Kindergarten Reading

Standard 1: Learners demonstrate skill in reading a variety of materials for a variety of purposes.

  Benchmark 1: The proficient reader comprehends whole pieces of narration.

Indicators:
The students:
* 1. understand basic message of text.
* 2. retell reading material with accurate sequence.

  Benchmark 2: The proficient reader decodes accurately and understands new words in reading materials.

Indicators:
The students:
* 1. relate sounds to symbols.

2. use initial and final sounds, blending with short vowel sounds, /ck/ digraph, qu combination, syllables and rhyming.
* 3. use context clues to help determine unfamiliar words.
* 4. recognize frequently used (sight or common) words.
* 5. use self-correction strategies.

  Benchmark 3: The proficient reader reads fluently.
Indicators:
The students:
* 1. demonstrate fluency in oral reading.

° 3. understand how print is organized and read such as front to back, left to right.
° 4. recognize the title page.
° 5. understand that print conveys meaning.

  Benchmark 4: The proficient ¤ reader uses what he/ she already knows about the topic and the type of text to understand what is read.

Indicators:
The students:
* 1. relate past experiences ¤ that connect to the text. (What do I know? What do I want to learn? What have I learned?)
° 2. apply predictable patterns to understand text. (Examples of predictable patterns are rhyme, problem and solution, sequence of events, beginning, middle, and end of story, topic and details.)

  Benchmark 5: The proficient reader draws conclusions supported by the text.
Indicators:
The students:
° 1. retell the basic plot.

 ·         purpose for reading

1. the reason a person reads

            2. the goal( s) that a reader seeks to attain in each reading experience.

            3. the goal( s) set by the teacher or text for a reading task or experience.

Standard 2: Learners write effectively for a variety of audiences ¤ , purposes, and contexts.

Benchmark 1: A proficient writer uses ideas that are well developed, clear and interesting.
Indicators:
The students:
° 1. choose an idea about which to write. (Teacher directed)
° 2. organize a writing piece around one idea. (Teacher directed)

  Benchmark 3: The writer uses organization that enhances the reader's understanding.

Indicators:
The students:
° 1. write a cohesive paragraph with at least three sentences.
° 2. organize a written piece with a beginning, middle, and end.

  Benchmark 4: The writer uses effective word choice.
Indicators:
The students:
° 1. use a variety of nouns and verbs in writing.

Benchmark 6: The writer uses standard American English conventions ¤ .
Indicators:
The students:
° 2. capitalize proper nouns and the beginning of sentences.  

  Benchmark 7: The writer uses a writing process that includes preparation, drafting, revising, editing, and publishing to produce a written document.

  Students are taught and given practice using a writing process at each grade level with content and expectations that are progressively more challenging and appropriate for that grade level.

Indicators:
The students:
° 1. select an idea on which to write.
° 2. organize a writing piece around one idea.
° 3. organize a draft with beginning, middle, and end.

Benchmark 8: The writer uses writing as a tool for learning throughout the curriculum.

Indicators:
The students:
° 1. write notes and journals to record information.

*Handwriting curricula vary and are best determined by the local district.

Standard 3: Learners demonstrate knowledge of literature from a variety of cultures, genres, and time periods.

  Benchmark 1: The proficient ¤ reader demonstrates knowledge of the effects of cultures on literature.

Indicators:
The students:
° 1. recognize customs as expressed in literature from a variety of cultures.
° 2. relate literature from a variety of cultures to personal experiences.

  Benchmark 2: The reader identifies characteristics of a wide variety of literary genres ¤ in various formats.

Indicators:
The students:
° 1. identify fiction and nonfiction and a variety of genres ¤ , such as folklore (fairy tale, folk tale, and tall tale), poetry, animal fantasy, and informational ¤ text.

  Benchmark 3: The reader demonstrates knowledge of the effects of time periods on literature.

Indicators:
The students:
° 1. distinguish between past and present settings.

Standard 4: Learners demonstrate skills needed to read and respond to literature.

Benchmark 1: The reader uses literary concepts ¤ to interpret literature.
Indicators:
The students:
° 1. identify and describe the main characters in narrative ¤ literature.
° 2. restate the main idea ¤ in narrative ¤ literature.
° 3. describe the setting in narrative ¤ literature.
° 4. identify the problem and solution ¤ in narrative ¤ literature.
° 5. identify the concept and supporting details in expository ¤ literature.

  Benchmark 2: The reader evaluates literature ¤ with criteria based on purposes for reading and derived from time periods and cultures.

Indicators:
The students:
° 1. recognize connections between characters and events and people and events in their lives.
° 2. share responses with peers.
° 3. select literature based on purposes for reading.

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