Reading Letter Word/ID-Literary Emergent

Challenge
Level
Phonological Awareness and Phonics (P)
Vocabulary (V)
P11*
Sounding out regularly spelled (decodable) one-syllable or two-syllable
words using letter-sound correspondence knowledge EXAMPLES
(regularly spelled one and two syllable words): bat, kitten, classroom
R:WID:1:1.1
P10
Identifying the primary sounds represented by most letters (Sound-symbol
correspondence)[in response to a question] R:WID:K:1.6
P9
Recognizing and naming all upper and lower case letters R:WID:K:1.5
P8*
Demonstrating a basic understanding of how the letters of phonetically
regular words (going from left to right), represent their sounds[sounds word
out] R:WID:K:1.1
P7
Reading high frequency words including names, environmental print, sight
words (as appropriate to the child's personal and classroom experiences)
R:WID:K:1.4
P6
Distinguishing between printed letters and words
[in response to a question] R:ERS:K:2.1
P5
Identifying the first [sound]of a word ERS:K:2.3
P4
Identify letters by sounds ***PA1
P3▪
Producing pairs of rhyming words R:ERS:1:1.5
P2
Blending and segmenting phonemes
in one syllable words (e.g., f-i-sh, r-u-n) R:ERS:1:1.2
P1▪
Recognizing pairs of rhyming
words.[match, produce] R:ERS:K:1.5
V4
Using strategies to unlock meaning (e.g., activating prior knowledge, using cues,
using context clues, or asking questions during read-alouds or text reading)
R:V:1:1.1(LC)
V3
Organizing words by category (e.g., sorting pictures or objects into groups)
R:V:K:2.3
V2
Selecting appropriate words to use in context R:V:1:2.2
V1
Identifying synonyms or antonyms (e.g., big/large; hot/cold) to connect new words
to known words
EXAMPLE: What word means the same as _____? R:V:K:2.1
Emergent
Reading Letter Word/ID-Literary Emergent
“Recognizing”, as related to this standard, will be defined as
Naming or Choosing from an array of options.
Credit will be given if student demonstrates recognition of two or
more upper AND two or more lower case letters, but not all as
written in standard. Upper and lower case letters do not need to be
independent of each other (i.e. Aa, Bb, Cc, are acceptable)
Challenge Level
Identify Concepts of Print (I)
Text Organization (T)
Emergent
Reading Structure of Text & Story-Literary Emergent
I6
Demonstrating 1-1 matching of words spoken to
words in print R:ERS:1:2.6
I5
Following text with finger-pointing [or head
and/or eye movement] (e.g., charts, simple
books), demonstrating left-to right and top-to
bottom directionality R:ERS:K:2.2
I4
Shows front and back of book, print, illustrations,
right way up, recognizes first, last, and/or
beginning/end.[in response to specific questions]
R:ERS:K:2:4
I3
Indicates print carries message, "Where do I start
reading?” [in response to a question] ***ICP3
I2
Distinguishing between print and pictures [in
response to a question Example: Point to the
picture.] ***ICP2
I1
Student initiates turning pages of text through
communication or action. ***ICP1
T4
Distinguishing between literary and informational
texts (LC) R:LT:1:1:4
T3
Identifying title, author, illustrator R:ERS:1:2:4
T2
Identifying literary devices as appropriate to genre:
rhyme, repeated language (e.g. "teeny - tiny")
EXAMPLE: In Brown Bear, Brown Bear, what
words are repeated in the story? (LC) R:LT:1:1.5
T1
Uses pictures and other non-print text features to
gain meaning. (e.g., illustrations, charts, graphs)
***TO:1
Conventions
(Sentence Structure,
Complexity & Grammar) (C)
C3
Identifying basic punctuation marks and their
usage (e.g. question marks, periods, quotation
marks) [in response to a question] R:ERS:1:2.5
C2
Noticing when simple sentences fail to make sense
(while listening to a read aloud or reading a simple
text) R:RS:K:1.1
C1
Using pictures, syntax or repetitive language
patterns to help predict upcoming words
R:RS:K:1.2
I5 Top to bottom demonstration is not possible at this level.
Credit will be given without top to bottom demonstration.
The word “And” will be ignored, as it relates to this standard.
Reading Initial & Literal Understanding-Literary Emergent
Emergent
Challenge
Level
Identifying and Describing (D)
D2♪
Identifying characters or setting in a
story [in response to a question} (LC)
R:LT:1:1.1
D1♪
Identifying characters in a story [in
response to a question] (LC)
R:LT:K:1.1
Obtaining Information
for a Purpose (OI)
OI1
Generating questions during read
alouds (LC) R:LT:K:1.3
Organizing Information (O)
O1
Responding to simple questions about a book's content(e.g. "What did that
hungry caterpillar eat?” EXAMPLES (of responses): drawing, reenacting parts
of a story, etc. (LC) R:LT:K:1.2
♪ In this situation, credit may be given for both standards within the same challenge level (total of 2 scorable units) if student response matches the words of the
standard –as written (and therefore satisfies the requirement of the standard) - even if performance is the same for both standards.
At the Emergent Level, identifying and describing only “setting” in a story can only be credited for the higher of the two similar emergent standards since this word
is not used in the prior standard at this level.
Reading Analysis & Interpretation-Literary Emergent
Emergent
Challenge
Level
Connections and Making Predictions/Inferences (MP)
MP3
Using Strategies while reading or listening to literary and [or] informational text to make
connections (text to self, text to text, and text to world) (See Metacognition Strategies for
Comprehension of Texts) R:RS:1:2:1a (LC)
MP2
Using strategies while reading or listening to literary and [or] informational text to make
predictions and/or text based inferences. (See Metacognition Strategies for Comprehension
of Texts) R:RS:1:2.1b (LC)
MP1
Comparing stories or other text to personal experience, prior knowledge, which might
include other texts R:LT:K:4.1 (LC)
Literary Elements
(Character,
Point of View,
Theme, and Details) (L)
Gathering and Evaluating
Information
(Synthesizing,
Fact and Opinion) (G)
NONE
NONE