Texas Alternative Document Draft

Engli= sh Success Standards

Grade= s K - 12

Engli= sh, Language Arts, and Reading

May 26, 2008

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The authors of this document claim no copyright nor authorship privileges. The public is invited to utilize all or any part of this document without remun= eration.

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DEFINITI= ON OF TERMS

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SYNTACTIC AWARENESS (GRAMMAR)

Syntactic awareness (i.e., grammar) refers to the stud= ent's ability to put phrases, clauses, and sentences together into correct and meaningful patterns. In this document, the term "synt= actic awareness" as used in Pre-Kindergarten and Kindergarten indicates a listening/speaking skill--not the formal study of grammar.

PHONEMIC A= WARENESS

The spoken word consists of a sequence of elementary s= ounds (phonemes). A phoneme is defi= ned as the minimal change in sound that will change one word into another w= ord: sit-> bit; top ->shop (see Figure 1, Intervention Strategies for Phonemic Awareness). Phonemic awareness is the ability = to recognize and manipulate the number, type, and sequence of phonemes within = the word. A syllable divides into= two primary parts: onset and rime= . The rime is the vowel and any cons= onant sounds that come after it. The onset, if it is there, consists of any consonant sounds that precede the vo= wel (e.g., split -- spl- is the onset and -it is the rime[see Figure 3, List of Phonemic Awareness Assessments]).

ALPHABETIC KNOWLEDGE

Alphabetic knowledge refers to the student's knowledge= of symbols used to write English. Such knowledge includes letter names, alphabetic order, visual recognition of bo= th lower and upper cases, written production of both lower and upper cases, and lower case and upper case correspondences.=

PENMANSHIP=

The student should be able to form legible letters--bo= th lower and upper cases--in both manuscript style and cursive style.=

PRINT CONC= EPTS

Print concepts are the conventions and formats used in written English.

&nbs= p; Directionality:

&nbs= p; &= nbsp; Left to right

&nbs= p; &= nbsp; Top to bottom

&nbs= p; &= nbsp; Front to back

&nbs= p; Significance of spacing:

&nbs= p; &= nbsp; No space between letters of a word

&nbs= p; &= nbsp; A space between words

&nbs= p; &= nbsp; Empty line between paragraphs or indentation of paragraph

&nbs= p; Titles and captions: as set apart from text

&nbs= p; Punctuation and capitalization: as separa= ting thoughts

&nbs= p; Parts of a book (e.g., title page, table of contents, chapters, index, glossary)<= /p>

&nbs= p; Format of different genres (e.g., stanzas for poetic form)

ORTHOGRAPH= IC KNOWLEDGE (SPELLING)

Orthographic knowledge refers to the knowledge of how = the sounds (phonemes) of a language are mapped to the symbols (letters) of that language for use in reading and writing.&n= bsp; Prerequisites for English orthographic knowledge are alphabetic knowledge and knowledge of the sounds (phonemes) used in English. Orthographic knowledge begins with= the most basic mapping of letters to represent the 44 - 45 English phonemes. Published phonics programs typical= ly cover 50 - 80 sound-symbol relationships or phonograms (see Figure 2, Ampli= fied Chart of Basic Phonograms). M= ore advanced orthographic knowledge consists of the mapping of letters to repre= sent English syllables and morphemes. Because over the centuries English has imported vast amounts of vocabulary from other languages and generally retained the foreign spelling patterns, English orthography consists of over 2000 sound-symbol relationsh= ips.

SYLLABLE

A syllable is a sound unit in English that contains at= least a vowel and is legally pronounceable (e.g., "isp" is legal while "agf" is not).

MORPHEME

A morpheme is the minimal structure in English that co= nveys meaning. Morphemes range from= a single letter (the "s" that makes a noun plural) to multisyllabic structures (i.e., "inter," "micro").

*e.g. -- As u= sed in this document -- "for example"&n= bsp; -- not requirements

i.e. -- As used in this document -- "that is to say"

&nb= sp;

<= /a>=

En= glish, Language Arts, and Reading -- Kindergarten.

Knowledge and Skills.

(1) Listening and Speaking Skills. T= he student listens to various types of children’s literature.	The student is expected to: (A) Li= sten to notable literary selections which are rich in vocabulary (e.g., Mother Go= ose rhymes, "Mary Had a Little Lamb," "Rain," "Twink= le, Twinkle, Little Star," "Cinderella," "The Little Red Hen," "A Tug of War," "The Ugly Duckling," The Velveteen Rabbit, Winnie-the-Pooh, One Mo= rning in Maine).

	(B) Di= scuss meaning of words and concepts from selections and discussions.

	(C) De= scribe mental pictures of settings and characters.

	(D) Retell selections; summarize selections.

	(E) Answer orally in his/her own words direct questions dealing with t= he elements of the selections.

	(F) Sing/recite rhymes and songs.

	(G) Retell selections.

	(H) Discuss the main idea or theme.

	(I) Discuss sequence of events in selections.

	(J) Su= mmarize selections.

	(K) Li= sten to develop an answer to a question which has been asked by the teacher before the selections are read.

	(M) Pr= edict what happens next.=

	(N) Ma= ke up a new ending.

(2) Grammar/Usage. The student discusses and demons= trates various sentence patterns.	The student is expected to (with adult assistance as needed):
	(A) Orally use complete sentences; correct incomplete sentences when prompted.

	(B) Ch= ange statement to question and vice versa.

	(C) Demonstrate ability to state questions and statements in positive = and negative forms.
<= /span>	<= /span>
	(D) Ch= ange a statement from present, to past, and to future tenses.

	(E) Ch= ange a statement from a singular to a plural subject and vice versa.

	(F) Ch= ange a statement from first person to second person to third person -- singular = and plural.

	(G) Be= gin using the correct forms (person, number, tense) for the verbs "come," "see," "go," "do," "bring," and "be" in discussions, correcting self when prompted.

	(H) Re= cognize as humorous, silly, or peculiar any statements that are produced by the incorrect order of words.

	(I) Co= rrect silly or peculiar statements by correcting errors in syntax.

	(J) Identify capital letters and locate periods.

	(K) Re= cognize that first letters in sentences should be capitalized.

	(L) Re= cognize punctuation at the end of declarative sentences.

	(M) Employ descriptive words to modify subjects and = verbs

(3) Phonemic Awareness. The student orally demonstrates phonemic awareness (the understanding that the spoken word consists of a sequence of elementary sounds.)	The student is expected to:
	(A) Words &nbs= p; (i) Change the meani= ng of a sentence by changing a word.

	(ii) Distinguish between long and sho= rt words and long and sh= ort objects (e.g., train, mosquito).=

	(iii) Se= gment orally a spoken phrase or se= ntence into words.

	(i= v) “Count” the number of words in an oral sentence by moving a manipulative for each word.

	(B) Syllables (i) Segm= ent orally a compound word into component words; blend the words back into compound words.

	(ii) Segment/blend orally words into syllables.

	(iii) Mo= ve manipulatives to represent syllables in a word.

	(iv) Give what is left after dele= ting a syllable of a multisyllabic word.

	(C) Rhymes (i= ) Sing or recite rhyming songs or stories.

	(i= i) Determine whether words rhyme or not.

	(iii)Generate rhyming words.

	(iv) <= ![endif]>Select the odd word from a group of three words, two of which end= with the same sound.

	(F) Middle sound

	(i) Identify words that have the same medial sound from a group of three words.

	(ii) Select the odd = word from a group of three words, two of which have the same medial sound.

	(G) Onset-rime

	(i) Blend onset and rime into a word (e.g., b - ag -> bag).

	(i= i) Segment word into onset and rime (e.g., bag - > b - ag).

	(iii) Generate rhymi= ng words by blending various onsets with a given rime.

	(H) Phoneme

	(i) Pronounce the sounds of a word to accentuate the individual phonemes.

	(ii) Elongate individual sounds and m= ove a manipulative to identify each sound in the spoken word.

	(iii) Blend segmented phonemes of a wo= rd (e.g., b-a-g->bag) into the word.

	(iv) Prolong pronunciation of the individual sounds of a word by moving a manipulative= to "count" each phoneme of the word.

	(v) Segment wo= rds into phonemes, clearly producing each individual sound.

	(vi) Copy the teacher in making the 44 - 45 sounds (phonemes) of American English. (A chart describing how the soun= ds are made is found in Figure 1. An amplified chart showing the basic phonogram= s is found in Figure2.)

	(vii) Determine whether the sounds are in his/her own name.

	(viii) Count the sounds in her/his own name.

(4) Students who do not perform proficiently on informal phonemic awareness assessments by the end of kindergarten need to participate in intervention strategies (see Figures 1 and 3).

(5) Alphabetic Knowledge. The student demonstrates knowled= ge of the names of the letters and the order of the alphabet.	The student is expected to: (A) Sing/recite the alphabet song.

	(B) Re= cite alphabet in order, a to z.
	(C) Wh= en given a letter name, choose the correct letter, upper and lower case; when give= n a letter, upper or lower case, indicate the correct name for the letter.

	(D) Ar= range given letters in alphabetical order.&nbs= p;

(6) Penmanship. The student can discuss and demonstrate the basic principles of manuscript writing.	The student is expected to: (A) Pr= actice good posture when seated at a table/desk for writing purposes.

	(B) Pr= actice proper pencil gripping (using correct fingers to form vise to hold writing tool) while correctly positioning hand and arm in relationship to paper a= nd desk.

	(C) Pr= oduce correct formation of letters using starting point, directionality, and en= ding point for each letter.

	(D) Id= entify the top/bottom, front/back, margins, lines on a sheet of paper.

(7) Print Concepts. The student demonstrates knowledge of concepts of print.	The student is expected to:
	(A) Ex= plain the purpose of reading.<= /o:p>

	(B) Tr= ack print left to right, top to bottom.

	(C) Id= entify letters of the alphabet in a variety of type styles.

	(D) Demonstrate that letters represent sounds.

	(E) Demonstrate that groups of letters, read from left to right, can m= ake a word.

	(F) Demonstrate that a space separates words.

	(G) Demonstrate that punctuation marks are separate and distinct from words.

	(H) Demonstrate that end of sentence punctuation separates thoughts.

	(I) Demonstrate that thoughts (sentences) begin with a capital letter.=

	(J) Demonstrate that names of people and specific places are capitaliz= ed.

	(K) Id= entify cover, title page, and story text of kindergarten-level story book.

	(L) Id= entify simple story structure--title, introduction of theme, supporting developm= ent, summary.

(8) Orthographic Knowle= dge (Spelling). The student demonstrates knowledge of the 44 - 45 phonemes of English.	The student is expected to:
	(A) Alphabetic knowledge

	(i) Sing/recite the alphabet (e.g., alphabet song).

	(ii) Recite alphabet in order, a to z= .

	(iii) Choose, when given a letter name= , the correct letter (upper and lower case).&n= bsp; Indicate, when given a letter (upper or lower case), the correct name for the letter.=

	(B) Letter-sound (phonics) knowledge

	(i) Write correct basic phonogram wh= en each of the 44 - 45 English phonemes is dictated. The following list is a general delineation of written representations of these 44 - 45 phonemes = and should be learned by the student as early as the student is able to assimilate them:
	Kindergarten Basic Phonogram Cha= rt
	single letters a throug= h z, including qu (/kw/)
	er &nbs= p; ay &nbs= p; ou
	ir &nbs= p; ai &nbs= p; ow
	<= st1:place w:st=3D"on">ur &nbs= p; oy &nbs= p; th
	or &nbs= p; oi &nbs= p; wh
	ar &nbs= p; aw &nbs= p; ee
	sh &nbs= p; au &nbs= p; ng
	ch &nbs= p; oo &nbs= p;

	(ii) Write correct basic phonogram wh= en each English phoneme is dictated.

	(iii) Say correct basic phoneme when e= ach English phonogram is dictated.

	(iv) Identify which letters are conso= nants and which are vowels.

	(v) Understand that more than one le= tter is needed to write some sounds in the English language (e.g., sh, ch, th,= zh, ee, oi/oy, au/aw, ou/ow). <= /p>

	(vi) Correctly= read and spell any cvc (consonant sound-vowel sound-consonant sound) word that uses the basic phonograms of English.&nb= sp;

	(C) Word attack (advanced letter-sound)=

	(i) Use morpheme -s/es to form plurals of nouns that do not require a change in b= ase word (adding s or es to form plurals of nouns that do not require change = in base word [e.g., dog-> dogs, fish->fishes] ).

	(D) Word identification
	(i= ) Read her/his own name.

	(i= i) Correctly read very high-frequency regular words (e.g., “and,” “that,” “not,” “for,” “withR= 21;) and irregular words (e.g., “the,” “of,” “you”).

(9) Composition. The student demonstrates beginni= ng ability to compose and edit writing.	The stude= nt is expected to (with adult assistance as needed):
	~~<= /span>~~
	(A) Co= mpose (orally) short sentences, changing first person pronouns to second person= to third person, singular and plural.

	(B) Wr= ite a declarative sentence and use a period at the end.

	(C) Wr= ite an interrogative sentence and use a question mark at the end. =

	(D) Wo= rk with a group to compose brief accounts of experiences, letters, invitations, thank-you notes, story ideas (e.g., as teacher writes these which are then used for group reading, for individual reading, and later for individual copying).
&= nbsp;
&= nbsp;	(E) De= velop a story independently and collaboratively and respond to questions of others about the story.
&= nbsp;
&= nbsp;	(F) Di= scuss group and individual writing for complete ideas and correct syntax.
&= nbsp;
&= nbsp;	(G) Kn= ow to capitalize the first word of sentence, the pronoun "I," names of persons and specific places.
&= nbsp;
(10) Reading Comprehension and Fluency. The student demons= trates sequential order.	The student is expected to:
	(A) Te= ll a story in sequential order.

	(B) Re= tell a story in sequential order. =

(11) Independent Reading / Assigned Reading/ Guided Reading. The student listens to progressi= vely more complicated reading selections.&nbs= p;	The student is expected to:
	(A) The student listens independently to stories and nursery rhymes which are ric= h in vocabulary.

	(B) An= swer orally in her/his own words direct questions dealing with elements of the selections (e.g., fables, fairy tales, poems, classical literature, factu= al stories about notable people, science, and history).

	(C) Id= entify the story line and main idea(s) of the selections.

	(D) Re= tell orally what has been read to him/her.

	(E) Re= ad materials daily at a comfortable, independent level (e.g., texts in which= no more than 1 in 20 words is difficult for the reader).

	(F) Re= ad aloud (e.g., to teacher, mentor, tutor, aide) daily in materials that are challenging but manageable (e.g., texts in which no more than 1 in 10 wor= ds is difficult for the reader).=

(12) Literary Emphasis. The student listens to tradition= al and current children's literature which is rich in vocabulary	The student is expected to:
	(A) Li= sten to stories being read aloud (e.g., "Mother Goose" poems, "Dr.Seuss" books, Aeso= p's fables, James Thurber's Fables, Oscar Wilde's Fairy Tales, "Casey Jones," "Johnny Appleseed," American and folk legends).

	(B) Fo= llow in book when appropriate.

	(C) Id= entify the main literary elements in fables, tall tales, and nursery rhymes.

(13) Literary Terms. The student defines and identifi= es examples of various literary terms.	The student is expected to:
	(A) Id= entify the following terms: author, illustrator.

	(B) Id= entify examples of literary terms (mentioned above) in literary selections.

<= /a> =

En= glish, Language Arts, and Reading -- Grade 1.

Knowled= ge and Skills

(1) Listening and Speaking Skills. The student listens to various t= ypes of children’s literature.	The student is expected to:

	(A) Li= sten to selections (e.g., nursery rhymes, fables, fairy tales, poems, classical literature, rhyming stories, factual stories about notable people, scienc= e, and history) which is rich in vocabulary (e.g., "The Boy at the Dike," "The Frog Prince," "Jack and the Beanstalk,&qu= ot; "The Pied Piper of Hamelin," "Pinocchio," "The Princess and the Pea," "Hansel and Gretel," "The Knee-High Man," "= Medio Pollito," "Rapunzel," " Sleeping Beauty," "Why the Owl Has Big Eyes,&= quot; "The Tale of Peter Rabbit," "The Steadfast Tin Soldier,&qu= ot; The Bears on Hemlock Mountain).

	(B) An= swer direct questions (in his/her own words) dealing with the elements of the selection.=

	(C) Di= scuss the meaning of words or ideas from story.

	(D) Di= scuss the main idea or theme.<= /o:p>

	(E) Re= tell stories.

	(F) Pr= edict what happens next.=

	(G) Ma= ke up a new ending.

(2) Grammar/Usage. The student recognizes and uses = verbs, contractions, capital letters, and end punctuation marks correctly.	The student is expected to (with adult assistance as needed):

	(A) Identify words that name actions (verbs) and wor= ds that name persons, places, or things (nouns).

	(B) Distinguish between declarative and interrogative sentences.

	(C) Us= e proper form (person, number, tense) of the verbs "come," "see,&qu= ot; "go," "do," "bring," "be," "have."

	(D) Use contractions correctly (e.g., "isn't,&q= uot; "aren't," "doesn't," "don't").

	(E) Us= e a capital letter at the beginning of a sentence, and use proper end punctua= tion at the end of a sentence.

	(F) Use capitalization for the pronoun "I" and with proper names.

	(G) Use correct punctuation marks at the end of declarative, exclamatory, imperat= ive, and interrogatory sentences.

	(H) Use commas, periods, exclamation points, and question marks correctly.

	(I) Id= entify the beginning and ending of a paragraph.

	(J) Lo= cate common and proper nouns.

	(K) Use descriptive adjectives with nouns.

	(L) Use adverbs with action verbs.

(3) Phonemic Awareness. The student orally demonstrates phonemic awareness (the understanding that the spoken word consists of a sequence of elementary sounds).	The student is expected to:
	(A) Re= cognize and generate rhymes.

	(B) Sa= y the correct sound of the 44 - 45 phonemes of English (see Figure 1 for assistance).

	(C) Three phonemes

	(i) Using three phoneme words (conso= nant sound/vowel sound/consonant sound), identify whether cvc words match on initial, final, or medial phoneme.

	(ii) Blend onset-rime into cvc word (= e.g., b - at).

	(iii) Divide cvc words into onset-rime= (e.g., m= - ap).

	(iv) Blend phonemes into cvc word (e.g., l - a - p).

	(v) Segment cvc word into phonemes (e= .g., lap > lap).

	(D) Four Phonemes

	(i) Blend four phonemes into a word = (e.g., j-u-m-p-> jump).

	(ii) Segment four-phoneme words into phonemes (e.g., jump -> j-u-m-p).

(4) Penmanship. The student can demonstrate the = basic principles of manuscript writing (both lower and upper case).	The student is expected to:
	(A) Pr= actice good posture when seated at a table/desk for writing purposes.

	(B) Pr= actice proper pencil gripping (using correct fingers to form vise to hold writing tool) while correctly positioning hand and arm in relationship to paper a= nd desk.

	(C) Pr= oduce correct formation of letters using starting point, directionality, and en= ding point for each letter.

	(D) Identify margins and margin forming lines.

	(E) Identify appropriate times for writing outside the margin lines.

	(F) Start writing close to left margin line.

	(G) Form all letters so they rest on baseline.

	(H) Demonstrate correct starting point and stroke sequence for each letter.

	(I) &nbs= p; Form both lower and upper case letters in correct manuscript style= .

	(J) Form all letters so they occupy proper space in relationship to other letters.=

	(K) Al= low space between words.

	(L) Start next line at the left margin when one line is complete.

	(M) Fo= rm both lower and upper case letters in correct manuscript style.

(5) Print Concepts. The student demonstrates knowled= ge of concepts of print.	The student is expected to:
	(A) Id= entify parts of a book (e.g., cover, title page, table of contents).

	(B) Us= e table of contents to find name and page number of stories or chapters.

	(C) Na= me the marks of punctuation (e.g., period, comma, question mark).

	(D) Fo= rm the marks of punctuation (e.g., period, comma, question mark).

.	(E) Re= cognize the format of a paragraph.

(6) Orthographic Knowledge (Spelling). The student demonstrates knowledge of the 44 - 45 phonemes of English and their writt= en representations.	The student is expected to:
	(A) Alphabetic knowledge

	(i) Write the correct letter when gi= ven the letter name.

	(ii) Give orally the correct letter n= ame when given the letter.

	(iii) Identify letters of the alphabet= in a variety of type faces.
	&n= bsp;
	(iv) Arrange words in alphabetic order according to the first letter.

	(v) Use the principle of alphabetic = order to locate information in dictionary or other reference materials.

	(B) Letter-sound ( phonics) knowledge

	(i) Write correct basic phonogram wh= en each of the 44 - 45 English phonemes is dictated. The following list is a general delineation of written representations of these phonemes and should be learned by the student as early as the student is able to assimilate them= :
	Advanced Basic Phonogram Chart
	single letters a throug= h z, including qu (/kw/)
	er &nbs= p; ay &nbs= p; ou
	ir &nbs= p; ai &nbs= p; ow
	<= st1:place w:st=3D"on">ur &nbs= p; oy &nbs= p; ck
	or &nbs= p; oi &nbs= p; ew
	ar &nbs= p; aw &nbs= p; ui
	sh &nbs= p; au &nbs= p; ng
	ch &nbs= p; oo &nbs= p; ph
	th &nbs= p; ee &nbs= p; igh
	wh &nbs= p; ea &nbs= p; ear(/er/)

	These additional combin= ations should be learned in Grade = 1 or no later than Grade 2:

	ey &nbs= p; ti (/sh/) &nbs= p; dge
	ie &nbs= p; ci (/sh/) &nbs= p; gh (/f/)
	ei &nbs= p; si (/sh/ /zh/) &nbs= p;

	(ii) Write correct basic phonogram wh= en each English phoneme is dictated.

	(iii) Say correct phoneme = when shown each basic phonogram.

	(iv) Read and spell correctly any cvc (consonant sound-vowel sound-consonant sound) word that uses the basic phonograms of English.

	(v) Correctly read and spell any sin= gle syllable word of up to four sounds (up to cvcc-ccvc) that uses the basic phonograms.

	(C) Word attack (advanced letter-sound)=

	(i) Read words with long vowel signa= led by final e or silent e (e.g., a-e, e-e, i-e, o-e, u-e).

	(ii) Read words with= the most consistent vowel teams (ee, ai, oa, ea).

	(iii) Read and spell correctly words with the letter y as in:
	--yard, yes, canyon (co= nsonant sound /y/) (occurs at the beginning of a word or syllable)
	--my, cry (one syllable= word ending in long i &nbs= p; sound)
	--gym (short i)
	--bab= y, happy (short i and/or long e).

	(iv) Read and spell correctly words with c (letter c usually borrows k sound, but borrows s s= ound if letter c precedes the le= tters i, e, or y).

	(v) Apply flex= ibly “g before i, e, or y” to decode a letter such as g or j phoneme (letter g usually says its own sound but= often borrows j sound if the letter g precedes the letters i, e, or y).

	(vi) Identify that proper names do not always follow spelling conventions.

	(vii) Identify the c= oncept of "syllable" (i.e., a single speech impulse).

	(vi= ii) Count the number of syllables in= a word (e.g., by clapping, by moving manipulative).

	(ix) Identify = open, closed, consonant-le and r-controlled vowel syllables.

	(x) Read and write c= ommon prefixes (e.g., re, un) and suffixes (e.g., less, ness, ment).

	(xi) Use common pref= ixes and suffixes to read and write multisyllable words formed with closed syllables (e.g., ad-ven-ture).

	(xii) Use common pre= fixes and suffixes to read and write multisyllable words formed with open sylla= bles (e.g., na-tion).

	(xiii) Read, write, and spell consonant= -le syllables (ble, cle, dle, fle, gle, kle, ple, sle, tle, zle).

	(xiv) Use consonant -le to read and wr= ite multisyllable words made with closed and open syllables (e.g., ta-ble, hum-ble).
	(xv) Read and spell = single syllable words using r-controlled vowels (e.g., burn, star)

	(xvi) Read and spell multisyllable wor= ds with r-controlled vowels wi= th closed and open syllables (e.g., manner, mayor).

	&nbs= p; (xvii) Demonstrate possible pronunciations of the vowel in an open syllable (long as in t= a-ble; short as in ha-bit; third sound as in wa-ter) and the usefulness of flexibility in applying this information in word attack.

	(xviii) Use:
	s/es for making plurals of nouns
	's to show possession
	s, ed, and ing for verbs.

	(xix) Double the final consonant as re= quired to keep the preceding vowel short when adding endings that begin with a v= owel (e.g., hoped, hopped).

	(xx) Double final f,= l, s when spelling single syllable words with short vowel that ends in f, l, s= (e.g., muff, doll, miss).

	(xxi) Use ck to spell final k so= und in single syllable words with short vowel (e.g., buck) .

	(xxii) Read and spell words ending in tion (/shun/), sion (/shun/ = or /zhun/), and cion (/shun/).

(7) Composition. The student demonstrates ability= to compose and edit writing. <= /p>	The studen= t is expected to (with adult assistance as needed):
	= ;
	(A) Distinguish orally between compl= ete sentences and incomplete ideas.
	= ;
	(B) Utilize many opportunities to wr= ite complete sentences.
	= ;
	(C) Write expanded sentences by addi= ng descriptive words.
	= ;
	(D) Wo= rk with a group to compose brief accounts of experiences, letters, invitations, thank-you notes, story ideas, autobiographical and biographical accounts. Decide first on t= he key ideas and list them in sequential order (e.g., as teacher writes these wh= ich are then used for group reading, for individual reading, and later for individual copying).

	(E) Wr= ite brief notes and invitations.

	(F) Wr= ite short paragraphs of three to four original sentences (e.g., place key ide= as in sequential order).

	(G) Use correct capitalization (the pronoun "I"; the first word of sentences; names of persons and specific places, names of holidays, weekd= ays, and months), punctuation (end of sentence punctuation), comma between day= and year, salutation and closing of a letter), and apostrophe in contractions=

(8) Word Identification. The student reads high-frequency words.	The student is expected to:
	(A) Re= ad regular high-frequency words rapidly that “play fair” by follo= wing spelling conventions.

	(B) Re= ad 100 irregular high-frequency words that do not “play fair,” i.e.,= do not follow spelling conventions. <= /span>

(9) Reading Comprehension and Fluency. The student recogn= izes the characteristics of various types of texts.	The student is expected to:
	(A) Id= entify text as written for entertainment (narrative) or for information (expository).

	(B) Id= entify the character(s), setting, and plot in a narrative selection.

	(C) Te= ll the main idea and relevant details of a selection.

	(D) An= swer short, factual questions over a book or a selection.

	(E) Distinguish fact from opinion in various texts.

	(F) Re= ad fluently with expression that reflects meaning.

(10) Independent Reading/Assigned Reading/Guided Reading. The student listens independentl= y to a wide variety of selections.	The student is expected to:
	(A) Li= sten daily to selections (e.g., fables, fairy tales, poems, classical literatu= re, and factual stories about notable people, science, and history) that are challenging (at or slightly above the student's level of oral lang= uage comprehension).

	(B) Re= ad daily in selections that provide practice in decoding strategies that have been previously taught.

	(C) Re= ad materials daily at a comfortable, independent level (e.g., texts in which= no more than 1 in 20 words is difficult for the reader).

	(D) Re= ad daily in instructional-level materials that are challenging but manageable (e.g= ., texts in which no more than 1 in 10 words is difficult for the reader; a “typical” first grader reads approximately 60 wpm).

	(E) An= swer orally in his/her own words direct questions dealing with elements of the selection.

	(F) Id= entify the storyline and main idea(s) of selections.

	(G) Re= tell orally selections that have been read or listened to.

	(H) Re= ad orally with accuracy and expression, observing end of sentence punctuation and commas.

	(I) Re= ad and reread selections to improve fluency.

(11) Literary Emphasis. The student comprehends the cont= ent of text selections from different lands.	The student is expected to:
	(A) Id= entify the important literary content in the selections about different lands.

	(B) Ex= plain the storyline in selections about different lands.

(12) Literary Terms. The student defines and identifi= es examples of various literary terms.	The student is expected to:
	(A) De= fine the following terms: drama (put= ting on a play, actors, actresses, characters, costumes, scenery, props), hero= es, and heroines.

	(B) Id= entify examples of literary terms (mentioned above) in literary selections.

(13) Inquiry, Research, Study Strategies. The student demonstrates knowledge of basic library/media center usage.	The student is expected to:
	(A) Ch= eck books out of the library/media center.

	(B) Demonstrate proper care/handling of library/media center materials= .

&= nbsp; &nbs= p;

<= /a>En= glish, Language Arts, and = Reading<= /st1:place> -- Grade 2.

Knowledge and Skills.

(1) Listening Skills.The student lis= tens to various types of children’s literature.	The student is expected to:
. <= /o:p>	(A) Li= sten to selections (e.g., nursery rhymes, fables, fairy tales, poems, classical literature, rhyming stories, factual stories about notable people, scienc= e, and history) which are rich in vocabulary.

	(B) Ma= ke predictions; connect selection to previous knowledge; form mental picture= s of settings and characters.

	(C) Di= scuss the main theme, mood, setting (time or place), and characters in the selections.

	(D) Di= scuss meaning of words and concepts from selections and discussions.

	(E) Retell selections; summarize selections.

(2) Speaking Skills. The student participates in various oral presentations and activities.	The student is expected to:
	(A) Wo= rk individually and in small groups to make presentations (e.g., demonstrati= ons, reports, skits, plays); take turns in group discussions; work in small gr= oups to summarize main ideas.

	(B) Ma= ke announcements; report a fire or accident.

(3) Grammar/Usage. The student generates correct ex= amples of basic sentence patterns and grammatical constructions.	The student is expected to:
	(A) Us= e commas in a series.

	(B) Us= e commas with dates.

	(C) Ca= pitalize proper nouns, greetings, and the salutation and closing of a letter.

	(D) Pu= nctuate abbreviations with periods.

	(E) Use apostrophes correctly in contractions.

	(F) Us= e commas in a series and with dates.

=	(G) Re= cognize and generate sentences with action verbs.
=
=	(H) Fi= nd the subject of a verb.
=
=	(I) Id= entify which nouns are singular and which are plural.
=
=	(J) Id= entify and use multi-word descriptive adjectives with nouns.
=
=	(K) Re= cognize common, one-word prepositions.
=
=	(L) Id= entify and compose simple sentences.
=
=	(M) Id= entify simple coordinate conjunctions (i.e., boy, or, yet, for, and, nor), and demonstrate how to use them to make compound sentences.
=
=	(N) Distinguish between complete and incomplete sentences; self-correct incomplete sentences and make them complete sentences.
=
(4) Phonemic Awareness. The student orally demonstrates phonemic awareness (the understanding that the spoken word consists of a sequence of elementary sounds).	The student is expected to:
	(A) Bl= end and segment orally 3-, 4-, and 5-phoneme words as follows:

	(i= ) 3-phoneme words (cvc—e.g., m-a-t);

	(ii) 4-phoneme words (ccvc—e.g., s-t-o-p; cvcc e.= g., j-u-m-p);

	(iii) 5-phoneme words (cccvc--e.g., s-t-r-i-ng) (cvccc--e.g., h-i-n-t-s); &nbs= p;

	(iv) multisyllable w= ords (e.g., ad-ven-ture)

	(B) Bl= end (orally) common beginnings or endings and root words to form larger words= (e.g., base + ball -> baseball; ac + tion -> action; re + fry -> refry; depart + ment -> department; re + model -> remodel; pitch + er -> pitcher).

(5) Penmanship. The student demonstrates the abi= lity to write cursively. (Local = school districts may choose to begin cursive writing in second semester of second grade or at the beginning of third grade.)	The student is expected to:
	(A) Distinguish cursive from manuscript writing.

	(B) Ex= plain the purpose of cursive writing.

	(C) Id= entify appropriate times to use manuscript (e.g., maps, charts) or cursive.

	(D) Demonstrate how to form the connecting line between any two given letters.
.
	(E) Pr= oduce neat, legible cursive writing (e.g., consistent slant, correct letter formation, correct size).

(6) Print Concepts. The student demonstrates how to = use the basic parts of a book.	The student is expected to:
	(A) Id= entify basic parts of a book (e.g., cover, title page, table of contents, index)= .

	(B) Us= e basic parts of a book (mentioned above).

(7) Orthographic Knowledge (Spelling). The student demonstrates knowledge of the 44 - 45 phonemes of English (see Figures 1,= 2, and 3 for assistance).	The student is expected to:
	(A) Alphabetic knowledge

	(i) Arrange words in alphabetic orde= r to the second letter.

	(ii) Use alphabetic = order to locate information in the dictionary or other reference materials.

	(B) Letter-sound (basic phonics) knowle= dge

	(i) Write correct basic phonogram wh= en each of the 44 - 45 English phonemes is dictated (see Figure2 for assistance). The following = list is a general delineation of written representations of these 44 - 45 phon= emes and should be learned by the student as early as the student is able to assimilate them:
	Advanced Basic Phonogram Chart
	single letters a throug= h z, including qu (/kw/)
	er &nbs= p; ay &nbs= p; ou
	ir &nbs= p; ai &nbs= p; ow
	<= st1:place w:st=3D"on">ur &nbs= p; oy &nbs= p; ck
	or &nbs= p; oi<= span style=3D'mso-spacerun:yes'> &nbs= p; ew
	ar &nbs= p; aw &nbs= p; ui
	sh &nbs= p; au &nbs= p; ng
	ch &nbs= p; oo &nbs= p; ph
	th &nbs= p; ee &nbs= p; igh
	wh &nbs= p; ea &nbs= p; = ear(/er/)

	These additional combinat= ions should be learned in Grade 2 if not previously learned.

	ey &nbs= p; ti (/sh/) &nbs= p; dge
	ie &nbs= p; ci (/sh/) &nbs= p; gh (/f/)
	ei &nbs= p; si (/sh/ /zh/) &nbs= p;

	(ii) Say the correct phoneme when sho= wn each basic phonogram

	(iii) Practice to automaticity t= he reading and spelling of single syllable words of up to three sounds (up to cvc) that use the basic phonograms of English.

	(C) Word attack (advanced letter-sound)=

	(i) first-grade objectives:
	(I) final e signal for long vowel
	(I= I) the= most consistent vowel teams ee, ea, ai, and oa
	(III) c before i, e, or y
	(IV) g before i, e, or y
	(V= ) ope= n, closed, consonant-le, r-controlled syllables
	(VI) common prefixes and suffixes
	(V= II) inflectional endings -s,-es,-'s,-ed,-ing without change in base= word
	(VIII) double final f, l, s
	(IX) final ck
	(X) qu as borrowing kw sound
	(XI) i, u, v not at end of words
	(XII) sounds of y

	(ii) Spell words cor= rectly that drop the final e when the endings (e.g., -ing, -ed, -able) begin wit= h a vowel.

	(iii) Correctly spell words that have endings which begin with a vowel (e.g., -ing, -ed,-able) by keeping the f= inal e if needed to keep soft sound of g or c (e.g., noticeable, changeable) o= r if needed to preserve the word (e.g., dyeing, acreage, mileage).

	&nbs= p; (iv) Correctly spell= words that have a silent t in an -le syllable with st (e.g., castle, thistle, whistle).

	&nbs= p; (v) Divide compound = words into individual words (e.g., out + law, air + line, in + to, with + out).=

	&nbs= p; (vi) Define and spell correctly examp= les of homophones (i.e., sound the same, spelled differently) (e.g., its/it's). =

	&nbs= p; (vii) Read and spell contractions correctly (e.g= ., I'm, he's, she's, it's, I'll, he'll) and -n't (hasn't, haven't).

	(D) Word identification

	&nbs= p; (i) Read rapidly and= spell high-frequency, regular and irregular words (according to professional lists).

	(ii) Read and spell words with inflec= tional endings (e.g., -s, -ed, -ing, -'s) and common prefixes (e.g., pre, re, un, dis) and suffixes (e.g., ment, ly, able, ful, ness, ous, y).

(8) Composition. The stu= dent demonstrates ability to compose and edit writing in various types of modes.	The student is expected to:

	(A) Co= mpose original sentences which contain descriptive words and phrases.

	(B) Wr= ite friendly letters and address envelopes.

	(C) Wr= ite a paragraph which contains key ideas in proper sequence.

	(D) Distinguish among the four modes of writing (e.g., narrative, desc= riptive, persuasive, expository).

	(E) Wr= ite a paragraph that models a well-written example of a narrative paragraph.

	(F) Ed= it for grammar, capitalization, and punctuation.

	(G) Sh= ow revisions of written works by adding or deleting a word, phrase, or sente= nce.

	(H) Wr= ite a corrected final copy.

	(I) Use correct margins, heading, title, indentation

(9) Reading Comprehension and Fluency. The student recogn= izes characteristics of various types of texts.	The student is expected to:
	(A) Id= entify text as written for entertainment (narrative), for information (expositor= y), for information in an entertaining way (informative narrative).

	(B) Demonstrate understanding of character(s), setting, and plot in narrative selections.

	(C) Id= entify the beginning, middle, and end of a selection.

	(D) An= swer inferential questions over a book or a selection.

	(E) Te= ll the main idea and relevant details of selections.

	(F) Co= nnect text, using grade-level selections, to what he/she knows, predict outcome= s, draw conclusions, make generalizations, and summarize.

	(G) Te= ll the difference between fact and fantasy.

	(H) Re= ad fluently with expression that reflects meaning.

(10) Independent Reading / Assigned Reading / Guided Reading. The student reads and studies no= table literary selections which are rich in vocabulary.	The student is expected to:

=	(A) Pr= esent brief, comprehensive narrative summaries of notable literary selections w= hich are rich in vocabulary (e.g., "Harriet Tubman," "Hurt No Living Thing," "Seashell," "Smart," "Caterpillars," "A Christmas Carol," "The Empero= r's New Clothes," "How the Camel Got His Hump," "Beauty a= nd the Beast," "The Blind Men and the Elephant" "The Spi= der and the Fly," "Who Has Seen the Wind?" Charlotte's Web<= /u>, "El Pájaro Cu," The Courage of Sarah Noble, The Fourth of July Story, The Little House in the Big Woods).
=
=	(B) De= code text with fluency.
=
=	(C) Re= ad materials daily at a comfortable, independent level (e.g., texts in which= no more than 1 in 20 words is difficult for the reader).
=
=	(D) Re= ad daily in instructional-level materials that are challenging but manageable (e.g= ., texts in which no more than 1 in 10 words is difficult for the reader; a “typical” second grader reads approximately 70 wpm).

(11) Literary Emphasis. The student reads and comprehends selections taken from American myths and tall tales.	The student is expected to:
	(A) Id= entify the important literary content in selections taken from American myths and tall tales.

	(B) Ex= plain the storyline of selections taken from American myths and tall tales.
=
(12) Literary Terms. The student defines and identifi= es examples of various literary terms.	The student is expected to:
	(A) De= fine the following terms: biography, autobiography, fiction, and nonfiction.

	(B) Id= entify examples of literary terms (mentioned above) in literary selections.

(13) Inquiry, Research, Study Strategies. The student uses various areas of the library/media center.	The student is expected to:
	(A) Lo= cate the various areas of the library/media center (e.g., fiction, nonfiction, newspapers, computers).

	(B) Us= e the various areas of the library/media center (mentioned above).

<= /a> =

En= glish, Language Arts, and Reading -- Grade 3.

Knowledge and Skills.

(1) Listening Skills. The student listens to various t= ypes of children’s literature,	The student is expected to:
	(A) Li= sten to selections, including poetry, classical literature, factual stories about persons, places, science, and history.

	(B) Ma= ke predictions, connect selection to previous knowledge, form mental picture= s of settings and characters.=

	(C) Di= scuss the main theme, mood, setting (time or place), and characters in the sele= ctions.

	(D) Di= scuss meaning of words and concepts from selections and discussions.

	(E) Re= tell selections, summarize selections.
(2) Speaking Skills. The student participates in vari= ous oral presentations and activities,	The student is expected to:
	(A) Wo= rk individually and in small groups to make presentations, including demonstrations, reports, skits, and plays; take turns in group discussion= s; work in small groups to summarize main ideas.

	(B) Ma= ke introductions; give directions and formulate descriptions.

(3) Grammar/Usage. The student generates correct ex= amples of basic sentence patterns and grammatical constructions.	The student is expected to:
	(A) Ge= nerate sentences with singular and plural nouns as subjects.

	(B) Wr= ite the correct plural forms of nouns. &nbs= p;

	(C) Wr= ite proper and common nouns correctly.

	(D) Use capitalization for geographical names and historical periods.

	(E) Use quotation marks correctly in direct quotes.

	(F) Id= entify correct examples of subject-verb agreement.

	(G) Id= entify prepositions and locate their objects.

	(H) Pl= ace prepositional phrases close to the word(s) they modify in order to gain clarity of meaning.

	(I) Locate nominative case personal pronouns (i.e., = I, you, he, she, it, we, you, they) in sentences.

	(J) Lo= cate objective case personal pronouns (i.e., me, you, him, her, it, us, you, t= hem) in sentences.

	(K) Lo= cate possessive case personal pronouns (i.e., my, mine, your, his, her, hers, = our, ours, yours, their, theirs) in sentences.

	(L) Fi= nd the antecedents for personal pronouns and make sure the antecedents agree in number and gender.

	(M) Recognize forms of to be" and locate predic= ate nouns, predicate pronouns, and predicate adjectives.


	(N) Id= entify present, past, and future tenses of regular verbs and use them in correct sentences.

	(O) Lo= cate adjectives that modify nouns or pronouns.

	(P) Lo= cate adverbs that modify verbs, adjectives, and adverbs.

(4) Phonemic Awareness. The student orally demonstrates phonemic awareness (the understanding that the spoken word consists of a sequence of elementary sounds).	The student is expected to:
	(A) Di= vide orally multisyllabic words into syllables.

	(B) Id= entify common beginnings and endings.

(5) Penmanship. The students writes cursively.	The student is expected to:
	(A) Us= e neat, legible cursive writing on most school work.

	(B) Pr= oduce neat, legible cursive writing (e.g., consistent slant, correct letter formation.

(6) Print Concepts. The student demonstrates underst= anding of the format of an outline and of poetic verse.	The student is expected to:
	(A) Demonstrate the format of an outline.

	(B) Demonstrate the format of poetic verse.

(7) Orthographic Knowledge (Spelling). The student demonstrates knowledge of the 44 - 45 phonemes of English (see Figures 1,= 2, and 3 for assistance).	The student is expected to:
	(A) Alphabetic knowledge

	(i) Arrange words in complete alphab= etic order.

	(ii) Use alphabetic = order to locate information in dictionary and other reference works.

	(B) Letter-sound (basic phonics) knowle= dge

	(i) Write with automaticity the correct basic phonogram when each English phoneme is dictated.

	&nbs= p; (ii) Say correct pho= neme with automaticity when shown each basic phonogram.

	&nbs= p; (iii) Practice to automaticity reading and spelling multisyllabic words using the basic phonograms.

	(C) Word attack (advanced letter-sound)=

	&nbs= p; (i) Develop flexibil= ity and automaticity in basic word attack skills using the following:

	(I) final e signal for long vowel
	(I= I) the= most consistent vowel teams ee, ea, oa, ai
	(III) c before i, e, or y
	(IV) g before i, e, or y
	(V)= ope= n, closed, consonant-le, r- controlled syllables
	(VI) common prefixes and suffixes
	(V= II) inflectional endings -s, -es, -'s, -ed, - ing (without change in= base word, doubling final consonant when needed)
	(VIII) dropping final e when needed
	(IX) double final f, l, s
	(X) final ck
	(XI) qu as borrowing kw sound
	(XII) i, u, v not at end of words
	(XIII) sounds of y
	&nbs= p; (ii) Pronounce corre= ctly words that have two adjacent vowels which make two separate sounds; know that two vowel letters usua= lly make one sound (e.g.,sail, boat, sea, pie, dues) but that they cou= ld in fact be two separate vowel sounds (e.g., mosaic, create, oasis, quiet, duet).

	(iii) Utilize syllab= le division as a word-attack aid, not as an exact science (dictionaries do n= ot always agree on specifics); be flexible in considering different ways of pronouncing a word.

	(iv) Know a generally reliable way to divide words into syllables (e.g., look for compound words, common beginnings, common endings; if found, divide at those places:

	--mark vowels, consider= ing whether two vowels constitute one sound or two sounds and considering whe= ther r after a vowel constitutes an r-controlled vowel;

	--doubled consonants are divided (e.g., lit - tle);

	--vowels usually grab a preceding single consonant (e.g., rap - id).

	(v) Begin to apply syllabication rules (mentioned above)&nb= sp; to spelling .

	&nbs= p; (vi) Add correct grammatical endings to words ending in consonant-y: add ing (e.g., copy--copying); f= or other endings, change y to i and add ending (e.g., copy--copied, copier).=

	&nbs= p; (vii) Use the correct homophones (words with different spellings but pronounced the same); read examples correctly (e.g., wood—would; their—there—they’re).

	&nbs= p; (viii) Identify some common word roots and give meanings for them.

	(D) Word identification

	&nbs= p; (i) Demonstrate imme= diate recognition of common prefixes (e.g.,con, pro, per, pre, de, trans, mis, = non, ex, sub, bi, mal, circum, inter, intra, super, trans) and suffixes (e.g., tive, sive, tion, ture, able, ible, age, ant, ent, ize, ance).

	&nbs= p; (ii) Demonstrate imm= ediate recognition of words that are regular or decodable using word attack skil= ls that have been previously taught.

	&nbs= p; (iii) Read and spell correctly inflectional endings, common prefixes and suffixes.

	&nbs= p; (iv) Use common inflectional suffixes correctly.

(8) Composition. Using various forms, the student writes for a variety of audiences and for a variety of purposes.	The student is expected to:
	(A) ONE-PARAGRAPH NARRATIVE -- Literary Theme= Tied to Composition: King Arthur and the knights of the Round Table=

	Plan a one-paragraph narrative composition based upon the theme of King Arthur and the knights of the Round Table. U= se prewriting techniques (e.g., brainstorming, image mapping, listing), making sure that key ideas are sequenced in chronological order.

	Establish the audience (e.g., peers, pare= nts, teachers, school-wide, global).

	Establish the mood (e.g., happy, sad, wishful, ominous, festive).

	Establish the author's point of view (e= .g., first person, third person, third person limited, or third person omniscient).

	Establish the setting.

	Use example(s) of dialogue.

	Write a concluding sentence which summarizes succinctly the main ideas in the paragraph.

	(B) ONE-PARAGRAPH DESCRIPTIVE -- Literary Theme Tie= d to Composition: King Arthur and the knights of the Round Table
	<= /span>
	Plan a one-paragraph descriptive composit= ion based upon the theme of King Arthur and knights of the Round Table.<= span style=3D'mso-spacerun:yes'> Use prewriting techniques (= e.g., brainstorming, image mapping, listing), making sure that key ideas a= re sequenced in a definite order (e.g., order of importance, chronologi= cal, spatial, logical).

	Establish the audience (e.g., peers, pare= nts, teachers, school-wide, global).

	Establish a point of reference (e.g., fro= nt to back, top to bottom, left to right, right to left, most important= to least important, close to far).

	Establish the mood (e.g., joyful, melanch= oly, reminiscent, mysterious).

	Use vivid verbs, sensory details, descrip= tive adjectives, similes, and metaphors.

	Write a concluding sentence which summari= zes the key points in the composition, making sure not to present any new information.

	Tie sentences together with transitional words (e.g., also, besides, in addition, as usual, generally, includ= ing, above all, together with, instead, in summary, above). =

	(C) Understand use of proofreading symbols.

	(D) Ed= it and revise syntax and include simple and compound sentences.

	(E) Ed= it and revise drafts for grammar, capitalization, punctuation, spelling, and word choices using dictionaries and thesauruses.

	(F) Wr= ite a corrected final copy.

	(G) Take notes from g= uest speakers, books, encyclopedias, and media sources.

	(H) Compile notes int= o a list of key, sequenced ideas.

	(I) Write a short nar= rative poem (e.g., ballad, limerick, parable) that uses literary devices (e.g., rhyme, meter, pattern of verse, metaphors, similes).

(9) Decoding (Word Identification).<= span style=3D'mso-spacerun:yes'> The student reads with ease.	The student is expected to:
	(A) Re= ad with automaticity and accuracy.

	(B) Use syllabication rules.

	(C) De= code multisyllable words with ease.

(10) Reading Comprehension and Fluency. The student reads various types of texts with comprehension; the student uses strategic rea= ding skills with ease.	The student is expected to:
	(A) Re= ad fluently with expression which reflects meaning.

	(B) De= code the text with ease and answer basic literal-comprehension questions over simp= le narrative text which is textually explicit (i.e., requires little or no background knowledge) and which is short in length.

	(C) Di= scuss character information, conflict/problem, resolution of the problem, and t= he meaning of the author's message.=
	(D) Re= ad for literal comprehension (information that is directly stated) in narrative texts.

	(E) Gi= ve the main ideas of an expository text.

	(F) Distinguish between essential information (need to know) and additional information (nice to know).

	(G) Su= mmarize the expository text.

	(H) Gi= ve the sequential order of events in a selection.

	(I) St= ate, using grade-level selections, how the&nb= sp; text connects to what he/she knows, predict outcomes, draw conclusions, make generalizations, find context clues, evaluate cause/eff= ect, and formulate a summary.=

(11) Independent Reading/Assigned Reading/Guided Reading. The student reads and studies li= terary selections which are rich in vocabulary.=	The student is expected to:
	(A) Pr= esent brief, comprehensive narrative summaries of notable literary selections w= hich are rich in vocabulary (e.g., "Adventures of Isabel," "The Bee," "The Crocodile," "Father William," "F= irst Thanksgiving of All," "Trees," Alice in Wonderland, &quo= t;Aladdin and the Wonderful Lamp," "The Hunting of the Great Bear," "The Little Match Girl," "Three Words of Wisdom,” The Wind in the Willows, The Little House on the Prairie, The Matchlock Gun, Benjamin West and His Cat Grimalkin, Farmer = Boy).