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Note: The gray text represent only a reference to a skill area. 1

Correlation Guide For

STAGE I

(Kindergarten)

English Language Proficiency (ELP) Standards to Arizona’s College and Career Ready Standards

English Language Arts (ELA)

This correlation of the ELP Standards to the Arizona’s College and Career Ready Standards -‐ ELA shall not replace the use of the revised/finalized ELP Standards for the instruction of the English language learner. By teaching the performance indicators of the ELP Standards, the practitioner will prepare the English language learner for the instruction required by the Arizona’s College and Career Ready Standards -‐ ELA in the mainstream classroom, after reclassification. This instructional contribution is evident in this guide.


INTRODUCTION The English Language Proficiency (ELP) Standards provide expectations for the foundational linguistic knowledge for students who are not proficient in English. These language skills are necessary in order for English language learners (ELLs) to access academic content required by Arizona’s College and Career Ready Standards -‐ ELA. The English Language Proficiency (ELP) Standards shall be utilized to provide instruction for English language learners in the SEI classroom and for ELLs receiving language services through the use of an Individual Language Learner Plan (ILLP). There is a purposeful overlap of ELP and ELA language skills. In developing this Correlation Guide, the language domains were not crossed. It was necessary, however, to cross stages/grade levels. There are some Performance Indicators within the ELP Standards that have no correlation. Where there is no correlation, it is due to specific linguistic skills germane to the language acquisition of English language learners. This Correlation Guide is presented as a curricular resource only. It is intended to give information to the practitioner of English language learning, demonstrating how the revised/finalized English Language Proficiency (ELP) Standards contribute to the skill sets required in Arizona’s College and Career Ready Standards -‐ ELA. This correlation of the ELP Standards to Arizona’s College and Career Ready Standards -‐ ELA shall not replace the use of the revised/finalized ELP Standards for the instruction of the English language learner. By teaching the performance indicators of the ELP Standards, the practitioner will prepare the English language learner for the instruction required by Arizona’s College and Career Ready Standards -‐ ELA in the mainstream classroom, after reclassification. This instructional contribution is evident in this guide.


English Language Proficiency Standards (ELPS) Arizona’s College and Career Ready Standards English Language Arts (ELA) Stage I Language Strand

Standard 1: The student will identify and apply conventions of standard English in his or her communications.

Nou

ns (N

)

HI-‐1: selecting articles (e.g., a, an, the) for singular and plural nouns.

1.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Use common, proper, and possessive nouns. h. Use determiners (e.g., articles, demonstratives).

HI-‐2: explaining differences between common and proper nouns in context (singular and plural).

K.L.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Use frequently occurring nouns and verbs. c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

Verbs (V)

HI-‐1: using the simple present tense verbs with subject-‐verb agreement.

K.L.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Use frequently occurring nouns and verbs.

HI-‐2: using the present tense of the verb "to be" (e.g., am, is, are).


HI-‐3: using the present progressive verb tense. K.L.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Use frequently occurring nouns and verbs.

HI-‐4: using the simple past tense verbs with subject-‐verb agreement, including common irregular verbs (e.g., go, see, come).


HI-‐5: using the simple future tense verbs (e.g., will) with subject-‐verb agreement.


HI-‐6: differentiating between past, present, and future tense verb tenses.

1.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).




Pron

ouns (P

RO)

HI-‐1: using personal singular subject and plural subject pronouns (e.g., I, you, he, she, it, we, they).

K.L.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing a. Capitalize the first word in a sentence and the pronoun I.

1.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).

Adjectives (A

DJ)

HI-‐1: using a series of adjectives in the correct order (e.g., quantity/size/shape/color) with instructional support.

K.L.5.b With guidance and support from adults, explore word relationships and nuances in word meanings. b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

1.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. f. Use frequently occurring adjectives. 4.L.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

HI-‐2: using possessive adjectives (e.g., my, your, his, her, its, our, their) with nouns.

1.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. f. Use frequently occurring adjectives. 2.L.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. e. Use adjectives and adverbs, and choose between them depending on what is to be modified.




Adverbs

(ADV

)

HI-‐1: using the “when” adverbs (e.g., first, then, next, after, before, finally) and “frequency” adverbs (always, never, and sometimes) in context with instructional support.

2.L.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. e. Use adjectives and adverbs, and choose between them depending on what is to be modified.

Prep

osition

s (PR

EP)

HI-‐1: using prepositions of location (e.g., up, down, over).

K.L.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. e. Use the most frequently occurring prepositions

(e.g., to, from, in, out, on, off, for, of, by, with).

HI-‐2: using prepositions of direction (e.g., on, in, near, behind).



HI-‐3: using prepositions of time (e.g., on, at, in, by).



Interje

ctions (I)

HI-‐1: using interjections in appropriate context.

1.L.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Conjun

ctions (C)

HI-‐1: using conjunctions (e.g., and, or) in sentences.

1.L.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).

j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.




Phrase and

Clause (PH/CL)

HI-‐1: using a noun phrase in a complete sentence.

K.L.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Use frequently occurring nouns and verbs. c. Form regular plural nouns orally by adding /s/

or /es/ (e.g., dog, dogs; wish, wishes).

HI-‐2: using a joined noun phrase in a complete sentence.


or /es/ (e.g., dog, dogs; wish, wishes).

HI-‐3: using a verb phrase in a complete sentence.


HI-‐4: using a joined verb phrase in a complete sentence.


HI-‐5: using a prepositional phrase in a complete sentence.



Senten

ce Con

struction

HI-‐1: selecting a subject (singular or plural) to complete given sentences.


HI-‐2: producing sentences using S-‐V construction with subject-‐verb agreement.


or /es/ (e.g., dog, dogs; wish, wishes). f. Produce and expand complete sentences in

shared language activities.

HI-‐3: producing sentences with a pronoun as the subject using S-‐V-‐C construction with subject-‐verb agreement.

K.L.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Use frequently occurring nouns and verbs. f. Produce and expand complete sentences in





Senten

ce Con

struction (SC)

HI-‐4: producing sentences with a noun as the subject using S-‐V-‐C construction with subject-‐verb agreement.


or /es/ (e.g., dog, dogs; wish, wishes). f. Produce and expand complete sentences in


HI-‐5: producing sentences with a plural noun as the subject using S-‐V-‐C construction with subject-‐verb agreement.

K.L.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Use frequently occurring nouns and verbs. c. Form regular plural nouns orally by adding /s/ or

/es/ (e.g., dog, dogs; wish, wishes). f. Produce and expand complete sentences in

shared language activities. HI-‐6: producing S-‐V-‐C constructed sentences with adjectives as the complements with subject-‐verb agreement.


shared language activities. HI-‐7: producing S-‐V-‐C constructed sentences with nouns, “to be” verbs, and prepositional phrases with subject-‐verb agreement.

K.L.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Use frequently occurring nouns and verbs. 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. HI-‐8: producing sentences using a subject, verb, and prepositional phrase.

K.L.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Use frequently occurring nouns and verbs. 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. HI-‐9: producing sentences using “to be” and “not” to form sentences in the negative construction.






Senten

ce Con

struction (SC)

HI-‐10: producing imperative sentences using imperative verbs.

K.L.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. f. Produce and expand complete sentences in


Que

stions (Q

)

HI-‐1: forming simple questions, using inflection when produced orally.

K.L.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. d. Understand and use question words

(interrogatives) (e.g., who, what, where, when, why, how).

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

HI-‐2: producing yes/no questions beginning with “to be” with inflection.





Standard 2: The student will acquire English language vocabulary and use it in relevant contexts.

Vocabu

lary

HI-‐1: naming and sorting common objects and pictures into self-‐selected categories and providing rationale.

K.L.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 present.

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).

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

HI-‐2: identifying the meaning of and using sight words.

K.L.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.

HI-‐3: identifying the meaning of and using high frequency words.

K.L.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





Standard 2: The student will acquire English language vocabulary and use it in relevant contexts.

Vocabu

lary

HI-‐4: completing synonym and antonym word pairs.

K.L.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 present.

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).

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

HI-‐5: using key words, symbols, or operations that represent grade specific academic vocabulary within a given context.

HI-‐6: determining word meaning within context. K.L.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




English Language Proficiency Standards (ELPS) Arizona’s College and Career Ready Standards English Language Arts (ELA) Stage I Listening and Speaking

Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge.

Compreh

ension

of O

ral Com

mun

ications

HI-‐1: distinguishing between similar sounding sentences dictated by the teacher.

HI-‐2: counting the number of words said in complete sentences dictated by the teacher.

HI-‐3: responding to read-‐alouds by identifying main ideas/concepts and details using key words in complete sentences.

K.SL.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. K.SL.6 Speak audibly and express thoughts, feelings, and ideas clearly.

HI-‐4: sequencing events from read-‐alouds, presentations, and conversations.

K.SL.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. K.SL.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional details. K.SL.6 Speak audibly and express thoughts, feelings, and ideas clearly.

HI-‐5: following multiple-‐step directions, which include prepositions.

K.SL.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

HI-‐6: responding to comments and questions in social conversations by asking questions, sharing one’s experiences, and expressing one’s thoughts.

K.SL.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-‐upon rules for discussions (e.g.,

listening to others and taking turns speaking about the topics and texts under discussion).

b. Continue a conversation through multiple exchanges.

K.SL.6 Speak audibly and express thoughts, feelings, and ideas clearly. K.SL.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional details.


English Language Proficiency Standards (ELPS) Arizona’s College and Career Ready Standards English Language Arts (ELA) Stage I Listening and Speaking

Standard 2: The student will express orally his or her own thinking and ideas.

Delivery of Oral Com

mun

ications

HI-‐1: naming upper and lower case alphabet letters in random order with accurate pronunciation.

HI-‐2: producing all individual phonemes in words from print using accurate articulation.

HI-‐3: producing initial and final sounds of words using accurate articulation.

HI-‐4: producing and blending the initial, medial, and final sounds of CVC words using accurate articulation and pronunciation.

HI-‐5: producing and blending the initial, medial, and final sounds of grade-‐appropriate words using accurate articulation and pronunciation.

HI-‐6: naming and distinguishing between cardinal and ordinal numbers with accurate pronunciation.

HI-‐7: initiating conversations and responding to social interactions using complete sentences.




K.SL.6 Speak audibly and express thoughts, feelings, and ideas clearly.

HI-‐8: using complete sentences, and rephrasing when necessary, to communicate immediate and future needs.




K.SL.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

HI-‐9: naming and describing objects, people, and events.

K.SL.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional details.

HI-‐10: producing rhyming words and short, simple, rhyming phrases and songs using accurate pronunciation as well as expressive phrasing and intonation.

K.SL.6 Speak audibly and express thoughts, feelings, and ideas clearly.


English Language Proficiency Standards (ELPS) Arizona’s College and Career Ready Standards English Language Arts (ELA) Stage I Reading

Standard 1: The student will demonstrate understanding of print concepts of the English language.

Print C

oncepts

HI-‐1: demonstrating the command of left to right, top to bottom directionality, and return sweep when "reading" books.

K.RF.1. Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page-‐by-‐page. K.RI.5 Identify the front cover, back cover, and title page of a book.

HI-‐2: demonstrating the one-‐to-‐one correlation between a spoken word and a printed word.

K.RF.1. Demonstrate understanding of the organization and basic features of print. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print.

HI-‐3: naming common print conventions.


Standard 2: The student will identify and manipulate the sounds of the English language and decode words, using knowledge of phonics, syllabication, and word parts.

Phon

emic Awaren

ess

HI-‐1: segmenting one-‐syllable words into its phonemes.

K.RF.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). b. Count, pronounce, blend, and segment syllables in spoken words. c. Blend and segment onsets and rimes of single-‐syllable spoken words. d. 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/.)

HI-‐2: orally producing groups of words that begin with the same initial sounds (alliteration).

K.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

HI-‐3: blending two or three spoken syllables to produce words.

K.RF.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). b. Count, pronounce, blend, and segment syllables in spoken words.

HI-‐4: orally forming words by substituting simple onsets (/c/) with given rimes (/at/).

K.RF.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. e. Add or substitute individual sounds (phonemes) in simple, one-‐syllable words to make new words.



Standard 2: The student will identify and manipulate the sounds of the English language and decode words, using knowledge of phonics, syllabication, and word parts.

Decoding

HI-‐5: naming all upper and lower case letters of the alphabet with different fonts out of sequence.

K.RF.1. Demonstrate understanding of the organization and basic features of print. d. Recognize and name all upper-‐ and lowercase letters of the alphabet.

HI-‐6: producing letter sounds represented by the single lettered consonants and vowels

K.RF.3. Know and apply grade-‐level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of one-‐to-‐one letter-‐sound correspondences by producing the primary or many of the most frequent sound for each consonant. b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

HI-‐7: reading high frequency words with automaticity in context.

K.RF.3. Know and apply grade-‐level phonics and word analysis skills in decoding words. c. Read common high-‐frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

HI-‐8: producing new words when initial sound(s), including digraphs, are changed (i.e., word families).

K.RF.3. Know and apply grade-‐level phonics and word analysis skills in decoding words. d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

HI-‐9: decoding a new word when a specific letter is changed, added, or removed.

K.RF.3. Know and apply grade-‐level phonics and word analysis skills in decoding words. d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

HI-‐10: decoding common CVC words. K.RF.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). c. Blend and segment onsets and rimes of single-‐syllable spoken words.


English Language Proficiency Standards (ELPS) Arizona’s College and Career Ready Standards -‐ English Language Arts (ELA) Stage I Reading

Standard 3: The student will analyze text for expression, enjoyment, and response to other related content areas.

Fict

ion/

Non

-Fic

tion

HI-‐1: determining whether a literary selection, heard or read, is real or fantasy.

K.RL.5 Recognize common types of texts (e.g., storybooks, poems).

HI-‐2: making and confirming predictions based on the title, cover illustrations and text.

K.RL.1 With prompting and support, ask and answer questions about key details in a text. K.RL.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). K.RL.10 Actively engage in group reading activities with purpose and understanding.

HI-‐3: using key words, phrases, and complete sentences to answer open-‐ended comprehension questions when responding to text.

K.RL.1 With prompting and support, ask and answer questions about key details in a text. K.RL.10 Actively engage in group reading activities with purpose and understanding. K.RI.1 With prompting and support, ask and answer questions about key details in a text.

HI-‐4: sequencing a story or event including the beginning, middle, and end using transition words. (e.g., first, next, last)

K.RL.2 With prompting and support, retell familiar stories, including key details. K.RI.2 With prompting and support, identify the main topic and retell key details of a text.

HI-‐5: identifying facts from text read aloud. K.RL.2 With prompting and support, retell familiar stories, including key details. K.RL.10 Actively engage in group reading activities with purpose and understanding. K.RI.1 With prompting and support, ask and answer questions about key details in a text. K.RI.10 Actively engage in group reading activities with purpose and understanding. *a. Actively engage in group reading of informational and functional texts, including history/social studies, science, and technical texts, with purpose and understanding.


English Language Proficiency Standards (ELPS) Arizona’s College and Career Ready Standards -‐ English Language Arts (ELA) Stage I Reading

Standard 3: The student will analyze text for expression, enjoyment, and response to other related content areas.

Fict

ion

HI-‐6: retelling a story with a beginning, middle and end, using transition words (e.g., first, next, last), in complete sentences.

K.RL.2 With prompting and support, retell familiar stories, including key details.

HI-‐7: describing the main characters of a story. K.RL.1 With prompting and support, ask and answer questions about key details in a text. K.RL.3 With prompting and support, identify characters, settings, and major events in a story. K.RL.10 Actively engage in group reading activities with purpose and understanding.

HI-‐8: describing the setting of a story. K.RL.3 With prompting and support, identify characters, settings, and major events in a story. K.RL.10 Actively engage in group reading activities with purpose and understanding.

HI-‐9: describing the key events of a story. K.RL.1 With prompting and support, ask and answer questions about key details in a text. K.RL.3 With prompting and support, identify characters, settings, and major events in a story.

Non

-Fic

tion

HI-‐10: locating information from a completed graphic organizer.

K.RI.1 With prompting and support, ask and answer questions about key details in a text. K.RI.2 With prompting and support, identify the main topic and retell key details of a text. K.RI.10 Actively engage in group reading activities with purpose and understanding. *a. Actively engage in group reading of informational and functional texts, including history/social studies, science, and technical texts, with purpose and understanding. K.RL.5 Recognize common types of texts (e.g., storybooks, poems).

HI-‐11: following multi-‐step written directions for classroom routines and academic activities that are accompanied by pictures.

K.RI.10 Actively engage in group reading activities with purpose and understanding. *a. Actively engage in group reading of informational and functional texts, including history/social studies, science, and technical texts, with purpose and understanding.

HI-‐12: interpreting signs, labels, symbols, and captions within the environment.

K.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).


English Language Proficiency Standards (ELPS) Arizona’s College and Career Ready Standards -‐ English Language Arts (ELA) Stage I Writing

Standard 1: The student will express his or her thinking and ideas in a variety of writing genres.

Narrativ

e

HI-‐1: writing narratives using simple sentences that include sight words, CVC words, and phonetic spelling to express ideas.

K.W.1 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...).

K.W.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.

K.W.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

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

Expo

sitory

HI-‐2: writing expository responses using simple sentences that include sight words, CVC words, and phonetic spelling to describe, explain, or inform.


K.W.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. K.W.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

AZ.K.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-‐ specific expectations for writing types are defined in standards 1-‐3 above.)




Expo

sitory

HI-‐2: continued K.W.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). K.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Functio

nal

HI-‐3: writing to provide directions or information related to real world tasks using simple sentences that include sight words, CVC words, and phonetic spelling.

K.W.1 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…).

K.W.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.



HI-‐4: writing friendly letters or thank you notes using simple sentences that include sight words, CVC words, and phonetic spelling.

AZ.K.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-‐ specific expectations for writing types are defined in standards 1-‐3 above.) K.W.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).




Literary Respo

nse

HI-‐5: responding to literary selections by writing simple sentences.

K.W.1 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…). K.W.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). K.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.




Penm

anship HI-‐1: writing legibly and with correct formation

all of the lower case and upper case letters of the alphabet.

Spelling

HI-‐2: applying letter-‐sound relationships to write simple CVC words and attempt more complex words.

HI-‐3: using resources throughout the classroom to spell words.

Capitalization

HI-‐4: using capital letters to write student’s own first and last names.

HI-‐5: using a capital letter at the beginning of sentences and proper nouns.

Punctuation

HI-‐6: using ending punctuation.

HI-‐7: using left to right directionality in writing.

HI-‐8: using the placing of spaces between words.

Grammar/Parts of Spe

ech

HI-‐9: using prompt, write simple declarative sentences (e.g., S-‐V, S-‐V-‐C) with subject-‐ verb agreement.

HI-‐10: writing yes/no questions beginning with “to be”.

HI-‐11: using interrogative sentences in a variety of writing applications.



Standard 3: Students use the steps of the writing process as a writing piece moves toward completion.

Writing P

rocess/W

riting Elem

ents: Fluen

cy

HI-‐1: generating or expanding on ideas independently by drawing pictures and using key vocabulary in graphic organizers. (e.g., storyboard)


K.W.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.



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

HI-‐2: experimenting with writing a draft for a specific purpose.

HI-‐3: revising original draft for clarity by adding additional details to improve audience understanding.

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

HI-‐4: experimenting with reviewing the draft for errors in conventions including left to right, return sweep, capital letters at the beginning of sentences and names, spaces between words, and ending punctuation.




Standard 3: Students use the steps of the writing process as a writing piece moves toward completion.

Writing P

rocess/W

riting Elem

ents: Fluen

cy HI-‐5: finalizing an original piece of writing for an

intended audience. AZ.K.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-‐ specific expectations for writing types are defined in standards 1-‐3 above.)

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


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