is expected to:
(A) identify relevant questions for inquiry such as
"What do pill bugs eat?" (K-3);
(B) use pictures, print, and people to gather
information and answer questions (K-1);
(C) draw conclusions from information gathered (K-3);
(D) use alphabetical order to locate information (1-
3);
(E) recognize and use parts of a book to locate
information, including table of contents, chapter
titles, guide words, and indices (1-3); and
(F) locate important areas of the library/media center
(K-1).
(1.16) Reading/culture. The student reads or listens to
increase knowledge of his/her own culture, the culture
of others, and the common elements of cultures. The
student is expected to:
(A) connect his/her own experiences with the life
experiences, languages, customs, and culture of
others (K-3); and
(B) compare experiences of characters across cultures
(K-3).
(1.17) Writing/penmanship/capitalization/punctuation. The
student develops the foundations of writing. The
student is expected to:
(A) write his/her own name and other important words
(K-1);
(B) write each letter of the alphabet, both capital
and lowercase, using correct formation,
appropriate size, and spacing (1);
(C) use phonological knowledge to map sounds to
letters to write messages (K-1);
(D) write messages that move left-to-right and top-to-
bottom on the page (K-1);
(E) gain an increasing control of penmanship such as
pencil grip, paper position, stroke, and posture
(1);
(F) use word and letter spacing and margins to make
messages readable (1-2); and
(G) use basic capitalization and punctuation such as
capitalizing names and first letters in sentences,
using periods, question marks, and exclamation
points (1-2).
(1.18) Writing/purposes. The student writes for a variety
of audiences and purposes and in a variety of forms.
The student is expected to:
(A) dictate messages such as news and stories for
others to write (K-1);
(B) write labels, notes, and captions for
illustrations, possessions, charts, and centers (K-
1);
(C) write to record ideas and reflections (K-3);
(D) write to discover, develop, and refine ideas (1-
3);
(E) write to communicate with a variety of audiences
(1-3); and
(F) write in different forms for different purposes
such as lists to record, letters to invite or
thank, and stories or poems to entertain (1-3).
(1.19) Writing/writing processes. The student selects and
uses writing processes to compose original text. The
student is expected to:
(A) generate ideas before writing on self-selected
topics (K-1);
(B) generate ideas before writing on assigned tasks (K-
1);
(C) develop drafts (1-3);
(D) revise selected drafts for varied purposes,
including to achieve a sense of audience, precise
word choices, and vivid images (1-3); and
(E) use available technology to compose text (K-3).
(1.20) Writing/spelling. The student spells proficiently.
The student is expected to:
(A) write with more proficient spelling of regularly
spelled patterns such as consonant-vowel-consonant
(CVC) (hop), consonant-vowel-consonant-silent e
(CVCe) (hope), and one-syllable words with blends
(drop) (1-3);
(B) write with more proficient spelling of
inflectional endings such as plurals and verb
tenses (1-2);
(C) spell single syllable words that have r-controlled
vowels such as in burn or star; that have the
final consonants f, l, and s such as in miss or
doll; and that have ck as the final consonants
such as in buck (1);
(D) use resources to find correct spellings, synonyms,
and replacement words (1-3); and
(E) use conventional spelling of familiar words in
final drafts (1).
(1.21) Writing/grammar/usage. The student composes
meaningful texts by applying knowledge of grammar and
usage. The student is expected to:
(A) use nouns and verbs in sentences (1); and
(B) compose complete sentences in written texts and
use the appropriate end punctuation (1-2).
(1.22) Writing/evaluation. The student evaluates his/her
own writing and the writing of others. The student is
expected to:
(A) identify the most effective features of a piece of
writing using criteria generated by the teacher
and class (1-3);
(B) respond constructively to others' writing (1-3);
and
(C) determine how his/her own writing achieves its
purposes (1-3).
(1.23) Writing/inquiry/research. The student uses writing
as a tool for learning and research. The student is
expected to:
(A) record or dictate questions for investigating (K-
1); and
(B) record or dictate his/her own knowledge of a topic
in various ways such as by drawing pictures,
making lists, and showing connections among ideas
(K-3).
§110.4. English
Language Arts and Reading, Grade 2.
(a) Introduction.
(1) In Grade 2, students read and write independently.
Students have many opportunities to use spoken
language. Second grade students understand that there
are different purposes for speaking and listening.
Students know how to attract and hold the attention of
their classmates when they make announcements or share
a story. Second grade students recognize a large number
of words automatically and use a variety of word
identification strategies to figure out words they do
not immediately recognize. Students read regularly for
understanding and fluency in a variety of genres,
including selections from classic and contemporary
works. Students read texts from which they acquire new
information. Students summarize what they read and
represent ideas gained from reading with story maps,
charts, and drawings. Students use references,
including dictionaries and glossaries, to build word
meanings and confirm pronunciation. Second grade
students revise and edit their own writing to make
ideas more clear and precise. Students use appropriate
capitalization and punctuation. Students use singular
and plural nouns and adjust verbs for agreement. In
Grade 2, students' penmanship is characterized by
letters that are properly formed, words that are
properly spaced, and overall compositions that are
legible. Students begin to take simple notes and
compile notes into outlines.
(2) For second grade students whose first language is not
English, the students' native language serves as a
foundation for English language acquisition.
(3) The essential knowledge and skills as well as the
student expectations for Grade 2 are described in
subsection (b) of this section. Following each
statement of a student expectation is a parenthetical
notation that indicates the additional grades at which
these expectations are demonstrated at increasingly
sophisticated levels.
(4) Students will demonstrate exemplary performance
in the reading and writing of the English language,"
students will accomplish the essential knowledge and
skills as well as the student expectations for Grade 2
as described in subsection (b) of this section.
(5) These skills shall foster the continuation
of the tradition of teaching United States and states'
history and the free enterprise system in regular
subject matter and in reading courses and in the
adoption of textbooks," students will be provided oral
and written narratives as well as other informational
texts that can help them to become thoughtful, active
citizens who appreciate the basic democratic values of
our state and nation.
(b) Knowledge and skills.
(2.1) Listening/speaking/purposes. The student listens
attentively and engages actively in a variety of oral
language experiences. The student is expected to:
(A) determine the purpose(s) for listening such as to
get information, to solve problems, and to enjoy
and appreciate (K-3);
(B) respond appropriately and courteously to
directions and questions (K-3);
(C) participate in rhymes, songs, conversations, and
discussions (K-3);
(D) listen critically to interpret and evaluate (K-3);
(E) listen responsively to stories and other texts
read aloud, including selections from classic and
contemporary works (K-3); and
(F) identify the musical elements of literary language
such as its rhymes, repeated sounds, or instances
of onomatopoeia (2-3).
(2.2) Listening/speaking/culture. The student listens
and speaks to gain knowledge of his/her own culture,
the culture of others, and the common elements of
cultures. The student is expected to:
(A) connect experiences and ideas with those of others
through speaking and listening (K-3); and
(B) compare language and oral traditions (family
stories) that reflect customs, regions, and
cultures (K-3).
(2.3) Listening/speaking/audiences/oral grammar. The
student speaks appropriately to different audiences for
different purposes and occasions. The student is
expected to:
(A) choose and adapt spoken language appropriate to
the audience, purpose, and occasion, including use
of appropriate volume and rate (K-3);
(B) use verbal and nonverbal communication in
effective ways such as making announcements,
giving directions, or making introductions (K-3);
(C) ask and answer relevant questions and make
contributions in small or large group discussions
(K-3);
(D) present dramatic interpretations of experiences,
stories, poems, or plays (K-3); and
(E) gain increasing control of grammar when speaking
such as using subject-verb agreement, complete
sentences, and correct tense (K-3).
(2.4) Listening/speaking/communication. The student
communicates clearly by putting thoughts and feelings
into spoken words. The student is expected to:
(A) use vocabulary to describe clearly ideas,
feelings, and experiences (K-3);
(B) clarify and support spoken messages using
appropriate props such as objects, pictures, or
charts (K-3); and
(C) retell a spoken message by summarizing or
clarifying (K-3).
(2.5) Reading/word identification. The student uses a
variety of word identification strategies. The student
is expected to:
(A) decode by using all letter-sound correspondences
within a word (1-3);
(B) blend initial letter - sounds with common vowel
spelling patterns to read words (1-3);
(C) recognize high frequency irregular words such as
said, was, where, and is (1-2);
(D) identify multisyllabic words by using common
syllable patterns (1-3);
(E) use structural cues to recognize words such as
compound, base words, and inflections such as -s,
-es, -ed, and -ing (1-2);
(F) use structural cues such as prefixes and suffixes
to recognize words, for example, un- and -ly (2);
(G) use knowledge of word order (syntax) and context
to support word identification and confirm word
meaning (1-3); and
(H) read both regular and irregular words
automatically such as through multiple
opportunities to read and reread (1-3).
(2.6) Reading/fluency. The student reads with fluency
and understanding in texts at appropriate difficulty
levels. The student is expected to:
(A) read regularly in independent-level materials
(texts in which no more than approximately 1 in 20
words is difficult for the reader) (2);
(B) read regularly in instructional-level materials
that are challenging but manageable (texts in
which no more than approximately 1 in 10 words is
difficult for the reader; a "typical" second
grader reads approximately 70 wpm) (2);
(C) read orally from familiar texts with fluency
(accuracy, expression, appropriate phrasing, and
attention to punctuation) (2);
(D) self-select independent-level reading by drawing
on personal interests, by relying on knowledge of
authors and different types of texts, and/or by
estimating text difficulty (1-3); and
(E) read silently for increasing periods of time (2-
3).
(2.7) Reading/variety of texts. The student reads widely
for different purposes in varied sources. The student
is expected to:
(A) read classic and contemporary works (2-8);
(B) read from a variety of genres for pleasure and to
acquire information from both print and electronic
sources (2-3); and
(C) read to accomplish various purposes, both assigned
and self-selected (2-3).
(2.8) Reading/vocabulary development. The student
develops an extensive vocabulary. The student is
expected to:
(A) discuss meanings of words and develop vocabulary
through meaningful/concrete experiences (K-2);
(B) develop vocabulary by listening to and discussing
both familiar and conceptually challenging
selections read aloud (K-3);
(C) develop vocabulary through reading (2-3); and
(D) use resources and references such as beginners'
dictionaries, glossaries, available technology,
and context to build word meanings and to confirm
pronunciation of words (2-3).
(2.9) Reading/comprehension. The student uses a variety
of strategies to comprehend selections read aloud and
selections read independently. The student is expected
to:
(A) use prior knowledge to anticipate meaning and make
sense of texts (K-3);
(B) establish purposes for reading and listening such
as to be informed, to follow directions, and to be
entertained (K-3);
(C) retell or act out the order of important events in
stories (K-3);
(D) monitor his/her own comprehension and act
purposefully when comprehension breaks down such
as rereading, searching for clues, and asking for
help (1-3);
(E) draw and discuss visual images based on text
descriptions (1-3);
(F) make and explain inferences from texts such as
determining important ideas and causes and
effects, making predictions, and drawing
conclusions (1-3);
(G) identify similarities and differences across texts
such as in topics, characters, and problems (1-2);
(H) produce summaries of text selections (2-3); and
(I) represent text information in different ways,
including story maps, graphs, and charts (2-3).
(2.10) Reading/literary response. The student responds to
various texts. The student is expected to:
(A) respond to stories and poems in ways that reflect
understanding and interpretation in discussion
(speculating, questioning) in writing, and through
movement, music, art, and drama (2-3);
(B) demonstrate understanding of informational text in
various ways such as through writing,
illustrating, developing demonstrations, and using
available technology (2-3);
(C) support interpretations or conclusions with
examples drawn from text (2-3); and
(D) connect ideas and themes across texts (1-3).
(2.11) Reading/text structures/literary concepts. The
student analyzes the characteristics of various types
of texts. The student is expected to:
(A) distinguish different forms of texts, including
lists, newsletters, and signs and the functions
they serve (K-3);
(B) identify text as written for entertainment
(narrative) or for information (expository) (2);
(C) distinguish fiction from nonfiction, including
fact and fantasy (K-3);
(D) recognize the distinguishing features of familiar
genres, including stories, poems, and
informational texts (1-3);
(E) compare communication in different forms such as
contrasting a dramatic performance with a print
version of the same story or comparing story
variants (2-8);
(F) understand and identify simple literary terms such
as title, author, and illustrator across a variety
of literary forms (texts) (2);
(G) understand literary forms by recognizing and
distinguishing among such types of text as
stories, poems, and information books (K-2);
(H) analyze characters, including their traits,
relationships, and changes (1-3);
(I) identify the importance of the setting to a
story's meaning (1-3); and
(J) recognize the story problem(s) or plot (1-3).
(2.12) Reading inquiry/research. The student generates
questions and conducts research using information from
various sources. The student is expected to:
(A) identify relevant questions for inquiry such as
"Why do birds build different kinds of nests?" (K-
3);
(B) use alphabetical order to locate information (1-
3);
(C) recognize and use parts of a book to locate
information, including table of contents, chapter
titles, guide words, and indices (1-3);
(D) use multiple sources, including print such as an
encyclopedia, technology, and experts, to locate
information that addresses questions (2-3);
(E) interpret and use graphic sources of information
such as maps, charts, graphs, and diagrams (2-3);
(F) locate and use important areas of the library
media center (2-3);
(G) demonstrate learning through productions and
displays such as murals, written and oral reports,
and dramatizations (2-3); and
(H) draw conclusions from information gathered (K-3).
(2.13) Reading/culture. The student reads to increase
knowledge of his/her own culture, the culture of
others, and the common elements of culture. The student
is expected to:
(A) connect life experiences with the life
experiences, language, customs, and culture of
others (K-3); and
(B) compare experiences of characters across cultures
(K-3).
(2.14) Writing/purposes. The student writes for a variety
of audiences and purposes, and in various forms. The
student is expected to:
(A) write to record ideas and reflections (K-3);
(B) write to discover, develop, and refine ideas (1-
3);
(C) write to communicate with a variety of audiences
(1-3); and
(D) write in different forms for different purposes
such as lists to record, letters to invite or
thank, and stories or poems to entertain (1-3).
(2.15) Writing/penmanship/capitalization/punctuation. The
student composes original texts using the conventions
of written language such as capitalization and
penmanship to communicate clearly. The student is
expected to:
(A) gain increasing control of aspects of penmanship
such as pencil grip, paper position, stroke, and
posture, and using correct letter formation,
appropriate size, and spacing (2);
(B) use word and letter spacing and margins to make
messages readable (1-2);
(C) use basic capitalization and punctuation correctly
such as capitalizing names and first letters in
sentences, using periods, question marks, and
exclamation points (1-2); and
(D) use more complex capitalization and punctuation
with increasing accuracy such as proper nouns,
abbreviations, commas, apostrophes, and quotation
marks (2).
(2.16) Writing/spelling. The student spells proficiently.
The student is expected to:
(A) use resources to find correct spellings, synonyms,
and replacement words (1-3);
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