Cluster
|
Before
|
During
|
After
|
Reading
|
Ask and answer questions about unknown words in a text.
Recognize common types of texts (e.g., storybooks, poems). With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. |
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. Identify who is telling the story at various points in a text. Compare and contrast the adventures and experiences of characters in stories. |
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. |
Writing
|
Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).
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. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. |
Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. |
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
Write informative/ explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). Recall information from experiences or gather information from provided sources to answer a question. |
Speaking and Listening
|
Add drawings or other visual displays to descriptions as desired to provide additional detail.
|
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
|
Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
|
Language
|
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. |
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. |
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate understanding of figurative language, word relationships and nuances in word meanings. |
Foundational Reading
|
Know and apply grade-level phonics and word analysis skills in decoding words.
Read emergent-reader texts with purpose and understanding. |
Know and apply grade-level phonics and word analysis skills in decoding words.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary. |
Know and apply grade-level phonics and word analysis skills in decoding words.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary. |