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Birth to 5 Years - A Framework for Achieving Washington’s EALRs In Early Childhood

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Language Arts - Reading

Standards

What students should know and be able to do

1. The student understands and uses different reading skills and strategies to read. To meet this standard, the student will:
   1. use word recognition and word meaning skills to read and comprehend text.
      • recognize that letters have sounds and that sounds are expressed by letters (phonological awareness)
      • recognize some letter sounds
      • respond to and/or verbalize some beginning and ending word sounds
      • are aware of separable and repeating sounds
      • recognize that letters have individual names
      • are familiar with letters of the alphabet
      • know some letter names
      • recognize at least their own first name in print
   2. build vocabulary through reading
      • retell a familiar story while looking at the pictures of that book
      • ask and answer simple questions about a book that has been read to them
      • express ideas and information received from pictures in books and around the classroom or home
      • show interest in reading related activities.
      • rhyme words with a model
   3. read fluently, adjusting reading for purpose and material
      • recognize and understand simple songs and symbols (in the classroom environment, home and in the larger community)
   4. understand elements of literature - fiction
      • are familiar with a range of books and stories including both fiction and nonfiction
      • begin to understand that different text forms are used for different functions (such as text for a story, a list for groceries, etc.)
   5. use features of non-fiction text and computer software
   6. exposure to age appropriate computer software
2. The student understands the meaning of what is read. To meet this standard, the student will:
   1. comprehend important ideas and details
   • will follow directions; answer questions; or identify objects, people, or events using at least 10 different terms that describe quality
   • will follow directions; answer questions, or identify objects or events using at least eight different terms that describe quantity
   • will follow directions; answer questions, or identify objects or events using at least eight different terms that describe spatial reactions
   • will follow directions; answer questions, or identify objects or events using at least eight different terms that describe size
   • will follow directions, answer questions, or identify events using at least seven different terms that describe temporal relations
   • will demonstrate understanding of the purpose, function, and use of books by performing prereading tasks: demonstrating functional use of books, telling about pictures in book, and participating actively in storytelling.
   • Without contextual cues, the child will spontaneously and accurately relate events that occurred on the same day at least 30 minutes after the occurrence of the event
   • Will spontaneously or on request, tell two of the following: telephone number, alphabet, numbers 1-20, spelling of name or days of the week.
   2. expand comprehension by analyzing, interpreting, and synthesizing information and ideas
      • will select appropriate clothing for the weather and/or occasion and dress self at a designated time. Reminders are acceptable
      • will demonstrate understanding of the purpose, function, and use of books by performing prereading tasks: demonstrate functional use of books, telling about pictures in books and participating actively in storytelling.
      • think critically and analyze authors' use of language, style, purpose, and perspective
      • demonstrate understanding of the purpose, function and use of books by performing prereading tasks: demonstrate functional use of books, telling about pictures in books and participating actively in storytelling.
3. The student reads different materials for a variety of purposes. To meet this standard, the student will:

1. read to learn new information
• demonstrate understanding of the purpose, function, and use of books by performing prereading tasks: demonstrating functional use of books, telling about pictures in books, participating actively in storytelling.
2. read to perform a task
• respond to functional two-step directions that are not routinely given, the child will correctly perform the sequence such as a gross motor activity.
• Retell a sequence of at least three events verbally, through gestures and demonstration, or by arranging pictures into a correct sequence.
3. read for literary experience
• demonstrate understanding of the purpose, function, and use of books by performing prereading tasks: demonstrating functional use of books, telling about pictures in books and participating actively in storytelling.
4. read for career applications (demonstrate how literacy is used in the workplace)
• develop an awareness of different helpers in immediate environments and an understanding of the idea of career.
5. develop interests and share reading experiences
• express preferences for particular subjects and/or want to find more information about a topic of interest
4. The student sets goals and evaluates progress to improve reading. To meet this standard, the student will:
1. assess strengths and need for improvement
• will increase interest in reading stories and trying to read themselves
• communicate personal likes and dislikes about people, objects, and activities.
• Use words, phrases, or sentences to do the following:
  1. Express anticipated outcomes
  2. Describe pretend objects, events, or people
  3. Label own or others' affect/emotions
  4. Describe past events
  5. Make commands to and requests of others
  6. Obtain information
  7. inform
• spontaneously or on request, will indicate why particular solutions to problems that occur within context would or would not work. (at a concrete level)
• will make statements and appropriately answer questions that require the child to:
  1. give reasons for inferences
  2. make predictions about future or hypothetical events
  3. determine possible causes for events.
2. seek and offer feedback to improve reading
   • will ask questions about text related to content and predict outcomes
   • use words, phrases, or sentences to do the following:
     1. Express anticipated outcomes
     2. Describe pretend objects, events, or people
     3. Label own or others' affect/emotions
     4. Describe past events
     5. Make commands to and requests of others
     6. Obtain information
     7. inform
   • use conversational rules to initiate and maintain communicative exchanges for two or more consecutive exchanges. An exchange includes a response from both the child and another person.
   • use the following forms to ask questions:
     1. yes/no question
     2. questions with inverted auxiliary
     3. when questions
     4. why, who, and how questions
     5. what and where questions
     6. rising inflection

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Riverview School District
32240 NE 50th Street • Carnation, WA. 98014 • Telephone (425) 844-4500 • Fax (425) 844-4502
Riverview School District Contact - Cheryl Layman, laymanc@riverview.wednet.edu
Web Point of Contact - Paul Censullo, censullop@riverview.wednet.edu

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