common core institute reading standards for...

©Common Core Institute

7

With prompting and support, ask and answer questions about key details in a text.

With prompting and support, retell familiar stories, including key details.

With prompting and support, identify characters, settings, and major events in a story.

Strand: Key Ideas and Details Anchor: Reading Literature

Anchor Standard: RL.CCR.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Knowledge: Identify key details of a textKnowledge: Ask questions about key details in a text

Knowledge: Answer questions about key details in a text

KNOWLEDGE

KNOWLEDGE

KNOWLEDGE

Ask and answer questions about unknown words in a text.

KNOWLEDGE

REASONING


Anchor Standard: RL.CCR.2 Determine central ideas or themes of a text and analyze their development, summarize the key supporting details and ideas.

Knowledge: Identify key details of a storyKnowledge: Retell a familiar story including key details


Anchor Standard: RL.CCR.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Knowledge: Define character, setting and major eventsKnowledge: Identify the characters, setting and major events

Strand: Craft and Structure Anchor: Reading Literature

Anchor Standard: RL.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Knowledge: Identify unknown words in textKnowledge: Recognize that a question requires an answerReasoning: Formulate a question about unknown words in textReasoning: Use resources/strategies to answer questions about unknown words in text

Reading Standards for Literature

K.RL.1

K.RL.2

K.RL.3

K.RL.4

8


Recognize common types of texts (e.g., storybooks, poems).

KNOWLEDGE

With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

KNOWLEDGE

With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

KNOWLEDGE

REASONING

Not applicable to literature.

With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

KNOWLEDGE

REASONING


Anchor Standard: RL.CCR.5: Analyze the structure of texts including how specific sentences, paragraphs and larger portions of the texts (e.g., a section, chapter, scene or stanza) relate to each other and the whole.

Knowledge: Recognize common types of text such as storybooksKnowledge: Recognize common types of text such as poems


Anchor Standard: RL.CCR.6: Assess how point of view or purpose shapes the content and style of a text.

Knowledge: Name the author and illustratorKnowledge: Define author purposeKnowledge: Define illustrator purpose

Strand: Integration of Knowledge and Ideas Anchor: Reading Literature

Anchor Standard: RL.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Knowledge: Identify purpose of illustrationsReasoning: Describe a moment in a story using the illustrationsReasoning: Describe how the illustrations and story are related

Strand: Integration of Knowledge and Ideas Anchor: Reading Literature

Anchor Standard: RL.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Knowledge: Recognize characters in familiar storiesKnowledge: Determine similarities and differences of adventures and experiences in familiar storiesReasoning: Compare adventures and experiencesReasoning: Contrast adventures and experiences

K.RL.5

K.RL.6

K.RL.7

K.RL.8

K.RL.9

9


Actively engage in group reading activities with purpose and understanding.

Strand: Range of Reading and Level of Text Complexity Anchor: Reading Literature

RL.CCR.10: Read and comprehend complex literary and informational tests independently and proficiently.

Knowledge: Engage in group reading activities regarding key ideas and detailsKnowledge: Engage in group reading activities regarding craft and structureKnowledge: Engage in group reading activities regarding integration of knowledge and ideas

Knowledge: Understand activities that reflect purpose and understanding of text

Reasoning: Engage in group reading activities analyzing key ideas and details

Reasoning: Engage in group reading activities analyzing craft and structure

Reasoning: Engage in group reading activities analyzing integration of knowledge and ideas

Reasoning: Apply activities that reflect purpose and understanding of text

KNOWLEDGE

KNOWLEDGE

Strand: Key Ideas and Details Anchor: Reading Informational Text

Anchor Standard: RI.CCR.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Knowledge: Identify key details in an informational text

Knowledge: Ask questions about the key details in an informational textKnowledge: Answer questions about key ideas in informational text


Anchor Standard: RI.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Knowledge: Identify the main topic of a textKnowledge: Identify the key details of a textKnowledge: Retell key details of a text

KNOWLEDGE

REASONING

Reading Standards for Informational Text

With prompting and support, identify the main topic and retell key details of a text.

With prompting and support, ask and answer questions about key details in a text.

K.RI.2

K.RI.1

K.RL.10

10


KNOWLEDGE

KNOWLEDGE

REASONING

KNOWLEDGE


Anchor Standard: RI.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Knowledge: Identify key details about an individual in an informational textKnowledge: Identify details about events or ideas in an informational textReasoning: Discuss the connection between two individuals, events, ideals, or pieces of informationReasoning: Identify the relationship between elements in an informational piece

Strand: Craft and Structure Anchor: Reading Informational Text

Anchor Standard: RI.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Knowledge: Identify unknown wordsKnowledge: Recognize that a question requires an answerReasoning: Formulate a question about unknown words in a textReasoning: Answer questions about unknown words in a text


Anchor Standard: RI.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Knowledge: Identify front cover, back cover, and title page

REASONING

Identify the front cover, back cover, and title page of a book.

With prompting and support, ask and answer questions about unknown words in a text.

With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

K.RI.5

K.RI.4

K.RI.3

11


KNOWLEDGE

REASONING

Strand: Integration of Knowledge and Ideas Anchor: Reading Informational Text

Anchor Standard: RI.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Knowledge: Identify illustrations and textReasoning: Describe people, places and things illustrations depictReasoning: Describe ideas illustrations depictReasoning: Describe the relationships between illustrations and text

KNOWLEDGE

KNOWLEDGE


Anchor Standard: RI.CCR.6: Assess how point of view or purpose shapes the content and style of a text.

Knowledge: Name the author and illustratorKnowledge: Define what an author and illustrator does


Anchor Standard: RI.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Knowledge: Identify the reasons an author gives to support point(s)

With prompting and support, identify the reasons an author gives to support points in a text.

With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

K.RI.8

K.RI.7

K.RI.6

With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

KNOWLEDGE


Anchor Standard: RI.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Knowledge: Identify basic similarities between two texts on the same topicKnowledge: Identify differences between two texts on the same topic

K.RI.9

12


Write routinely over extended time frames (time for reflection and revision and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

KNOWLEDGE

REASONING

Strand: Range of Reading and Level of Text Complexity Anchor: Reading Informational Text

Anchor Standard: RI.CCR.10: Actively engage in group reading activities with purpose and understanding.

Knowledge: Engage in group reading activities: key ideas and detailsKnowledge: Engage in group reading activities: craft and structureKnowledge: Engage in group reading activities: integration of knowledge and ideasKnowledge: Understand activities that reflect purpose and understandingReasoning: Engage in group reading activities: key ideas and detailsReasoning: Engage in group reading activities: craft and structureReasoning: Engage in group reading activities: integration of knowledge and ideasReasoning: Apply activities that reflect purpose and understanding of text

K.RI.10

Reading Standards: Foundational Skills

KNOWLEDGE

PERFORMANCE

Strand: Print Concepts Anchor: Reading Foundational Skills

Anchor Standard: RF.CCR.1: NA

Knowledge: Recognize that words on a page progress from left to right, top to bottom and page by pageKnowledge: Recognize that spoken words are represented in written language by specific letter sequencesKnowledge: Understand that words are separated by spaces

Knowledge: Recognize that sentences are made up of words

Knowledge: Recognize and name all upper- and lowercase letters

Performance: Follow words from left to right, top to bottom and page by page

Performance: Name all upper- and lowercase alphabet letters

Demonstrate understanding of the organization and basic features of print.a. Follow words from left to right, top to bottom, and page by page.b. Recognize that spoken words are represented in written language by

specific sequences of letters.c. Understand that words are separated by spaces in print.d. Recognize and name all upper and lowercase letters of the alphabet.

K.RF.1

13


KNOWLEDGE

PERFORMANCE

Strand: Phonological Awareness Anchor: Reading Foundational Skills


Knowledge: Recognize rhyming words - short vowel sounds, initial and ending soundsPerformance: Produce rhyming wordsPerformance: Count syllables in spoken words

Performance: Pronounce syllables in spoken words

Performance: Blend syllables in spoken words

Performance: Segment syllables in spoken words

Performance: Blend and segment onsets and rimes of single-syllable spoken words

Performance: Isolate and pronounce CVC words to recognize the initial, medial vowel and final sounds

Performance: Add individual sounds to simple one syllable words to make new words

Performance: Substitute individual sounds to simple, one-syllable words to make new words

Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

a. Recognize and produce rhyming words.b. Count, pronounce, blend, and segment syllables in spoken words.c. Blend and segment onsets and rimes of single-syllable spoken words.d. Isolate and pronounce the initial, medial vowel, and final sounds

(phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. *(This does not include CVCs ending with /l/,/r/, or /x/.)

e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

K.RF.2

14


KNOWLEDGE

PERFORMANCE

REASONING

Strand: Phonics and Word Recognition Anchor: Reading Foundational Skills


Knowledge: Know and apply grade-level phonics and word analysis skills in decoding words

Knowledge: Recognize one-to-one letter correspondence for each consonant

Knowledge: Identify the five short and long vowels with common spellingsKnowledge: Recognize high-frequency sight wordsKnowledge: Recognize words that are similarly spelled

Knowledge: Identify the sounds of the letters that are different

Knowledge: Identify the sounds of the letters that are different

Reasoning: Apply grade-level phonics and word analysis in decoding words

Reasoning: Distinguish the differing sounds of consonants

Reasoning: Distinguish long and short vowels sounds that have common spellings

Reasoning: Determine the pattern of the word

Performance: Say the sound that corresponds to the consonantPerformance: Read high-frequency sight wordsPerformance: Read words that have a similar word pattern and identify the sounds and letters that are different

Know and apply grade-level phonics and word analysis skills in decoding words.

a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.

b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

K.RF.3

KNOWLEDGE

REASONING

PERFORMANCE

Strand: Fluency Anchor: Reading Foundational Skills


Knowledge: Identify and understand foundational skills for Reading #1-3 (page 7)Knowledge: Recognize that there are different purposes for reading emergent-reader textsReasoning: Apply foundational skills in Reading #1-3 (page 7)

Reasoning: Determine the purpose for reading emergent-reader texts

Performance: Read emergent-reader texts with purpose and for understanding

Read emergent-reader texts with purpose and understanding.K.RF.4

15


Writing Standards

KNOWLEDGE

KNOWLEDGE

REASONING

REASONING

PRODUCT

PRODUCT

Strand: Text Types and Purposes Anchor: Writing

Anchor Standard: W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Knowledge: Identify the title of a book or topic to write aboutKnowledge: Recognize what an opinion isReasoning: Formulate an opinion about a book or topicProduct: Write an opinion piece that introduces the topic or book - demonstrate a combination of drawing, dictating, and writingProduct: Write an opinion piece that introduces the topic or book - include the topic or title of the bookProduct: Write an opinion piece that introduces the topic or book - state an opinion or preference about the topic or book

Product: Write an opinion piece that provides a sense of closure


Anchor Standard: W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Knowledge: Identify an informative/explanatory text

Knowledge: Select a topic for an informative/explanatory writingReasoning: Combine drawing, dictation, and writing to compose informational/explanatory text to supply additional information

Product: Write an informative/explanatory text in which they name a topic

Product: Write an informative/explanatory text in which they supply some information

Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...)

Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

K.W.1

K.W.2

16


KNOWLEDGE

KNOWLEDGE

REASONING

REASONING

PRODUCT

PRODUCT


Anchor Standard: W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Knowledge: Choose a single event to discuss

Reasoning: Distinguish between relevant and irrelevant detailsReasoning: Sequence relevant eventsReasoning: React to the eventProduct: Draw, dictate, and/or write a narrative piece which contains relevant detailsProduct: Draw, dictate, and/or write a narrative piece which contains a logical sequence of events

Product: Draw, dictate, and/or write a narrative piece which contains a reaction

Strand: Production and Distribution of Writing Anchor: Writing

Anchor Standard: W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Knowledge:

Reasoning:

Product:

Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

(Begins in grade 3)

K.W.3

K.W.4

17


KNOWLEDGE

KNOWLEDGE

KNOWLEDGE

REASONING

REASONING

PERFORMANCE

REASONING


Anchor Standard: W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Knowledge: Recognize how to respond to questions and suggestions from peers

Knowledge: Recognize how to add details to strengthen writing as neededReasoning: Develop writing by responding to questions and suggestions from peersReasoning: Develop writing by adding details to strengthen writing as needed


Anchor Standard: W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Knowledge: Use basic technology skills

Reasoning: Select digital tools for producing and publishing writingPerformance: Use technology to produce and publish writing individually and with peers

Strand: Research to Build and Present Knowledge Anchor: Writing

Anchor Standard: W.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Knowledge: Identify sources and tools for shared research

Reasoning: Determine appropriate sources and tools to conduct shared researchReasoning: Participate in shared research and writing projects

With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

With guidance and support from adults, explore a variety of digital tools to produce and publish writing, in collaboration with peers.

Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

K.W.5

K.W.6

K.W.7

18


KNOWLEDGE

KNOWLEDGE

KNOWLEDGE

REASONING

REASONING

REASONING

PERFORMANCE

PERFORMANCE

PERFORMANCE


Anchor Standard: W.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Knowledge: Identify experience

Knowledge: Identify sourceReasoning: Gather information from more than one source to answer a questionPerformance: Answer a question using information from experiencePerformance: Answer a question using information from a provided source


Anchor Standard: W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Knowledge:

Reasoning: Performance:

Strand: Range of Writing Anchor: Writing

Anchor Standard: W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Knowledge:

Reasoning:Performance:

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

(Begins in grade 4)

(Begins in grade 3)

K.W.8

K.W.9

K.W.10

19


KNOWLEDGE

PERFORMANCE

REASONING

Strand: Comprehension and Collaboration Anchor: Speaking & Listening

Anchor Standard: SL.CCR.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Knowledge: Identify key ideas from kindergarten topics and texts

Knowledge: Identify agreed-upon rules for discussion

Knowledge: Recognize how others listenKnowledge: Recognize how others move conversations alongReasoning: Determine comments and questions appropriate to the topic of discussion

Reasoning: Observe if agreed-upon discussion rules are being followed

Performance: Participate in conversations about kindergarten topics and texts

Performance: Follow agreed-upon rules for discussion

Performance: Listen while others are speaking

Performance: Listen and respond to continued conversations with peers and adults

Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion

b. Continue a conversation through multiple exchanges.

K.SL.1

Speaking & Listening Standards

KNOWLEDGE

PERFORMANCE

REASONING


Anchor Standard: SL.CCR.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Knowledge: Identify key ideas from text read aloud or presented orally through other media

Knowledge: Ask and answer questions about key details from a text read aloud

Knowledge: Ask and answer questions about key details from information presented orally or through other mediaReasoning: Ask for clarification of key details not understood from text read aloud or through other mediaPerformance: Answer questions about key details from information presented orally or through other media

Performance: Ask questions about key details from information presented orally

Performance: Ask for clarification if something is not understood

Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

K.SL.2

20


KNOWLEDGE

PERFORMANCE

REASONING


Anchor Standard: SL.CCR.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Knowledge: Recognize that asking questions is an appropriate strategy to further understanding

Knowledge: Identify questions and answers

Knowledge: Identify situations in which help is neededKnowledge: Identify situations in which information is neededKnowledge: Identify situations in which clarification is necessary

Reasoning: Formulate appropriate questions to seek help, information, or clarification

Performance: Ask questions to seek help, information, or clarification

Performance: Answer questions in order to seek help

Performance: Answer questions to get information

Performance: Answer questions for clarification

Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

K.SL.3

KNOWLEDGE

PERFORMANCE

REASONING

Strand: Presentation of Knowledge and Ideas Anchor: Speaking & Listening

Anchor Standard: SL.CCR.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

Knowledge: Identify familiar people, places, things, events or detailsReasoning: Determine relevant, descriptive details describing people, places, things, or eventsPerformance: Orally perform clear presentations that describe people, places, things, and eventsPerformance: Provide additional detail when prompted

Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.K.SL.4

KNOWLEDGE

REASONING


Anchor Standard: SL.CCR.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Knowledge: Know what visual displays are

Knowledge: Identify details

Reasoning: Add drawings or visual displays providing descriptive details

Add drawings or other visual displays to descriptions as desired to provide additional detail.K.SL.5

21


KNOWLEDGE

REASONING


Anchor Standard: SL.CCR.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Knowledge: Identify different voice volumes used for different situations

Performance: Speak using appropriate voice volume for situation

Performance: Communicate thoughts, feelings, and ideas clearly through spoken words

Speak audibly and express thoughts, feelings, and ideas clearly.K.SL.6

Language

KNOWLEDGE

PERFORMANCE

REASONING

Strand: Conventions of Standard English Anchor: Language

Anchor Standard: L.CCR.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Knowledge: Recognize many of the letters of the alphabet

Knowledge: Recognize that letters can be both upper- and lowercase

Knowledge: Recognize nouns and verbsKnowledge: Recognize that nouns can be singular and pluralKnowledge: Know the meaning of question words (interrogatives)

Knowledge: Recognize and produce a complete sentence

Reasoning: Demonstrate command of the English grammar conventions when writing to expand sentencesReasoning: Demonstrate command of English grammar conventions and distinguish between upper- and lowercase lettersPerformance: Demonstrate command of standard English grammar and usage when speaking

Performance: Demonstrate ability to print many upper- and lowercase letters

Performance: Use regular plural nouns

Performance: Form regular plural nouns orally using /s/ and /es/Performance: Use question words in speakingPerformance: Use frequently occurring prepositions while speakingPerformance: Speak in complete sentencesPerformance: Expand complete sentences

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Print many upper- and lowercase letters.b. Use frequently occurring nouns and verbs.c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs,

wish, wishes).d. Understand and use a question words (interrogatives) (e.g., who, what,

where, when, why, how).e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on,

off, for, of by, with).f. Produce and expand complete sentences in shared language activities.

K.L.1

22


KNOWLEDGE

PERFORMANCE

REASONING

Strand: Conventions of Standard English Anchor: Language

Anchor Standard: L.CCR.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge: Apply correct capitalization when writing

Knowledge: Apply correct punctuation when writing

Knowledge: Apply correct spelling when writingKnowledge: Capitalize first word in a sentence and the pronoun IKnowledge: Recognize and name end punctuation

Knowledge: Match the sound and the letter for most consonant and short-vowel sounds

Knowledge: Use sound-letter awareness to spell simple words phonetically

Reasoning: Distinguish between lettersPerformance: Write a letter or letter combinations for most consonant and short vowel sounds (phonemes)

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Capitalize the first word in a sentence and the pronoun /.b. Recognize and name end punctuation.c. Write a letter or letters for most consonant and short-vowel sounds

(phonemes).d. Spell simple words phonetically, drawing on knowledge of sound-letter

relationships.

K.L.2

KNOWLEDGE

REASONING

PERFORMANCE

Strand: Knowledge of Language Anchor: Language

Anchor Standard: L.CCR.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Knowledge:

Reasoning: Performance:

(Begins grade 2)K.L.3

23


KNOWLEDGE

REASONING

Strand: Vocabulary Acquisition and Use Anchor: Language

Anchor Standard: L.CCR.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Knowledge: Recognize that some words and phrases have multiple meaningsKnowledge: Identify frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less)Reasoning: Identify new meanings for familiar wordsReasoning: Apply the appropriate meaning for the word within the contextReasoning: Apply knowledge of frequently occurring inflections and affixes to determine the meaning of a wordReasoning: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

a. Identify new meanings for familiar words and apply them accurately (e.g. knowing duck is a bird and learning the verb to duck).

b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

K.L.4

KNOWLEDGE

PERFORMANCE

REASONING


Anchor Standard: L.CCR.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Knowledge: Identify common objects

Knowledge: Identify categories

Knowledge: Know verbsKnowledge: Know adjectivesKnowledge: Know opposites

Knowledge: Identify real-life connections

Knowledge: Distinguish shades of meaning among verbs describing the same action

Reasoning: Sort common objects into categories

Reasoning: Relate verbs and adjectives to their opposites

Reasoning: Identify real-life connections between words and their use

Reasoning: Determine ways to act out verbs

Performance: Act out meanings of verbs

With guidance and support from adults, explore word relationships and nuances in word meanings.

a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).

d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

K.L.5

24


KNOWLEDGE

PERFORMANCE

REASONING


Anchor Standard: L.CCR.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Knowledge: Acquire words and phrases through conversations, reading and being read to and responding to texts

Reasoning: Distinguish if a word or phrase should be used when responding

Performance: Use words and phrases accurately acquired through conversations, reading and being read to, and responding to texts

Use words and phrases acquired through conversations, reading and being read to, and responding to texts.K.L.6

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