Scarsdale

• Identify and produce spoken words that rhyme
• Begin to blend beginning sound (onset) with ending sound (rime) to form known words in rhyming word families (k-it, s-it, b-it)
• Count or tap the number of syllables in spoken words
• Isolate individual sounds within spoken words (“What is the first sound you hear in can?”) [Phoneme Isolation]
• Identify the same sound in different spoken words (“What sound is the same in sit, sip, and sun?”) [Phoneme Identity]
• Identify a word in a set of three or four words that has a different initial sound (“Which word doesn’t belong: doll, dish, pill?”) [Phoneme Categorization]
• Begin to blend spoken phonemes to form words using manipulative objects to represent each sound: /b/ /i/ /g/ [Phoneme Blending]
• Begin to segment heard words into component sounds using manipulative objects to represent each sound (“How many sounds are there in big?”) [Phoneme Segmentation]
• Begin to recognize the remaining word when a phoneme is removed (“What is cat without the /k/?”) [Phoneme Deletion]
• Begin to make a new word by adding a phoneme to an existing word (“What word do you have if you add /s/ to mile?”[Phoneme Addition]
• Substitute one phoneme for another to make a new word in the context of rhyme and song (“The word is rug. Change /g/ to /n/ or /g/ to /t/. What is the new word?”) [Phoneme Substitution]

• Understand that the purpose of print is to communicate
• Follow left-to-right and top-to-bottom direction when reading and writing
• Distinguish between letters and words
• Distinguish between text and pictures
• Begin to track print by pointing to written words when texts are read aloud by self or others
• Identify the parts of a book and their functions, including front and back covers and title page

• Automatically recognize and name all lowercase letters
• Demonstrate knowledge of individual letters with their associated sounds
• Begin to demonstrate knowledge that the sequence of letters in written words represents the sequence of sounds in spoken words
• Identify consonant letter-sound correspondences

• Read own name and names of family or friends
• Read a small set of high-frequency sight words (e.g., a, the, I, my, use, is, are)
• Read familiar kindergarten-level texts at the emergent level

• Learn the meaning of new words and demonstrate their use in own speech
• Learn new words from books
• Use new vocabulary words to talk about life experiences
• Connect vocabulary and life experiences to ideas in books

- Make predictions about story events

- Answer questions about text that has been read aloud

- Retell or dramatize stories and parts of stories

- Demonstrate awareness of the beginning, middle and end of a story

- Show interest in reading kindergarten-level texts from a variety of genres, such as alphabet books, stories, poems, and informational texts

- Choose to read familiar kindergarten-level texts

- Demonstrate familiarity with some book titles and authors

- Recognize lower and upper case letters, practice writing them

- Begin to use lower case letters to represent written language

- Understand the relationship between letters and a word

- Demonstrate an awareness of directionality (left to right, top to bottom)

- Begin to learn about and use spaces between words when writing on a line

- Begin to learn about the concept of capitalization

- Begin to use capitalization with own name and I

- Begin to use capitalization for names, places and the beginning of sentences

- Begin to learn about and recognize ending punctuation

- Speak in sentences

- Begin to write sentences

- Begin to use transition words, e.g. before, after

- Use developing knowledge of letter-sound correspondences to spell independently (e.g., sound or invented spelling)

- Begin to use conventional spelling for some common or familiar words

- Begin to write correctly own first and last names and the names of some friends or family

- Label drawings with letters or words

- Write as part of imaginative play (e.g., playing school, store, restaurant)

- Write compositions that include letters or words and drawings to communicate for various purposes (e.g., tell stories, communicate feelings, provide information)

- Write voluntarily to communicate for multiple purposes

- Share writing with others

- Count the number of syllables in a word

- Blend spoken sounds to form words, manipulating letters to represent each sound of most one-syllable words

- Segment spoken words into component sounds, manipulating letters to represent each sound of most one-syllable words

- Identify and produce letter-sound correspondences, including consonants and short and long vowels

- Blend sounds using knowledge of letter-sound correspondences in order to decode unfamiliar, but decodable, one-syllable grade-level words

- Read common word families by blending the onset (/s/) and the rime (/it/, /at/) in grade-level words (s-it, s-at)

- Decode grade-level words using knowledge of root words, prefixes, suffixes, verb endings, plurals, contractions, and compounds

- Check accuracy of decoding by using context to monitor and self-correct

- Identify parts of a book and their purposes, including author, illustrator, title page, table of contents, and chapter headings

- Study antonyms, synonyms, and homonyms to learn new grade-level vocabulary

- Study categories of words (e.g., animals, place names) to learn new grade-level vocabulary

- Study root words, prefixes, suffixes, verb endings, and plural nouns to learn new grade-level vocabulary

- Connect words and ideas in books to prior knowledge

- Learn new words in context from reading books and other print sources

- Increase background knowledge by elaborating on and integrating new vocabulary and ideas from texts

- Learn the uses of a dictionary

- Read grade-level texts for different purposes

- Use comprehension strategies (predict/confirm, reread, self-correct) to clarify the meaning of text

- Work cooperatively with peers (partners or small groups) to comprehend text

- Use graphic or semantic organizers to organize and categorize information

- Ask questions in response to texts

- Answer questions (such as how? why? what if?) in response to texts

- Sequence events in retelling stories

- Summarize main ideas from informational texts

- Follow simple written instructions

- Use own perspectives and opinions to comprehend text

- Show interest in reading grade-level children’s texts from a variety of genres, such as stories, folktales, fairy tales, poems, and informational texts

- Read familiar grade-level texts for pleasure

- Show familiarity with title and author of grade-level books

- Use lower case and upper case letters

- Use spaces between words

- Use capitals at the beginning of sentences, names and places, months, days of the week

- Use punctuation at the end of sentences

- Use periods consistently

- Begin to use exclamation points and question marks

- Begin to learn about the use of commas in dates, parts of informal letters

- Begin to learn about apostrophes in contractions

- Use simple sentences

- Use transition words

- Use pronouns

- Match subjects with verbs

- Write own first and last names correctly

- Use developing knowledge of letter-sound correspondence (e.g., sound spelling or invented spelling) to spell independently grade-level decodable words, including words in word families

- Represent most phonemes in invented spelling, although not necessarily with conventional spellings (e.g., /k/ /a/ /t/ for cat)

- Use conventional spelling to spell common grade-level irregularly spelled content and high-frequency words

- Spell correctly three- and four-letter short vowel words

- Understand the difference between conventional spelling, and sound or invented spelling

- Write stories and informational texts that establish a topic and use words that can be understood by others

- Write compositions and begin to use the writing process (e.g., prewriting, drafting, revising, proofreading, editing)

- Use conventional capitalization and punctuation to begin and end sentences

- Write compositions for various purposes and include text, illustrations, and other graphics

- Choose to write to communicate to others

- Choose to write for various purposes (e.g., tell stories, share information, give directions, write to a friend)

- Share writing with others (e.g., participate in author’s circle)

- Identify and produce all letter-sound correspondences, including consonant blends/digraphs and vowel digraphs/diphthongs

- Blend sounds using knowledge of letter-sound correspondences in order to decode unfamiliar, but decodable, multisyllabic grade-level words

- Decode by analogy using knowledge of known words in word families to read unfamiliar grade-level words (e.g., given the known word boat, read coat, moat, goat)

- Decode grade-level words using knowledge of word structure (e.g., roots, prefixes, suffixes, verb endings, plurals, contractions, and compounds)

- Check accuracy of decoding by using context to monitor and self-correct

- Identify parts of a book and their purposes including author, illustrator, title page, table of contents, index, and chapter headings

- Sight-read automatically grade-level, common, high-frequency words

- Read grade-level texts with decodable and irregularly spelled words at appropriate speed, accuracy, and with expression

- Study antonyms, synonyms, and homonyms to learn new grade-level vocabulary

- Study categories of words (e.g., transportation, sports) to increase new grade-level vocabulary

- Study root words, prefixes, suffixes, verb endings, plural nouns, contractions, and compound words to increase new grade-level vocabulary

- Connect words and ideas in books to spoken language vocabulary and background knowledge

- Learn new words from reading books and other print sources.

- Use a dictionary to learn the meanings of words

- Read grade-level texts with comprehension and for different purposes

- Use comprehension strategies to monitor own reading (e.g., predict/confirm, reread, self-correct) and to clarify meaning of text

- Work cooperatively with peers (partners or groups) to comprehend text

- Organize text information by using graphic or semantic organizers

- Compare and contrast similarities and differences between characters and events across stories

- Compare and contrast similarities and differences in information on same topic from more than one informational text

- Comprehend and interpret information from a variety of graphic displays including diagrams, charts, tables and graphs

- Ask questions when listening to, or reading texts

- Answer literal, inferential, and critical/application questions after listening to or reading fictional and informational texts

- Summarize main ideas and supporting details from fictional or informational text, both orally and in writing

- Support a point of view with information from text

- Lead or participate in discussion about grade-level books, integrating multiple strategies (e.g., ask questions, clarify misunderstandings, support point of view, summarize information)

- Demonstrate comprehension of grade-level text through creative response, such as writing, drama, or oral presentation

- Show interest in reading a wide variety of grade-level texts, including the genres of historical fiction, science fiction, folktales, fairy tales, poetry, and other fictional and informational texts

- Read for own purposes and interests

- Show familiarity with the titles and authors of select grade-level books

- Read independently and silently

- Use capitals consistently for people, places, days of the week, months, holidays, book titles and movie titles

- Use periods, exclamation points and question marks as appropriate

- Recognize and begin to use quotation marks to indicate dialogue

- Use commas in a series, in the date and between city and state

- Use apostrophes in contractions

- Begin to learn a variety of sentence types, such as statements, questions and exclamations

- Use conjunctions

- Write compound sentences, connected with a conjunction

- Identify nouns, verbs and adjectives

- Distinguish between singular and plural nouns

- Spell correctly previously studied words (e.g., grade-level multisyllabic, decodable words; irregularly spelled content and high-frequency words) in writing

- Use spelling patterns (e.g., word families) in writing

- Represent all the sounds in a word when spelling independently

- Write in response to the reading of imaginative and informational texts

- Write a variety of compositions with assistance, using different organizational patterns (e.g., informational reports, such as compare/contrast, and sequence of events; correspondence; and imaginative stories)

- Write original text using the writing process (e.g., prewriting, drafting, revising, proofreading, editing)

- Make judgments about relevant and irrelevant content to include in writing

- Write sentences in logical order and begin to use paragraphs to organize topics

- Vary the formality of language depending on purpose of writing (e.g., friendly letter, report)

- Begin to convey personal voice in writing

- Participate in writing conferences with teachers and peers to improve own writing and that of others

- Use legible print for all upper case and lower case letters

- Choose to write to communicate ideas and emotions to a variety of audiences

- Choose to write for various purposes (e.g., tell stories, share information, give directions)

- Share writing with others (e.g., participate in author’s circle)

- Use knowledge of letter-sound correspondence to blend sounds when reading unfamiliar, but decodable, grade-level words

- Decode by analogy using knowledge of syllable patterns (e.g., CVC, CVCC, CVVC) to read unfamiliar words, including multisyllabic grade-level words that are part of word families

- Decode grade-level words using knowledge of word structure (e.g., roots, prefixes, suffixes, verb endings, plurals, contractions, and compounds)

- Sight-read automatically grade-level high-frequency words and irregularly spelled content words

- Read grade-level texts with decodable and irregularly spelled words at appropriate speed, accuracy, and expression

- Study categories of words to learn grade-level vocabulary

- Analyze word structure (e.g., roots, prefixes, suffixes) to learn word meaning

- Connect words and ideas in books to spoken language vocabulary and background knowledge

- Learn new vocabulary and concepts indirectly by reading books and other print sources

- Identify specific words causing comprehension difficulties in oral or written language

- Use a dictionary to learn the meanings of words and a thesaurus to identify synonyms and antonyms

- Read grade-level texts with comprehension and for various purposes

- Use comprehension strategies to monitor own reading (e.g., predict/confirm, reread, attend to vocabulary, self-correct) and to clarify meaning of text

- Work cooperatively with peers to comprehend text

- Organize and categorize text information by using knowledge of a variety of text structures (e.g., cause and effect, fact and opinion, directions, time sequence)

- Use knowledge of fictional text structure to identify and interpret story elements: plot, character, and events

- Listen to or read grade-level texts and ask questions to clarify understanding

- Listen to or read grade-level texts and answer literal, inferential, and critical/application questions

- Summarize main ideas and details of informational and fictional text orally and in writing

- Support point of view with details from the text

- Lead and participate in discussion about grade-level texts by integrating multiple strategies (e.g., ask questions, clarify misunderstandings, support point of view, summarize information)

- Demonstrate comprehension of grade-level text through creative responses, such as writing, drama, and oral presentations

- Infer underlying theme or message of written text

- Organize information by means of graphic and semantic organizers

- Show interest in a variety of grade-level texts, from genres including historical and science fiction, folktales and fairy tales, poetry, biography and other fictional and informational texts

- Read voluntarily for own purposes and interests

- Show familiarity with titles and authors of well-known grade-level literature

- Read independently and silently, including longer fiction and chapter books

- Master the use of capitalization

- Master the use of ending punctuation

- Begin to punctuate dialogue

- Use commas in a series, after introductory phrases and to combine sentences

- Master the use of the apostrophe in contractions

- Begin to use apostrophe for possessives

- Use a variety of sentence types

- Begin to use complex sentences

- Construct sentences using nouns, verbs, and objects consistently

- Understand that a paragraph is a group of connected sentences

- Write a paragraph based on a single idea with a topic sentence

- Begin to learn about changing paragraphs when there are changes in time, scene and personal dialogue

- Begin to learn about transition words

- Name nouns, verbs and adjectives

- Recognize and use pronouns

- Use adjectives to improve description

- Use past, present and future tenses correctly

- Maintain correct tense of the verb throughout the paragraph

- Spell correctly previously studied decodable and irregularly spelled words and spelling patterns in own writing

- Write legibly all uppercase and lowercase cursive letters

- Write in response to the reading of imaginative and informational texts

- Write a variety of compositions, such as literary responses and informational reports, using various organizational patterns (e.g., cause and effect, compare/contrast)

- Write in a variety of formats, such as print and multimedia

- Write stories and reports using the writing process (e.g., prewriting, drafting, revising, proofreading, editing)

- Use grade-level vocabulary and sentence patterns in writing

- Write sentences in logical order and begin to use paragraphs to organize topics

- Review work independently for conventional spelling, capitalization and punctuation

- Vary the formality of language depending on audience and purpose of writing (e.g., informal letter, report)

- Exhibit personal voice in writing

- Begin to use literary elements in creative writing (e.g., figurative language)

- Combine information from multiple sources when writing reports

- Present and discuss own writing in conferences with teacher and peers, and respond with feedback

- Write voluntarily to communicate ideas and emotions to a variety of audiences

- Write voluntarily for various purposes (e.g., tell stories, share information, give directions)

- Publish writing for classroom or school display

- Use knowledge of letter-sound correspondence to blend sounds when reading unfamiliar but decodable words

- Use decoding strategies (e.g., knowledge of syllable patterns, decoding by analogy and word structure) to read unfamiliar words

- Identify unfamiliar words using syntactic (grammar) cues

- Identify unfamiliar words using semantic (meaning) cues

- Integrate sources of information when reading to decode and cross-check

- Sight-read automatically high-frequency words and irregularly spelled content words

- Read with confidence from a variety of grade-level texts with appropriate speed, accuracy, and expression

- Learn grade-level vocabulary through a variety of means

- Use word structure such as roots, prefixes, and suffixes to determine meaning

- Use prior knowledge and experience in order to understand ideas and vocabulary found in books

- Acquire new vocabulary by reading books and other print sources

- Use self-monitoring strategies to identify specific vocabulary that causes comprehension difficulties

- Determine the meaning of unfamiliar words by using context clues, dictionaries, and other resources

- Use a thesaurus to identify synonyms and antonyms

- Read a variety of grade-level texts with understanding

- Use self-monitoring strategies, such as rereading, attending to vocabulary, and cross-checking, to determine meaning of text

- Work cooperatively with others to determine meaning

- Use text structure to recognize differences among a variety of texts

- Make connections between text and self, text and text and text and the world

- Ask questions to clarify understanding of grade-level texts

- Read grade-level texts and answer literal, inferential, and evaluative questions

- State a main idea and support it with details from the text

- State a point of view and support it with details from the text

- Participate in discussions about grade-level texts

- Demonstrate comprehension of grade-level texts through a variety of responses, such as writing, drama, and oral presentations

- Demonstrate comprehension of the basic elements of a genre, e.g. historical fiction, fantasy

- Recognize the theme or message of a text

- Show interest in a wide range of grade-level texts, both literary and informational

- Read voluntarily for differing purposes

- Be familiar with titles and authors of well-known grade-level texts

- Engage in independent silent reading

- Place quotation marks around spoken words

- Capitalize the first letter inside quotation marks

- Understand that punctuation is placed before the end quotation mark

- Use commas in a series after introductory phrases, to combine sentences and to separate appositives

- Use commas before a conjunction

- Recognize the use of a colon before a list

- Use a possessive apostrophe

- Use paragraphs to represent ideas and to indicate changes in time, scene and personal dialogue

- Develop facility with the use of a variety of sentence types and structures

- Use complex sentences

- Use proper nouns, common nouns, pronouns and adjectives correctly

- Recognize and use adverbs

- Recognize and begin to use prepositions and conjunctions

- Use verb tenses correctly and consistently

- Correctly spell words in own writing that have been previously studied and/or frequently used

- Correctly spell words in own writing that follow the spelling patterns of words previously studied

- Use legible print and/or cursive writing

- Respond in writing to prompts that follow the reading of literary and informational texts

- Write in a variety of styles, using different organizational patterns, such as chronological order, cause/effect, and compare/contrast

- Use a variety of media to produce written work

- Write a variety of compositions, using the writing process (e.g., prewriting, drafting, revising, proofreading, editing)

- Use grade-level vocabulary and varied sentence structure

- Develop ideas by writing sentences that are in logical order and organized into paragraphs

- Review writing independently in order to edit for the correct use of grade-appropriate spelling, punctuation, capitalization, and verb tense

- Vary the tone, vocabulary, and sentence structure according to the audience and purpose of writing

- Exhibit personal voice when writing

- Begin to use literary devices such as simile and figurative language

- Apply revision strategies to improve the quality of the writing

- Build a repertoire of craft strategies when writing, e.g. mentor texts

- Use at least two sources of information when writing a report

- Review writing with teachers and peers and be able to respond to feedback

- Write voluntarily to communicate ideas and emotions to a variety of audiences

- Write voluntarily for different purposes

- Publish writing suitable for a variety of display purposes, such as within a classroom, or school, or on the Internet

- Use knowledge of a variety of decoding strategies, such as letter-sound correspondence, syllable patterns, decoding by analogy, word structure, and syntactic (grammar) cues and semantic (meaning) cues, to read unfamiliar words

- Integrate sources of information to decode unfamiliar words and to cross-check, self-correcting when appropriate

- Use word recognition skills and strategies, accurately and automatically, when decoding unfamiliar words

- Recognize at sight a large body of high-frequency words and irregularly spelled content vocabulary

- Read aloud, accurately and fluently, with appropriate rate of reading, intonation, and inflection

- Learn grade-level vocabulary through both direct and indirect means

- Use word structure knowledge, such as roots, prefixes, and suffixes, to determine meaning

- Use prior knowledge and experience in order to understand ideas and vocabulary found in books

- Acquire new vocabulary by reading a variety of texts

- Use self-monitoring strategies to identify specific vocabulary that causes comprehension difficulties

- Determine the meaning of unfamiliar words by using context clues, dictionaries, glossaries, and other resources

- Use a thesaurus

- Read a variety of grade-level texts, for a variety of purposes, with understanding

- Use self-monitoring strategies, such as cross-checking, summarizing, and self-questioning, to construct meaning of text

- Recognize when comprehension has been disrupted and use self-correction strategies, such as rereading, adjusting rate of reading, and attending to specific vocabulary

- Use knowledge of text structures to recognize and assess differences among a variety of texts and to support understanding

- Ask questions to clarify understanding and to focus reading

- Make connections between text being read and own lives, the lives of others, and other texts read in the past

- Use prior knowledge in concert with text information to support comprehension, in order to form predictions, make inferences and draw conclusions

- Read grade-level texts and answer literal, inferential, and evaluative questions

- State or summarize a main idea and support/elaborate it with relevant details

- Present a point of view or interpretation of a text, such as its theme, and support it with significant details from the text

- Participate cooperatively and collaboratively in group discussions of texts

- Note and describe aspects of the writer’s craft

- Demonstrate comprehension of grade-level texts through a range of responses, such as writing, drama, and oral presentations

- Demonstrate comprehension of the basic elements of a genre, e.g. myth, historical fiction

- Show interest in a wide variety of texts, topics, and genres for reading

- Read voluntarily for a variety of purposes

- Be familiar with titles and authors from a wide range of literature

- Engage in independent silent reading for extended periods of time

- Vary ending punctuation to improve writing

- Punctuate dialogue appropriately

- Use the comma, colon and semicolon with confidence in a variety of situations

- Master the use of a variety of sentence types and structures

- Use transition devices in paragraphs

- Master the use of paragraphing

- Use adverbs, conjunctions and prepositions correctly

- Correctly spell words within own writing that have been previously studied and/or frequently used

- Spell a large body of words accurately and quickly when writing

- Use a variety of spelling resources, such as spelling dictionaries and spell-check tools, to support correct spelling

- Apply spelling rules to unfamiliar vocabulary

- Use legible print and/or cursive writing

- Respond in writing to prompts that follow the reading of literary and informational texts

- Respond in writing to prompts that follow listening to literary and informational texts

- Write on a wide range of topics

- Understand and use writing for a variety of purposes

- Use a variety of different organizational patterns for writing, such as chronological order, cause/effect, compare/contrast

- Use a variety of media to produce written work

- Use the writing process (e.g., prewriting, drafting, revising, proofreading, and editing)

- Use a variety of prewriting strategies, such as brainstorming, freewriting, note taking, and webbing

- Review writing independently in order to revise for focus, development of ideas, and organization

- Review writing independently in order to edit for correct spelling, grammar, capitalization, punctuation, and paragraphing

- Adjust style of writing, voice, and language used according to purpose and intended audience

- Continue to build a repertoire of craft strategies when writing

- Incorporate aspects of the writer’s craft, such as literary devices and voice, into own writing

- Use multiple sources of information when writing a report

- Review writing with teachers and peers

- Write voluntarily to communicate ideas and emotions to a variety of audiences

- Write voluntarily for different purposes

- Write on a variety of topics

- Publish writing in a variety of presentation or display media, for a range of audiences

Continue to K-5 English/Language Arts Listening and Speaking Standards