Reading

Word Study - Phonological Awareness:

Phonological Awareness is a strand of Speaking and Listening. It is included here only because of its direct connection to learning to read.

Alaska Grade Level Expectations (GLEs):

The student uses strategies to decode or comprehend meaning of words in text by:  

• [K] 1.1.1 Given spoken words or sounds (phonological awareness):  

  • • identifying whether words are the same or different;  

    • identifying whether words rhyme or not;  

    • producing words that rhyme;  

    • orally blending syllables or onset‐rimes;  

    • orally blending separate phonemes;  

    • identifying the first sound in a 1‐syllable word;  

    • identifying different speech sounds;  

    • segmenting individual sounds in words with support 

The student analyzes content and structure of genres by:  

• [K] 1.7.2 Identifying use of rhyme in text

FNSBSD Core Learner Objectives (GLEs are labeled as (ES)):

Using a gradual release of responsibility model, students will:

• Demonstrate understanding of spoken words, syllables, and sounds (phonemes)  

• Segment sentences into words  

• Hear, say, and generate rhyming words (ES)  

• Count, pronounce, blend, and segment syllables in spoken words  

• Hear and say (blend and segment onsets and rimes) parts of single‐ syllable spoken words  

• Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three‐phoneme (consonant‐vowel‐consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/)  

• Add or substitute individual sounds (phonemes) in simple, one‐ syllable words to make new words  

• Count and clap syllables (ES)

Word Study - Print Concepts:

Alaska Grade Level Expectations (GLEs):

The student uses strategies to decode or comprehend meaning of words in text by: 

• [K] 1.1.5 Demonstrating understanding of concepts of print including  

  • • holding book right side up;  

    • reading front to back, top to bottom of page, left to right of page, left before right page;  

    • one‐to‐one word correspondence  

    • meaning of the concept of first/last and beginning/end

FNSBSD Core Learner Objectives (GLEs are labeled as (ES)):

Using a gradual release of responsibility model, students will:

• Handle a book properly, recognize front and back, point to title  

• Follow words from left to right, top to bottom, and page by page  

• Recognize that spoken words are represented in written language  

• Understand the concepts of letter, word and sentence  

• Understand that words are separated by spaces in print  

• Recognize and name all upper and lowercase letters of the alphabet in random order  

• Differentiate consonants and vowels  

• Understand special uses of uppercase letters  

• Notice and identify ending punctuation for declarative, interrogative and exclamatory sentences ([.], [?], [!])  

• Locate the title of a book

Word Study - Phonics:

Alaska Grade Level Expectations (GLEs):

The student uses strategies to decode or comprehend meaning of words in text by:  

• [K] 1.1.2 Identifying all letters by name and most common sound; orally reading some high frequency sight words

FNSBSD Core Learner Objectives (GLEs are labeled as (ES)):

Using a gradual release of responsibility model, students will:

• Use letters and their relationships to sounds to read words  

• Know all letters by name and be able to produce their most common sound (ES)  

• Decode words with a VC pattern (such as –ad, ‐ag, ‐an, ‐am, ‐at, ‐ed, ‐en, ‐et, ‐ig, ‐og, ‐op, ‐ot, ‐ut) (ES)

Word Study - Vocabulary:

Alaska Grade Level Expectations (GLEs):

The student uses strategies to decode or comprehend meaning of words in text by:  

• [K] 1.1.2 Identifying all letters by name and most common sound; orally reading some high frequency sight words  

• [K] 1.1.3 Naming pictures of common objects; environmental print (e.g., stop, exit), using words to describe location, size, color, and shape; using names and labels of basic objects; identifying and sorting pictures into categories (e.g., vehicles, foods, colors)  

• [K] 1.1.4 Listening to and using new vocabulary in context

FNSBSD Core Learner Objectives (GLEs are labeled as (ES)):

Using a gradual release of responsibility model, students will:

• Read 25 Instant Recognition Words (see pg. 85) (e.g., a, am, an, and, at, can, come, do, go, he, I, in, is, it, like, me, my, no, see, so, the, to, up, we, you)  

• Recognize in print and orally use concept words (e.g. color names, number words, days of the week, months of year, etc.)  

• Orally use common compound words (e.g. into, myself, cannot, inside, maybe, nobody)  

• Develop vocabulary by orally using positional concepts (e.g. under, over, up, down, north, south, etc.), descriptive words, and opposites  

• Read environmental print (ES)

Fluency:

Alaska Grade Level Expectations (GLEs):

The student reads text aloud by:  

• [K] 1.3.1 Participating in choral speaking and reciting short poems, rhymes, songs, or stories with repeated patterns

FNSBSD Core Learner Objectives (GLEs are labeled as (ES)):

Using a gradual release of responsibility model, students will:

• Participate in choral speaking and recite short poems, rhymes, songs, or stories with repeated patterns  

• Read a familiar pattern book and/or short decodable book (ES)  

• Read emergent‐reader texts with purpose and understanding

Comprehension:

Alaska Grade Level Expectations (GLEs):

• The student comprehends literal or inferred meaning from text by:  

  • • [K] 1.2.1 Answering who, where, and what questions after listening to a sentence, paragraph, or story  

    • [K] 1.2.2 Predicting and confirming outcomes when listening to a story 

• The student restates/summarizes information by:  

  • • [K] 1.4.1 Retelling or dramatizing a familiar story (not necessarily in sequence) with or without the use of props  

    • [K] 1.4.2 Restating information after listening to text 

• The student demonstrates an understanding of main idea by:  

  • • [K] 1.5.1 Identifying the most important idea of a text 

• The student follows oral and written directions by:  

  • • [K] 1.6.1 Following simple two‐step oral directions to complete a task  

    • [K] 1.6.2 Following symbol or icon directions to complete a task 

• The student analyzes literary elements and devices by:  

  • • [K] 1.8.1 Identifying the setting (where) and important characters of a story

FNSBSD Core Learner Objectives (GLEs are labeled as (ES)):

Using a gradual release of responsibility model, students will:

• Follow simple two‐step oral directions to complete a task  

• Follow symbol or icon directions to complete a task 

• Before‐Reading Strategies  

  • • Begin to set purposes for reading  

    • Begin to make connections with reading selections using background knowledge and experience and make meaningful predictions 

• During‐Reading Strategies  

  • • Predict and confirm outcomes when listening to a story (ES)  

    • Begin to create mental images when listening to stories and compare with illustrations when appropriate  

    • Discover relationships of oral language to reading and writing  

    • Use simple charts, calendars, and graphs to retrieve information 

• After‐Reading Strategies  

  • • Answer who, where, and what questions after listening to a sentence, paragraph, or story to identify main idea and key details  

    • Respond to simple stories/informational text in multiple ways (e.g., oral retelling, drawing, dramatizing, writing, etc.)

• Fiction  

  • • Ask and answer questions about key details in a text  

    • Retell familiar stories, including key details  

    • Identify characters, settings, and major events in a story 

• Non‐Fiction  

  • • Ask and answer questions about key details in a text  

    • Describe the connection between two individuals, events, ideas, or pieces of information in a text  

    • Distinguish between fiction and non‐fiction texts (ES)

Craft & Structure:

Alaska Grade Level Expectations (GLEs):

• The student analyzes content and structure of genres by:  

  • • [K] 1.7.1 Listening to and discussing fiction, non‐fiction, and poetry  

    • [K] 1.7.2 Identifying use of rhyme in text

FNSBSD Core Learner Objectives (GLEs are labeled as (ES)):

Using a gradual release of responsibility model, students will:

• • Recognize common types of texts (e.g., storybooks, poems)  

  • Name the author and illustrator of a story and define the role of each in telling the story 

  • Non‐Fiction  

    • • Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text

Integration of Knowledge and Ideas:

Alaska Grade Level Expectations (GLEs):

• The student analyzes content of text to differentiate fact and opinion by:  

  • • [K] 1.9.1 Expressing own opinion about material read/heard 

• The student connects themes by  

  • • [K] 1.10.1 Making relevant connections between text and personal experiences 

• The student makes connections between cultural influences/events by  

  • • [K] 1.11.1 Listening to and discussing stories representing various cultures and traditions (e.g., storytelling, read‐alouds, songs)

FNSBSD Core Learner Objectives (GLEs are labeled as (ES)):

Using a gradual release of responsibility model, students will:

• Express own opinion about material read/heard  

• Share relevant connections between text and personal experience  

• Listen and discuss stories representing various cultures and traditions  

• Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures) 

• Fiction  

  • • Describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts)  

    • Compare and contrast the adventures and experiences of characters in familiar stories 

• Non‐Fiction  

  • • Describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts)  

    • Identify the reasons an author gives to support points in a text  

    • Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures)

Motivation, Engagement, & Stamina:

Alaska Grade Level Expectations (GLEs):

• Not addressed through Alaska Grade Level Expectations

FNSBSD Core Learner Objectives (GLEs are labeled as (ES)):

Using a gradual release of responsibility model, students will:

• Seek out and enjoy print throughout independent and group activities  

• With teacher support, set 1 personal goal per quarter for reading development  

• Participate in self‐selected reading of appropriate level extending to 5‐10 minutes

GLE Key: 

*Assumes a variety of text and increasing complexity. 

(L) Some PSGLEs have been identified as Local. They are for local assessment and will not be on a state assessment. Items differentiated with an “i.e.” indicate that statewide assessment items may be written only to the content contained within the statement in the parentheses. Items differentiated with an “e.g’” do not limit assessment items to that content, but indicate examples of content that may be used in statewide assessment items. 

Differences between grade levels are underlined.

ELL Support Services may found in the appendix.

Reading Informational Text*

Key Ideas & Details (KI):

1. With prompting and support, elicit background/prior knowledge and experience in order to ask and answer questions about an informational text using key details from the text. 

FNSBSD Additional Objectives:

• With peers and adults in small and larger groups. 

Essential Vocabulary:

• Main idea

• Retell

• Informational Text

• Fiction

• Non-Fiction 

2. With prompting and support, identify the main topic and retell key details of a text. 

3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. 

Craft & Structure (CS):

4. With prompting and support, ask and answer questions about unknown words in a text. 

5. Identify the front cover, back cover, and title page of a book 

6. Name the author and illustrator of a text and describe the role of each in presenting the ideas or information in a text. 

Integration of Knowledge & Ideas (IK):

7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). 

8. With prompting and support, identify the opinions an author states in a text. 

Essential Vocabulary:

• Opinion

9. With prompting and support, identify basic similarities in and differences between information presented in two texts on the same topic (e.g., compare two photos or diagrams, compare two animal babies). 

Range of Reading & Level of Text Complexity (RR):

10. Actively engage in shared reading activities using a range of topics and texts with purpose and understanding, with scaffolding as needed. 

Writing Standards*

Text Types & Purpose:

1. Use a combination of drawing, dictating, and writing to state an opinion or a preference about a topic or part of a book (e.g., I like dogs better than cats because…; My favorite part of the story is when...; I think it was funny when…). 

Essential Vocabulary:

• Opinion

2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 

FNSBSD Additional Objectives:

• Student will "read" own writing.

Essential Vocabulary:

• Preference

3. Use a combination of drawing, dictating, and writing to narrate a real or imagined event or several loosely linked events, tell about the events in the order in which they occurred, and provide an ending (how the problem was solved) or a reaction (e.g., a feeling) to what happened. 

Essential Vocabulary:

• Sequence

Production and Distributing of Writing:

4. (Begins in Grade 3.)

5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. 

6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. 

Research to Build & Present Knowledge:

7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and combine or summarize information/facts learned or express opinions about them). 

Essential Vocabulary:

• Summarize

8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. 

9. (Begins in Grade 4.)

Range of Writing:

10. (Begins in Grade 3.)

Language Standards*

Conventions of Standards English:

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a.    Print many upper- and lowercase letters.

b.   Use frequently occurring nouns and verbs.

c.    Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

d.   Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

e.    Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

f.     Produce and expand complete sentences in shared language activities. 

Essential Vocabulary:

• Upper case

• Lower case

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a.   Capitalize the first word in a sentence, the first letter of the student’s name, and the pronoun I.

b.   Recognize and name end punctuation.

c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).

d.     Spell simple words phonetically, drawing on knowledge of sound-letter relationships. 

Essential Vocabulary:

• Capitalize

• Punctuation

• Vowel

• Consonant

Knowledge of Language:

3. (Begins in Grade 2.)

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

a.   Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

b.   Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. 

FNSBSD Additional Objectives:

• Write first and last name with correct capitalization. 

5.  With guidance and support from adults, explore word relationships and nuances in word meanings.

a.    Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

b.   Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

c.    Identify real-life connections between words and their use (e.g., note places at school that are colorful).

Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. 

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.