1. E01.A Literature Text
E01.A-K.1—Key Ideas and Details (Anchor)
E01.A-K.1.1 (Descriptor)
Demonstrate understanding of key ideas and details in literature.
Eligible Content
E01.A-K.1.1.1
Ask and answer questions about key details in a text.
E01.A-K.1.1.2
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
E01.A-K.1.1.3
Describe characters, settings, and major events in a story, using key details.
Next Grade Level Eligible Content
E02.A-K.1.1.1
Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
E02.A-K.1.1.2
Recount stories and determine their central message, lesson, or moral.
E02.A-K.1.1.3
Describe how characters in a story respond to major events and challenges.

2. E01.A Literature
E01.A-C.2—Craft and Structure (Anchor)
E01.A-C.2.1 (Descriptor)
Demonstrate understanding of craft and structure in literature.
Eligible Content
E01.A-C.2.1.1
Identify who is telling the story at various points in a text.
Next Grade Level Eligible Content
E02.A-C.2.1.1
Acknowledge differences in the points of views of characters, including by speaking in a different voice for each character when reading dialogue aloud.

3. E01.A Literature Text
E01.A-C.3—Integration of Knowledge and Ideas (Anchor)
E01.A-C.3.1 (Descriptor)
Demonstrate understanding of connections between, and/or among texts.
Eligible Content
E01.A-C.3.1.1
Compare and contrast the adventures and experiences of characters in stories.
Note
“Stories” means narration of events told through the text types of stories, dramas, or poems.
Next Grade Level Eligible Content
E02.A-C.3.1.1
Compare and contrast two or more versions of the same story by different authors or from different cultures.

4. Use frequently occurring affixes as a clue to the meaning of a word.
E01.A Literature Text
E01.A-V.4—Vocabulary Acquisition and Use (Anchor)
E01.A.V.4.1 (Descriptor)
Demonstrate understanding of vocabulary and figurative language in literature.
Eligible Content
E01.A.V.4.1.1
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content.
Use sentence-level context as a clue to the meaning of a word or phrase.
Use frequently occurring affixes as a clue to the meaning of a word.
Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
Next Grade Level Eligible Content
E01.A.4.1.1
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

5. E01.A Literature Text
E01.A-V.4—Vocabulary Acquisition and Use (Anchor)
E01.A.V.4.1 (Descriptor)
Demonstrate understanding of vocabulary and figurative language in literature.
Eligible Content
E01.A.V.4.1.2
With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
Identify real-life connections between words and their use (e.g., note places at home that are cozy).
Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
Next Grade Level Eligible Content
E02.A.4.1.2
Demonstrate understanding of word relationships and nuances in word meanings.
Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

6. E01.B Informational Text
E01.B-K.1—Key Ideas and Details
E01.B-K.1.1 (Descriptor)
Demonstrate understanding of key ideas and details in informational texts.
Eligible Content
E01.B-K.1.1.1
Ask and answer questions about key details in a text.
E1.B-K.1.1.2
Identify the main idea and retell key details of text
E1.B-K.1.1.3
Describe the connection between two individuals, events, ideas, or pieces of information in a text.
Next Grade Level Eligible Content
E02.B-K.1.1.1
Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text
E02.B-K.1.1.2
Identify the main idea of a multi-paragraph text as well as the focus of specific paragraphs within the text.
E02.B-K.1.1.3
Describe the connection between a series of events, concepts, or steps in a procedure within a text.

7. E01.B Informational Text
E01.B-C.2—Craft and Structure (Anchor)
E01.B-C.2.1 (Descriptor)
Demonstrate understanding of craft and structure in informational texts.
Eligible Content
E1.B-C.2.1.1
No Point of View Standard
E1.B-C.2.1.2
Use various text features and search tools to locate key facts or information in a text.
Next Grade Level Eligible Content
E2.B-C.2.1.1
E2.B-C.2.1.2
Use various text features and search tools to locate key facts or information in a text efficiently.

8. E01.B Informational Text
E01.B-C.3—Integration of Knowledge and Ideas (Anchor)
E01.B-C.3.1 (Descriptor)
Demonstrate understanding of connections within, between, and/or among informational texts.
Eligible Content
E01.B-C.3.1.1
Identify the reasons an author gives to support points in a text.
E01.B-C.3.1.2
Identify basic similarities in and differences between two texts on the same topic. (in illustrations, descriptions, or procedures)
E01.B-C.3.1.3
Use the illustrations and details in a text to describe its key ideas.
Next Grade Level Eligible Content
E02.B-C.3.1.1
Describe how reasons support specific points the author makes in a text.
E02.B-C.3.1.2
Compare and contrast the most important points presented by two texts on the same topic.
E02.B-C.3.1.3
Explain how graphic representations contribute to and clarify a text.

9. E01.B-V.4—Vocabulary acquisition and Use (Anchor) E01.B-V.4.1
E01.B Informational Text
E01.B-V.4—Vocabulary acquisition and Use (Anchor)
E01.B-V.4.1
Demonstrate understanding of vocabulary and figurative language in informational texts.
Eligible Content
E01.B-V.4.1.1
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content
Use sentence-level context as a clue to the meaning of a word or phrase.
Use frequently occurring affixes as a clue to the meaning of a word.
Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
Next Grade Level Eligible Content
E02.B-V.4.1.1
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

10. E01.B Informational Text
E01.B-V.4—Vocabulary acquisition and Use (Anchor)
E01.B-V.4.1
Demonstrate understanding of vocabulary and figurative language in informational texts.
Eligible Content
E01.B-V.4.1.2
With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
Identify real-life connections between words and their use (e.g., note places at home that are cozy).
Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
Next Grade Level Eligible Content
E02.B-V.4.1.2
Demonstrate understanding of word relationships and nuances in word meanings.
Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

11. E01.C Writing
E01.C.1—Text Types and Purposes; Opinion Writing (Anchor)
E01.C.1.1
Write opinion pieces on topics or texts, supporting a point of view with reasons.
Eligible Content
E01.C.1.1.1
Form an opinion by choosing among given topics.
E01.C.1.1.2
Support the opinion with reasons related to the opinion.
E01.C.1.1.3
Create an organizational structure that includes reasons.
E01.C.1.1.4
Provide some sense of closure.
Next Grade Level Eligible Content
E02.C.1.1.1
Identify the topic and state an opinion.
E02.C.1.1.2
Support the opinion with reasons that include details connected to the opinion.
E02.C.1.1.3
Create an organizational structure that includes reasons
Include a concluding statement.

12. E01.C Writing
E01.C.1—Text Types and Purposes; Informative/Explanatory Writing (Anchor)
E01.C.1.2
Write informative/explanatory texts to examine a topic and convey ideas and information.
Eligible Content
E01.C.1.1.1
Identify and write about one specific topic.
E01.C.1.1.2
Develop the topic with two or more facts
E01.C.1.2.3
Group information.
E01.C.1.2.4
Provide some sense of closure.
Next Grade Level Eligible Content
E02.C.1.1.1
Identify and introduce the topic.
Develop the topic with facts and/or definitions.
Group information
Provide a concluding statement or section.

13. E01.C Writing
E01.C.1—Text Type and Purposes; Narrative Writing (Anchor)
E01.C.1.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Eligible Content
E01.C.1.3.1
Establish who and what the narrative will be about.
E01.C.1.3.2
Include thoughts and feelings to describe experiences and events.
E01.C.1.3.3
Recount two or more appropriately sequenced events using temporal words to signal event order
E01.C.1.3.4
Provide some sense of closure.
Next Grade Level Eligible Content
E02.C.1.3.1
Establish a situation and introduce a narrator and/or characters.
E02.C.1.3.2
Include thoughts and feelings to describe experiences and events to show the response of characters to situations.
E02.C.1.3.3
Organize a short sequence of events, using temporal words to signal event order.
E02.C.1.3.4
Provide a sense of closure.

14. E01.D Language
E01.D.1—Conventions of Standard English (Anchor)
E01.D.1.1 (Descriptor)
Demonstrate command of the conventions of standard English grammar and usage.
Eligible Content
E01.D.1.1.1
Print all upper- and lowercase letters.
E01.D.1.1.2
Use common, proper, and possessive nouns.
E01.D.1.1.3
Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
E01.D.1.1.4
Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
E01.D.1.1.5
Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
E01.D.1.1.6
Use frequently occurring adjectives.
E01.D.1.1.7
Use frequently occurring conjunctions (e.g., and, but, or, so, because).
E01.D.1.1.8
Use determiners (e.g., articles, demonstratives).
E01.D.1.1.9
Use frequently occurring prepositions (e.g., during, beyond, toward).
E.01.D
Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
Next Grade Level Eligible Content
E02.D.1.1.1
Use collective nouns (e.g., group).
E02.D.1.1.2
Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
E02.D.1.1.3
Use reflexive pronouns (e.g., myself, ourselves). d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
E02.D.1.1.4
Use adjectives and adverbs, and choose between them depending on what is to be modified.
E02.D.1.1.5
Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

15. E01.D Language
E01.D.1—Conventions of Standard English (Anchor)
E01.D.1.1 (Descriptor)
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling.
Eligible Content
E01.D.1.2.1
Capitalize dates and names of people.
E01.D.1.2.2
Use end punctuation for sentences.
E01.D.1.2.3
Use commas in dates and to separate single words in a series.
E01.D.1.2.4
Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
E01.D.1.2.5
Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
Next Grade Level Eligible Content
E02.D.1.2.1
Capitalize holidays, product names, and geographic names.
E02.D.1.2.2
Use commas in greetings and closings of letters.
E02.D.1.2.3
Use an apostrophe to form contractions and frequently occurring possessives.
E02.D.1.2.4
Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
E02.D.1.2.5
Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

16. EK.D Language
EK.D.1—Knowledge of Language (Anchor)
EK.D.1.1 (Descriptor)
Use knowledge of language and its conventions.
Eligible Content
No Standard
Next Grade Level Eligible Content
E02.D.1.1.1
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Compare formal and informal uses of English.

17. E01.E Foundational Skills
E01.E-PC.1—Print Concepts (Anchor)
E01.E-PC.1.1 (Descriptor)
Demonstrate an understanding of Print Concepts in Foundational Skills of literacy.
Eligible Content
E01.E-PC.1.1.1
Demonstrate understanding of the organization and basic features of print.
Recognize the distinguishing features of a sentence.
Next Grade Level Eligible Content
E02.E-PC.1.1
No Standard

18. E01.E Foundational Skills
E01.E-PW.1—Phonics and Word Recognition (Anchor)
E01.E-PW.1.1 (Descriptor)
Demonstrate an understanding of Phonics and Word Recognition in Foundational Skills of literacy.
Eligible Content
E01.E-PW.1.1.1
Know and apply grade-level phonics and word analysis skills in decoding words.
Identify common consonant diagraphs, final-e, and common vowel teams.
Decode one- and two-syllable words with common patterns.
Read grade-level words with inflectional endings.
Read grade-appropriate irregularly spelled words.
Next Grade Level Eligible Content
E02.E-PW.1.1
Distinguish long and short vowels when reading regularly spelled one-syllable words.
Decode two-syllable words with long vowels and words with common prefixes and suffixes.
Read grade-level high-frequency sight words and words with inconsistent but common spelling-sound correspondences.
Read grade-appropriate irregularly spelled words

19. E01.E Foundational Skills
E01.E-F.1—Fluency(Anchor)
E01.E-F.1.1 (Descriptor)
Demonstrate an understanding of Fluency in Foundational Skills of literacy.
Eligible Content
E01.E-F.1.1.1
Read with accuracy and fluency to support comprehension.
Read on-level text with purpose and understanding.
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Next Grade Level Eligible Content
E02.E-F.1.1

20. E01.E Foundational Skills
E01.E-PA.1—Phonological Awareness(Anchor)
E01.E-PA.1.1 (Descriptor)
Demonstrate an understanding of Phonological Awareness in Foundational Skills of literacy.
Eligible Content
E01.E-PA.1.1.1
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Distinguish long from short vowel sounds in spoken single-syllable words.
Count, pronounce, blend, and segment syllables in spoken and written words.
Orally produce single-syllable words, including consonant blends and digraphs.
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
Add or substitute individual sounds (phonemes) in one-syllable words to make new words.
Next Grade Level Eligible Content
E02.E-PA.1.1
No Standards

21. I Can Statements (Beyond Target) Assessments (Formative, Summative)
I Can Statements (Target)
I Can Statements (Prior Knowledge)
Key Content (Nouns)
Key Vocabulary
Key Skills (Verb Phrases)
Level of Bloom
Low (Remember & Understand)
Middle (Apply & Analyze)
High (Evaluate & Create