SECTION 210:15-3-27. Standard Two: Reading and Writing Process/Reading Foundations

(a)   Statement of the standard. Students will use a variety of recursive reading and writing processes. Students will develop foundational skills for future reading success by working with sounds, letters, and text.

(b)   Standard Two objectives for Pre-Kindergarten. The following objectives apply for students in Pre-Kindergarten:

(1)   Reading. Students will read and comprehend increasingly complex literary and informational texts.

(A)   Objective 1. Students will begin to retell or reenact major events from a read-aloud with guidance and support to recognize the main idea.

(2)   Writing. Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.

(A)   Objective 1. Students will begin to express themselves through drawing, dictating, and emergent writing.

(3)   Phonological Awareness. Students will develop and apply the ability to recognize, think about, and manipulate sounds in spoken language without using text.

(A)   Objective 1. Students will distinguish spoken words in a sentence with guidance and support.

(B)   Objective 2. Students will recognize spoken words that rhyme.

(C)   Objective 3. Students will begin to recognize syllables in spoken words (e.g. sunshine = sun + shine).

(D)   Objective 4. Students will begin to isolate initial and final sounds in spoken words.

(E)   Objective 5. Students will begin to recognize initial sounds in a set of spoken words (i.e. alliteration).

(F)   Objective 6. Students will combine onsets and rimes to form familiar one syllable spoken words with pictorial support (e.g. /c/ at = cat).

(4)   Print Concepts. Students will demonstrate their understanding of the organization and basic features of print, including book handling skills and the understanding that printed materials provide information and tell stories.

(A)   Objective 1. Students will write the majority of the letters in their first name and some uppercase and lowercase letters with guidance and support.

(B)   Objective 2. Students will understand that print carries a message by recognizing labels, signs, and other print in the environment with guidance and support.

(C)   Objective 3. Students will begin to demonstrate correct book orientation and identify the front and back covers of a book.

(D)   Objective 4. Students will recognize that written words are made up of letters and are separated by spaces with guidance and support.

(E)   Objective 5. Students will begin to understand that print moves from top to bottom, left to right, and front to back.

(F)   Objective 6. Students will recognize ending punctuation marks in print during shared reading or other text experiences with guidance and support.

(5)   Phonics and Word Study. Students will decode and read words in context and isolation by applying phonics and word analysis skills.

(A)   Objective 1. Students will name the majority of the letters in their first name and many uppercase and lowercase letters with guidance and support.

(B)   Objective 2. Students will produce some sounds represented by letters with guidance and support.

(6)   Fluency. Students will recognize high-frequency words and read grade-level text smoothly and accurately, with expression that connotes comprehension.

(A)   Objective 1. Students will read first name in print.

(c)   Standard Two objectives for Kindergarten. The following objectives apply for students in Kindergarten:

(1)   Reading. Students will read and comprehend increasingly complex literary and informational texts.

(A)   Objective 1. Students will begin to retell or reenact major events from a read-aloud with guidance and support to recognize the main idea.

(B)   Objective 2. Students will discriminate between fiction and nonfiction/informational text with guidance and support.

(C)   Objective 3. Students will sequence the events/plot (i.e. beginning, middle, and end) of a story or text with guidance and support.

(2)   Writing. Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.

(A)   Objective 1. Students will begin to develop first drafts by expressing themselves through drawing and emergent writing.

(B)   Objective 2. Students will begin to develop first drafts by sequencing the action or details of stories/texts.

(C)   Objective 3. Students will begin to edit first drafts using appropriate spacing between letters and words.

(3)   Phonological Awareness. Students will develop and apply the ability to recognize, think about, and manipulate sounds in spoken language without using text.

(A)   Objective 1. Students will distinguish spoken words in a sentence.

(B)   Objective 2. Students will recognize and produce pairs of rhyming words, and distinguish them from non-rhyming pairs.

(C)   Objective 3. Students will isolate and pronounce the same initial sounds in a set of spoken words (e.g. alliteration) (e.g. "the puppy pounces").

(D)   Objective 4. Students will recognize the short or long vowel sound in one syllable words.

(E)   Objective 5. Students will count, pronounce, blend, segment, and delete syllables in spoken words.

(F)   Objective 6. Students will blend and segment onset and rime in one syllable spoken words (e.g. Blending: /ch/ + at = chat; segmenting: cat = /c/ + at).

(G)   Objective 7. Students will blend phonemes to form one syllable spoken words with 3 to 5 phonemes (e.g. /f/ /a/ /s/ /t/ = fast).

(H)   Objective 8. Students will segment phonemes in one syllable spoken words with 3 to 5 phonemes (e.g. "fast" = /f/ /a/ /s/ /t/).

(I)   Objective 9. Students will add, delete, and substitute phonemes in one syllable spoken words (e.g. "add /c/ to the beginning of "at" to say "cat;" "remove the /p/ from "pin," to say "in;" "change the /d/ in "dog" to /f/ /r/ to say "frog").

(4)   Print Concepts. Students will demonstrate their understanding of the organization and basic features of print, including book handling skills and the understanding that printed materials provide information and tell stories.

(A)   Objective 1. Students will correctly form letters to write their first and last name and most uppercase and lowercase letters correctly.

(B)   Objective 2. Students will demonstrate their understanding that print carries a message by recognizing labels, signs, and other print in the environment.

(C)   Objective 3. Students will demonstrate correct book orientation and identify the title, title page, and the front and back covers of a book.

(D)   Objective 4. Students will recognize that written words are made up of letters and are separated by spaces.

(E)   Objective 5. Students will recognize that print moves from top to bottom, left to right, and front to back (does not have to be matched to voice).

(F)   Objective 6. Students will recognize the distinguishing features of a sentence (e.g. capitalization of the first word, ending punctuation: period, exclamation mark, question mark) with guidance and support.

(5)   Phonics and Word Study. Students will decode and read words in context and isolation by applying phonics and word analysis skills.

(A)   Objective 1. Students will name all uppercase and lowercase letters.

(B)   Objective 2. Students will sequence the letters of the alphabet.

(C)   Objective 3. Students will produce the primary or most common sound for each consonant, short and long vowel sounds (e.g. c = /k/, c = /s/, s = /s/, s = /z/, x = /ks/, x = /z/).

(D)   Objective 4. Students will blend letter sounds to decode simple Vowel / Consonant (VC) and Consonant / Vowel / Consonant (CVC) words (e.g. VC words = at, in, up; CVC words = pat, hen, lot).

(6)   Fluency. Students will recognize high-frequency words and read grade-level text smoothly and accurately, with expression that connotes comprehension.

(A)   Objective 1. Students will read first and last name in print.

(B)   Objective 2. Students will read common high frequency grade-level words by sight (e.g. not, was, to, have, you, he, is, with, are).

(d)   Standard Two objectives for Grade 1. The following objectives apply for students in Grade 1:

(1)   Reading. Students will read and comprehend increasingly complex literary and informational texts.

(A)   Objective 1. Students will retell or reenact major events in a text, focusing on important details to recognize the main idea.

(B)   Objective 2. Students will discriminate between fiction and nonfiction/informational text.

(C)   Objective 3. Students will sequence the events/plot (i.e. beginning, middle, and end) of a story or text.

(2)   Writing. Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.

(A)   Objective 1. Students will begin to develop and edit first drafts using appropriate spacing between letters, words, and sentences using left-to-right and top-to-bottom progression.

(B)   Objective 2. Students will develop drafts by sequencing the action or details in a story or about a topic through writing sentences with guidance and support.

(C)   Objective 3. Students will correctly spell grade-appropriate, highly decodable words (e.g. cup, like, cart) and common, irregularly spelled sight words (e.g. the) while editing.

(D)   Objective 4. Students will use resources to find correct spellings of words (e.g. word wall, vocabulary notebook).

(3)   Phonological Awareness. Students will develop and apply the ability to recognize, think about, and manipulate sounds in spoken language without using text.

(A)   Objective 1. Students will blend and segment onset and rime in spoken words (e.g. /ch/ + /at/ = chat).

(B)   Objective 2. Students will differentiate short from long vowel sounds in one syllable words.

(C)   Objective 3. Students will isolate and pronounce initial, medial, and final sounds in spoken words.

(D)   Objective 4. Students will blend phonemes to form spoken words with 4 to 6 phonemes, including consonant blends (e.g. /s/ /t/ /r/ /i/ /ng/ = string).

(E)   Objective 5. Students will segment phonemes in spoken words with 4 to 6 phonemes (e.g. string = /s/ /t/ /r/ /i/ /ng/).

(F)   Objective 6. Students will add, delete, and substitute phonemes in spoken words (e.g. "add /g/ to the beginning of "low" to say "glow;" "remove the /idge/ from "bridge," to say "br;" "change the /ar/ in "charm" to /u/ to say "chum").

(4)   Print Concepts. Students will demonstrate their understanding of the organization and basic features of print, including book handling skills and the understanding that printed materials provide information and tell stories.

(A)   Objective 1. Students will correctly form letters and use appropriate spacing for letters, words, and sentences using left-to-right and top-to-bottom progression.

(B)   Objective 2. Students will recognize the distinguishing features of a sentence (e.g. capitalization of the first word, ending punctuation, comma, quotation marks).

(C)   Students will continue to review and apply earlier grade level expectations for this standard. If print concepts skills are not mastered, students will address skills from previous grades.

(5)   Phonics and Word Study. Students will decode and read words in context and isolation by applying phonics and word analysis skills.

(A)   Objective 1. Students will decode phonetically regular words by using their knowledge of:

(i)   single consonants (e.g. c = /k/, c = /s/, s = /s/, s = /z/, x = /ks/, x = /z/).

(ii)   consonant blends (e.g. bl, br, cr).

(iii)   consonant digraphs and trigraphs (e.g. sh-, -tch).

(iv)   vowel sounds:

(I)   long.

(II)   short.

(v)   r-controlled vowels (e.g. ar, er, ir, or, ur).

(vi)   vowel spelling patterns:

(I)   vowel digraphs (e.g. ea, oa, ee).

(II)   vowel-consonant-silent-e (e.g. lake).

(B)   Objective 2. Students will decode words by applying knowledge of structural analysis.

(i)   most major syllable patterns (e.g. closed, open, vowel team, vowel silent e, r-controlled).

(ii)   inflectional endings (e.g. -s, -ed, -ing).

(iii)   compound words.

(iv)   contractions.

(C)   Objective 3. Students will read words in common word families (e.g. -at, - ab, -am, -in).

(6)   Fluency. Students will recognize high-frequency words and read grade-level text smoothly and accurately, with expression that connotes comprehension.

(A)   Objective 1. Students will read high frequency and/or common irregularly spelled grade-level words with automaticity in text.

(B)   Objective 2. Students will orally read grade-level at an appropriate rate, smoothly and accurately, with expression that connotes comprehension.

(e)   Standard Two objectives for Grade 2. The following objectives apply for students in Grade 2:

(1)   Reading. Students will read and comprehend increasingly complex literary and informational texts.

(A)   Objective 1. Students will locate the main idea and supporting details of a text.

(B)   Objective 2. Students will begin to compare and contrast details (e.g. plots or events, settings, and characters) to discriminate genres.

(C)   Objective 3. Students will begin to summarize events or plots (i.e. beginning, middle, end, and conflict) of a story or text.

(2)   Writing. Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.

(A)   Objective 1. Students will develop drafts by sequencing the action or details in a story or about a topic through writing sentences.

(B)   Objective 2. Students will develop and edit first drafts using appropriate spacing between letters, words, and sentences.

(C)   Objective 3. Students will correctly spell grade-appropriate words while editing.

(D)   Objective 4. Students will use resources to find correct spellings of words (e.g. word wall, vocabulary notebook).

(3)   Phonological Awareness. Students will develop and apply the ability to recognize, think about, and manipulate sounds in spoken language without using text. Students will continue to review and apply earlier grade level expectations for this standard. If phonological awareness skills are not mastered, students will address skills from previous grades.

(4)   Print Concepts. Students will demonstrate their understanding of the organization and basic features of print, including book handling skills and the understanding that printed materials provide information and tell stories.

(A)   Objective 1. Students will correctly form letters in print and use appropriate spacing for letters, words, and sentences.

(B)   Students will continue to review and apply earlier grade level expectations for this standard. If print concept skills are not mastered, students will address skills from previous grades.

(5)   Phonics and Word Study. Students will decode and read words in context and isolation by applying phonics and word analysis skills.

(A)   Objective 1. Students will decode one- and two- syllable words by using their knowledge of:

(i)   single consonants, including those with two different sounds (e.g. soft and hard c [cent, cat] and g [gem, goat]).

(ii)   consonant blends (e.g. bl, br, cr).

(iii)   consonant digraphs and trigraphs (e.g. sh-, -tch).

(iv)   vowel sounds:

(I)   long.

(II)   short.

(III)   "r" controlled vowels (e.g. ar, er, ir, or, ur).

(v)   vowel spelling patterns:

(I)   vowel digraphs (e.g. ea, oa, ee).

(II)   vowel-consonant-silent-e (e.g. lake).

(III)   vowel diphthongs [vowel combinations having two vowel sounds (e.g. oi as in boil, oy as in boy)].

(B)   Objective 2. Students will decode words by applying knowledge of structural analysis:

(i)   all major syllable patterns (e.g. closed, consonant +le, open, vowel team, vowel silent e, r-controlled).

(ii)   inflectional endings (e.g. -s, -ed, -ing).

(iii)   compound words.

(iv)   contractions.

(v)   abbreviations.

(vi)   common roots and related prefixes and suffixes.

(C)   Objective 3. Students will read words in common word families (e.g. -ight, -ink, -ine, -ow).

(D)   Students will continue to review and apply earlier grade level expectations for this standard. If these decoding skills are not mastered, students will address skills from previous grades.

(6)   Fluency. Students will recognize high-frequency words and read grade-level text smoothly and accurately, with expression that connotes comprehension.

(A)   Objective 1. Students will read high frequency and/or common irregularly spelled grade-level words with automaticity in text.

(B)   Objective 2. Students will orally read grade-level text at an appropriate rate, smoothly and accurately, with expression that connotes comprehension.

(C)   Students will continue to review and apply earlier grade level expectations for this standard. If these fluency skills are not mastered, students will address skills from previous grades.

(f)   Standard Two objectives for Grade 3. The following objectives apply for students in Grade 3:

(1)   Reading. Students will read and comprehend increasingly complex literary and informational texts.

(A)   Objective 1. Students will locate the main idea and key supporting details of a text or section of text.

(B)   Objective 2. Students will compare and contrast details (e.g. plots or events, settings, and characters) to discriminate genres.

(C)   Objective 3. Students will summarize events or plots (i.e. beginning, middle, end, and conflict) of a story or text.

(2)   Writing. Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.

(A)   Objective 1. Students will develop drafts by categorizing ideas and organizing them into paragraphs using correct paragraph indentations.

(B)   Objective 2. Students will edit drafts and revise for clarity and organization.

(C)   Objective 3. Students will correctly spell grade-appropriate words while editing.

(D)   Objective 4. Students will use resources to find correct spellings of words (e.g. word wall, vocabulary notebook, print and electronic dictionaries).

(3)   Phonological Awareness. Students will develop and apply the ability to recognize, think about, and manipulate sounds in spoken language without using text. Students will continue to review and apply earlier grade level expectations for this standard. If phonological awareness skills are not mastered, students will address skills from previous grades.

(4)   Print Concepts. Students will demonstrate their understanding of the organization and basic features of print, including book handling skills and the understanding that printed materials provide information and tell stories.

(A)   Objective 1. Students will correctly form letters in print and cursive and use appropriate spacing for letters, words, and sentences.

(B)   Students will continue to review and apply earlier grade level expectations for this standard. If print concept skills are not mastered, students will address skills from previous grades.

(5)   Phonics and Word Study. Students will decode and read words in context and isolation by applying phonics and word analysis skills.

(A)   Objective 1. Students will decode multisyllabic words using their knowledge of:

(i)   "r" controlled vowels (e.g. ar, er, ir, or, ur).

(ii)   vowel diphthongs [vowel combinations having two vowel sounds (e.g. oi as in boil, oy as in boy)].

(B)   Objective 2. Students will decode multisyllabic words by applying knowledge of structural analysis:

(i)   all major syllable patterns.

(ii)   contractions.

(iii)   abbreviations.

(iv)   common roots and related prefixes and suffixes.

(C)   Objective 3. Students will use decoding skills and semantics in context when reading new words in a text, including multisyllabic words.

(D)   Students will continue to review and apply earlier grade level expectations for this standard. If these decoding skills are not mastered, students will address skills from previous grades.

(6)   Fluency. Students will recognize high-frequency words and read grade-level text smoothly and accurately, with expression that connotes comprehension.

(A)   Objective 1. Students will read high frequency and/or irregularly spelled grade-level words with automaticity in text.

(B)   Objective 2. Students will orally read grade-level text at an appropriate rate, smoothly and accurately, with expression that connotes comprehension.

(C)   Students will continue to review and apply earlier grade level expectations for this standard. If these fluency skills are not mastered, students will address skills from previous grades.

(g)   Standard Two objectives for Grade 4. The following objectives apply for students in Grade 4:

(1)   Reading. Students will read and comprehend increasingly complex literary and informational texts.

(A)   Objective 1. Students will distinguish how key details support the main idea of a passage.

(B)   Objective 2. Students will compare and contrast details in literary and nonfiction/informational texts to discriminate various genres.

(C)   Objective 3. Students will summarize events or plots (i.e. beginning, middle, end, conflict, and climax) of a story or text.

(D)   Objective 4. Students will begin to paraphrase main ideas with supporting details in a text.

(2)   Writing. Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.

(A)   Objective 1. Students will develop drafts by categorizing ideas and organizing them into paragraphs.

(B)   Objective 2. Students will edit drafts and revise for clarity and organization.

(C)   Objective 3. Students will correctly spell grade-appropriate words while editing.

(D)   Objective 4. Students will use resources to find correct spellings of words (e.g. word wall, vocabulary notebook, print and electronic dictionaries, and spell-check).

(3)   Phonological Awareness. Students will develop and apply the ability to recognize, think about, and manipulate sounds in spoken language without using text. Students will continue to review and apply earlier grade level expectations for this standard. If phonological awareness skills are not mastered, students will address skills from previous grades.

(4)   Print Concepts. Students will demonstrate their understanding of the organization and basic features of print, including book handling skills and the understanding that printed materials provide information and tell stories.

(A)   Objective 1. Students will correctly form letters in print and cursive and use appropriate spacing for letters, words, and sentences.

(B)   Students will continue to review and apply earlier grade level expectations for this standard. If print concept skills are not mastered, students will address skills from previous grades.

(5)   Phonics and Word Study. Students will decode and read words in context and isolation by applying phonics and word analysis skills.

(A)   Objective 1. Students will use their combined knowledge of letter-sound correspondences, syllable patterns, morphology and semantics to accurately read unfamiliar words, including multisyllabic words.

(B)   Students will continue to review and apply earlier grade level expectations for this standard. If these decoding skills are not mastered, students will address skills from previous grades.

(6)   Fluency. Students will recognize high-frequency words and read grade-level text smoothly and accurately, with expression that connotes comprehension.

(A)   Objective 1. Students will read high frequency and/or irregularly spelled grade-level words with automaticity in text.

(B)   Objective 2. Students will orally read grade-level text at an appropriate rate, smoothly and accurately, with expression that connotes comprehension.

(C)   Students will continue to review and apply earlier grade level expectations for this standard. If these fluency skills are not mastered, students will address skills from previous grades.

(h)   Standard Two objectives for Grade 5. The following objectives apply for students in Grade 5:

(1)   Reading. Students will read and comprehend increasingly complex literary and informational texts.

(A)   Objective 1. Students will create an objective summary, including main idea and supporting details, while maintaining meaning and a logical sequence of events.

(B)   Objective 2. Students will compare and contrast details in literary and nonfiction/informational texts to distinguish genres.

(C)   Objective 3. Students will begin to paraphrase main ideas with supporting details in a text.

(2)   Writing. Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.

(A)   Objective 1. Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.

(B)   Objective 2. Students will plan (e.g. outline) and prewrite a first draft as necessary.

(C)   Objective 3. Students will develop drafts by choosing an organizational structure (e.g. description, compare/contrast, sequential, problem/solution, cause/effect, etc.) and building on ideas in multi-paragraph essays.

(D)   Objective 4. Students will edit and revise multiple drafts for intended purpose (e.g. staying on topic), organization, and coherence.

(E)   Objective 5. Students will use resources to find correct spellings of words (e.g. word wall, vocabulary notebook, print and electronic dictionaries, and spell-check).

(3)   Fluency. Students will recognize high-frequency words and read grade-level text smoothly and accurately, with expression that connotes comprehension. Students will continue to review and apply earlier grade level expectations for this standard. If these fluency skills are not mastered, students will address skills from previous grades.

(i)   Standard Two objectives for Grade 6. The following objectives apply for students in Grade 6:

(1)   Reading. Students will read and comprehend increasingly complex literary and informational texts.

(A)   Objective 1. Students will create an objective summary, including main idea and supporting details, while maintaining meaning and a logical sequence of events.

(B)   Objective 2. Students will analyze details in literary and nonfiction/informational texts to distinguish genres.

(C)   Objective 3. Students will paraphrase main ideas with supporting details in a text.

(2)   Writing. Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.

(A)   Objective 1. Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.

(B)   Objective 2. Students will plan (e.g. outline) and prewrite a first draft as necessary.

(C)   Objective 3. Students will develop drafts by choosing an organizational structure (e.g. description, compare/contrast, sequential, problem/solution, cause/effect, etc.) and building on ideas in multi-paragraph essays.

(D)   Objective 4. Students will edit and revise multiple drafts for intended purpose (e.g. staying on topic), organization, coherence, using a consistent point of view.

(E)   Objective 5. Students will use resources to find correct spellings of words (e.g. word wall, vocabulary notebook, print and electronic dictionaries, and spell-check).

(3)   Fluency. Students will recognize high-frequency words and read grade-level text smoothly and accurately, with expression that connotes comprehension. Students will continue to review and apply earlier grade level expectations for this standard. If these fluency skills are not mastered, students will address skills from previous grades.

(j)   Standard Two objectives for Grade 7. The following objectives apply for students in Grade 7:

(1)   Reading. Students will read and comprehend increasingly complex literary and informational texts.

(A)   Objective 1. Students will create an objective summary, including main idea and supporting details, while maintaining meaning and a logical sequence of events.

(B)   Objective 2. Students will analyze details in literary and nonfiction/informational texts to distinguish genres.

(C)   Objective 3. Students will paraphrase main ideas with supporting details in a text.

(2)   Writing. Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.

(A)   Objective 1. Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.

(B)   Objective 2. Students will plan (e.g. outline) and prewrite a first draft as necessary.

(C)   Objective 3. Students will develop drafts by choosing an organizational structure (e.g. description, compare/contrast, sequential, problem/solution, cause/effect, etc.) and building on ideas in multi-paragraph essays.

(D)   Objective 4. Students will edit and revise multiple drafts for organization, transitions, to improve coherence and meaning, using a consistent point of view.

(E)   Objective 5. Students will use resources to find correct spellings of words (e.g. word wall, vocabulary notebook, print and electronic dictionaries, and spell-check).

(3)   Fluency. Students will recognize high-frequency words and read grade-level text smoothly and accurately, with expression that connotes comprehension. Students will continue to review and apply earlier grade level expectations for this standard. If these fluency skills are not mastered, students will address skills from previous grades.

(k)   Standard Two objectives for Grade 8. The following objectives apply for students in Grade 8:

(1)   Reading. Students will read and comprehend increasingly complex literary and informational texts.

(A)   Objective 1. Students will summarize and paraphrase ideas, while maintaining meaning and a logical sequence of events, within and between texts.

(B)   Objective 2. Students will analyze details in literary and nonfiction/informational texts to evaluate patterns of genres.

(C)   Objective 3. Students will generalize main ideas with supporting details in a text.

(2)   Writing. Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.

(A)   Objective 1. Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.

(B)   Objective 2. Students will plan (e.g. outline) and prewrite a first draft as necessary.

(C)   Objective 3. Students will develop drafts by choosing an organizational structure (e.g. description, compare/contrast, sequential, problem/solution, cause/effect, etc.) and building on ideas in multi-paragraph essays.

(D)   Objective 4. Students will edit and revise multiple drafts for organization, transitions, to improve coherence and meaning, sentence variety, and use of consistent point of view.

(E)   Objective 5. Students will use resources to find correct spellings of words (e.g. word wall, vocabulary notebook, print and electronic dictionaries, and spell-check).

(3)   Fluency. Students will recognize high-frequency words and read grade-level text smoothly and accurately, with expression that connotes comprehension. Students will continue to review and apply earlier grade level expectations for this standard. If these fluency skills are not mastered, students will address skills from previous grades.

(l)   Standard Two objectives for Grade 9 - English I. The following objectives apply for students in Grade 9 - English I:

(1)   Reading. Students will read and comprehend increasingly complex literary and informational texts.

(A)   Objective 1. Students will summarize, paraphrase, and generalize ideas, while maintaining meaning and a logical sequence of events, within and between texts.

(B)   Objective 2. Students will analyze details in literary and nonfiction/informational texts to evaluate patterns of genres.

(C)   Objective 3. Students will synthesize main ideas with supporting details in a text.

(2)   Writing. Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.

(A)   Objective 1. Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.

(B)   Objective 2. Students will plan (e.g. outline) and prewrite a first draft as necessary.

(C)   Objective 3. Students will develop drafts by choosing an organizational structure (e.g. description, compare/contrast, sequential, problem/solution, cause/effect, etc.) and building on ideas in multi-paragraph essays.

(D)   Objective 4. Students will edit and revise multiple drafts for organization, transitions, to improve coherence and meaning, sentence variety, and use of consistent tone and point of view.

(E)   Objective 5. Students will use resources to find correct spellings of words (e.g. word wall, vocabulary notebook, print and electronic dictionaries, and spell-check).

(m)   Standard Two objectives for Grade 10 - English II. The following objectives apply for students in Grade 10 - English II:

(1)   Reading. Students will read and comprehend increasingly complex literary and informational texts.

(A)   Objective 1. Students will summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical sequence of events, within and between texts.

(B)   Objective 2. Students will analyze details in literary and nonfiction/informational texts to connect how genre supports the author's purpose.

(2)   Writing. Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.

(A)   Objective 1. Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.

(B)   Objective 2. Students will plan (e.g. outline) and prewrite a first draft as necessary.

(C)   Objective 3. Students will develop drafts by choosing an organizational structure (e.g. description, compare/contrast, sequential, problem/solution, cause/effect, etc.) and building on ideas in multi-paragraph essays.

(D)   Objective 4. Students will edit and revise multiple drafts for organization, enhanced transitions and coherence, sentence variety, and consistency in tone and point of view to establish meaningful texts.

(E)   Objective 5. Students will use resources to find correct spellings of words (e.g. word wall, vocabulary notebook, print and electronic dictionaries, and spell-check).

(n)   Standard Two objectives for Grade 11 - English III. The following objectives apply for students in Grade 11 - English III:

(1)   Reading. Students will read and comprehend increasingly complex literary and informational texts.

(A)   Objective 1. Students will summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical sequence of events, within and between texts.

(B)   Objective 2. Students will evaluate details in literary and nonfiction/informational texts to connect how genre supports the author's purpose.

(2)   Writing. Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.

(A)   Objective 1. Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.

(B)   Objective 2. Students will plan (e.g. outline) and prewrite a first draft as necessary.

(C)   Objective 3. Students will develop drafts by choosing an organizational structure (e.g. description, compare/contrast, sequential, problem/solution, cause/effect, etc.) and building on ideas in multi-paragraph essays.

(D)   Objective 4. Students will edit and revise multiple drafts for logical organization, enhanced transitions and coherence, sentence variety, and use of tone and point of view through specific rhetorical devices to establish meaningful texts.

(E)   Objective 5. Students will use resources to find correct spellings of words (e.g. word wall, vocabulary notebook, print and electronic dictionaries, and spell-check).

(o)   Standard Two objectives for Grade 12 - English IV. The following objectives apply for students in Grade 12 - English IV:

(1)   Reading. Students will read and comprehend increasingly complex literary and informational texts.

(A)   Objective 1. Students will summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical sequence of events, within and between texts.

(B)   Objective 2. Students will evaluate details in literary and nonfiction/informational texts to connect how genre supports the author's purpose.

(2)   Writing. Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.

(A)   Objective 1. Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.

(B)   Objective 2. Students will plan (e.g. outline) and prewrite a first draft as necessary.

(C)   Objective 3. Students will develop drafts by choosing an organizational structure (e.g. description, compare/contrast, sequential, problem/solution, cause/effect, etc.) and building on ideas in multi-paragraph essays.

(D)   Objective 4. Students will edit and revise multiple drafts for logical organization, enhanced transitions and coherence, sentence variety, and use of tone and point of view through specific rhetorical devices to establish meaningful texts.

(E)   Objective 5. Students will use resources to find correct spellings of words (e.g. word wall, vocabulary notebook, print and electronic dictionaries, and spell-check).

[Source: Added at 33 Ok Reg 1285, eff 9-11-16]