Curriculum Pacing Guide &Assessment Map
Language Arts
Kindergarten

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Sept

Oct

Nov

Dec

Jan

Feb

March

April

May/June

Month	Resources & Materials	Standards & Benchmarks	Grade Level Indicators	Assessments
September	There is more than one way to communicate ideas.		REMEMBER TO NUMBER ODE ASSESSMENTS BY PAGES	Beginning of the Year Pre-assessments · DIBELS · KRAL-R (ODE) · WCS assessment Upper and Lower Case Letters Naming · WCS assessment of name (read and write), draw self
Acquisition of Vocabulary A. Read accurately high frequency sight words. E. Use resources to determine the meaning and pronunciations of unknown words.	2. Recognizes and understand words, signs and symbols seen in everyday life. 3. Identifies words in common categories such as color words, number words, and words that give direction. 4. Determines the meaning of unknown words, with assistance, using a beginner’s dictionary.	AV#2—Personal Communication and Performance Assessment · environmental print · bus numbers · names on worksheets, nameplates, charts, etc. · Objects labeled in the room · Stop sign
Writing Applications	2. Name or label objects or places.	WA#2—Personal Communication, Extended Written Response and Performance Assessment Teachers will write words on a label and post it on the object within the room. Work samples, beginning journals
Communication D. Speak clearly and at an appropriate pace and volume. E. Deliver a variety of presentations that include relevant information and a clear sense of purpose.	1. Listens attentively to speakers, stories, poems and songs. 3. Follows simple oral directions. 4. Speaks clearly and understandably 6. Recite short poems, songs and nursery rhymes.	C#1, 3, 4, & 6—Personal Communication · Teacher observation
September October		Phonemic Awareness A. Use letter-sound correspondence knowledge and structural analysis to decode words. B. Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as appropriate for text.	1. Read own first name. 2. Identify and complete rhyming words and patterns. 3. Distinguish the number of syllables in words by using rhythmic clapping, snapping or counting. 4. Distinguish and name all upper- and lower- case letters. 5. Recognize and say sounds of letters. 6. Distinguish letters from words by recognizing that words are separated by spaces. 7. Hear and say the separate phonemes in words, such as identifying the initial consonant sounds in a word, and blend phonemes to say words.	PA #4 WCS Assessment of Upper & Lower Case Letters Resources to consider PA #1 ODE Observation Assessment
Reading, writing, speaking and listening are all ways to share information and ideas.	Reading Process Concepts of Print—the indicators to the right do not have a corresponding benchmark.	1. Demonstrate an understanding that print has meaning by explaining that text provides information or tells a story. 2. Holds books right side up, know that people read pages from front to back and read words from left to right. 3. Know the differences between illustrations and print.	RP#1, 2 & 3—Personal Communication Observation and class discussion Resources to consider Book Knowledge Assessment
Writing Processes A. Generate ideas and determine a topic suitable for writing.	1. Generate writing ideas through discussions with others.	WP#1—Personal Communication Teacher brainstorms with class and writes these down on post paper (interactive writing activity with whole group).
Phonemic Awareness A. Use letter-sound correspondence knowledge and structural analysis to decode words.	2. Identify and complete rhyming words and patterns.	PA #2—Performance Assessment Kindergarten Readiness Test (KRAL-R) activities 3 and 4
Writing Conventions A. Print legibly using appropriate spacing	1. Print upper and lower case letters correctly spacing the letters.
Research B. Retell important details and findings	3. Recall information about a topic, with teacher assistance.
Communication Speak clearly and at an appropriate pace and volume.	4. Speak clearly and understandably.	C#4—Performance Assessment KRAL-R (activity 1 and activity 2)
November November		Phonemic Awareness A. Use letter-sound correspondence knowledge and structural analysis to decode words. B. Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as appropriate for text.	6. Distinguish letters from words by recognizing that words are separated by spaces. 9. Reread stories independently or as a group, modeling patterns of changes in timing, voice and expression.	PA#9—Personal Communication · Reading books with repetition and patterns (e.g., Brown Bear). Resources to consider ODE Observational Assessment for PA#9
Acquisition of Vocabulary A. Use context clues to determine the meaning of new vocabulary.	1. Understand new words from the context of conversations or from the use of pictures within a text.	AV#1; RA-I #1; RA-L #5—Performance Assessment · Observation during whole group instruction of which students are following along as evidenced by physically touching words. · Use of high frequency reading materials with students. WCS Comprehension Strat. Assessment Pumpkin, Pumpkin An Apple A Day
Reading Applications: Informational C. Identify the central ideas and supporting details of information text.	1. Use pictures and illustrations to aid comprehension. 3. Tell main idea of a selection that has been read aloud (in both non-fiction and fictional texts).
Reading Applications: Literary C. Recognize the defining characteristics and features of different types of literary forms and genres.	5. Recognize predictable patterns in stories.
Writing Process A. Generate ideas for written compositions.	1. Generates writing ideas through discussion with others.	WP#1--Observation
Writing Application A. Compose writings that convey a clear message and include well-chosen details.	3. Writes from left to right and from top to bottom.	WA#3—Extended Written Response · Teachers collect and assess knowledge based on journal writing by students · WCS Concepts of Print Assessment
Reading Process B. Make predictions from text clues and cite specific examples to support predictions.	2. Hold books right side up, know that people read pages from front to back and read words from left to right. 5. Predict what will happen next, using pictures and content as a guide.	RP#2—Performance Assessment RP#5—Personal Communication · Whole group and read aloud discussions with students. · Sequencing cards with students. Resources to consider: ODE Observational Assessment for RP#5
December		Communication No connected benchmark	3. Follow simple oral directions.	C#3—Performance Assessment WCS Following Directions Assessment WCS Following Directions Part 2 (picture)
Reading Applications: Literary B. Use supporting details to identify and describe main ideas, characters and setting. C. Recognize the defining characteristics and features of different types of literary forms and genres.	2. Identify the characters and setting in a story. 5. Recognize predicable patterns in stories.	RA-L#2—Selected Response, Written Response and Personal Communication · Rosie’s Walk assessment tool RA-L#4—Selected Response, Written Response and Personal Communication · Whole class questioning regarding the type of literature (Is this fantasy or reality/fiction and non-fiction?)
Phonemic Awareness A. Use letter-sound correspondence knowledge and structural analysis to decode words.	2. Identify and complete rhyming words and patterns.	PA#2—Performance assessment WCS Rhyming Assessment
Reading Process D. Draw conclusions from information in the text. E. Demonstrate comprehension by responding to questions (e.g., literal, informational and evaluative).	7. Recall information from a story by sequencing pictures and events. 8. Answer literal questions to demonstrate comprehension of orally read grade-appropriate texts. 9. Monitor comprehension of orally read texts by asking and answering questions.	RP#8 & #9—Selected and Written Response WCS Comprehension Assessment Rosie’s Walk Chrysanthemum Caps for Sale Minerva Louise
January		Writing Applications No connected benchmark	3. Write from left to right and top to bottom. 4. Dictate or write informal writings for various purposes.	Sketch journals Resources to consider: ODE Observational Assessment WA#4
Reading Process Independent Reading—no connected benchmarks.	10. Identify favorite books and stories and participate in shared oral reading.	Teacher observation
Reading Applications: Literary A. Compare and contrast plot across literary works.	1. Identify favorite books and stories.	Teacher observation
Writing Processes A. Generate ideas for written compositions.	0. Choose a topic for writing. 6. Use correct sentence structures when expressing thoughts and ideas. (Complete a sentence stem)	Resources to consider: WP #2 and #6 ODE Observational Assessment
Phonemic Awareness B. Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as appropriate for text.	1. Read own first and last name.	Teacher observation
February		Acquisition of Vocabulary B. Read accurately high-frequency sight words. E. Use resources to determine the meanings and pronunciations of unknown words.	2. Recognize and understand words, signs and symbols seen in everyday life. 4. Determine the meaning of unknown words, with assistance, using a beginner’s dictionary.	Teacher observation
Reading Applications: Literary A. Compare and contrast plot across literary works.	3. Retell or re-enact a story that has been heard.	Teacher observation during reader’s theatre
Reading Process C. Draw conclusions from information in the text.	7. Recall information from a story by sequencing pictures and events.	Teacher observation
Phonemic Awareness A. Use letter-sound correspondence knowledge and structural analysis to decode words. B. Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as appropriate for text.	1. Reads own last name. 5. Recognize, say and write the common sounds of letters.	Teacher observation WCS Name Assessment
Writing Applications A. Compose writings that convey a clear message and include well-chosen details.	1. Dictate or write simple stories, using letters, words or pictures.	Writing journals
March	Give descriptive presentations. Venn Diagram	Reading Process A. Establish a purpose for reading and use a range of reading comprehension strategies to understand literary passages and text. D. Apply reading skills and strategies to summarize and compare and contrast information in text, between text and across subject areas.	4. Visualize the information in texts or dictating simple descriptions. 6. Compare information (e.g., recognize similarities) in texts using prior knowledge and experience.	Resources to consider: RP #6 ODE Observational Assessment A RP #6 ODE Observational Assessment B RP #4—writing in journals based on a book read in class.
Writing Processes E. Edit to improve sentence fluency, grammar and usage.	4. Organize and group related ideas. 6. Begins to use correct sentence when expressing thoughts and ideas. 7. Re-reads own writing.	WP #4 ODE Observational Assessment Observation of students in whole group using a writing web.
Writing Conventions B. Spell grade appropriate words correctly.	3. Show characteristics of early letter name-alphabetic spelling (uses transitional spelling).	We need to develop an assessment here DSA?
Communication B. Connect prior experiences, insights and ideas to those of a speaker.	4. Connect what is heard with prior knowledge and experience. (why did?)	Classroom discussions Think alouds; turn and talk
Reading Applications: Informational D. Use visual aids as sources to gain additional information from text.	4. Identify and discuss simple maps, charts and graphs.	Classroom charts and graphs (e.g. weather graph, Venn, floor graph, KWL, pocket charts)
April April	Timelines for Star of the Week Give informational presentations	Communication E. Deliver a variety of presentations that include relevant information and a clear sense of purpose.	5. Deliver informal descriptive or informational presentations about ideas or experiences in logical order with a beginning, middle and end.	Observation Advanced organizers
Writing Process B. Develop audience and purpose for self-selected and assigned writing tasks. D. Use revision strategies and resources to improve ideas and content, organization, word choice and detail. G. Publish writing samples for display or sharing with others, using techniques such as electronic resources and graphics	Determine audience. Reread own writing. Use resources (e.g., a word wall) to enhance vocabulary. Rewrite and illustrate writing samples for display and for sharing with others.	Observations Writing Conference Example—class book, writing and illustrating favorite parts of stories or books
The Surprise Garden From Seed to Plant	Reading Applications: Information C. Identify the central ideas and supporting details of informational text.	Identify and discuss the sequence of events in informational text.
Phonemic Awareness A. Use letter-sound correspondence knowledge and structural analysis to decode words. B. Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as appropriate for text.	7. Hear and say the separate phonemes in words, such as identifying the initial consonant sound in a word, and blend phonemes to say words. 8. Read one-syllable and often-heard words by sight.	DIBELS for initial sounds Beginning consonant assessment WCS 42 word list 1^st Sem---n/a 2^nd Sem—E=beyond 42 words P=30 to 42 words D=20-29 N=19 and below
May May		Research A. Identify a topic of study, construct questions and determine appropriate sources for gathering information. B. Select and summarize important information and sort key findings into categories about a topic. D. Communicate findings orally, visually and in writing or through multimedia.	Ask questions about a topic being studied or an area of interest. Use books or observations to gather information, with teacher assistance, to explain a topic or unit of study. Recall information about a topic, with teacher assistance. Share findings visually or orally.	Teacher observation
Writing Conventions A. Write legibly in finished drafts. C. Use conventions of punctuation and capitalization in written work.	Print capital and lowercase letters, correctly spacing the letters. Leave spaces between words when writing. Show characteristics of early letter name-alphabetic spelling (transitional spelling). Use some end consonant sounds when writing. Place punctuation marks at the end of sentences.
Reading Applications: Informational C. Identify the central ideas and supporting details of informational text.	Tell the main idea of a selection that has been read aloud.	Ms. Rumphius
Phonemic Awareness A. Use letter-sound correspondence knowledge and structural analysis to decode words.	Recognize, say and write the common sounds of letters.	Identifies isolated sounds (need assessment)
Acquisition of Vocabulary B. Read accurately high-frequency sight words.	3. Identify words in common categories such as color words, number words and directional words.	Resources to consider: ODE Observational Assessment

Month

Resources & Materials

Standards & Benchmarks

Grade Level Indicators

Assessments

September

There is more than one way to communicate ideas.

REMEMBER TO NUMBER ODE ASSESSMENTS BY PAGES

Beginning of the Year Pre-assessments

· DIBELS

· KRAL-R (ODE)

· WCS assessment Upper and Lower Case Letters Naming

· WCS assessment of name (read and write), draw self

Acquisition of Vocabulary

A. Read accurately high frequency sight words.

E. Use resources to determine the meaning and pronunciations of unknown words.

2. Recognizes and understand words, signs and symbols seen in everyday life.

3. Identifies words in common categories such as color words, number words, and words that give direction.

4. Determines the meaning of unknown words, with assistance, using a beginner’s dictionary.

AV#2—Personal Communication and Performance Assessment

· environmental print

· bus numbers

· names on worksheets, nameplates, charts, etc.

· Objects labeled in the room

· Stop sign

Writing Applications

2. Name or label objects or places.

WA#2—Personal Communication, Extended Written Response and Performance Assessment

Teachers will write words on a label and post it on the object within the room.
Work samples, beginning journals

Communication

D. Speak clearly and at an appropriate pace and volume.

E. Deliver a variety of presentations that include relevant information and a clear sense of purpose.

1. Listens attentively to speakers, stories, poems and songs.

3. Follows simple oral directions.

4. Speaks clearly and understandably

6. Recite short poems, songs and nursery rhymes.

C#1, 3, 4, & 6—Personal Communication

· Teacher observation

September

October

Phonemic Awareness

A. Use letter-sound correspondence knowledge and structural analysis to decode words.

B. Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as appropriate for text.

1. Read own first name.

2. Identify and complete rhyming words and patterns.

3. Distinguish the number of syllables in words by using rhythmic clapping, snapping or counting.

4. Distinguish and name all upper- and lower- case letters.

5. Recognize and say sounds of letters.

6. Distinguish letters from words by recognizing that words are separated by spaces.

7. Hear and say the separate phonemes in words, such as identifying the initial consonant sounds in a word, and blend phonemes to say words.

PA #4 WCS Assessment of Upper & Lower Case Letters

Resources to consider

PA #1 ODE Observation Assessment

Reading, writing, speaking and listening are all ways to share information and ideas.

Reading Process

Concepts of Print—the indicators to the right do not have a corresponding benchmark.

1. Demonstrate an understanding that print has meaning by explaining that text provides information or tells a story.

2. Holds books right side up, know that people read pages from front to back and read words from left to right.

3. Know the differences between illustrations and print.

RP#1, 2 & 3—Personal Communication

Observation and class discussion

Resources to consider

Book Knowledge Assessment

Writing Processes

A. Generate ideas and determine a topic suitable for writing.

1. Generate writing ideas through discussions with others.

WP#1—Personal Communication

Teacher brainstorms with class and writes these down on post paper (interactive writing activity with whole group).

Phonemic Awareness

A. Use letter-sound correspondence knowledge and structural analysis to decode words.

2. Identify and complete rhyming words and patterns.

PA #2—Performance Assessment

Kindergarten Readiness Test (KRAL-R) activities 3 and 4

Writing Conventions

A. Print legibly using appropriate spacing

1. Print upper and lower case letters correctly spacing the letters.

Research

B. Retell important details and findings

3. Recall information about a topic, with teacher assistance.

Communication

Speak clearly and at an appropriate pace and volume.

4. Speak clearly and understandably.

C#4—Performance Assessment

KRAL-R (activity 1 and activity 2)

November

Phonemic Awareness

A. Use letter-sound correspondence knowledge and structural analysis to decode words.

B. Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as appropriate for text.

6. Distinguish letters from words by recognizing that words are separated by spaces.

9. Reread stories independently or as a group, modeling patterns of changes in timing, voice and expression.

PA#9—Personal Communication

· Reading books with repetition and patterns (e.g., Brown Bear).

Resources to consider

ODE Observational Assessment for PA#9

Acquisition of Vocabulary

A. Use context clues to determine the meaning of new vocabulary.

1. Understand new words from the context of conversations or from the use of pictures within a text.

AV#1; RA-I #1; RA-L #5—Performance Assessment

· Observation during whole group instruction of which students are following along as evidenced by physically touching words.

· Use of high frequency reading materials with students.

WCS Comprehension Strat. Assessment

Pumpkin, Pumpkin

An Apple A Day

Reading Applications: Informational

C. Identify the central ideas and supporting details of information text.

1. Use pictures and illustrations to aid comprehension.

3. Tell main idea of a selection that has been read aloud (in both non-fiction and fictional texts).

Reading Applications: Literary

C. Recognize the defining characteristics and features of different types of literary forms and genres.

5. Recognize predictable patterns in stories.

Writing Process

A. Generate ideas for written compositions.

1. Generates writing ideas through discussion with others.

WP#1--Observation

Writing Application

A. Compose writings that convey a clear message and include well-chosen details.

3. Writes from left to right and from top to bottom.

WA#3—Extended Written Response

· Teachers collect and assess knowledge based on journal writing by students

· WCS Concepts of Print Assessment

Reading Process

B. Make predictions from text clues and cite specific examples to support predictions.

2. Hold books right side up, know that people read pages from front to back and read words from left to right.

5. Predict what will happen next, using pictures and content as a guide.

RP#2—Performance Assessment

RP#5—Personal Communication

· Whole group and read aloud discussions with students.

· Sequencing cards with students.

Resources to consider:

ODE Observational Assessment for RP#5

December

Communication

No connected benchmark

3. Follow simple oral directions.

C#3—Performance Assessment

WCS Following Directions Assessment

WCS Following Directions Part 2 (picture)

Reading Applications: Literary

B. Use supporting details to identify and describe main ideas, characters and setting.

C. Recognize the defining characteristics and features of different types of literary forms and genres.

2. Identify the characters and setting in a story.

5. Recognize predicable patterns in stories.

RA-L#2—Selected Response, Written Response and Personal Communication

· Rosie’s Walk assessment tool

RA-L#4—Selected Response, Written Response and Personal Communication

· Whole class questioning regarding the type of literature (Is this fantasy or reality/fiction and non-fiction?)

Phonemic Awareness

A. Use letter-sound correspondence knowledge and structural analysis to decode words.

2. Identify and complete rhyming words and patterns.

PA#2—Performance assessment

WCS Rhyming Assessment

Reading Process

D. Draw conclusions from information in the text.

E. Demonstrate comprehension by responding to questions (e.g., literal, informational and evaluative).

7. Recall information from a story by sequencing pictures and events.

8. Answer literal questions to demonstrate comprehension of orally read grade-appropriate texts.

9. Monitor comprehension of orally read texts by asking and answering questions.

RP#8 & #9—Selected and Written Response

WCS Comprehension Assessment

Writing Applications

No connected benchmark

3. Write from left to right and top to bottom.

4. Dictate or write informal writings for various purposes.

Sketch journals

Resources to consider:

ODE Observational Assessment WA#4

Reading Process

Independent Reading—no connected benchmarks.

10. Identify favorite books and stories and participate in shared oral reading.

Teacher observation

Reading Applications: Literary

A. Compare and contrast plot across literary works.

1. Identify favorite books and stories.

Teacher observation

Writing Processes

A. Generate ideas for written compositions.

0. Choose a topic for writing.

6. Use correct sentence structures when expressing thoughts and ideas.

(Complete a sentence stem)

Resources to consider:

WP #2 and #6 ODE Observational Assessment

Phonemic Awareness

B. Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as appropriate for text.

1. Read own first and last name.

Teacher observation

February

Acquisition of Vocabulary

B. Read accurately high-frequency sight words.

E. Use resources to determine the meanings and pronunciations of unknown words.

2. Recognize and understand words, signs and symbols seen in everyday life.

4. Determine the meaning of unknown words, with assistance, using a beginner’s dictionary.

Teacher observation

Reading Applications: Literary

A. Compare and contrast plot across literary works.

3. Retell or re-enact a story that has been heard.

Teacher observation during reader’s theatre

Reading Process

C. Draw conclusions from information in the text.

7. Recall information from a story by sequencing pictures and events.

Teacher observation

Phonemic Awareness

A. Use letter-sound correspondence knowledge and structural analysis to decode words.

B. Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as appropriate for text.

1. Reads own last name.

5. Recognize, say and write the common sounds of letters.

Teacher observation

WCS Name Assessment

Writing Applications

A. Compose writings that convey a clear message and include well-chosen details.

1. Dictate or write simple stories, using letters, words or pictures.

Writing journals

March

Give descriptive presentations.

Venn Diagram

Reading Process

A. Establish a purpose for reading and use a range of reading comprehension strategies to understand literary passages and text.

D. Apply reading skills and strategies to summarize and compare and contrast information in text, between text and across subject areas.

4. Visualize the information in texts or dictating simple descriptions.

6. Compare information (e.g., recognize similarities) in texts using prior knowledge and experience.

Resources to consider:

RP #6 ODE Observational Assessment A

RP #6 ODE Observational Assessment B

RP #4—writing in journals based on a book read in class.

Writing Processes

E. Edit to improve sentence fluency, grammar and usage.

4. Organize and group related ideas.

6. Begins to use correct sentence when expressing thoughts and ideas.

7. Re-reads own writing.

WP #4 ODE Observational Assessment

Observation of students in whole group using a writing web.

Writing Conventions

B. Spell grade appropriate words correctly.

3. Show characteristics of early letter name-alphabetic spelling (uses transitional spelling).

We need to develop an assessment here

DSA?

Communication

B. Connect prior experiences, insights and ideas to those of a speaker.

4. Connect what is heard with prior knowledge and experience.

(why did?)

Classroom discussions

Think alouds; turn and talk

Reading Applications: Informational

D. Use visual aids as sources to gain additional information from text.

4. Identify and discuss simple maps, charts and graphs.

Classroom charts and graphs (e.g. weather graph, Venn, floor graph, KWL, pocket charts)

April

Timelines for Star of the Week

Give informational presentations

Communication

E. Deliver a variety of presentations that include relevant information and a clear sense of purpose.

5. Deliver informal descriptive or informational presentations about ideas or experiences in logical order with a beginning, middle and end.

Observation

Advanced organizers

Writing Process

B. Develop audience and purpose for self-selected and assigned writing tasks.

D. Use revision strategies and resources to improve ideas and content, organization, word choice and detail.

G. Publish writing samples for display or sharing with others, using techniques such as electronic resources and graphics

Determine audience.

Reread own writing.

Use resources (e.g., a word wall) to enhance vocabulary.

Rewrite and illustrate writing samples for display and for sharing with others.

Observations

Writing Conference

Example—class book, writing and illustrating favorite parts of stories or books

The Surprise Garden

From Seed to Plant

Reading Applications: Information

C. Identify the central ideas and supporting details of informational text.

Identify and discuss the sequence of events in informational text.

Phonemic Awareness

A. Use letter-sound correspondence knowledge and structural analysis to decode words.

B. Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as appropriate for text.

7. Hear and say the separate phonemes in words, such as identifying the initial consonant sound in a word, and blend phonemes to say words.

8. Read one-syllable and often-heard words by sight.

DIBELS for initial sounds

Beginning consonant assessment

WCS 42 word list

1^st Sem---n/a

2^nd Sem—E=beyond 42 words

P=30 to 42 words

D=20-29

N=19 and below

May

Research

A. Identify a topic of study, construct questions and determine appropriate sources for gathering information.

B. Select and summarize important information and sort key findings into categories about a topic.

D. Communicate findings orally, visually and in writing or through multimedia.

Ask questions about a topic being studied or an area of interest.

Use books or observations to gather information, with teacher assistance, to explain a topic or unit of study.

Recall information about a topic, with teacher assistance.

Share findings visually or orally.

Teacher observation

Writing Conventions

A. Write legibly in finished drafts.

C. Use conventions of punctuation and capitalization in written work.

Print capital and lowercase letters, correctly spacing the letters.

Leave spaces between words when writing.

Show characteristics of early letter name-alphabetic spelling (transitional spelling).

Use some end consonant sounds when writing.

Place punctuation marks at the end of sentences.

Reading Applications: Informational

C. Identify the central ideas and supporting details of informational text.

Tell the main idea of a selection that has been read aloud.

Ms. Rumphius

Phonemic Awareness

A. Use letter-sound correspondence knowledge and structural analysis to decode words.

Recognize, say and write the common sounds of letters.

Identifies isolated sounds (need assessment)

Acquisition of Vocabulary

B. Read accurately high-frequency sight words.

3. Identify words in common categories such as color words, number words and directional words.

Resources to consider:

ODE Observational Assessment