R.WS.01.05 automatically recognize frequently encountered words in and out of words that can be read fluently increasing steadily across the school year.
R.WS.01.06 make progress in automatically recognizing the 220 Dolch basic sight words and 95 common nouns for mastery in third grade.
R.WS.01.07 use strategies to identify unknown words and construct meaning by using initial letters/sounds (phonics), patterns of language (syntactic), picture clues (semantic), and applying context clues to select between alternative meanings.
R.WS.01.08 use syntactic and semantic cues including picture clues, word chunks, and the structure of book language to determine the meaning of words in grade-appropriate texts.
R.WS.01.09 know the meanings of words encountered frequently in grade-level reading and oral language contexts.
R.WS.01.10 in context, determine the meaning of words and phrases including objects, actions, concepts, content vocabulary, and literary terms, using strategies and resources including context clues, mental pictures, and questioning.
R.FL.01.01 automatically recognize and fluently read identified grade-level high frequency words encountered in or out of context
R.FL.01.02 use punctuation cues (periods and question marks) when reading aloud with intonation, pauses, and emphasis
R.FL.01.03 read aloud unfamiliar text with a minimum of 90% accuracy in word recognition at an independent reading level.
R.NT.01.01 recognize how various cultures and our common heritage are represented in classic, multicultural, and contemporary literature that is recognized for quality and literary merit.
R.NT.01.02 identify and describe the basic form and purpose of a variety of narrative genre including realistic fiction, fantasy, and folktales.
R.NT.01.03 identify problem/solution, sequence of events, and sense of story (beginning, middle, and end).
R.NT.01.04 identify how authors/ illustrators use literary devices including illustrations to support story elements and transitional words including before, after, now, and finally to indicate a sequence of events and sense of story.
R.IT.01.01 identify and describe the basic form, features, and purpose of a variety of informational genre including simple “how-to” books, science and social studies magazines.
R.IT.01.02 discuss informational text patterns including descriptive, sequential, and enumerative.
R.IT.01.03 explain how authors use text features including headings, titles, labeled photographs, and illustrations to enhance the understanding of key and supporting ideas.
R.IT.01.04 respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, and/or show understanding.
R.CM.01.01 make text-to-self and text-to-text connections and comparisons by activating prior knowledge and connecting personal knowledge and experience to ideas in text through oral and written responses.
R.CM.01.02 retell in sequence up to three important ideas and details of familiar simple oral and written text.
R.CM.01.03 compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding by mapping story elements, graphically representing key ideas and details, and asking questions as they read.
R.CM.01.04 apply significant knowledge from grade-level science, social studies, and mathematics texts.
R.MT.01.01 self-monitor comprehension by recognizing when meaning is breaking down and use simple fix-up strategies including making credible predictions based on a preview of the book cover and pictures to increase comprehension when reading or listening to text.
R.MT.01.02 self-monitor comprehension by using strategies including asking questions before, during, and after reading and discussing the most important ideas and themes in a text.
R.MT.01.03 plan, monitor, regulate, and evaluate skills, strategies, and processes to construct and convey meaning and discuss which comprehension strategies worked and did not work.
R.MT.01.04 self-monitor comprehension by using a graphic organizer to sequence events, sort and order information, or identify author’s perspective.
R.CS.01.01 develop and discuss shared standards and begin to assess the quality and accuracy of their own writing and the writing of others with teacher guidance.
W.GN.01.04 use a teacher-selected topic to write one research question; locate and begin to gather information from teacher-selected resources; organize the information and use the writing process to develop a project.
S.CN.01.01 use common grammatical structures correctly when speaking including singular and plural nouns, singular possessive pronouns, simple contractions, and conjunctions to express relationships (e.g., because, if, after, and inflected endings).
S.CN.01.02 explore and use language to communicate with a variety of audiences and for different purposes including making requests, solving problems, looking for solutions, constructing relationships, and expressing courtesies.
S.CN.01.03 speak effectively maintaining appropriate posture, eye contact, and position using props such as photographs or illustrations in narrative and informational presentations.
S.CN.01.04 present in standard American English if it is their first language. (Students whose first language is not English will present in their developing version of standard American English.
S.CN.01.05 understand, providing examples of how language differs from storybooks and classroom as a function of linguistic and cultural group membership.
S.DS.01.02 tell or retell familiar stories (e.g., realistic fiction, fantasy, folktale), using a problem/solution pattern, appropriate story grammar, and proper sequence while maintaining appropriate posture and eye contact, using a prop for support.
S.DS.01.04 plan and deliver presentations using an informational organizational pattern (e.g., descriptive, enumerative, or sequential) providing several facts and details to make their point while maintaining appropriate posture and eye contact using a prop.
L.CN.01.01 understand, restate and follow two-step directions.
