All Kindergarten ELA GLE's

Standard Topic GLE Text
1 Writing Students understand that informative writing is subject-centered: the purpose is to help the reader understand the subject or topic by describing the subject and explaining the details related to the subject so that the reader has a clear and complete understanding of the message.
1 Writing Development-Informative Writing: Select an interesting subject for writing
1 Writing Writers will produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development, organization, style, and word choice.
1 Writing Writers will produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
1 Writing Writers will produce examples that illustrate the following discourse classifications: by the completion of the grade, writers will be able to write persuasive, informative, and expressive.
1 Writing Students understand that writing has an intended audience. In order to begin to meet the needs of that audience, students write to audiences that are familiar (e.g., self, classmate, parent, sibling, teacher)
1 Writing Students understand that informative writing is subject-centered: the purpose is to help the reader understand the subject or topic by describing the subject and explaining the details related to the subject so that the reader has a clear and complete understanding of the message.
1 Writing Students understand that expressive writing is author-centered: the purpose is to entertain the audience/reader by narrating a personal experience with an established sequence of events OR help the reader know about the writer by expressing the writer?s feelings about events and their significance
1 Writing Students understand that persuasive writing is audience-centered: the purpose is to influence/convince the audience/reader by presenting and supporting a position on a particular issue/perspective.
1 Writing Form-Persuasive: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to FRIENDLY LETTERS.
1 Writing Form-Informative: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to SIMPLE BOOK REPORTS
1 Writing Form-Informative: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to FRIENDLY LETTERS AND NOTES
1 Writing Form-Expressive: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to JOURNAL ENTRIES
1 Writing Form-Expressive: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to 'ALL ABOUT ME' STORIES
1 Writing Development-Persuasive Writing: Support the idea with an example and/or fact
1 Writing Development-Persuasive Writing: Agree or disagree with an easily undersood issue
1 Writing Development-Informative Writing: Choose a title, when appropriate
1 Writing Development-Informative Writing: Give details about the subject
1 Writing Read stories and relate characters' experiences to shape own decisions by asking questions: "I felt like that character when I?", If that happened to me, "I would?", "I can relate to that character because one time?"
2 Constructing Meaning Listen to different interpretations of the same reading and consider how these opinions were formed through classroom discussion
2 Constructing Meaning Evaluate the credibility of a source
2 Constructing Meaning Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by (g) (h) acknowledging the possibility of a variety of interpretations of the same text; proposing other interpretations as valid if supported by the text.
2 Constructing Meaning Introduce connections between ideas/characters in stories (e.g., What story that we have read does this remind me of?)
2 Constructing Meaning Students will be able to demonstrate an overall understanding of printed texts by (k) relating the content of the text to real-life situations and (b) applying information from printed, electronic, and oral texts to complete authentic tasks.
2 Constructing Meaning Students will be able to demonstrate an overall understanding of printed texts by (g) comparing information between and within texts.
2 Constructing Meaning Understand author?s purpose may be to inform, to persuade, or to entertain
2 Constructing Meaning Understand that there are various purpose(s) for writing
2 Constructing Meaning Students will be able to demonstrate an overall understanding of printed texts by (f) identifying the author?s purpose.
2 Constructing Meaning Complete a graphic organizer (e.g., webs, charts) that identifies story/literary elements and story structure with teacher help/direction
2 Constructing Meaning Retell a story
2 Constructing Meaning Students will be able to demonstrate an overall understanding of printed texts by (e) organizing the important points of the text via summaries, outlines, and/or graphic organizers.
2 Constructing Meaning Listen for alliteration and rhyme
2 Constructing Meaning Students will be able to demonstrate an overall understanding of technical and informative texts by (b) identifying text features and text structures.
2 Constructing Meaning Students will be able to demonstrate an overall understanding of technical and informative texts by (b) identifying text features and text structures.
2 Constructing Meaning Identify the main character in a story or poem
2 Constructing Meaning Identify the main character in a story or poem
2 Constructing Meaning Begin to identify essential information from text features (e.g., title and author)
2 Constructing Meaning Students will be able to demonstrate an overall understanding of technical and informative texts by (b) identifying text features and text structures.
2 Constructing Meaning Students will be able to demonstrate an overall understanding of technical and informative texts by (b) identifying text features and text structures.
2 Constructing Meaning Predict likely outcomes based on clues in a text by answering teacher-led question (e.g., What do you think will happen next?)
2 Constructing Meaning Students will be able to demonstrate an overall understanding of printed texts by (a) making?. predictions as needed.
2 Constructing Meaning Ask questions when meaning is not clear
2 Constructing Meaning Retell stories and ideas
2 Constructing Meaning Begin to create mental images
2 Constructing Meaning Make, confirm, or adjust predictions
2 Constructing Meaning Connect events, characters, and actions in stories to specific life experiences
2 Constructing Meaning Use illustrations to construct meaning from text
2 Constructing Meaning Assimilating prior knowledge
2 Constructing Meaning Using appropriate texts, students will be able to self-monitor comprehension while reading by (c) taking appropriate actions (e.g., rereading to make sense, adjusting rate of reading, seeking the meaning of unknown vocabulary) to enhance understanding of oral and written text.
2 Constructing Meaning Students will be able to self-monitor comprehension while reading by (a) generating a purpose for reading.
2 Constructing Meaning Using appropriate texts, students will be able to self-monitor comprehension while reading by (c) taking appropriate actions (e.g., rereading to make sense, adjusting rate of reading, seeking the meaning of unknown vocabulary) to enhance understanding of oral and written text.
2 Constructing Meaning Assimilating prior knowledge
2 Constructing Meaning Spell single syllable regular words correctly and independently
2 Constructing Meaning Students will be able to self-monitor comprehension while reading by (a) generating a purpose for reading.
2 Constructing Meaning Write letters associated with each sound in 1-syllable, phonetically regular words
2 Constructing Meaning Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts. F) Spelling
2 Constructing Meaning Read accurately (1 error in 20 words); 40?60 words correct per minute with
2 Constructing Meaning Read fluently (1 word per 2?3 seconds midyear; 1 word per second end of year)
2 Constructing Meaning Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts. E) Fluency
2 Constructing Meaning Learn and uses unfamiliar words introduced in stories and informational passages
2 Constructing Meaning Read words with common word parts
2 Constructing Meaning Read common sight words automatically
2 Constructing Meaning Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts. C) Vocabulary
2 Constructing Meaning Decode words with consonant blends
2 Constructing Meaning Decode words with letter combinations
2 Constructing Meaning Read regular 1-syllable words fluently
2 Constructing Meaning Produce sounds to common letter combinations
2 Constructing Meaning Produce one-to-one letter/sound correspondence in a word (1/sec)
2 Constructing Meaning Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts. B) Alphabetic Principle
2 Constructing Meaning Segment 3 and 4 phonemes in 1-syllable words with automaticity
2 Constructing Meaning Identify and produce rhyming words with automaticity
2 Constructing Meaning Blend 3-4 phonemes into a whole word with automaticity
2 Constructing Meaning Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts. A) Phonological Awareness
3 Research Key in letters to form words
3 Research Draw or stamp pictures using computer programs
3 Research Follow a link
3 Research Use a mouse or touchpad
3 Research Start up and shut down computer properly
3 Research Launch a program from an icon
3 Research Use technology tools to enhance learning
3 Research Use technology to synthesize information into a meaningful format to expressideas and experiences, and to create text, drawings, graph, diagrams, photographs, videos, and graphics
3 Research Select informational resources
3 Research Identify multiple sources of information (e.g., books, television, video, resource people, cassette recordings, picture dictionaries)
3 Research Identify and locate a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information
4 Reading Connections Listen to simple stories from different cultures and eras to broaden cultural awareness
4 Reading Connections Acknowledge the experiences and feelings of fictional characters based on age, gender, nationalities, races, cultures, and/or disabilities
4 Reading Connections Understand the difference between genres [?]
4 Reading Connections Listen and respond to poetry and prose
4 Reading Connections Respond to literary texts and media representing the diversity of American cultural heritage inclusive of ages, gender, nationalities, races, religions and disabilities; respond to literary text and media representative of various nations and cultures.