pennsylvania standards alignment prekindergarten through

Pennsylvania Standards Alignment Prekindergarten through Grade Three

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Pennsylvania Standards Alignment

Standards List with Aligned Product Skills

The Standards List with Aligned Product Skills Report is a standards-oriented document showing the entire list of standards for the subject and grade on the left side of the report with the aligning product objectives on the right side. This alignment report shows the breadth of standards coverage for the purpose and focus of this product.

Note to Educator .....................................................iii

Prekindergarten ..................................................... 1

Kindergarten ....................................................11

Grade 1 ....................................................24

Grade 2 ....................................................43

Grade 3 ....................................................64

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Note to Educator: Thank you for your interest in Renaissance Learning technology. The attached document contains the alignment between the software and/or instructional materials and the skills described in the state standards documentation. At Renaissance Learning, we recognize the impact that the standards-based reform movement and high-stakes standardized testing have on schools, and we share the concerns of educators and administrators that students perform well on high-stakes assessments. We hope this report answers your questions regarding the alignment of Renaissance Learning technology and materials to your state standards. If you have any questions about the attached document, please feel free to call us at (800) 338-4204. Sincerely, Renaissance Sales and Funding Staff

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Agency Tag Set NamePennsylvania, Language and Literacy Development, 2009, Prekindergarten, Early Childhood Education Standards, State Department of EducationStandard Skill Area Description Skill DescriptionPA 1.1 - Learning to Read IndependentlyPA 1.1.BI - Emerging reading involves the use of pictures, symbols and text to gain information and derive meaning.PA 1.1.EQ - How do I practice pre-reading skills? How do I understand information and details from a variety of books?PA 1.1.1 - Purposes for Reading. Example 1: Choose books from classroom library to peruse. Example 2: Identify environmental print. Example 3: Pretend to read by moving eyes and /or pointing with finger from left to right, top to bottom, front to back. Example 4: Use print materials in learning centers, such as cookbooks, menus, phone books or maps.PA 1.1.1.a - Use a variety of text during playPA 1.1.1.b - Select a variety of genre during playPA 1.1.2 - Word Recognition Skills. Example 1: Name upper case letters. Example 2: Begin to differentiate between and among letters, numbers, words, sentences. Example 3: Recognize that one child's name begins with the same sound as another child's name. Example 4: Recognize when two or more words begin with the same sound. Example 5: Create two words, a phrase or short sentence with words that begin with the same sound. Example 6: Read familiar names and words in the environment.

PA 1.1.2.a - Identify upper case letters

Skill Area 1 - Overall Product (OP)

Skill 2 - OP02 Recognizing letters and words in print

Skill Area 3 - Graphophonemic Knowledge (GK)

Skill 3 - GK03 Naming letters


Skill 30 - OP30 Understanding concepts of print

PA 1.1.2.b - Associate some names of letters with their shapes and sounds


Skill 3 - OP03 Recognizing sounds of the alphabet

Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy

STAR Early Literacy Kindergarten

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Agency Tag Set NamePennsylvania, Language and Literacy Development, 2009, Prekindergarten, Early Childhood Education Standards, State Department of EducationStandard Skill Area Description Skill Description




Skill 4 - GK04 Recognizing letter sounds


Skill 4 - OP04 Identifying letter soundsSkill 25 - OP25 Developing phonemic awarenessSkill 30 - OP30 Understanding concepts of print

PA 1.1.2.c - Differentiate words and letters

Skill Area 4 - General Readiness (GR)

Skill 3 - GR03 Differentiating letters

Skill 4 - GR04 Differentiating words from letters


Skill 28 - OP28 Distinguishing shapes, letters, and wordsSkill 30 - OP30 Understanding concepts of print

PA 1.1.2.d - Continue teacher-initiated word patternsPA 1.1.2.e - Identify familiar words and environmental printPA 1.1.3 - Vocabulary Development. Example 1: Talk about pictures using many details. Example 2: Match pictures with new vocabulary words. Example 3: Use new vocabulary in the context of dramatic play, daily routines and classroom conversations. Example 4: Begin to use new vocabulary when asking questions or describing situations or objects.PA 1.1.3.a - Describe pictures in books using detailPA 1.1.3.b - Practice new vocabulary with teacher assistancePA 1.1.3.c - Match vocabulary to picture clues

Skill Area 9 - Vocabulary (VO) Skill 1 - VO01 Matching words and pictures

PA 1.1.3.d - Use new vocabulary when speaking


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PA 1.1.4 - Comprehension and Interpretation. Example 1: Demonstrate understanding of directions and stories by appropriate responses. Example 2: Attach action words to illustrations showing action, such as "That girl in the picture is running fast.". Example 3: Retell a story in sequential order using various materials. Example 4: Answer questions about stories. Example 5: Use prior knowledge to draw connections between events of story and self.

PA 1.1.4.a - Respond appropriately to directions and stories


Skill 26 - OP26 Following oral directions

Skill 29 - OP29 Understanding a complex set of instructions (STM)

PA 1.1.4.b - Use verbs to describe illustrations showing actionPA 1.1.4.c - Retell a simple story in sequence with picture supportPA 1.1.4.d - Identify story details through questioningPA 1.1.4.e - Draw connections between story events and personal experiencesPA 1.1.5 - Fluency. Example 1: Say or sing nursery rhymes. Example 2: Read chants, poems daily using pointers or finger to track print. Example 3: Assemble words to form sentences and share with classmates.PA 1.1.5.a - Recite rhymes, songs, and familiar text while using tracking

PA 1.1.5.b - Apply knowledge of letters, words, and sounds to read simple sentences


Skill 5 - OP05 Using letter sounds to read letters and words

Skill 14 - OP14 Decoding wordsSkill 25 - OP25 Developing phonemic awareness

PA 1.2 - Reading, Analyzing and Interpreting TextPA 1.2.BI - Children understand and respond to a wide variety of text.


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PA 1.2.EQ - How do I identify parts of books? How do I show print awareness? Can I make and confirm predictions about text?PA 1.2.1 - Text Analysis and Evaluation. Example 1: Tell the name of a book and author when asked. Example 2: Name characters in a story. Example 3: Talk about events that happened within a story. Example 4: Tell why a book is liked or disliked.PA 1.2.1.a - Identify title and author of storyPA 1.2.1.b - Identify characters in storyPA 1.2.1.c - Discuss events in book or storyPA 1.2.1.d - Explain reasons for liking or disliking a book or story with promptingPA 1.2.2 - Text Organization. Example 1: Orient a book correctly. Example 2: Turn pages in order. Example 3: Tell what happens at the beginning and end of the story. Example 4: Use pointers or finger to track print on charts, posters, environmental print or in books.

PA 1.2.2.a - Practice book handling skillsPA 1.2.2.b - Identify beginning and end of a storyPA 1.2.2.c - Practice tracking from top to bottom and left to right with scaffolding



PA 1.2.3 - Fact and Opinion. Example 1: Tell what could or could not happen in a story. Example 2: Identify real or make believe characters. Example 3: Tell one thing learned from a non-fiction text.

PA 1.2.3.a - Differentiate between real and make-believePA 1.2.3.b - State at least one important fact from informational text


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PA 1.2.5 - Inferences. Example 1: Make predictions before a story or during a story. Example 2: Determine if the prediction was correct after reading.PA 1.2.5.a - Use illustration clues and story sequence to infer and predict what happens next in a story

PA 1.2.5.b - Decide if predications were confirmedPA 1.3 - Reading, Analyzing and Interpreting LiteraturePA 1.3.BI - Literature consists of a variety of elements to convey meaning.PA 1.3.EQ - How do I recognize the different elements in a story? How do I respond to questions about the story?PA 1.3.1 - Analysis and Evaluation. Example: Listen to many books by the same author and determine favorite.PA 1.3.1.a - Select favorite book from many by same authorPA 1.3.2 - Literary Genres. Example: Tell if a book or reading selection is a fairy tale, poetry, fiction or non-fiction.

PA 1.3.2.a - Identify a variety of literary genre with teacher supportPA 1.3.3 - Literary Elements. Example: Answer who, how, when and where questions.PA 1.3.3.a - Respond to questions about main characters, setting and events during a read aloudPA 1.3.4 - Literary Devices. Example: Identify rhyming words in a story when asked by the teacher.

PA 1.3.4.a - Recognize rhyming words in works of literature with teacher supportPA 1.4 - Types of WritingPA 1.4.BI - Children write for different purposes and audiences.


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PA 1.4.EQ - How do I share information through writing? How do I describe my writing?PA 1.4.1 - Narrative. Example: Draw a picture and write symbols or words that tell about it.PA 1.4.1.a - Create illustration and write about itPA 1.4.2 - Informational. Example 1: Create a picture about a nonfiction topic and talk about it with the teacher. Example 2: Share information from various sources about non-fiction topics.PA 1.4.2.a - Share information through pictures and dictated words

PA 1.5 - Quality of WritingPA 1.5.BI - Writing conveys the author's ideas about a topic.PA 1.5.EQ - How do I choose the key ideas of a topic about which to write? How do I practice writing symbols and words?PA 1.5.1 - Focus. Example: Create a picture that is related to a topic and talk about it.PA 1.5.1.a - Illustrate and /or tell about a specific topicPA 1.5.2 - Content. Example 1: Brainstorm ideas for pictures and stories. Example 2: Create pictures that represent details in the story. Example 3: Tell teacher what she/he will draw when asked.PA 1.5.2.a - Generate ideas for a picture, story or shared writingPA 1.5.2.b - Identify and/or create illustrations that depict story detailPA 1.5.3 - Organization. Example: Work with teacher to create words or sentences that relate to one topic.

PA 1.5.3.a - Write symbols, words or simple phrases that communicate an idea


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PA 1.5.6 - Convention. Example 1: Use markers, paints, crayons, chalk and chalkboard to communicate. Example 2: Use pipe cleaners, playdoh, foam, toothpicks and other materials to create letters and letter forms. Example 3: Write name using letter-like forms or even conventional print.

PA 1.5.6.a - Experiment with a variety of writing tools and surfacesPA 1.5.6.b - Create letter forms using various materialsPA 1.5.6.c - Print letters in name using letter-like forms or conventional printPA 1.6 - Speaking and ListeningPA 1.6.BI - Speaking and listening are connected skills that build the foundation for literacy and communication.PA 1.6.EQ - How do I listen for meaning? How do I appropriately express my thoughts?PA 1.6.1 - Discussion. Example 1: Make a statement that shows attention to the conversation. Example 2: Ask or answer a question with a response that makes sense. Example 3: Respond to adult's directions.PA 1.6.1.a - Listen and respond attentively to conversationsPA 1.6.1.b - Ask and answer relevant questionsPA 1.6.1.c - Follow two-step directions




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PA 1.6.2 - Listening Skills. Example 1: Talk about experiences clearly using some details. Example 2: Speak clearly enough to be understood by most listeners. Example 3: Use appropriate volume to be heard by group, paying attention to inside and outside voices. Example 4: Participate in fingerplays and songs. Example 5: Practice and play with words and language. Example 6: Answer question about shared information.

PA 1.6.2.a - Share experience when askedPA 1.6.2.b - Speak in simple sentencesPA 1.6.2.c - Recite rhymes, songs and familiar text in a groupPA 1.6.2.d - Answer questionsPA 1.6.3 - Discussion. Example 1: Use details to share personal experiences. Example 2: Ask questions and listen to others to acquire new knowledge. Example 3: Participate respectfully in class or group discussions.PA 1.6.3.a - Communicate using detail when relating personal experiencesPA 1.6.3.b - Pose questions and listen to ideas of othersPA 1.6.3.c - Contribute to class discussionPA 1.6.4 - Presentation. Example 1: Talk about an object or experience during circle time. Example 2: Tell teacher or peer about a home experience or event. Example 3: Respond to questions about shared information.PA 1.6.4.a - Share information about an item of interestPA 1.7 - Characteristics and Functions of the English LanguagePA 1.7.BI - Information can be shared in many ways.


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PA 1.7.EQ - How do I communicate in more than one way?

PA 1.7.1 - Communicating in More Than One Language. Example 1: Use words and gestures to communicate meaning in many forms. Example 2: Say words in a new language after hearing them.PA 1.7.1.a - Use verbal and nonverbal language to communicate for a variety of purposes

PA 1.7.1.b - Repeat a few words in a language other than native language

PA 1.8 - ResearchPA 1.8.BI - Information to answer questions is available through a variety of resources.PA 1.8.EQ - Where can I go to find the answer to my question?PA 1.8.1 - Inquiry Based Process. Example: Ask adult for explanations or information using why, how, where and when questions, such as "Why do leaves turn colors?" or "Where are the towels?".

PA 1.8.1.a - Ask questions about topics of personal interest to gain informationPA 1.8.2 - Location of Information and Citing Sources. Example 1: Use books or computer programs to find new information. Example 2: Use a cookbook to find a recipe or a phone book to get a phone number during dramatic play.PA 1.8.2.a - Locate information on identified topics using resources provided by teacherPA 1.8.3 - Organization and Production of Final Product. Example: Create a picture or other product using information learned through research.PA 1.8.3.a - Produce a simple project based on research with assistance


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PA 1.9 - Information, Communication and Technology Literacy

PA 1.9.BI - Technology provides access to new information.PA 1.9.EQ - How do I use technology to gain information?PA 1.9.1 - Media and Technology Resources. Example 1: Name computer and television as technology that can give information. Example 2: Use the computer with assistance from the teacher.

PA 1.9.1.a - Identify technology that can be used to gain information

PA 1.9.1.b - Use age appropriate computer program after training

Skill Area 2 - Technology Software (TS)

Skill 1 - TS01 Using computer for practiceSkill 6 - TS06 Interacting with a computer


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Agency Tag Set NamePennsylvania, Language and Literacy Development, 2009, Kindergarten, Early Childhood Education Standards, State Department of EducationStandard Skill Area Description Skill DescriptionPA 1.1 - Learning to Read IndependentlyPA 1.1.BI - Emerging reading involves the use of pictures, symbols and text to gain information and derive meaning.PA 1.1.EQ - How do I select text to lean about specific information? Do I read for a variety of purposes? How do I recognize new words in print? How can I build vocabulary? How do I read to learn and understand information?PA 1.1.1 - Purposes for Reading. Example 1: Select books, tapes and poems on the basis of personal choice/interest or teacher-criteria. Example 2: Use magazines, catalogs, circulars, mail , books to locate words and /or sentences or to just peruse. Example 3: Explain that text has different purposes such as books, signs, lists, charts or menus.

PA 1.1.1.a - Read text for a variety of purposes during work and playtime

PA 1.1.1.b - Choose text based on identified need and purposesPA 1.1.1.c - Identify different purposes for text



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Agency Tag Set NamePennsylvania, Language and Literacy Development, 2009, Kindergarten, Early Childhood Education Standards, State Department of EducationStandard Skill Area Description Skill Description


PA 1.1.2 - Word Recognition Skills. Example 1: Identify letters, both upper and lower case and make letter and sound correspondence. Example 2: Write dictated letters and words. Example 3: Substitute sounds to form new words in word families or follow an alliterative pattern. Example 4: Isolate initial consonant sounds in single syllable words. Example 5: Segment individual phonemes in a single syllable word. Example 6: Blend letters and sounds. Example 7: Identify own name and names of class. Example 8: Read basic sight words from word wall. Example 9: Use decoding and encoding skills to read or write words in context.

PA 1.1.2.a - Identify upper and lower case letters


Skill 1 - GK01 Matching upper and lower case letters







PA 1.1.2.b - Associate the names of letters with their shapes and sounds


Skill 3 - OP03 Recognizing sounds of the alphabet



Skill 4 - GK04 Recognizing letter sounds


Skill 4 - OP04 Identifying letter soundsSkill 25 - OP25 Developing phonemic awarenessSkill 30 - OP30 Understanding concepts of print

PA 1.1.2.c - Create words and letters

PA 1.1.2.d - Identify and produce a variety of patterned wordsPA 1.1.2.e - Segment and blend sounds into words

Skill Area 5 - Phonemic Awareness (PA)

Skill 2 - PA02 Blending word parts

Skill 3 - PA03 Blending phonemes


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Skill 25 - OP25 Developing phonemic awareness

PA 1.1.2.f - Identify basic sight words Skill Area 1 - Overall Product (OP)

Skill 8 - OP08 Recognizing high-frequency words

PA 1.1.2.g - Decode and encode words in context


Skill 14 - OP14 Decoding words


PA 1.1.3 - Vocabulary Development. Example 1: Name, describe and talk about new concepts. Example 2: Request further information about a concept by using the correct name, label or vocabulary word. Example 3: Engage in conversation with a variety of partners. Example 4: Identify designated words in a variety of text, such as word walls, messages, poems, or room labels. Example 5: Practice reading words on word walls. Example 6: Use new vocabulary to ask questions. Example 7: Use new vocabulary in the context of dramatic play, daily routines and classroom conversations. Example 8: Use new vocabulary during daily writing, talking or reading.

PA 1.1.3.a - Describe pictures in detail using sentencesPA 1.1.3.b - Discuss unknown words and word meaningsPA 1.1.3.c - Recognize vocabulary words in print


Skill 2 - OP02 Recognizing letters and words in printSkill 8 - OP08 Recognizing high-frequency wordsSkill 9 - OP09 Recognizing irregular words

PA 1.1.3.d - Use new vocabulary in spoken and written language


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PA 1.1.4 - Comprehension and Interpretation. Example 1: Follow directions, answer a question about a story or engage in a conversation. Example 2: Explain action that is occurring in an illustration. Example 3: Retell beginning, middle and ending story events. Example 4: Relate how personal experiences or other stories connect to a new book. Example 5: Identify basic facts and main ideas in a text. Example 6: Use basic facts to answer questions.

PA 1.1.4.a - Respond appropriately to directions, stories and conversations



PA 1.1.4.b - Describe illustrations showing actionPA 1.1.4.c - Retell and summarize a storyPA 1.1.4.d - Restate main ideas and important details from a storyPA 1.1.4.e - Draw connections between story events, personal experiences and other booksPA 1.1.4.f - Answer "why" questions

PA 1.1.5 - Fluency. Example 1: Repeat a fluent sentence after the teacher using inflection and pacing. Example 2: Read phrases indicated by the teacher through chunking. Example 3: Apply knowledge to decode unknown words. Example 4: Read aloud daily to increase fluency. Example 5: Practice sight words.

PA 1.1.5.a - Repeat modeled sentences after teacherPA 1.1.5.b - Read phrases grouped by teacherPA 1.1.5.c - Use phonics to decode words while reading


Skill 5 - OP05 Using letter sounds to read letters and wordsSkill 14 - OP14 Decoding wordsSkill 25 - OP25 Developing phonemic awareness

PA 1.1.5.d - Practice oral reading


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PA 1.1.5.e - Recognize common sight words with automaticity


Skill 8 - OP08 Recognizing high-frequency wordsSkill 9 - OP09 Recognizing irregular words

PA 1.2 - Reading, Analyzing and Interpreting TextPA 1.2.BI - Children understand and respond to a wide variety of text.

PA 1.2.EQ - How do I identify the parts of books and stories? How do I use a variety of texts to learn new information? How do I make predictions about a variety of texts?

PA 1.2.1 - Text Analysis and Evaluation. Example 1: Identify title, author and illustrator. Example 2: Explain how characters are the same and different in a story. Example 3: Draw the setting of a story. Example 4: Identify the problem in a story and it solution. Example 5: Discuss the similarities amongst books.

PA 1.2.1.a - Identify common features of textPA 1.2.1.b - Compare and contrast charactersPA 1.2.1.c - Identify setting of a story

PA 1.2.1.d - Identify problem and solution of a storyPA 1.2.1.e - Compare new and familiar books and storiesPA 1.2.2 - Text Organization. Example 1: Turn pages from left to right when reading, read words and sentences from left to right, read from top to bottom and use return sweep. Example 2: Illustrate, write or tell what happens at the beginning, middle or end of a story. Example 3: Distinguish between different forms of text such as lists, letters, poems, charts, illustrations and the functions they serve.PA 1.2.2.a - Develop book/print awareness




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PA 1.2.2.b - Track consistently and correctly when reading or following alongPA 1.2.2.c - Identify beginning, middle and end of a story or bookPA 1.2.2.d - Identify the various types of text and their purposePA 1.2.3 - Fact and Opinion. Example 1: Identify pieces of a selection that are fact rather than fantasy or opinion. Example 2: Retell some important facts from a read text or from information heard.



PA 1.2.3.a - Identify facts in a selectionPA 1.2.3.b - Determine important facts from informational textPA 1.2.5 - Inferences. Example 1: Make a prediction about story content based on background knowledge and personal experiences. Example 2: Verify predictions made and give simple explanations.

PA 1.2.5.a - Make predictions about story content using prior knowledge, title, illustrations and story sequence

PA 1.2.5.b - Explain whether or not predictions are confirmedPA 1.3 - Reading, Analyzing and Interpreting LiteraturePA 1.3.BI - Literature consists of a variety of elements to convey meaning.PA 1.3.EQ - How do I create different forms of text? How do I identify literary elements and devices?

PA 1.3.1 - Analysis and Evaluation. Example: Find similarities and differences among books on the same topic or by the same author.

PA 1.3.1.a - Compare and contrast books on a similar topic or by the same author


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PA 1.3.2 - Literary Genres. Example: Attempt to create the genre of literature modeled in the classroom.

PA 1.3.2.a - Create own examples of poetry, fiction and nonfiction with teacher supportPA 1.3.3 - Literary Elements. Example 1: Draw, write or tell about the people, places and things in a story. Example 2: Answer questions related to a text or engage in a conversation about components of the story.PA 1.3.3.a - Describe the people, places and things in a storyPA 1.3.3.b - Respond to questions and/or initiate conversation about main characters, setting, events or plot of a storyPA 1.3.4 - Literary Devices. Example 1: Identify rhyming patterns and alliterations. Example 2: Begin to create rhyming patterns or alliteration examples. Example 3: Identify if the tone of a story is happy, sad, silly or frustrated.

PA 1.3.4.a - Recognize rhyming patterns and alliterations when text is read aloudPA 1.3.4.b - Recognize different tones of storiesPA 1.4 - Types of WritingPA 1.4.BI - Children write for different purposes and audiences.PA 1.4.EQ - How do I write for a variety of purposes and audiences?PA 1.4.1 - Narrative. Example 1: Write a story that includes character, simple plot or setting. Example 2: Use drawings and pictures to represent ideas. Example 3: Participate in group and shared writing experiences.PA 1.4.1.a - Create a simple story using age appropriate writing skills


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PA 1.4.2 - Informational. Example 1: Write during play for a variety of purposes such as stories, lists, cards, or letters. Example 2: Write sentences about a non-fiction topic.

PA 1.4.2.a - Communicate information through writingPA 1.5 - Quality of WritingPA 1.5.BI - Writing conveys the author's ideas about a topic.PA 1.5.EQ - How do I use the conventions of writing to convey meaning? How do I review and edit my work?PA 1.5.1 - Focus. Example: Write ideas or sentences about a specific topic that includes people, object, experience or event.PA 1.5.1.a - Write about one specific topicPA 1.5.2 - Content. Example 1: Brainstorm ideas for writing topics. Example 2: Share ideas with classmates. Example 3: Complete story starters. Example 4: Write stories with detail. Example 5: Ask questions to encourage the use of more detail in writing.PA 1.5.2.a - Generate ideas and topics for writingPA 1.5.2.b - Include details about topic when writingPA 1.5.2.c - Match illustration to writingPA 1.5.3 - Organization. Example 1: Write thoughts or words in logical sequence. Example 2: Begin to use graphic organizers to assist in organizing printed thoughts.

PA 1.5.3.a - Write words or simple sentences in a logical orderPA 1.5.5 - Editing. Example 1: Begin to ask and answer questions about conventions of writing. Example 2: Share writing with classmates for feedback. Example 3: Use previous feedback in new writing.


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PA 1.5.5.a - Examine beginning writing for errors with adult assistance

PA 1.5.5.b - Write pieces that reflect prior adult editsPA 1.5.6 - Convention. Example 1: Use pens, markers, pencils, crayons, paints, chalk, computer or other technology during work and play. Example 2: Trace copy or write upper case and lower case letters of the alphabet attending to the form proper spacing of the letters. Example 3: Begin to use appropriate spacing between letters, in height of letters, and position of letters. Example 4: Begin to use period and question mark correctly with assistance.

PA 1.5.6.a - Use a variety of writing tools and surfacesPA 1.5.6.b - Demonstrate conventional penmanshipPA 1.5.6.c - Use correct spacing with scaffoldingPA 1.5.6.d - Include some punctuation with supportPA 1.6 - Speaking and ListeningPA 1.6.BI - Speaking and listening are connected skills that build the foundation for literacy and communication.PA 1.6.EQ - How do I listen for meaning? How do I appropriately express my thought?PA 1.6.1 - Listening Skills. Example 1: Demonstrates appropriate level of receptive language through appropriate responses to group conversations or discussions. Example 2: Ask follow up questions to initial question to get more detail. Example 3: Follow two and three step directions such as "Put away your book, get your jacket and stand by the door" on a regular basis without assistance.


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PA 1.6.1.a - Initiate and respond appropriately to conversations and discussionsPA 1.6.1.b - Ask a series of questions to gather additional informationPA 1.6.1.c - Follow three-step directionsPA 1.6.2 - Speaking Skills. Example 1: Demonstrates appropriate level of expressive language. Example 2: Speak in a voice loud enough for the audience to hear but not loud enough to be distracting. Example 3: Articulate age appropriate speech sounds correctly. Example 4: Verbally recite poems and finger plays with classmates and /or adult. Example 5: Sing songs and/or chants with group. Example 6: Express needs to clearly be understood.

PA 1.6.2.a - Share experiences daily

PA 1.6.2.b - Speak clearly enough to be understood by all audiences in complete, coherent sentencesPA 1.6.2.c - Recite rhymes, songs, and familiar textPA 1.6.2.d - Ask and answer relevant questionsPA 1.6.3 - Discussion. Example 1: Engages in conversation about books, stories, and/or experiences in ways understood by most listeners. Example 2: Demonstrate the difference in the terms inside and outside voice. Example 3: Participate appropriately in response to questions posed or information shared.PA 1.6.3.a - Communicate using details when relating experiences and retellings of storiesPA 1.6.3.b - Apply listening and speaking strategies during discussions of stories and events


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PA 1.6.3.c - Pose questions, listen to the ideas of others, and contribute own information in group discussion partner discussionPA 1.6.4 - Presentation. Example: Share information such as facts in front of a familiar group of peers.PA 1.6.4.a - Deliver brief oral presentations about stories, familiar experiences and interestsPA 1.7 - Characteristics and Functions of the English LanguagePA 1.7.BI - Information can be shared in many ways.PA 1.7.EQ - How do I communicate in more than one way?

PA 1.7.1 - Communicating in More Than One Language. Example 1: Demonstrate in a verbal and nonverbal manner the answer to posed questions. Example 2: Attempt to speak a foreign language heard. Example 3: Connect the meaning of a word in foreign language with native language. Example 4: Share ways communication can occur including various languages, technological devices, and gestures.

PA 1.7.1.a - Use verbal language supported by nonverbal gestures to communicate for a variety of purposesPA 1.7.1.b - Practice speaking a few words in a language other than native languagePA 1.7.1.c - Relate meaning in native language to words in new language

PA 1.8 - ResearchPA 1.8.BI - Information to answer question is available through a variety of resources.PA 1.8.EQ - How do I find the answers to questions that interest me? How can I share learned information with other?


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PA 1.8.1 - Inquiry Based Process. Example: Ask questions about topics of personal interest or class-generated topics.PA 1.8.1.a - Ask questions on a variety of topicsPA 1.8.2 - Location of Information and Citing Sources. Example: Begin to search for information on specific topics using research materials with assistance.PA 1.8.2.a - Locate information on identified topics with teacher guidancePA 1.8.3 - Organization and Production of Final Product. Example 1: Create a simple product based on research findings. Example 2: Share information learned through research with teacher support.

PA 1.8.3.a - Produce a project based on research and explain with assistancePA 1.9 - Information, Communication and Technology Literacy

PA 1.9.BI - Technology provides access to new information.PA 1.9.EQ - How do I use technology to gain new information?

PA 1.9.1 - Media and Technology Resources. Example 1: Use technological devices such as a computer to gather information. Example 2: Use appropriate interactive software programs. Example 3: Use a new program with little or no assistance. Example 4: Choose a topic or specific computer program to practice related skills.

PA 1.9.1.a - Use technology to gain informationPA 1.9.1.b - Use age appropriate computer program with little or no assistance

Skill Area 2 - Technology Software (TS)

Skill 1 - TS01 Using computer for practice

Skill 2 - TS02 Using mouse as a selection tool


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Skill 6 - TS06 Interacting with a computer


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Agency Tag Set NamePennsylvania, Reading, Writing, Speaking and Listening, 2008, 1st Grade, Early Childhood Education Standards, State Department of EducationStandard Skill Area Description Skill DescriptionPA 1.1 - Learning to Read IndependentlyPA 1.1.A - The learner will: Demonstrate CONCEPT OF PRINT, how print is organized and used in reading and writing tasksPA 1.1.B - The learner will: Demonstrate PHONEMIC AWARENESS, the ability to hear and manipulate sounds in spoken words

PA 1.1.C - The learner will: Demonstrate knowledge of the ALPHABETIC PRINCIPLE, the ability to associate sounds with letters and use these sounds to form words

PA 1.1.D - The learner will: Demonstrate FLUENCY, the ability to read grade level text orally with accuracy, appropriate rate and expressionPA 1.1.E - The learner will: Demonstrate a rich listening and speaking VOCABULARY, the ability to understand (receptive) and use (expressive) words to acquire and convey meaningPA 1.1.a - The learner will: Identify the purpose for reading and writing.PA 1.1.b - The learner will: Identify the parts of a book.PA 1.1.c - The learner will: Use correct book handling skills.PA 1.1.d - The learner will: Display directionality.



PA 1.1.e - The learner will: Identify various forms of print.PA 1.1.f - The learner will: Understanding the relationship between print and the spoken word.



PA 1.1.g - The learner will: Differentiate between a word and a letter.



Skill Area 4 - General Readiness (GR)

Skill 4 - GR04 Differentiating words from letters


Skill 28 - OP28 Distinguishing shapes, letters, and words


STAR Early Literacy Grade 1

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Agency Tag Set NamePennsylvania, Reading, Writing, Speaking and Listening, 2008, 1st Grade, Early Childhood Education Standards, State Department of EducationStandard Skill Area Description Skill Description


PA 1.1.h - The learner will: Distinguish initial, medial and final sounds in single-syllable words.

Skill Area 6 - Phonics (PH) Skill 3 - PH03 Identifying beginning consonant sounds

Skill 4 - PH04 Identifying ending consonant sounds


Skill 4 - PA04 Discriminating beginning, medial, and ending sounds

Skill Area 6 - Phonics (PH) Skill 7 - PH07 Recognizing medial short vowelsSkill 8 - PH08 Recognizing medial long vowels

PA 1.1.i - The learner will: Distinguish long- and short-vowel sounds in orally stated single-syllable words.

Skill Area 6 - Phonics (PH) Skill 1 - PH01 Matching and recognizing long vowel sounds

Skill 2 - PH02 Matching and recognizing short vowel soundsSkill 7 - PH07 Recognizing medial short vowelsSkill 8 - PH08 Recognizing medial long vowels

PA 1.1.j - The learner will: Orally blend three or more spoken phonemes into recognizable words.






PA 1.1.k - The learner will: Orally segment single syllable spoken words into their phonemes.PA 1.1.l - The learner will: Manipulate individual phonemes to create new words through addition, deletion and substitution.

Skill Area 8 - Structural Analysis (SA)

Skill 2 - SA02 Word building

PA 1.1.m - The learner will: Identify the number of syllables in a given word.PA 1.1.n - The learner will: Generate the sounds of all the letters and letter patterns, including consonant blends and long- and short-vowel patterns and blend those sounds into recognizable words.





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Skill Area 6 - Phonics (PH) Skill 10 - PH10 Identifying consonant blends

PA 1.1.o - The learner will: Demonstrate letter-sound correspondence knowledge to decode unknown and pseudo-words.




PA 1.1.p - The learner will: Produce speech sounds associated with all individual letter symbols and letter combinations for diagraphs, blends and r controlled vowel(s).

PA 1.1.q - The learner will: Encode (spell) three- and four-letter (single-syllable) words with short vowels, final -e spellings, initial and final consonant blends and diagraph.PA 1.1.r - The learner will: Use decoding skills to accurately and fluently read and spell phonetically regular words.



PA 1.1.s - The learner will: Decode words from common word families.

Skill Area 6 - Phonics (PH) Skill 9 - PH09 Matching sounds within word families



PA 1.1.t - The learner will: Read common, irregular sight words accurately and fluently.



Skill 9 - OP09 Recognizing irregular words

PA 1.1.u - The learner will: Read compound words and contractions.

Skill Area 8 - Structural Analysis (SA)

Skill 3 - SA03 Identifying compound Words

PA 1.1.v - The learner will: Read inflectional forms (e.g., -s, -ed -ing) and root words (e.g. look, looked, looking).PA 1.1.w - The learner will: Reread and self-correct word recognition errors.PA 1.1.x - The learner will: Apply letter-sound (orthographic patterns) knowledge to decode and encode phonetically regular words quickly and accurately in isolation and in context.




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PA 1.1.y - The learner will: Recognize high frequency and familiar words in isolation and in context.



PA 1.1.z - The learner will: Adjust reading rate based on purpose, text difficulty, form and style.PA 1.1.aa - The learner will: Recognize and self-correct errors.PA 1.1.ab - The learner will: Read a variety of genres.PA 1.1.ac - The learner will: Read grade level texts with appropriate rate and expression.PA 1.1.ad - The learner will: Answer comprehension questions orally and in writing based on material read independently.PA 1.1.ae - The learner will: Understand, learn and use new vocabulary from a variety of content areas.PA 1.1.af - The learner will: Develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud (e.g. Aesop's fables).

PA 1.1.ag - The learner will: Use context to understand word and sentence meanings.

Skill Area 7 - Reading Accuracy (RA)

Skill 2 - RA02 Sentence reading

PA 1.1.ah - The learner will: Relate vocabulary to prior knowledge.PA 1.1.ai - The learner will: Classify conceptual categories of words (e.g. animals, colors, foods).PA 1.1.1 - The teacher will: Engage students in using print to convey meaning (e.g. writing notes, reading directions, signs, books).

PA 1.1.2 - The teacher will: Point out parts of the book (e.g. title, table of contents, authors and illustrators, glossary and index).PA 1.1.3 - The teacher will: Ensure student mastery of how to hold a book, turn pages one at a time, reading left to right and top to bottom.


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PA 1.1.4 - The teacher will: Display and teach using a variety of forms of print (e.g. signs, newspapers, books, labels).PA 1.1.5 - The teacher will: Provide opportunity for students to write from dictation.PA 1.1.6 - The teacher will: Demonstrate that sounds are represented by letters, letters make up words, words make up sentences and sentences make up stories.

PA 1.1.7 - The teacher will: Model aloud how to sequentially retell a story (e.g. beginning, middle, end).PA 1.1.8 - The teacher will: Provide a spoken single-syllable word and ask the learner to identify the initial, medial or final phoneme (sounds) (e.g. What is the beginning sound you hear in the word 'cat'?/c/).

PA 1.1.9 - The teacher will: Provide opportunities for learners to blend and segment phonemes (sounds) in spoken words (e.g. Tell me all the sounds you hear in the word 'cat' /c/ /a/ /t/ and I am going to say a word slowly /c/ /a/ /t/. What word? /cat/).

PA 1.1.10 - The teacher will: Offer spoken word play games that focus on addition, deletion and substitution of sounds in words.PA 1.1.11 - The teacher will: Ensure mastery of skill acquisition using a phonemic awareness mastery assessment.PA 1.1.12 - The teacher will: Provide opportunities for the learner to clap out syllables in words and sentences.

PA 1.1.13 - The teacher will: Offer direct, explicit and systematic (sequential) phonics instruction.PA 1.1.14 - The teacher will: Have strong understanding of linguistics and how it affects reading acquisition in students.


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PA 1.1.15 - The teacher will: Use a word wall for instruction and practice of new words.PA 1.1.16 - The teacher will: Place high frequency words on 3 x 5 cards for practice, review and word recognition games.PA 1.1.17 - The teacher will: Create word lists for word sorts.PA 1.1.18 - The teacher will: Provide several opportunities for both reading and writing of newly learned words.

PA 1.1.19 - The teacher will: Utilize intervention strategies to accommodate students experiencing difficulty with letter discrimination skills that are commonly confused (e.g. [e, a, s, c, o]; [b, d, p, o, g, h]; [f, l, t, k, i, h]; [n, m, u, h, r]).

PA 1.1.20 - The teacher will: Teach commonly confused letters far apart from one another (e.g. b, d, p, q).

PA 1.1.21 - The teacher will: Use key words and pictures when introducing sound-spelling relationships.

PA 1.1.22 - The teacher will: Use differentiated instruction to accommodate the students' educational needs.PA 1.1.23 - The teacher will: Offer multisensory activities to support and practice new skills.PA 1.1.24 - The teacher will: Provide ongoing progress monitoring to ensure mastery of taught skills.

PA 1.1.25 - The teacher will: Offer decodable text to provide multiple opportunities for practice toward mastery and transfer of phonics skills to connected text.PA 1.1.26 - The teacher will: Model reading aloud with fluency.


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PA 1.1.27 - The teacher will: Provide oral support for readers by activities such as choral reading or paired reading.PA 1.1.28 - The teacher will: Offer plenty of practice opportunities including repeated readings.PA 1.1.29 - The teacher will: Encourage fluency through phrasing or chunking to aid in comprehension.

PA 1.1.30 - The teacher will: Ask the student to read a passage on his or her grade level and then compare the words correct per minute (WCPM) score to the benchmark standard.

PA 1.1.31 - The teacher will: Use think aloud to share how you, as a fluent reader, are navigating through a piece of text.PA 1.1.32 - The teacher will: Prompt students to respond to what they read both orally and in print, how it was read and if any improvements are needed to further build fluency.

PA 1.1.33 - The teacher will: Offer decodable text to provide multiple opportunities for practice toward mastery and transfer of phonics skills to connected text.PA 1.1.34 - The teacher will: Take advantage of student listening and speaking competencies to enhance student vocabulary.PA 1.1.35 - The teacher will: Use trade books that are read aloud to children as a major source for identifying interesting words and developing conceptual understanding.PA 1.1.36 - The teacher will: Choose rich and robust vocabulary words that are within the intellectual grasp of the children.PA 1.1.37 - The teacher will: Use words that can be used in many contexts and in a variety of instructional activities.


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PA 1.1.38 - The teacher will: Assist students in connecting new vocabulary to prior knowledge.PA 1.1.39 - The teacher will: Explore similarities and differences in words, meanings and concepts.PA 1.1.40 - The teacher will: Introduce vocabulary from narrative and informational text.PA 1.1.41 - The teacher will: Interactively use a vocabulary word wall to teach, reinforce and encourage the use of new words in oral and written language.PA 1.1.42 - The teacher will: Directly teach increasingly sophisticated words with examples and non-examples.PA 1.1.43 - The teacher will: Offer multiple, repeated practice opportunities to use new and previously learned vocabulary.PA 1.2 - Reading Critically in All Content AreasPA 1.2.A - The learner will: Identify, analyze and apply knowledge of the elements of a variety of informational texts to demonstrate an understanding of the information presentedPA 1.2.B - The learner will: Identify a variety of media to gain information (e.g., computer, tape recorder, television and recorded media)

PA 1.2.a - The learner will: Identify the difference between facts and opinions.PA 1.2.b - The learner will: Identify essential information such as facts, main idea and supporting information from illustrations and text.

PA 1.2.c - The learner will: Make predictions about what happens next in a story or process and justify.


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PA 1.2.d - The learner will: Identify the organizational features (e.g. charts, graphs, captions) of text and indicate connection to the written text.

PA 1.2.e - The learner will: Apply comprehension strategies (e.g. graphic organizers, rereading, summarizing) to build understanding.

PA 1.2.f - The learner will: Identify type of media to be used for a specific task.PA 1.2.1 - The teacher will: Display examples of fact and opinion in text, identifying characteristics of each.

PA 1.2.2 - The teacher will: Model the distinction between essential and non-essential information.PA 1.2.3 - The teacher will: Assist students in using prior knowledge to predict and justify what will happen next in a story or process.PA 1.2.4 - The teacher will: Draw connections between illustrated organization features (e.g. charts, graphs, captions) and the written text.

PA 1.2.5 - The teacher will: Assist students in selecting age and ability-appropriate non-fiction materials to read to begin building a core base of knowledge.PA 1.2.6 - The teacher will: Model use of a few graphic organizers to build connections and understanding followed by guided practice until students are able to use them purposefully and independently.

PA 1.2.7 - The teacher will: Expose students to a variety of media used to gain information (e.g. computer software, internet, books on tape, television programming, film).

PA 1.3 - Reading, Analyzing and Interpreting Literature


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PA 1.3.A - The learner will: Identify, analyze and apply knowledge of the elements of a variety of fiction and literary texts to demonstrate an understanding of a literary selection

PA 1.3.a - The learner will: Read and listen to a variety of genres of literature (e.g. poetry, plays, fables, legends, picture books) and participate in guided discussion.PA 1.3.b - The learner will: Distinguish the distinct characteristics and purposes of each genre.

PA 1.3.c - The learner will: Retell the main events of a story including characters and setting as well as beginning, middle and end.PA 1.3.d - The learner will: Identify the main topic or essential message of a literary selection.PA 1.3.e - The learner will: Make predictions about what happens next in a story or process and justify.

PA 1.3.f - The learner will: Identify the literary devices in rhyme, repetition, rhythm and patterns.PA 1.3.g - The learner will: Identify and complete predictable language patterns (e.g., pattern books, predictable books, nursery rhymes).

PA 1.3.h - The learner will: Identify dialogue and story action in plays and stories.PA 1.3.i - The learner will: Connect the reading to self and the world and other literary pieces.PA 1.3.j - The learner will: Select fiction materials to listen to or read based on interest or recommendation.PA 1.3.1 - The teacher will: Display examples a variety of fiction and literary texts (e.g. classroom library, leveled books).


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PA 1.3.2 - The teacher will: Read aloud and expose students to a variety of genre.PA 1.3.3 - The teacher will: Model the distinction between essential and non-essential information.PA 1.3.4 - The teacher will: Assist students in using prior knowledge to predict and justify what will happen next in a story.PA 1.3.5 - The teacher will: Lead students to draw connections between illustrations and the written text.PA 1.3.6 - The teacher will: Assist students in selecting age and ability-appropriate fiction materials to read.

PA 1.3.7 - The teacher will: Model use of a few graphic organizers to build connections and understanding followed by guided practice until students are able to use them purposefully and independently.

PA 1.4 - Types of WritingPA 1.4. - The learner will: Develop and demonstrate the writing of narrative pieces that include a main idea based on read, imagined or personal events, characters and a sequence of eventsPA 1.4.a - The learner will: Develop an idea with a beginning, middle and end.PA 1.4.b - The learner will: Sequence two or more events.PA 1.4.c - The learner will: Include people, places and things in created writing.PA 1.4.d - The learner will: Select appropriate illustrations to accompany story.PA 1.4.1 - The teacher will: Facilitate participation in writing simple stories, poems, rhymes or song lyrics.

PA 1.4.2 - The teacher will: Provide daily shared and interactive writing opportunities.


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PA 1.4.3 - The teacher will: Read published stories to demonstrate use of story elements.PA 1.4.4 - The teacher will: Model the use of a graphic organizer to plan a beginning, middle and end.PA 1.4. - The learner will: Develop and demonstrate the writing of informational pieces that provides information related real-world tasksPA 1.4.e - The learner will: Write informational sentences (e.g., descriptions, definitions, simple instructions) using illustrations when relevant.PA 1.4.f - The learner will: Write brief informational descriptions of a real object, person, place or event, using sensory details.PA 1.4.g - The learner will: Differentiate between fact and opinion.PA 1.4.5 - The teacher will: Write in a variety of informational forms (e.g. thank you notes, short letters, rules, labels).PA 1.4.6 - The teacher will: Provide daily shared and interactive writing opportunities.PA 1.4.7 - The teacher will: Read published informational text to demonstrate use of topic and supporting details.PA 1.4.8 - The teacher will: Model the use of a graphic organizer to develop topic and supporting details.

PA 1.4. - The learner will: Develop and demonstrate persuasive writing that is used for the purpose of influencing the readerPA 1.4.h - The learner will: Draw a picture and use simple text to tell a message (e.g. Say No to Drugs) and why it is important.PA 1.4.9 - The teacher will: Model and share examples of persuasion found in print and environment.


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PA 1.4.10 - The teacher will: Engage students in shared and interactive writing opportunities.PA 1.5 - Quality of WritingPA 1.5. - The learner will: Progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing and publishing)PA 1.5.a - The learner will: With assistance, write for different purposes and to a specific audience or person.PA 1.5.1 - The teacher will: Describing the process and its intended purpose and outcome.PA 1.5.2 - The teacher will: Provide shared and interactive prewriting opportunities.PA 1.5.3 - The teacher will: Use focus, content, organization, style and conventions to direct instruction in the writing process.PA 1.5.4 - The teacher will: Hold individual conferences with students to guide the writing process.

PA 1.5. - The learner will: Uses prewriting strategies to generate ideas and formulate a planPA 1.5.b - The learner will: Generate ideas from multiple sources (e.g. brainstorming, webbing, drawing, group discussion, other activities).

PA 1.5.c - The learner will: Organize and select a topic for writing.

PA 1.5.5 - The teacher will: Model pre-writing strategies (e.g. think-aloud, listing, graphic organizers).PA 1.5. - The learner will: Write clear and coherent sentences and paragraphs that develop a central ideaPA 1.5.d - The learner will: Maintain a focus on a single idea while including supporting details.


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PA 1.5.e - The learner will: Organize details into a logical sequence that has a beginning, middle and end.

PA 1.5.f - The learner will: Writes with a variety of well constructed sentences including descriptive words and action verbs.PA 1.5.g - The learner will: Use complete, simple declarative, interrogative and exclamatory sentences.PA 1.5.h - The learner will: Use descriptive words and verbs in context.PA 1.5.6 - The teacher will: Model writing that states a feeling or reaction.PA 1.5.7 - The teacher will: Provide opportunities for learners to engage in shared, interactive and independent writing.PA 1.5.8 - The teacher will: Demonstrate the transfer of information from prewriting to the drafting stage.PA 1.5.9 - The teacher will: Offer direct instruction on various sentence types.PA 1.5. - The learner will: Revise and refine the draft for clarity and effectivenessPA 1.5.i - The learner will: Revise writing to add or eliminate details and correct ideas so a logical order is present.PA 1.5.j - The learner will: Create clarity by marking out repetitive details by using a caret and replacing general words with more specific words.PA 1.5.10 - The teacher will: Provide opportunities for students to engage in shared, interactive and independent revision of writing samples.PA 1.5.11 - The teacher will: Offer cooperative learning opportunities for peers to discuss and improve their writing samples.


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PA 1.5.12 - The teacher will: Demonstrate examples of marks used in revision and samples of more specific words for those that are general.PA 1.5.13 - The teacher will: Use exemplar writing samples to demonstrate high levels of writing development.PA 1.5. - The learner will: Edit and correct the draft for standard language conventionsPA 1.5.k - The learner will: Spell common, frequently used words correctly.PA 1.5.l - The learner will: Capitalize the first word of a sentence, names of people and the pronoun "I".

PA 1.5.m - The learner will: Use proper end punctuation (period, exclamation and question mark).PA 1.5.n - The learner will: Use nouns (i.e.. singular and plural), pronouns (e.g. my/mine, his/her) and verbs in writing.PA 1.5.o - The learner will: Correctly use common spelling patterns (e.g., onset and rimes, word families, CC, CCVC, CVCC and final -e words).

PA 1.5.p - The learner will: Use a checklist to ensure that they have properly edited their writing.PA 1.5.14 - The teacher will: Provide opportunities for students to engage in shared, interactive and independent editing.PA 1.5.15 - The teacher will: Demonstrate use of an editing checklist.PA 1.5.16 - The teacher will: Provide and demonstrate the use of various resources to check for spelling errors (e.g. word wall, picture dictionary, environmental print).

PA 1.5.17 - The teacher will: Offer direct, explicit instruction on conventions of print.


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PA 1.5. - The learner will: Write a final product for the intended audiencePA 1.5.q - The learner will: Produce, illustrate and share a variety of compositions.PA 1.5.18 - The teacher will: Provide opportunities for students to share their published work with others.

PA 1.5.19 - The teacher will: Display published work.PA 1.5. - The learner will: Engage in the writing process and write to clearly communicate ideas and experiences in legible printPA 1.5.r - The learner will: Write numbers and uppercase and lowercase letters using left to right sequencing.PA 1.5.s - The learner will: Print legibly and space letters, words and sentences appropriately.PA 1.5.20 - The teacher will: Use a consistent method for demonstrating letter and number formation.

PA 1.5.21 - The teacher will: Model appropriate spacing between letters, words and sentences.PA 1.6 - Speaking and ListeningPA 1.6.A - The learner will: Apply listening and speaking strategies effectivelyPA 1.6.B - The learner will: Use electronic media for learning purposes, such as generating a journal or storyPA 1.6.a - The learner will: Listen to others when they are speaking and demonstrate an understanding of the message.PA 1.6.b - The learner will: Listen attentively and follow directions to perform a task (e.g., multi-step oral directions, solving problems and following rules).



PA 1.6.c - The learner will: Ask questions to clarify information.


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PA 1.6.d - The learner will: Listen to a selection and connect similar experiences to real events.PA 1.6.e - The learner will: Make realistic predictions about the outcomes of simple events and recognize different outcomes are possible.PA 1.6.f - The learner will: Retell stories using basic story grammar and relating the sequence of story events by answering, who, what, when, where, why and how questions.PA 1.6.g - The learner will: Identify character and tone in spoken information.PA 1.6.h - The learner will: Listen in order to identify and use new words and concepts.PA 1.6.i - The learner will: Use correct vocabulary and word usage when speaking.PA 1.6.j - The learner will: Use appropriate volume while initiating answers and conversation.PA 1.6.k - The learner will: Pronounce single and multiple syllable words correctly.PA 1.6.l - The learner will: Use appropriate pace in sentences, rhymes, poetry and questions.PA 1.6.m - The learner will: Interpret expressions, gestures and body language cues from audience.

PA 1.6.n - The learner will: Ask and answer relevant questions and share experiences within a group.PA 1.6.o - The learner will: Initiate and respond appropriately to conversations and discussions.PA 1.6.1 - The teacher will: Model appropriate speaking and listening behaviors throughout the school day.

PA 1.6.2 - The teacher will: Verbalize thought processes while listening.


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PA 1.6.3 - The teacher will: Provide opportunities for students to demonstrate appropriate public speaking.PA 1.6.4 - The teacher will: Encourage use of learned vocabulary.PA 1.6.5 - The teacher will: Demonstrate and instruct students in purposeful listening activities.PA 1.6.6 - The teacher will: Utilize various media for instruction.PA 1.6.7 - The teacher will: Model the use of computers and software applications as a means for accessing information.PA 1.7 - Characteristics and Functions of the English LanguagePA 1.7.A - The learner will: Distinguish commonly used words from other languagesPA 1.7.B - The learner will: Identify variations in the dialogues of literary charactersPA 1.7.a - The learner will: Use common words from other languages (i.e. count to 10 in Spanish).

PA 1.7.b - The learner will: Utilize speech bubbles and quotations to differentiate between dialogue and text.PA 1.7.1 - The teacher will: Sing songs using words from other languages, connecting the English and other language term and meaning.PA 1.7.2 - The teacher will: Model various 'accents,' modulations and character voices when reading aloud.

PA 1.7.3 - The teacher will: Offer examples of various dialogue presentations.PA 1.8 - ResearchPA 1.8.A - The learner will: Use a systematic process for the collection, processing and presentation of information


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PA 1.8.a - The learner will: Select a topic for research.PA 1.8.b - The learner will: Differentiate between various sources of information (e.g., dictionaries, newspapers, magazines, electronic media).PA 1.8.c - The learner will: Select sources for gathering information (e.g., dictionaries, encyclopedias, observation, electronic media).PA 1.8.d - The learner will: Use picture clues, keywords, heading to locate information.PA 1.8.e - The learner will: Organize key concepts using a graphic organizer.PA 1.8.f - The learner will: Summarize main ideas orally from key facts and concepts.PA 1.8.g - The learner will: Write a simple report with a title and at least three facts and supporting details using complete sentences.PA 1.8.1 - The teacher will: Demonstrate the use of the writing process to create a research paper.

PA 1.8.2 - The teacher will: Offer a collection of resources for students to use in collecting information.


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Agency Tag Set NamePennsylvania, Reading, Writing, Speaking and Listening, 2008, 2nd Grade, Early Childhood Education Standards, State Department of EducationStandard Skill Area Description Skill DescriptionPA 1.1 - Learning to Read IndependentlyPA 1.1.A - The learner will: Demonstrate CONCEPT of PRINT, how print is organized and used in reading and writing tasksPA 1.1.B - The learner will: Demonstrate advanced knowledge of the ALPHABETIC PRINCIPLE, the ability to associate sounds with letters and use these sounds to form words.

PA 1.1.C - The learner will: Demonstrate FLUENCY, the ability to read grade level text orally with accuracy, appropriate rate and expressionPA 1.1.D - The learner will: Demonstrate a rich listening and speaking VOCABULARY, the ability to understand (receptive) and use (expressive) words to acquire and convey meaningPA 1.1.E - The learner will: Demonstrate COMPREHENSION, the complex cognitive process involving the intentional interaction between reader and text to convey meaningPA 1.1.a - The learner will: Identify the purposes and types of text (e.g. literature, information) before reading.PA 1.1.b - The learner will: Use titles, table of contents and chapter headings to locate information in text.

PA 1.1.c - The learner will: Recognize and use knowledge of spelling patterns (e.g. vowel diphthongs, vowel teams, consonant blends and digraphs).PA 1.1.d - The learner will: Apply knowledge of basic syllabication rules when reading.PA 1.1.e - The learner will: Identify and spell high frequency words.



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Agency Tag Set NamePennsylvania, Reading, Writing, Speaking and Listening, 2008, 2nd Grade, Early Childhood Education Standards, State Department of EducationStandard Skill Area Description Skill Description


PA 1.1.f - The learner will: Decode and encode (spell) single and multisyllabic words in isolation and in text.



PA 1.1.g - The learner will: Identify and correctly use regular (e.g. -s, -es, -ies) and irregular (e.g. fly/flies; wife/wives) plurals.PA 1.1.h - The learner will: Recognize common abbreviations (e.g. months, days, Mr., Mrs., St.).PA 1.1.i - The learner will: Apply letter-sound and syllable knowledge to decode and encode phonetically regular/irregular words and pseudo-words quickly and accurately in isolation and in context.



PA 1.1.j - The learner will: Recognize high frequency and familiar words in isolation and in context.



PA 1.1.k - The learner will: Adjust reading rate based on purpose, text difficulty, form and style.PA 1.1.l - The learner will: Recognize and self-correct errors.PA 1.1.m - The learner will: Read a variety of genres.PA 1.1.n - The learner will: Read grade level texts with appropriate rate and expression.PA 1.1.o - The learner will: Answer comprehension questions orally and in writing based on material read independently.PA 1.1.p - The learner will: Understand, learn and use new vocabulary from a variety of content areas (e.g. orally read stories, informational text).PA 1.1.q - The learner will: Develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud.PA 1.1.r - The learner will: Keep a journal of a variety of new words and their meanings.


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PA 1.1.s - The learner will: Use context to understand word and sentence meanings.PA 1.1.t - The learner will: Relate vocabulary to prior knowledge.PA 1.1.u - The learner will: Identify and correctly use antonyms, synonym and categorization of words.

Skill Area 9 - Vocabulary (VO) Skill 2 - VO02 Recognizing synonyms

Skill 3 - VO03 Recognizing antonyms

PA 1.1.v - The learner will: Use a dictionary, thesaurus or other resource to confirm the meaning of a word.PA 1.1.w - The learner will: Use context to identify simple multiple-meaning words.PA 1.1.x - The learner will: Display understanding of the meaning of simple affixes (e.g. un-, -ful).PA 1.1.y - The learner will: Read text using self-monitoring comprehension strategies (e.g., predict, revise predictions, use picture and structural clues, reread and clarify meaning through questioning).

PA 1.1.z - The learner will: Identify a text's features (e.g. title, subheading, captions, illustrations) and use them to make predictions and establish a purpose for reading.

PA 1.1.aa - The learner will: Identify text structures (e.g. compare/contrast, cause/effect and sequence of events) to build understanding.PA 1.1.ab - The learner will: Identify and use text graphics, charts, figures and tables to build understanding.

PA 1.1.ac - The learner will: Determine the author's purpose in text and asks clarifying questions (e.g., why, how) if meaning is unclear.


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PA 1.1.ad - The learner will: Relate prior knowledge to textual information.PA 1.1.ae - The learner will: Retell the main idea of simple narrative and informational passages.PA 1.1.af - The learner will: Reread and self-correct word recognition errors to make meaning.PA 1.1.ag - The learner will: Connect the reading to self and the world.

PA 1.1.ah - The learner will: Monitor one's own comprehension.PA 1.1.ai - The learner will: Use graphic and semantic organizers.PA 1.1.aj - The learner will: Answer questions aimed at finding information found directly in the text, information implied in the text and information inferred from the text.

Skill Area 7 - Reading Accuracy (RA)

Skill 3 - RA03 Paragraph reading

PA 1.1.ak - The learner will: Generate questions.PA 1.1.al - The learner will: Use story structure as a guide for understanding.PA 1.1.am - The learner will: Respond to the text using a variety of mediums (dramatization, art forms, writing, oral interaction).PA 1.1.an - The learner will: Respond to and use academic vocabulary.

PA 1.1.1 - The teacher will: Engage students in using print to convey meaning (e.g. writing and reading directions, creating graphs and tables).PA 1.1.2 - The teacher will: Display and teach using a variety of forms of print (e.g. signs, newspapers, magazines, books).PA 1.1.3 - The teacher will: Offer direct, explicit and systematic phonics instruction.PA 1.1.4 - The teacher will: Have strong understanding of linguistics and how it affects reading acquisition in students.


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PA 1.1.5 - The teacher will: Have strong understanding of common syllable patterns.PA 1.1.6 - The teacher will: Use a word wall for instruction and practice of new words.PA 1.1.7 - The teacher will: Place high frequency words on 3 x 5 cards for practice, review and word recognition games.PA 1.1.8 - The teacher will: Create word lists for word sorts.PA 1.1.9 - The teacher will: Provide several opportunities for both reading and writing of newly learned words.

PA 1.1.10 - The teacher will: Adjust the pace of instruction according to students' needs.PA 1.1.11 - The teacher will: Offer multi-sensory activities to support and practice new skills.PA 1.1.12 - The teacher will: Provide ongoing progress monitoring to ensure mastery of taught skills.

PA 1.1.13 - The teacher will: Use decodable text for multiple opportunities for practice and transfer of phonics skills to text.PA 1.1.14 - The teacher will: Model reading aloud with fluency.PA 1.1.15 - The teacher will: Provide oral support for readers by activities such as choral reading, echo reading and/or paired reading.PA 1.1.16 - The teacher will: Offer plenty of practice opportunities including repeated readings.PA 1.1.17 - The teacher will: Encourage fluency through phrasing or chunking to aid in comprehension.

PA 1.1.18 - The teacher will: Provide ongoing progress monitoring to ensure mastery of taught skills.


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PA 1.1.19 - The teacher will: Use think aloud to share how you, as a fluent reader, are navigating through a piece of text.PA 1.1.20 - The teacher will: Prompt students to respond to what they read both orally and in print, how it was read and if any improvements are needed to further build fluency.

PA 1.1.21 - The teacher will: Monitor student fluency rates against research-based benchmarks.

PA 1.1.22 - The teacher will: Build a connection between fluency and comprehension.PA 1.1.23 - The teacher will: Provide decodable text for multiple practice and transfer of phonics skills to text.

PA 1.1.24 - The teacher will: Take advantage of student listening and speaking competencies to enhance student vocabulary.PA 1.1.25 - The teacher will: Increase word knowledge through systematic rich and robust vocabulary development.PA 1.1.26 - The teacher will: Chart and display new vocabulary words to reinforce speaking, listening and writing usage.PA 1.1.27 - The teacher will: Use trade books that are read aloud to children as a major source for identifying interesting words and developing conceptual understanding.PA 1.1.28 - The teacher will: Choose vocabulary words that are within the intellectual grasp of the children.

PA 1.1.29 - The teacher will: Use words that can be used in many contexts and in a variety of instructional activities.PA 1.1.30 - The teacher will: Assist students in connecting new vocabulary to prior knowledge.


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PA 1.1.31 - The teacher will: Explore similarities and differences in words, meanings and concepts.PA 1.1.32 - The teacher will: Introduce vocabulary from narrative and informational text.PA 1.1.33 - The teacher will: Promote wide reading.PA 1.1.34 - The teacher will: Direct teach increasingly sophisticated words with examples and non-examples.PA 1.1.35 - The teacher will: Offer multiple, repeated practice opportunities to use new and previously taught vocabulary.PA 1.1.36 - The teacher will: Understand the major factors that influence comprehension.PA 1.1.37 - The teacher will: Reinforce the use of before, during and after reading strategies by directly explaining the strategy and why it is helpful. Model how to apply the strategy using think aloud. Offer practice applying the strategy with guidance, feedback and assistance until it can be done independently.

PA 1.1.38 - The teacher will: Build both listening and reading comprehension in students.PA 1.1.39 - The teacher will: Use modeling, think aloud, questioning and other techniques to promote active construction of meaning.PA 1.1.40 - The teacher will: Teach comprehension strategies (e.g. prediction, revision of predictions, use of picture and text structure clues, reread and clarify meaning through questioning).PA 1.1.41 - The teacher will: Demonstrate identification of text features and structures (e.g. title, subheadings, captions, illustration, compare/contrast, cause/effect and sequence of events).


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PA 1.1.42 - The teacher will: Model a think-aloud of connections between what is being learned and what is already known (e.g. text to text, text to self, text to world).PA 1.1.43 - The teacher will: Discuss text, features and structure to determine main idea.PA 1.1.44 - The teacher will: Provide opportunities for the learner to respond to the text using a variety of mediums.PA 1.1.45 - The teacher will: Directly teach and routinely use academic vocabulary.PA 1.2 - Reading Critically in All Content AreasPA 1.2.A - The learner will: Identify, analyze and apply knowledge of the elements of a variety of informational texts to demonstrate an understanding of the information presentedPA 1.2.B - The learner will: Identify and use a variety of media to gain information (e.g., computer, tape recorder, television and recorded media)PA 1.2.a - The learner will: Identify a text's features (e.g. title, subheading, captions, illustrations) and use them to make predictions and establish a purpose for reading.

PA 1.2.b - The learner will: Distinguish fact from opinion.PA 1.2.c - The learner will: Identify essential information such as facts, main idea and supporting information from illustrations and text.

PA 1.2.d - The learner will: Make predictions about what happens next in a story or process and justify.


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PA 1.2.e - The learner will: Interpret and identify the organizational features (e.g. charts, graphs, captions) of text and indicate connection to the written text.

PA 1.2.f - The learner will: Apply comprehension strategies (e.g. graphic organizers, rereading, summarizing) to build understanding.

PA 1.2.g - The learner will: Make inferences from texts to draw conclusions.PA 1.2.h - The learner will: Identify type of media to be used for a specific task.PA 1.2.i - The learner will: Review different techniques in television programs and evaluate fact from misleading information.PA 1.2.j - The learner will: Use electronic media to gather and report information.PA 1.2.1 - The teacher will: Display examples of fact and opinion in text, identifying characteristics of each.

PA 1.2.2 - The teacher will: Model the distinction between essential and non-essential information.PA 1.2.3 - The teacher will: Assist students in using prior knowledge to predict and justify what will happen next in a story or process.PA 1.2.4 - The teacher will: Draw connections between illustrated organization features (e.g. charts, graphs, captions) and the written text.

PA 1.2.5 - The teacher will: Assist students in selecting age and ability-appropriate, non-fiction materials to read to begin building a core base of knowledge.PA 1.2.6 - The teacher will: Model and provide guided practice in the use of graphic organizers to build connections and organize information.


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PA 1.2.7 - The teacher will: Expose students to a variety of media used to gain information (e.g. computer software, internet, books on tape, television programming, film).

PA 1.2.8 - The teacher will: Discuss new media as it becomes available and how it can be used for learning.

PA 1.3 - Reading, Analyzing and Interpreting LiteraturePA 1.3.A - The learner will: Identify, analyze and apply knowledge of the elements of a variety of fiction and literary texts to demonstrate an understanding of a literary selection

PA 1.3.a - The learner will: Read and listen to a variety of genres of literature (e.g. poetry, plays, fables, legends, picture books) and participate in guided discussion.PA 1.3.b - The learner will: Distinguish the distinct characteristics and purposes of each genre.

PA 1.3.c - The learner will: Identify and describe the elements of story structure (e.g. setting, plot, character, problem and resolution) in a variety of fiction.PA 1.3.d - The learner will: Retell the main events of a story including beginning, middle and end.

PA 1.3.e - The learner will: Identify the main topic or essential message of a literary selection.PA 1.3.f - The learner will: Make predictions about what happens next in a story or process and justify.

PA 1.3.g - The learner will: Identify the literary devices in rhyme, repetition, rhythm and patterns.


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PA 1.3.h - The learner will: Identify and complete predictable language patterns (e.g., pattern books, predictable books, nursery rhymes).

PA 1.3.i - The learner will: Identify dialogue and story action in plays and stories.PA 1.3.j - The learner will: Connect the reading text to self, (personal connection), text to world (social connection) and text to text (comparison among multiple texts).

PA 1.3.k - The learner will: Select fiction materials to listen to, read and report on based upon interest or recommendation.PA 1.3.1 - The teacher will: Display examples of a variety of fiction and literary texts (e.g. classroom library).

PA 1.3.2 - The teacher will: Read aloud and expose students to a variety of genre.PA 1.3.3 - The teacher will: Model the distinction between essential and non-essential information.PA 1.3.4 - The teacher will: Assist students in using prior knowledge to predict and justify what will happen next in a story.PA 1.3.5 - The teacher will: Lead students to draw connections between illustrations and the written text.PA 1.3.6 - The teacher will: Assist students in selecting age and ability-appropriate fiction materials to read.

PA 1.3.7 - The teacher will: Model and provide guided practice for the use of a few appropriate graphic organizers to build connections and organize information.PA 1.3.8 - The teacher will: Model the steps to writing a book report.PA 1.4 - Types of Writing


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PA 1.4. - The learner will: Develop and demonstrate the writing of narrative pieces that include a main idea based on read, imagined or personal events, characters and a sequence of eventsPA 1.4.a - The learner will: Develop an idea with a beginning, middle and end.PA 1.4.b - The learner will: Sequence three or more events.PA 1.4.c - The learner will: Include people, places and things in created writing.PA 1.4.d - The learner will: Select appropriate illustrations to accompany story.PA 1.4.1 - The teacher will: Facilitate participation in writing simple stories, poems, rhymes or song lyrics.

PA 1.4.2 - The teacher will: Provide daily shared and interactive writing opportunities.PA 1.4.3 - The teacher will: Read published stories to demonstrate use of story elements.PA 1.4.4 - The teacher will: Model the use of a graphic organizer to plan a beginning, middle and end.PA 1.4. - The learner will: Develop and demonstrate the writing of informational pieces that provides information related real-world tasksPA 1.4.e - The learner will: Write informational sentences (e.g., descriptions, definitions, simple instructions) using illustrations.PA 1.4.f - The learner will: Write informational paragraphs that contain a topic sentence, supporting details and relevant information.

PA 1.4.g - The learner will: Write informational descriptions of a real object, person, place or event, using sensory details from information gathered from varies media (e.g. internet, books, magazines).


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PA 1.4.h - The learner will: Differentiate between fact and opinion.PA 1.4.i - The learner will: Write a brief opinion piece and support the opinion with details.PA 1.4.5 - The teacher will: Write in a variety of informational forms (e.g. thank you notes, short letters, rules, descriptive directions, graphs/tables).

PA 1.4.6 - The teacher will: Provide daily shared and interactive writing opportunities.PA 1.4.7 - The teacher will: Read published informational text to demonstrate use of topic and supporting details.PA 1.4.8 - The teacher will: Model the use of a graphic organizer to develop a topic and supporting details.

PA 1.4.9 - The teacher will: Showcase exemplary writing samples of informational text.PA 1.4. - The learner will: Develop and demonstrate persuasive writing that is used for the purpose of influencing the readerPA 1.4.j - The learner will: Draw a picture and use text to tell a message (e.g. Don't be a bully!) or to persuade the reader.PA 1.4.k - The learner will: Identify and discuss the message offered in a persuasive piece.PA 1.4.10 - The teacher will: Model and share examples of persuasion found in print and environment.PA 1.4.11 - The teacher will: Provide daily shared and interactive writing opportunities.PA 1.4.12 - The teacher will: Engage students in shared and interactive writing opportunities.PA 1.5 - Quality of WritingPA 1.5. - The learner will: Progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing and publishing)


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PA 1.5.a - The learner will: Write for different purposes and to a specific audience or person.PA 1.5.1 - The teacher will: Describe the process and its intended purpose and outcome.PA 1.5.2 - The teacher will: Provide shared and interactive prewriting opportunities.PA 1.5.3 - The teacher will: Use focus, content, organization, style and conventions to direct instruction in the writing process.PA 1.5.4 - The teacher will: Hold individual conferences with students to guide the writing process.

PA 1.5. - The learner will: Use prewriting strategies to generate ideas and formulate a planPA 1.5.b - The learner will: Generate ideas from multiple sources and create a plan for writing (e.g. brainstorming, webbing, drawing, group discussion, other activities).

PA 1.5.c - The learner will: Organize and select a topic for writing.

PA 1.5.d - The learner will: Determine the purpose for writing a piece (e.g. to entertain, to inform, to communicate).PA 1.5.5 - The teacher will: Model pre-writing strategies (e.g. think-aloud, listing, graphic organizers).PA 1.5.6 - The teacher will: Engage students in discussion surrounding a focus for writing, generation of ideas and organization to categorize ideas and plan for writing.

PA 1.5. - The teacher will: Write clear and coherent sentences and paragraphs that develop a central ideaPA 1.5.e - The teacher will: Maintain a focus on a single idea while including supporting details.


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PA 1.5.f - The teacher will: Organize details into a logical sequence that has a beginning, middle and end.

PA 1.5.g - The teacher will: Write with a variety of well constructed sentences including descriptive words and action verbs.PA 1.5.h - The teacher will: Use complete, declarative, interrogative and exclamatory sentences.PA 1.5.i - The teacher will: Use descriptive words and action verbs in context.PA 1.5.j - The learner will: Write using a variety of differing sentence lengths and complexities.PA 1.5.7 - The teacher will: Model writing that states a feeling or reaction.PA 1.5.8 - The teacher will: Provide opportunities for learners to engage in shared, interactive and independent writing.PA 1.5.9 - The teacher will: Demonstrate the transfer of information from prewriting to the drafting stage.PA 1.5.10 - The teacher will: Offer direct instruction on various sentence types.PA 1.5.11 - The teacher will: Offer opportunities to write using varied sentence lengths and complexities.

PA 1.5. - The learner will: Revise and refine the draft for clarity and effectivenessPA 1.5.k - The learner will: Revise writing to add or eliminate details and correct ideas so a logical order is present.PA 1.5.l - The learner will: Create clarity by marking out repetitive details by using a caret and replacing general words with more specific words.


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PA 1.5.12 - The teacher will: Provide opportunities for students to engage in shared, interactive and independent revision of writing samples.PA 1.5.13 - The teacher will: Offer cooperative learning opportunities for peers to discuss and improve their writing samples.PA 1.5.14 - The teacher will: Demonstrate examples of marks used in revision and samples of more specific words for those that are general.PA 1.5. - The learner will: Edit and correct the draft for standard language conventionsPA 1.5.m - The learner will: Spell common, frequently used words correctly.PA 1.5.n - The learner will: Capitalize the first word of a sentence, names of people, proper nouns and the pronoun "I".PA 1.5.o - The learner will: Use proper end punctuation (period, exclamation, question mark and commas in a series, in dates, greetings and closings of letters and compound sentences, colons to punctuate time and apostrophes to correctly punctuate contractions).

PA 1.5.p - The learner will: Use appropriate nouns (i.e.. singular and plural), pronouns (e.g. my/mine, his/her, hers), verbs, simple adjectives and adverbs in writing.

PA 1.5.q - The learner will: Correctly use common spelling patterns (e.g., word families, simple CVC words, regular plurals, simple suffixes and simple prefixes).

PA 1.5.r - The learner will: Write using subject/verb and noun/ pronoun agreement in simple and compound sentences.


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PA 1.5.s - The learner will: Use a checklist to ensure the proper editing of the writing.PA 1.5.15 - The teacher will: Provide opportunities for students to engage in shared, interactive and independent editing.PA 1.5.16 - The teacher will: Provide and demonstrate the use of various resources to check for spelling errors (e.g. word wall, picture or word dictionary, environmental print, spell check).PA 1.5.17 - The teacher will: Model use of adverb and adjective to enhance meaning.PA 1.5.18 - The teacher will: Offer direct, explicit instruction on editing for meaning, spelling and conventions of print.PA 1.5.19 - The teacher will: Demonstrate use of an editing checklist.PA 1.5. - The learner will: Write a final product for the intended audiencePA 1.5.t - The learner will: Produce, illustrate and share a variety of compositions.PA 1.5.20 - The teacher will: Provide opportunities for students to share their published work with others.

PA 1.5.21 - The teacher will: Display published work.PA 1.5. - The learner will: Engage in the writing process and write to clearly communicate ideas and experiences in legible printPA 1.5.u - The learner will: Write numbers and uppercase and lowercase letters using left to right sequencing.PA 1.5.v - The learner will: Print legibly and space letters, words, sentences and paragraphs appropriately.


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PA 1.5.22 - The teacher will: Use a consistent method for demonstrating proper use of letter and number formation.PA 1.5.23 - The teacher will: Model appropriate spacing between letters, words, sentences and paragraph.

PA 1.6 - Speaking and ListeningPA 1.6.A - The learner will: Apply listening and speaking strategies effectivelyPA 1.6.B - The learner will: Use electronic media for learning purposes, such as generating a journal or storyPA 1.6.a - The learner will: Listen to others when they are speaking and demonstrate an understanding of the message.PA 1.6.b - The learner will: Listen attentively and follow directions to perform a task (e.g., multi-step oral directions, solving problems and following rules).



PA 1.6.c - The learner will: Ask questions to clarify information.PA 1.6.d - The learner will: Differentiate fact from opinion.PA 1.6.e - The learner will: Listen to a selection and connect similar experiences to real events.PA 1.6.f - The learner will: Make realistic predictions about the outcomes of simple events and recognize different outcomes are possible.PA 1.6.g - The learner will: Retell stories using basic story grammar and relating the sequence of story events by answering, who, what when, where, why and how questions.PA 1.6.h - The learner will: Identify character and tone in spoken information.PA 1.6.i - The learner will: Listen in order to identify and use new words and concepts.


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PA 1.6.j - The learner will: Use correct vocabulary and word usage when speaking.PA 1.6.k - The learner will: Use appropriate volume while initiating answers and conversation.PA 1.6.l - The learner will: Pronounce single and multiple syllable words correctly.PA 1.6.m - The learner will: Use appropriate pace in sentences, rhymes, poetry and questions.PA 1.6.n - The learner will: Interpret expressions, gestures and body language cues from audience.

PA 1.6.o - The learner will: Ask and answer relevant questions and share experiences within a groupPA 1.6.p - The learner will: Initiate and respond appropriately to conversations and discussions.PA 1.6.q - The learner will: Display appropriate turn-taking behaviors.PA 1.6.r - The learner will: Report an emergency.PA 1.6.s - The learner will: Recite poems, rhymes, songs and stories.

PA 1.6.t - The learner will: Utilize different forms of media (e.g., television, radio, film, internet).PA 1.6.u - The learner will: Recognize advertisements and explain their purposes.PA 1.6.1 - The teacher will: Model appropriate speaking and listening behaviors throughout the school day.

PA 1.6.2 - The teacher will: Verbalize thought processes while listening.

PA 1.6.3 - The teacher will: Provide opportunities for students to demonstrate appropriate public speaking.PA 1.6.4 - The teacher will: Encourage use of learned vocabulary.


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PA 1.6.5 - The teacher will: Demonstrate and instruct students in purposeful listening activities.PA 1.6.6 - The teacher will: Offer examples of fact and opinion in spoken language heard in the environment.PA 1.6.7 - The teacher will: Utilize various media for instruction.PA 1.6.8 - The teacher will: Model the use of computers and software applications as a means for accessing information.PA 1.7 - Characteristics and Functions of the English LanguagePA 1.7.A - The learner will: Distinguish commonly used words from other languagesPA 1.7.B - The learner will: Identify variations in the dialogues of literary charactersPA 1.7.a - The learner will: Recognize a word as one other than commonly used in spoken English.

PA 1.7.b - The learner will: Utilize speech bubbles and quotations to differentiate between dialogue and text.PA 1.7.1 - The teacher will: Model various 'accents,' modulations and character voices when reading aloud.

PA 1.7.2 - The teacher will: Offer examples of various dialogue presentations.PA 1.8 - ResearchPA 1.8.A - The learner will: Use a systematic process for the collection, processing and presentation of informationPA 1.8.a - The learner will: Create a question or topic for research.PA 1.8.b - The learner will: Differentiate between various sources of information (e.g., dictionaries, newspapers, magazines, electronic media).


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PA 1.8.c - The learner will: Select sources for gathering information on a specific topic (e.g., dictionaries, encyclopedias, observation, electronic media).PA 1.8.d - The learner will: Use picture clues, keywords, headings to locate information.PA 1.8.e - The learner will: Organize key concepts using a graphic organizer.PA 1.8.f - The learner will: Summarize main ideas orally from key facts and concepts.PA 1.8.1 - The teacher will: Write a simple report with a title and at least three paragraphs that include at least three facts with supporting details using complete sentences.PA 1.8.2 - The teacher will: Demonstrate the use of the writing process to create a research paper.

PA 1.8.3 - The teacher will: Offer a collection of resources for students to use in collecting information.PA 1.8.4 - The teacher will: Model a systematic approach to collect, process and present information.PA 1.8.5 - The teacher will: Offer opportunities for the sharing of research.PA 1.8.6 - The teacher will: Showcase exemplary research samples.


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Agency Tag Set NamePennsylvania, ELA, 2007, Grade 3, Assessment Anchors, State Department of EducationStandard Skill Area Description Skill DescriptionPA R3.A - Comprehension and Reading SkillsPA R3.A.1 - Understand fiction appropriate to grade level.PA R3.A.1.1 - Identify and interpret the meaning of vocabulary.PA R3.A.1.1.1 - Identify and/or interpret meaning of multiple-meaning words used in text.PA R3.A.1.1.2 - Identify and/or interpret a synonym or antonym of a word used in text.

Skill Area 9 - Vocabulary (VO) Skill 2 - VO02 Recognizing synonyms

Skill 3 - VO03 Recognizing antonyms

PA R3.A.1.2 - Identify and apply word recognition skills.PA R3.A.1.2.1 - Identify how the meaning of a word is changed when an affix is added; identify the meaning of a word from the text with an affix.PA R3.A.1.2.2 - Define and/or apply how the meaning of words or phrases changes when using context clues given in explanatory sentences.

PA R3.A.1.3 - Make inferences and draw conclusions based on text.

PA R3.A.1.3.1 - Make inferences and/or draw conclusions based on information from the text.PA R3.A.1.4 - Identify and explain the main ideas and relevant details.

PA R3.A.1.4.1 - Identify and/or explain stated or implied main ideas and relevant supporting details from text.PA R3.A.1.5 - Summarize a fictional text as a whole.PA R3A.1.5.1 - Summarize the key details and events of a fictional text as a whole.PA R3.A.1.6 - Identify genre of text.

PA R3.A.1.6.1 - Identify the author's intended purpose of text.PA R3.A.2 - Understand nonfiction appropriate to grade level.



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Agency Tag Set NamePennsylvania, ELA, 2007, Grade 3, Assessment Anchors, State Department of EducationStandard Skill Area Description Skill Description


PA R3.A.2.1 - Identify and interpret the meaning of vocabulary in nonfiction.PA R3.A.2.1.1 - Identify and/or interpret the meaning of multiple-meaning words used in text.PA R3.A.2.1.2 - Identify and/or interpret the meaning of content-specific words used in text.PA R3.A.2.2 - Identify and apply word recognition skills.PA R3.A.2.2.1 - Identify how the meaning of a word is changed when an affix is added; identify the meaning of a word from the text with an affix.PA R3.A.2.2.2 - Define and/or apply how the meaning of words or phrases changes when using context clues given in explanatory sentences.

PA R3.A.2.3 - Make inferences and draw conclusions based on text.

PA R3.A.2.3.1 - Make inferences and/or draw conclusions based on information from text.PA R3.A.2.4 - Identify and explain main ideas and relevant details.PA R3.A.2.4.1 - Identify and/or explain stated or implied main ideas and relevant supporting details from text.PA R3.A.2.5 - Summarize a nonfictional text as a whole.PA R3.A.2.5.1 - Summarize the major points, processes, and/or events of a nonfictional text as a whole.PA R3.A.2.6 - Identify genre of text.

PA R3.A.2.6.1 - Identify the author's intended purpose of text.PA R3.B - Interpretation and Analysis of Fictional and Nonfictional Text

PA R3.B.1 - Understand components within and between texts.


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PA R3.B.1.1 - Identify, interpret, compare, and describe components of fiction and literary nonfiction.

PA R3.B.1.1.1 - Identify, interpret, compare, and/or describe components of fiction and literary nonfiction.PA R3.B.1.1.1.a - Character (may also be called narrator, speaker, subject of a biography):PA R3.B.1.1.1.a.1 - Character (may also be called narrator, speaker, subject of a biography): Identify, interpret, compare, and/or describe character actions, motives, dialogue, emotions/feelings, traits, and relationships among characters within fictional or literary nonfictional text.

PA R3.B.1.1.1.a.2 - Character (may also be called narrator, speaker, subject of a biography): Identify, interpret, compare, and/or describe the relationship between characters and other components of text.

PA R3.B.1.1.1.b - Setting:PA R3.B.1.1.1.b.1 - Setting: Identify, interpret, compare, and/or describe the setting (when or where a story or personal narrative takes place);

PA R3.B.1.1.1.c - Plot (may also be called action):PA R3.B.1.1.1.c.1 - Plot (may also be called action): Identify, interpret, compare, and/or describe elements of the plot (conflict/problem, sequence of events, cause and effect relationships in the plot, how the problem was solved).

PA R3.B.1.2 - Make connections between text.PA R3.B.1.2.1 - Identify, interpret, compare, and/or describe connections between text.PA R3.B.2 - Understand literary devices in fictional and nonfictional text.


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PA R3.B.2.1 - Identify and interpret figurative language in fiction and nonfiction.PA R3.B.2.1.1 - Identify and/or interpret examples of personification in text.PA R3.B.3 - Understand concepts and organization of nonfictional text.

PA R3.B.3.1 - Differentiate fact from opinion in nonfictional text.PA R3.B.3.1.1 - Identify and/or interpret statements of fact and opinion in nonfictional text.PA R3.B.3.2 - Distinguish between essential and nonessential information within text.PA R3.B.3.2.1 - Identify exaggeration (bias) where present in nonfictional text.PA R3.B.3.3 - Identify, compare, explain, and interpret how text organization clarifies meaning of nonfictional text.PA R3.B.3.3.1 - Identify and/or interpret text organization, including sequence, question/answer, comparison/contrast, cause/effect or problem/solution.

PA R3.B.3.3.2 - Use headings to locate information in a passage, or identify content that would best fit in a specific section of text.PA R3.B.3.3.3 - Interpret graphics and charts and/or make connections between text and the content of graphics and charts.PA R3.B.3.3.4 - Identify, compare, and/or explain the sequence of steps in a list of directions.


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pennsylvania standards alignment prekindergarten through

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