Standard 3: Language Arts Literacy

Language Arts Literacy Cumulative Progress Indicators (CPIs) for the end of the designated grade span

Place a "+" for an expectation that represents a strength & a "-" for a weakness

+ or -

 STANDARD 3.1 (READING) ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS, AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION.
 

A.     Concepts About Print

  By the end of Kindergarten, students will:
 

 1.         Realize that speech can be recorded in words (e.g., his/her own name; words and symbols in the environment).
 

 2.         Distinguish letters from words.
 

 3.         Recognize that words are separated by spaces.
 

 4.         Follow words left to right and from top to bottom.
 

 5.         Recognize that print represents spoken language.
 

 6.         Demonstrate understanding of the function of a book and its parts, including front and back and title page.
  Building upon knowledge and skills gained in preceding grades, by the end of Grade 1, students will:
  1.         Match oral words to printed words (e.g., pointing to print as one reads).
  2.         Practice reading print in the environment at school and at home with assistance.
  3.         Locate and identify the title, author, and illustrator of a book or reading selection.
  4.         Interpret simple graphs, charts, and diagrams.
  Building upon knowledge and skills gained in preceding grades, by the end of Grade 2, students will:
  1.         Use titles, tables of contents, and chapter headings to locate information.
  2.         Recognize the purpose of a paragraph.
  Building upon knowledge and skills gained in preceding grades, by the end of Grade 3, students will:
 

1.         Recognize that printed materials provide specific information.
  2.         Recognize purposes for print conventions such as end-sentence punctuation, paragraphing, and bold print.
  3.         Use a glossary or index to locate information in a text.
  Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
 

1.         Identify differences of various print formats, including newspapers, magazines, books, and reference resources.
  2.         Recognize purposes and uses for print conventions such as paragraphs, end-sentence punctuation, and bold print.
  3.         Identify and locate features that support text meaning (e.g., maps, charts, illustrations)
  Building upon knowledge and skills gained in preceding grades, by the end of Grade 5, students will:
  1.         Use a text index and glossary appropriately.
 

2.         Survey and explain text features that contribute to comprehension (e.g., headings, introductory and concluding paragraphs).
 

B.     Phonological Awareness (oral language activities)
  By the end of Kindergarten, students will:
 

 1.         Demonstrate understanding that spoken words consist of sequences of phonemes.
 

 2.         Demonstrate phonemic awareness by rhyming, clapping syllables, and substituting sounds.
 

 3.         Understand that the sequence of letters in a written word represents the sequence of sounds (phonemes) in a spoken word (alphabetic principle).
 

 4.         Learn many, though not all, one-to-one letter-sound correspondences.
   5.         Given a spoken word, produce another word that rhymes with it.
  Building upon knowledge and skills gained in preceding grades, by the end of Grade 1, students will:
  1.         Demonstrate understanding of all sound- symbol relationships.
  2.         Blend or segment the phonemes of most one-syllable words.
  3.         Listen and identify the number of syllables in a word.
  4.         Merge spoken segments into a word.
  5.         Add, delete, or change sounds to change words (e.g., cow to how, cat to can).
  Building upon knowledge and skills gained in preceding grades, by the end of Grade 2, students will:
  1.         Add, delete, or change middle sounds to change words (e.g., pat to put).
  2.         Use knowledge of letter-sound correspondences to sound out unknown words.
  Building upon knowledge and skills gained in preceding grades, by the end of Grade 3, students will:
 

1.      Demonstrate a sophisticated sense of sound-symbol relationship, including all phonemes (e.g., blends, digraphs, dipthongs)

 

Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
  No additional indicators at this grade level
  Building upon knowledge and skills gained in preceding grades, by the end of Grade 5, students will:
  No additional indicators at this grade level.
 

C.     Decoding and Word Recognition 

  By the end of Kindergarten, students will:
 

 1.         Recognize some words by sight.
 

 2.         Recognize and name most uppercase and lowercase letters of the alphabet.
   3.         Recognize and read one’s name.
  Building upon knowledge and skills gained in preceding grades, by the end of Grade 1, students will:
  1.         Identify all consonant sounds in spoken words (including blends such as bl, br; and digraphs such as th, wh).
  2.         Recognize and use rhyming words to reinforce decoding skills.
  3.         Decode regular one-syllable words and nonsense words (e.g., sit, zot).
  4.         Use sound-letter correspondence knowledge to sound out unknown words when reading text.
  5.         Recognize high frequency words in and out of context.
  6.         Decode unknown words using basic phonetic analysis.
  7.         Decode unknown words using context clues.
  Building upon knowledge and skills gained in preceding grades, by the end of Grade 2, students will:
  1.         Look for known chunks or small words to attempt to decode an unknown word.
  2.         Reread inserting the beginning sound of the unknown word.
  3.         Decode regular multisyllable words and parts of words (e.g., capital, Kalamazoo).
 

4.         Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.
  Building upon knowledge and skills gained in preceding grades, by the end of Grade 3, students will:
  1.      Know sounds for a range of prefixes and suffixes (e.g., re-, ex-, -ment, -tion).
  2.      Use letter-sound knowledge and structural analysis to decode words.
  3.      Use context to accurately read words with more than one pronunciation.
 

Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
  1.      Use letter-sound correspondence and structural analysis (e.g., roots, affixes) to decode words.
  2.      Know and use common word families to decode unfamiliar words.
  3.      Recognize compound words, contractions, and common abbreviations.
  Building upon knowledge and skills gained in preceding grades, by the end of Grade 5, students will:
  1.         Use the pronunciation key of a dictionary to decode new words.
  2.         Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.
  3.         Interpret new words correctly in context.
  4.         Apply spelling and syllabication rules that aid in decoding and word recognition.
 

D.    Fluency
  By the end of Kindergarten, students will:
  1.         Practice reading behaviors such as retelling, reenacting, or dramatizing stories.
 

 2.         Recognize when a simple text fails to make sense when listening to a story read aloud.
 

3.         Attempt to follow along in book while listening to a story read aloud.
 

 4.         Listen and respond attentively to literary texts (e.g., nursery rhymes) and functional texts (e.g., science books).
  Building upon knowledge and skills gained in preceding grades, by the end of Grade 1, students will:
  1.      Answer questions correctly that are posed about stories read.
  2.      Begin to read simple text with fluency.
  3.      Read with fluency both fiction and nonfiction that is grade-level appropriate.
  Building upon knowledge and skills gained in preceding grades, by the end of Grade 2, students will:
 

1.         Pause at appropriate end points (e.g., comma, period).
  2.         Use appropriate pace; "not choppy" or word-by-word.
  3.         Use appropriate inflection (e.g., dialogue, exclamations, questions).
  4.         Read silently without finger or lip movement.
  5.         Self-monitor when text does not make sense.
  6.         Employ learned strategies to determine if text makes sense without being prompted.
  Building upon knowledge and skills gained in preceding grades, by the end of Grade 3, students will:
 

1.         Recognize grade-level words accurately and with ease so that a text sounds like spoken language when read aloud.
 

2.         Read longer text and chapter books independently and silently.
  3.         Read aloud with proper phrasing, inflection, and intonation.
  Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
  1.         Use appropriate rhythm, flow, meter, and pronunciation in demonstrating understanding of punctuation marks.
  2.         Read at different speeds using scanning, skimming, or careful reading as appropriate.
  Building upon knowledge and skills gained in preceding grades, by the end of Grade 5, students will:
  1.         Adjust reading speed appropriately for different purposes and audiences.
  2.         Apply knowledge of letter-sound associations, language structures, and context to recognize words.
  3.         Read aloud in ways that reflect understanding of proper phrasing and intonation.
 

4.        Read silently for the purpose of increasing speed, accuracy, and reading fluency.
  5.         Apply self-correcting strategies to decode and gain meaning from print both, orally and silently.
 

E.     Reading Strategies (before, during, and after reading)
  By the end of Kindergarten, students will:
 

 1.         Begin to track or follow print when listening to a familiar text being read.
 

 2.         Think ahead and make simple predictions about text.
 

 3.         Use picture clues to aid understanding of story content.
 

 4.         Relate personal experiences to story characters’ experiences, language, customs, and cultures with assistance from teacher.
 

 5.         "Read" familiar texts from memory, not necessarily verbatim from the print alone.
  Building upon knowledge and skills gained in preceding grades, by the end of Grade 1, students will:
 

1.         Use prior knowledge to make sense of text.
  2.         Establish a purpose for reading and adjust reading rate.
  3.         Use pictures as cues to check for meaning.
  4.         Check to see if what is being read makes sense.
 

5.         Monitor their reading by using fix-up strategies (e.g., searching for clues).
 

6.         Use graphic organizers to build on experiences and extend learning.
  7.         Begin to apply study skills strategies (e.g., survey, question, read, recite, and review—SQ3R) to assist with retention and new learning.
  Building upon knowledge and skills gained in preceding grades, by the end of Grade 2, students will:
  1.         Skip over difficult words in an effort to read on and determine meaning.
  2.         Return to the beginning of a sentence and try again.
 

Building upon knowledge and skills gained in preceding grades, by the end of Grade 3, students will:
  1.      Set purpose for reading and check to verify or change predictions during/after reading.  
  2.      Monitor comprehension and accuracy while reading in context and self-correct errors.
  3.       Use pictures and context clues to assist with decoding of new words.
 

4.       Develop and use graphic organizers to build on experiences and extend learning.
  Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
 

1.         Use knowledge of word meaning, language structure, and sound-symbol relationships to check understanding when reading.
  2.         Identify specific words or passages causing comprehension difficulties and seek clarification.
  3.         Select useful visual organizers before, during, and after reading to organize information (e.g., Venn diagrams).
 

Building upon knowledge and skills gained in preceding grades, by the end of Grade 5, students will:
 

1.         Activate prior knowledge and anticipate what will be read or heard.
 

2.          Vary reading strategies according to their purpose for reading and the nature of the text.
  3.         Reread to make sense of difficult paragraphs or sections of text.
  4.         Make revisions to text predictions during and after reading.
 

5.         Apply graphic organizers to illustrate key concepts and relationships in a text.

 

F.      Vocabulary and Concept Development
  By the end of Kindergarten, students will:
 

1.         Continue to develop a vocabulary through meaningful, concrete experiences.
 

 2.         Identify and sort words in basic categories.
 

 3.         Explain meanings of common signs and symbols.
 

 4.         Use new vocabulary and grammatical construction in own speech.
 

Building upon knowledge and skills gained in preceding grades, by the end of Grade 1, students will:
  1.         Develop a vocabulary of 300-500 high-frequency sight words and phonetically regular words.
  2.         Use and explain common antonyms and synonyms.
 

3.         Comprehend common and/or specific vocabulary in informational texts and literature.
  Building upon knowledge and skills gained in preceding grades, by the end of Grade 2, students will:
 

1.         Develop a vocabulary of 500-800 regular and irregular sight words.
  2.         Know and relate meanings of simple prefixes and suffixes.
 

3.         Demonstrate evidence of expanding language repertory.
  4.         Understand concept of antonyms and synonyms.
  5.         Begin to use a grade-appropriate dictionary with assistance from teacher.
  Building upon knowledge and skills gained in preceding grades, by the end of Grade 3, students will:
  1.         Spell previously studied words and spelling patterns accurately.
 

2.         Point to or clearly identify specific words or wording that are causing comprehension difficulties.
  3.         Infer word meanings from taught roots, prefixes, and suffixes.
 

4.         Use a grade-appropriate dictionary with assistance from teacher.
  5.         Use pictures and context clues to assist with meaning of new words.
  Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
  1.      Infer word meanings from learned roots, prefixes, and suffixes.
  2.      Infer specific word meanings in the context of reading passages.
  3.      Identify and correctly use antonyms, synonyms, homophones, and homographs.
  4.     Use a grade-appropriate dictionary (independently) to define unknown words.
  Building upon knowledge and skills gained in preceding grades, by the end of Grade 5, students will:
  1.         Infer word meanings from learned roots, prefixes, and suffixes.
  2.         Infer specific word meanings in the context of reading passages.
  3.         Identify and correctly use antonyms, synonyms, homophones, and homographs.
  4.         Use a grade-level appropriate dictionary independently to define unknown words.
  5.         Use a thesaurus to identify alternative word choices and meanings.
 

G.    Comprehension Skills and Response to Text
  By the end of Kindergarten, students will:
 

 1.         Respond to a variety of poems and stories through movement, art, music, and drama.
 

 2.       Verbally identify the main character, setting, and important events in a story read aloud.
 

 3.         Identify favorite books and stories.
 

 4.         Retell a story read aloud using main characters and events.
 

 5.         Participate in shared reading experiences.
 

 6.         Make predictions based on illustrations or portions of stories.
  Building upon knowledge and skills gained in preceding grades, by the end of Grade 1, students will:
  1.         Draw simple conclusions from information gathered from pictures, print, and people.
  2.         Demonstrate familiarity with genres of text, including storybooks, expository texts, poetry, and newspapers.
  3.         Sequence information learned from text into a logical order to retell facts.
  4.         Identify, describe, compare, and contrast the elements of plot, setting, and characters.
  5.         Make simple inferences.
  6.         Read regularly in independent-level materials.
  7.         Engage in silent independent reading for specific purposes.
  Building upon knowledge and skills gained in preceding grades, by the end of Grade 2, students will:
  1.      Demonstrate ability to recall facts and details of text.
  2.      Recognize cause and effect in texts.
  3.      Make inferences and support them with textual information.
  4.      Continue to identify story elements in texts.
  5.      Respond to text by using how, why, and what-if questions.
  Building upon knowledge and skills gained in preceding grades, by the end of Grade 3, students will:
 

1.         Recognize purpose of the text.
 

2.         Distinguish cause/effect, fact/opinion, main idea/supporting details in interpreting texts.
  3.         Interpret information in graphs, charts, and diagrams.
 

4.         Ask how, why, and what-if questions in interpreting nonfiction texts.
  5.         Recognize how authors use humor, sarcasm, and imagery to extend meaning.
 

6.         Discuss underlying theme or message in interpreting fiction.
  7.         Summarize major points from fiction and nonfiction texts.
 

8.         Draw conclusions and inferences from texts.
  9.         Recognize first-person "I" point of view.
 

10.      Compare and contrast story plots, characters, settings, and themes.
  11.     Participate in creative responses to texts (e.g., dramatizations, oral presentations).
 

12.     Read regularly in materials appropriate for their independent reading level.