Topic IEP Goal When given text (orally or

Topic IEP Goal When given text (orally or

Topic IEP Goal When given text (orally or read), student will answer literal questions with ___% accuracy in ___trials. Asking and answering questions Compare and Contrast Same/ Different When given text (orally or read), student will compare and contrast events/objects/ experiences with ___% accuracy in ___trials. K RL 1. With prompting and support, ask and answer questions about key details in a text. RL 2. With prompting and support, retell familiar stories, including key details RL 9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. 1st RL 1. Ask and answer questions about key details in a text. RL 2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL 9. Compare and contrast the adventures and experiences of characters in stories. 2nd RL 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 3rd RL 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 4th RL 3. Describe in depth a character, setting, or event in a story or drama, drawing on specific

details in the text (e.g., a characters thoughts, words, or actions). 5th RL 3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). RL 9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. RL 9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). RL 9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. RL 9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. Topic Main idea IEP Goal When given text (orally or read), student will identify the main idea with ___% accuracy in ___trials. K RI 2. With prompting and support, identify the main topic and retell key details of a text. 1st RI 2. Identify

the main topic and retell key details of a text. 2nd RI 2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. 3rd RI 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 4th RI 2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. 5th RI 2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Topic Phonological Awareness Phonological Awareness Phonological Awareness IEP Goal When given a visual letter symbol, student will name the letter with ____% in ___trials. When given a letter, student will name its corresponding sound with ___% in ___trials. K 1st RF 1d. Recognize and name all upper- and lowercase letters of the alphabet. RF 3a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the When given a primary sound or sound, student will many of the most name its frequent sounds corresponding for each letter with ___% in consonant. ___trials When given word RF 2a. Recognize pairs, student will and produce determine if they rhyming words. rhyme with ____% accuracy in ___trials. When given words, student will name a rhyming word with ____% in ____trials. When given words, RF 2b. Count, student will count/ pronounce, pronounce/

blend, and blend/segment segment syllables with ___% syllables in in ____trials. spoken words. 2nd 3rd 4th 5th Topic Phonological Awareness Phonological Awareness Vocabulary (prefixes, suffixes, root words) IEP Goal When given consonant-vowelconsonant (CVC) words, student will say each sound with ____% in ___trials. K RF 2d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonantvowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) When given RF 2e. Add or consonant-vowel- substitute consonant (CVC) individual sounds words, student will (phonemes) in manipulate the simple, onesounds to make a syllable words to new or rhyming make new words. word with ___% in ___trials. (Ex. Say cat. Now change the /k/ to a /b/ sound.bat.) When given words, student will identify the root, prefix and/or suffix with ___% in ___ trials. 1st 2nd RF 2c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. 3rd 4th 5th RF 3a. Identify and know the meaning of the most common prefixes and derivational suffixes. RF 3a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in and out

of context. RF 3a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in and out of context. RF 2c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. Topic IEP Goal When given statements, student will identify whether they are facts or opinions with ___ % in ___trials. K 1st W 1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. Fact/ Opinion W 2. Write informative/ex planatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. 2nd W 1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W2. Write informative/ex planatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

3rd W 1. Write opinion pieces on topics or texts, supporting a point of view with reasons. 4th W 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 5th W 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W 2b. Develop the topic with facts, definitions, and details. W 2b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. W 2b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Topic Sequencing IEP Goal K 1st 2nd 3rd 4th 5th When given pictures/situati ons/events, student will sequence the events with ____% accuracy in ___trials. W 3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. W 3. Write narratives in which they recount two or

more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. W 3. Write narratives in which they recount a wellelaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense W 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. of closure. Topic Social (Pragmatic) *This standard also supports articulation or fluency goals as students must be able to participate effectively within the classroom. Social (Pragmatic) Functional IEP Goal Given prompts or independently, student will maintain conversation for ___ consecutive turns in ____ trials. Given prompts or independently, student will initiate conversation in ____ trials. Given prompts or independently, student will respond to

conversation in ____ trials. When presented with a problem/ situation, student will respond appropriately with ____% in ___ trials. When presented with a choice, student will indicate (verbally/head movement/ eye gaze) which choice he/she prefers with ____ % in ___ trials. K SL 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions b. Continue a conversation through multiple exchanges. 1st SL 1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. 2nd SL 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. 3rd SL 1. Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. SL 3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood SL 3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL 3. Ask and answer questions

about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. SL 3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. 4th SL 1. Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. 5th SL 1. Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. Topic Vocabulary (attributes) Summarizing IEP Goal When presented with vocabulary words, student will name 4 attributes about the word in ____ trials. When presented with vocabulary words, student will provide a definition that contains at least 3 attributes for the word in ____ trials. When presented with information (orally or text), student will summarize information, including at least 3 main points in ____ trials. K SL 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. 1st SL 4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. 2nd SL 4. Tell a story or recount an experience with appropriate facts

and relevant, descriptive details, speaking audibly in coherent sentences. 3rd SL 4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. 4th SL 4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. SL 2. Determine SL 2. Paraphrase the main ideas portions of a text and supporting read aloud or details of a text information read aloud or presented in information diverse media presented in and formats, diverse media including visually, and formats, quantitatively, including visually, and orally. quantitatively, and orally. 5th SL 4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. SL 2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Topic IEP Goal When given 2 sentences, student will identify the complete sentence with ___% in ____ trials. When given Expressive Language, pictures, student Articulation, will describe the Fluency picture using complete This standard sentences with can also be used ___% in ___ trials. for articulation When given or fluency goals. vocabulary words, student

will use those words in a complete sentence with ___ % in ___ trials. When given statements, student will identify the appropriate context with ___ % in ___ trials. Social (ex. Hey, whats up? choices: (Pragmatic) teacher or friend). K SL 6. Speak audibly and express thoughts, feelings, and ideas clearly. 1st SL 6. Produce complete sentences when appropriate to task and situation. 2nd SL 6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. 3rd SL 6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. 4th SL 4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 5th SL 4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. SL 6. Produce complete sentences when appropriate to task and situation. SL 6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. SL 6. Speak in complete

sentences when appropriate to task and situation in order to provide requested detail or clarification. SL 6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. SL 6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. Topic IEP Goal K Given pictures, L 1b. Use student will name frequently the object in the occurring nouns picture with ____% and verbs. in ___trials. 2nd L 1b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, Given pictures or L 1c. Form regular L 1c. Use singular mice, fish). Grammar (nouns) prompts, student plural nouns and plural nouns will name plural orally by adding / with matching nouns with __% in s/ or /es/ (e.g., verbs in basic ____trials. (ex. 1 dog, dogs; wish, sentences (e.g., girl, 2 girls) wishes). He hops; We hop). Given situations/ pictures, student will name irregular plurals with ___% in ___trials. Given pictures, student will name the verb (or doing) in the picture with ___% in ___trials. Given situations/ pictures, student Grammar (verbs) will name the past/present/futur e verb tense with ___% in ___trials. Given situations/ pictures, student will name irregular plurals with ___% in ___ trials. L 1b. Use frequently occurring nouns and verbs. 1st L 1b. Use common, proper, and possessive nouns. L 1c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop) L 1e. 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. L 1d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). 3rd L 1b. Form and use regular and irregular plural nouns. 4th 5th L 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L 1d. Form and use regular and irregular verbs. L 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L 1b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. L 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L 1c. Use verb tense to convey various times, sequences, states, and conditions. L 1d. Recognize and correct inappropriate shifts in verb tense.* Topic Grammar (prepositions) Receptive Language (Answering questions) IEP Goal Given objects, student will manipulate them to convey prepositions with ___% in ____trials. (put the pencil under the block). Given pictures/objects/ situations, student will name prepositions with ___% in ___trials Given WH questions (who, what, where, when, why), student will answer them with ___% in ___trials. Given prompts, student will ask WH questions (who, what, where, when, why) with ___% in ___ trials. K 1st 2nd

3rd 4th 5th L 1e. Use the L 1i. Use *Can also cite L 1. *Can also cite L 1. *Can also cite L 1. *Can also cite L 1. most frequently frequently occurring occurring prepositions (e.g., prepositions (e.g., to, from, in, out, during, beyond, on, off, for, of, by, toward). with). L 1d. Understand *Can also cite L 1 *Can also cite L 1. *Can also cite L 1. *Can also cite L 1. *Can also cite L 1. and use question words (interrogatives) (e.g., who, what, where, when, why, how). Topic Expressive language Grammar (pronouns) Grammar (adjectives) IEP Goal K When given 2 L 1f. Produce and sentences, expand complete student will sentences in identify the shared language complete activities. sentence with ___ % in ____ trials. When given pictures, student will describe the picture using complete sentences with ___% in ___ trials. When given pictures, student will match the picture to its corresponding pronoun with ___ % in ___trials. When given pictures/situation, student will describe it using the correct pronouns with ___ % in ___trials. When given vocabulary words, student will describe it using at least 3 adjectives or attributes in ____ trials. 1st L 1f. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. 2nd L 1f. Produce, expand, and rearrange complete simple and compound sentences 3rd L 1i. Produce simple, compound, and complex sentences. L 1d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone,

everything). L 1c. Use reflexive L 1f. Ensure pronouns (e.g., subject-verb and myself, pronounourselves). antecedent agreement.* L 1a. Use relative *Can also cite L 1 pronouns (who, whose, whom, which, that) L 1f. Use frequently occurring adjectives. L 1e. Use adjectives and adverbs, and choose between them depending on what is to be modified. L 1d. Order *Can also cite L 1 adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). L 1g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. 4th L 1f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. 5th *Can also cite L 1 Topic Grammar (conjunctions) Grammar (comparative, superlative) Grammar (capitalization) Grammar (punctuation) IEP Goal Given 2 phrases, student will choose the appropriate conjunction (ex. but, and, or) to join them with ___ % in ___trials. (ex. I like pizza..but..I dont like subs). K 1st 2nd L 1g. Use L 1g. Produce, frequently expand, and occurring rearrange conjunctions complete simple (e.g., and, but, or, and compound so, because). sentences Given pictures/ situations, student will identify the correct comparative or superlative with ___% in ____ trials.

Given words/ L 2a. Capitalize the sentences, student first word in a will identify the sentence and the correct form of pronoun I. capitalization. Given sentences, L 2b. Recognize and student will identify name end the correct punctuation. punctuation with ___ % in ___trials. L 2a. Capitalize L 2a. Capitalize dates and names of holidays, product people. names, and geographic names. L 2b. Use end punctuation for sentences. L 2c. Use commas in dates and to separate single words in a series. L 2b. Use commas in greetings and closings of letters. 3rd L 1h. Use coordinating and subordinating conjunctions. 4th L 1f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* 5th L 1e. Use correlative conjunctions (e.g., either/or, neither/nor). L 1g. Form and use *Can also cite L 1 comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. L 2a. Capitalize L 2a. Use correct appropriate words capitalization. in titles. *Can also cite L 1 L 2b. Use commas in addresses. L 2a. Use punctuation to separate items in a series.* L 2c. Use commas and quotation marks in dialogue. d. Form and use possessives. L 2b. Use commas and quotation marks to mark direct speech and quotations from a text L 2c. Use a comma before a coordinating conjunction in a compound sentence. *Can also cite L 2 L 2b. Use a comma to separate an introductory element from the rest of the sentence. L 2c. Use a comma to set off the words yes and no (e.g., Yes, thank you) L 2d. Use

underlining, quotation marks, or italics to indicate titles of works. Topic IEP Goal Given words, student will name a multiple-meaning word (homophone) Vocabulary (Multiple with ____% in meaning words/ ___trials. homophones) K L 4a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). 1st L 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. Given words, L 4b. Use the most L 4b. Use frequently student will frequently occurring occurring affixes as determine its inflections and a clue to the meaning using affixes (e.g., -ed, -s, meaning of a word. affixes with ___% in re-, un-, pre-, -ful, ___trials. less) as a clue to the meaning of an unknown word. Vocabulary (affixes, root words) Given sentences, student will determine the meaning of Vocabulary (context unknown words clues) using context clues (the text around the word) with ____% in ____trials. L 4c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). L 4a. Use sentencelevel context as a clue to the meaning of a word or phrase. 2nd 3rd 4th L 4. Determine or L 4. Determine or L 4. Determine or clarify the meaning clarify the meaning clarify the meaning of unknown and of unknown and of unknown and multiple-meaning multiple-meaning multiple-meaning words and phrases word and phrases words and phrases based on grade 2 based on grade 3 based on grade 4 reading and reading and reading and content, choosing content, choosing content, choosing flexibly from an flexibly from a flexibly from a array of strategies. range of strategies. range of strategies. L 4b. Determine the L 4b. Determine the L 4b. Use common, meaning of the new meaning of the new grade-appropriate word formed when a word formed when a Greek and Latin known prefix is known affix is affixes and roots as

added to a known added to a known clues to the word (e.g., word (e.g., meaning of a word happy/unhappy, agreeable/disagreea (e.g., telegraph, tell/retell). ble, photograph, comfortable/uncomf autograph). ortable, care/careless, heat/ preheat). L 4c. Use a known L 4c. Use a known root word as a clue root word as a clue to the meaning of to the meaning of an unknown word an unknown word with the same root with the same root (e.g., addition, (e.g., company, additional). companion). L 4a. Use sentence- L 4a. Use sentence- L 4a. Use context level context as a level context as a (e.g., definitions, clue to the meaning clue to the meaning examples, or of a word or phrase. of a word or phrase. restatements in text) as a clue to the meaning of a word or phrase. 5th L 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. L 4b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). L 4a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. Topic IEP Goal K 1st When given words, student will look up the word using a dictionary (book or online) to determine word Vocabulary meanings with (dictionary skills) ___% in ___trials. Given categories, student will name at least 3 items that belong in ___ trials. Vocabulary (categorizing, attributes) L 5a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. Given objects/ L 5c. Identify words, student real-life will determine connections which word does between words not go with the and their use others in (e.g., note places

___trials. (ex. at school that are banana, apple, colorful). carrot, watermelon). Given words, student will name at least 3 attributes for each word in ___ trials. L 5a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent L 5b. 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). 2nd 3rd 4th 5th L 4e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. L 4e. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. L 4e. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L 4e. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L 5a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). L 5b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). Topic

IEP Goal K Given words, student will name antonyms (opposites) with ___% in ___ trials. L 5b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). 1st 2nd 3rd *Can also cite L 5 *Can also cite L 5 *Can also cite L With guidance 5. and support from adults, demonstrate understanding of word relationships and nuances in word meanings. 4th L 5c. Demonstrate understanding of words by relating them to their opposites Vocabulary (antonyms) (antonyms) and to words with similar but not identical meanings (synonyms). Given words, L 5d. Distinguish L 5d. Distinguish L 5d. Distinguish L 5c. Distinguish L 5c. student will shades of shades of shades of shades of Demonstrate name synonyms meaning among meaning among meaning among meaning among understanding of (words that verbs describing verbs differing in closely related related words words by relating mean the same) the same general manner (e.g., verbs (e.g., toss, that describe them to their with ____% in action (e.g., look, peek, throw, hurl) and states of mind or opposites ___trials. walk, march, glance, stare, closely related degrees of (antonyms) and strut, prance) by glare, scowl) and adjectives (e.g., certainty (e.g., to words with Vocabulary acting out the adjectives thin, slender, knew, believed, similar but not (synonyms) meanings. differing in skinny, scrawny). suspected, identical intensity (e.g., heard, meanings large, gigantic) wondered). (synonyms). by defining or choosing them or by acting out the meanings. When given a L 5a. Distinguish L 5a. Explain the sentence or the literal and meaning of phrase nonliteral simple similes containing meanings of

and metaphors inferential words and (e.g., as pretty as Inferential language, phrases in a picture) in Language student will context (e.g., context. (metaphors, correctly take steps). L 5b. Recognize similes, idioms) interpret its and explain the meaning with ___ meaning of % in ___trials. common idioms, adages, and proverbs. 5th L 5c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). L 5c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. L 5a. Interpret figurative language, including similes and metaphors, in context. L 5b. Recognize and explain the meaning of common idioms, adages, and proverbs. Topic IEP Goal K When given 2 SL 6. Speak sentences, audibly and student will express identify the thoughts, complete feelings, and sentence with ___ ideas clearly. % in ____ trials. When given pictures, student will describe the picture using complete sentences with ___ % in ___ trials. When given vocabulary words, Producing Sentences student will use those words in a complete sentence with ___ % in ___ trials. When given 2 L 1f. Produce sentences, and expand student will complete identify the sentences in complete shared sentence with ___ language % in ____ trials. activities. When given pictures, student will describe the picture using complete sentences with ___

% in ___ trials. 1st SL 6. Produce complete sentences when appropriate to task and situation. 2nd SL 6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. L 1f. Produce L 1f. Produce, and expand expand, and complete rearrange simple and complete compound simple and declarative, compound interrogative, sentences imperative, and exclamatory sentences in response to prompts. 3rd 4th SL 6. Speak in SL 4. Report on a complete topic or text, tell a sentences when story, or recount an appropriate to experience in an task and situation organized manner, in order to using appropriate provide requested facts and relevant, detail or descriptive details to clarification. support main ideas or themes; speak clearly at an understandable pace. L 1i. Produce simple, compound, and complex sentences. 5th SL 4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. L 1f. Produce *Can also cite L 1 complete sentences, recognizing and correcting inappropriate fragments and runons. Topic Asking and Answering questions IEP Goal Given WH questions (who, what, where, when, why), student will answer them with ___% in ___trials. K L 1d.

Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). Given prompts, student will ask WH questions (who, what, where, when, why) with ___% in ___ trials. When given text RL 1. With (orally or read), prompting and student will support, ask answer literal and answer questions with ___ questions % accuracy in about key ___trials. details in a text. Asking and answering RL 2. With questions prompting and support, retell familiar stories, including key details 1st 2nd 3rd RL 1. Ask and answer questions about key details in a text. RL 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL 2. Retell stories, including key details, and demonstrate understandin g of their central message or lesson. 4th 5th RL 3. Describe in RL 3. Compare and depth a contrast two or character, setting, more characters, or event in a story settings, or events or drama, in a story or drama, drawing on drawing on specific specific details in details in the text the text (e.g., a (e.g., how characters characters interact). thoughts, words, or actions). Topic Compare/Contrast Same/ Different Main idea Summarizing

IEP Goal When given text (orally or read), student will compare and contrast events/objects/ experiences with ___% accuracy in ___trials. When given two objects/situations/ pictures, student will name 3 similarities and 3 differences with ___% in ___ trials. When given text (orally or read), student will identify the main idea with ___% accuracy in ___trials. When presented with information (orally or text), student will summarize information, including at least 3 main points in ____ trials. K RL 9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. 1st RL 9. Compare and contrast the adventures and experiences of characters in stories. 2nd 3rd RL 9. Compare RL 9. Compare and and contrast contrast the two or more themes, settings, versions of the and plots of stories same story written by the (e.g., same author about Cinderella the same or similar stories) by characters (e.g., in different books from a authors or from series). different cultures. 4th RL 9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. RI 2. With prompting and support, identify the main topic and retell key details of a text. RI 2. Identify RI 2. Identify RI 2. Determine the RI 2. Determine the RI 2. Determine two the main topic the main topic main idea of a text; main idea of a text or more main ideas and retell key of a recount the key and explain how it of a text and explain details of a multiparagraph details and explain is supported by key how they are

text. text as well as how they support details; summarize supported by key the focus of the main idea. the text. details; summarize specific the text. paragraphs within the text. SL 2. Determine SL 2. Paraphrase the main ideas and portions of a text supporting details read aloud or of a text read aloud information or information presented in presented in diverse media and diverse media and formats, including formats, including visually, visually, quantitatively, and quantitatively, and orally. orally. 5th RL 9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. SL 2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Topic Fact/ Opinion IEP Goal When given statements, student will identify whether they are facts or opinions with ___ % in ___trials. K 1st 2nd 3rd 4th 5th W 1. Write opinion W 1. Write opinion W 1. Write W 1. Write opinion W 1. Write opinion pieces in which pieces in which opinion pieces pieces on topics pieces on topics or they introduce the they introduce the on topics or or texts, texts, supporting a topic or name the topic or book they texts, supporting a point point of view with book they are are writing about, supporting a of view with reasons and writing about, state an opinion, point of view reasons and information. state an opinion, supply reasons with reasons. information. supply a reason that support the for the opinion, opinion, use and provide some linking words sense of closure. (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W 2. Write W2. Write W 2b. Develop W 2b. Develop W 2b. Develop the informative/expla informative/expla the topic with the topic with topic with facts, natory texts in natory texts in facts, facts, definitions, definitions, concrete which they name which they definitions, and concrete details, details, quotations, or a topic, supply introduce a topic, details. quotations, or

other information and some facts about use facts and other information examples related to the topic, and definitions to and examples the topic. provide some develop points, related to the sense of closure. and provide a topic. concluding statement or section. Topic Sequencing IEP Goal K 1st 2nd 3rd When given W 3. Use a W 3. Write W 3. Write W 3. Write pictures/situations combination of narratives in narratives in narratives to /events, student drawing, which they which they develop real or will sequence the dictating, and recount two or recount a well- imagined events with ____% writing to more elaborated experiences or accuracy in narrate a appropriately event or short events using ___trials. single event or sequenced sequence of effective When given several loosely events, include events, include technique, pictures/situations linked events, some details details to descriptive /events, student tell about the regarding what describe details, and clear event will retell the story events in the happened, use actions, using transition order in which temporal words thoughts, and sequences. words (ex. First, they occurred, to signal event feelings, use temporal words next, second, last) and provide a order, and with ____% reaction to provide some to signal event accuracy in what sense of order, and ___trials. happened. closure. provide a sense of closure. 4th W 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 5th W 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Topic Vocabulary (Multiple meaning words/ homophone) Vocabulary (affixes, root words)

IEP Goal Given words, student will name a multiplemeaning word (homophone) with ____ % in ___trials. K 1st L 4a. Identify L 4. Determine or new meanings clarify the for familiar meaning of words and apply unknown and them accurately multiple-meaning (e.g., knowing words and duck is a bird phrases based on and learning the grade 1 reading verb to duck). and content, choosing flexibly from an array of strategies. Given words, student will determine its meaning using affixes with ___% in ___trials. L 4b. Use the most frequently occurring inflections and affixes (e.g., ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. 2nd L 4. 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. 3rd 4th L 4. Determine or L 4. Determine or clarify the meaning clarify the of unknown and meaning of multiple-meaning unknown and word and phrases multiple-meaning based on grade 3 words and reading and phrases based on content, choosing grade 4 reading flexibly from a and content, range of strategies. choosing flexibly from a range of strategies. 5th L 4. Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. L 4b. Use L 4b. Determine L 4b. Determine L 4b. Use L 4b. Use frequently the meaning of the meaning of the common, grade- common, occurring affixes the new word new word formed appropriate gradeas a clue to the formed when a when a known affix Greek and Latin appropriate meaning of a known prefix is is added to a affixes and roots Greek and word. added to a known known word (e.g., as clues to the Latin affixes word (e.g., happy/ agreeable/disagree meaning of a and roots as unhappy, able, word (e.g., clues to the tell/retell). comfortable/uncom telegraph,

meaning of a fortable, photograph, word (e.g., care/careless, heat/ autograph). photograph, preheat). photosynthesis L 4c. Identify L 4c. Use a known L 4c. Use a known ). frequently root word as a root word as a clue occurring root clue to the to the meaning of words (e.g., look) meaning of an an unknown word and their unknown word with the same root inflectional forms with the same (e.g., company, (e.g., looks, root (e.g., companion). looked, looking). addition, additional). Topic IEP Goal When given words, student will identify the root, prefix and/or suffix with ___% in ___ trials. K 1st 2nd 3rd RF 3a. Identify and know the meaning of the most common prefixes and derivational suffixes. RF 3b. Decode words with common Latin suffixes. 4th RF 3a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. L 4a. Use sentence-level context as a clue to the meaning of a word or phrase. L 4a. Use sentence-level context as a clue to the meaning of a word or phrase. L 4a. Use sentence-level context as a clue to the meaning of a word or phrase. L 4a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. L 4e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. L 4e. Consult L 4e. Use

reference materials glossaries or (e.g., dictionaries, beginning glossaries, dictionaries, both thesauruses), both print and digital, to print and digital, to determine or find the clarify the precise pronunciation and determine or clarify meaning of key words and phrases. the precise When given words, Vocabulary student will determine (prefixes, its meaning using suffixes, root affixes with ___% in words) ___trials. Given sentences, student will determine the meaning of unknown words using Vocabulary context clues (the text (context clues) around the word) with ____% in ____trials. Vocabulary (dictionary skills) When given words, student will look up the word using a dictionary (book or online) to determine word meanings with ___% in ___trials. meaning of key words and phrases. 5th RF 3a. Use combined knowledge of all letter-sound correspondenc es, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. L 4a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. L 4e. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. Topic K L 5a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. Given objects/ words, L 5c. Identify student will determine real-life Vocabulary which word does not go connections (categorizing, with the others in between words attributes) ___trials. (ex. banana, and their use

apple, carrot, (e.g., note watermelon). places at school that are Given words, student will name at least 3 colorful). attributes for each word in ___ trials. Given words, student will name antonyms (opposites) with ___% in ___ trials. Vocabulary (attributes) IEP Goal Given categories, student will name at least 3 items that belong in ___ trials. When presented with vocabulary words, student will name 4 attributes about the word in ____ trials. When presented with vocabulary words, student will provide a definition that contains at least 3 attributes for the word in ____ trials. SL 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. 1st 2nd 3rd L 5a. Sort words L 5a. Identify real- L 5b. Identify realinto categories life connections life connections (e.g., colors, between words between words and clothing) to gain a and their use their use (e.g., sense of the (e.g., describe describe people concepts the foods that are who are friendly or categories spicy or juicy). helpful). represent 4th 5th L 5b. 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). SL 4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. SL 4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. SL 4. Report on a SL 4. Report on a topic or text, tell a topic or text, tell a story, or recount an story, or recount an experience with experience in an appropriate facts and organized manner, relevant, descriptive using appropriate details, speaking facts and relevant, clearly at an descriptive details understandable pace. to support main ideas or themes; speak clearly at an

understandable pace. SL 4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Topic IEP Goal Given words, student will name synonyms (words that mean the same) with ____% in ___trials. K 1st 2nd 3rd 4th L 5b *Can also cite L 5 *Can also cite L 5 *Can also cite L 5. L 5c. Demonstrate With guidance Demonstrate understanding and support from understanding of of frequently adults, words by relating occurring verbs demonstrate them to their and adjectives understanding of opposites by relating them word (antonyms) and to their relationships and to words with opposites nuances in word similar but not (antonyms). meanings. identical meanings (synonyms). 5th L 5c. Demonstrate understanding of words by relating them to their Vocabulary opposites (antonyms) (antonyms) and to words with similar but not identical meanings (synonyms). When given a sentence L 5d. Distinguish L 5d. Distinguish L 5d. Distinguish L 5c. Distinguish L 5c. L 5c. Use the or phrase containing shades of shades of shades of shades of meaning Demonstrate relationship inferential language, meaning among meaning among meaning among among related understanding of between student will correctly verbs describing verbs differing in closely related words that words by relating particular interpret its meaning the same manner (e.g., verbs (e.g., toss, describe states of them to their words (e.g., with ___ % in ___trials. general action look, peek, throw, hurl) and mind or degrees of opposites synonyms, (e.g., walk, glance, stare, closely related certainty (e.g., (antonyms) and antonyms, Vocabulary march, strut, glare, scowl) and adjectives (e.g., knew, believed, to words with homographs)

(synonyms) prance) by adjectives thin, slender, suspected, heard, similar but not to better acting out the differing in skinny, scrawny). wondered). identical understand meanings. intensity (e.g., meanings each of the large, gigantic) by (synonyms). words. defining or choosing them or by acting out the meanings. When given a sentence L 5a. Distinguish L 5a. Explain the L 5a. Interpret or phrase containing the literal and meaning of figurative inferential language, nonliteral simple similes language, student will correctly meanings of words and metaphors including Vocabulary- interpret its meaning and phrases in (e.g., as pretty as similes and context (e.g., take a picture) in metaphors, in Inferential with ____% in ____trials. Language steps). context. context. (metaphors, L 5b. Recognize L 5b. similes, and explain the Recognize and meaning of explain the idioms) common idioms, meaning of adages, and common proverbs. idioms, adages, and proverbs. Topic Phonological Awareness Phonological Awareness Phonological Awareness IEP Goal When given a visual letter symbol, student will name the letter with ____% in ___trials. When given a letter, student will name its corresponding sound with ___% in ___trials. K 1st RF 1d. Recognize and name all upper- and lowercase letters of the alphabet. RF 3a. Demonstrate basic knowledge of one-to-one lettersound correspondences by producing the When given a sound, primary sound or student will name its many of the most corresponding letter frequent sounds for with ___% in ___trials each consonant. When given word RF 2a. Recognize and pairs, student will produce rhyming determine if they words. rhyme with ____% accuracy in ___trials. When given words, student will name a rhyming word with ____% in ____trials. When given words, RF 2b. Count, student will

pronounce, blend, count/pronounce/ and segment blend/segment syllables in spoken syllables with ___% in words. ____trials. (pick one per goal to make it easier when measuring data) 2nd 3rd 4th 5th Topic Phonological Awareness Phonological Awareness IEP Goal When given consonant-vowelconsonant (CVC) words, student will say each sound with ____% in ___trials. When given consonant-vowelconsonant (CVC) words, student will manipulate the sounds to make a new or rhyming word with ___% in ___trials. (Ex. Say cat. Now change the /k/ to a /b/ sound.bat.) K RF 2d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowelconsonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) RF 2e. Add or substitute individual sounds (phonemes) in simple, onesyllable words to make new words. 1st 2nd RF 2c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken singlesyllable words. RF 2c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken singlesyllable words. 3rd 4th 5th Topic IEP Goal Given prompts or independently, student will maintain conversation for Social ___ consecutive (Pragmatic) turns in ____ trials. *This standard Given prompts or also supports

independently, articulation or student will fluency goals as initiate students must be conversation in able to ____ trials. participate effectively within Given prompts or the classroom. independently, student will respond to conversation in ____ trials. When presented with a problem/ situation, student will respond appropriately with ____% in ___ trials. When presented Social with a choice, (Pragmatic) student will Functional indicate (verbally/head movement/ eye gaze) which choice he/she prefers with ____ % in ___ trials. K SL 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreedupon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges. SL 3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood 1st 2nd SL 1. SL 1. Participate in Participate in collaborative collaborative conversations with conversations diverse partners with diverse about grade 2 partners about topics and texts grade 1 topics with peers and and texts with adults in small and peers and larger groups. adults in small and larger groups. 3rd SL 1. Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. SL 3. Ask and answer questions about what a speaker says in order to gather additional information or

clarify something that is not understood. SL 3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. SL 3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. 4th SL 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. 5th SL 1. Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. Topic Social (Pragmatic) IEP Goal When given statements, student will identify the appropriate context with ___ % in ___ trials. (ex. Hey, whats up? choices: teacher or friend). K 1st SL 6. Produce complete sentences when appropriate to task and situation. 2nd SL 6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. 3rd SL 6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. 4th SL 6. Differentiate

between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., smallgroup discussion); use formal English when appropriate to task and situation. 5th SL 6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. Topic IEP Goal Given pictures, student will name the object in the picture with ____ % in ___trials. K L 1b. Use frequently occurring nouns and verbs. 1st L 1b. Use common, proper, and possessive nouns. 2nd L 1b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, Given pictures or L 1c. Form regular L 1c. Use singular mice, fish). Grammar (nouns) prompts, student plural nouns and plural nouns will name plural orally by adding / with matching nouns with __% in s/ or /es/ (e.g., verbs in basic ____trials. (ex. 1 dog, dogs; wish, sentences (e.g., girl, 2 girls) wishes). He hops; We hop). Given situations/ pictures, student will name irregular plurals with ___% in ___trials. Given pictures, L 1b. Use L 1c. Use singular L 1d. Form and student will name frequently and plural nouns use the past the verb (or occurring nouns with matching tense of doing) in the and verbs. verbs in basic frequently picture with ___% sentences (e.g., occurring in ___trials. He hops; We hop) irregular verbs (e.g., sat, hid, told). Given situations/ L 1e. Use verbs to pictures, student convey a sense of Grammar (verbs) will name the past, present, and past/present/futur future (e.g., e verb tense with Yesterday I ___% in ___trials. walked home; Today I walk Given situations/ home; Tomorrow I pictures, student will walk home. will name irregular plurals with ___% in ___ trials.

3rd L 1b. Form and use regular and irregular plural nouns. 4th L 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 5th L 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L 1d. Form and use regular and irregular verbs. L 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L 1b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. L 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L 1c. Use verb tense to convey various times, sequences, states, and conditions. L 1d. Recognize and correct inappropriate shifts in verb tense.* Topic Grammar (prepositions) Grammar (pronouns) Grammar (adjectives) IEP Goal Given objects, student will manipulate them to convey prepositions with ___% in ____trials. (put the pencil under the block). Given pictures/objects/ situations, student will name prepositions with ___% in ___trials When given pictures, student will match the picture to its corresponding pronoun with ___ % in ___trials. When given pictures/situation, student will describe it using the correct pronouns with ___ % in ___trials. When given vocabulary words, student will describe it using at least 3 adjectives or

attributes in ____ trials. K L 1e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with) . 1st 2nd 3rd 4th 5th L 1i. Use *Can also cite L 1. *Can also cite L 1. *Can also cite L 1. *Can also cite L 1. frequently occurring prepositions (e.g., during, beyond, toward). L 1d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). L 1c. Use reflexive L 1f. Ensure pronouns (e.g., subject-verb and myself, pronounourselves). antecedent agreement.* L 1a. Use relative *Can also cite L 1 pronouns (who, whose, whom, which, that) L 1f. Use frequently occurring adjectives. L 1e. Use adjectives and adverbs, and choose between them depending on what is to be modified. L 1d. Order *Can also cite L 1 adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). L 1g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. Topic Grammar (conjunctions) Grammar (comparative, superlative) Grammar (capitalization) Grammar (punctuation) IEP Goal Given 2 phrases, student will choose the appropriate conjunction (ex. but, and, or) to join them with ___ % in ___trials. (ex. I like pizza..but..I dont like subs). Given pictures/ situations, student will identify the

correct comparative or superlative with ___% in ____ trials. K 1st 2nd L 1g. Use L 1g. Produce, frequently expand, and occurring rearrange conjunctions complete (e.g., and, but, or, simple and so, because). compound sentences 3rd L 1h. Use coordinating and subordinating conjunctions. 4th L 1f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* 5th L 1e. Use correlative conjunctions (e.g., either/or, neither/nor). L 1g. Form and *Can also cite L 1 *Can also cite L 1 use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. L 2a. Capitalize L 2a. Capitalize L 2a. Capitalize L 2a. Capitalize L 2a. Use correct *Can also cite L 2 the first word in a dates and names holidays, appropriate capitalization. sentence and the of people. product names, words in titles. pronoun I. and geographic names. Given words/ sentences, student will identify the correct form of capitalization. Given sentences, L 2b. Recognize student will and name end identify the punctuation. correct punctuation with ___% in ___trials. L 2b. Use end punctuation for sentences. L 2c. Use commas in dates and to separate single words in a series. L 2b. Use commas in greetings and closings of letters. L 2b. Use commas in addresses. L 2b. Use commas and quotation marks to mark direct speech and quotations from a text L 2c. Use L 2c. Use a commas and comma before a quotation marks coordinating in dialogue.

conjunction in a d. Form and use compound possessives. sentence. L 2a. Use punctuation to separate items in a series.* L 2b. Use a comma to separate an introductory element from the rest of the sentence. L 2c. Use a comma to set off the words yes and no (e.g., Yes, thank you) L 2d. Use underlining, quotation marks, or italics to indicate titles of works. Topic Articulation or Fluency IEP Goal These standards support any articulation or fluency goal. K SL 6. Speak audibly and express thoughts, feelings, and ideas clearly. 1st SL 6. Produce complete sentences when appropriate to task and situation. SL 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreedupon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges. SL 1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. 2nd SL 6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. 3rd SL 6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. 4th SL 4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate

facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. SL 1. Participate SL 1. Engage SL 1. Engage in collaborative effectively in effectively in a conversations a range of range of with diverse collaborative collaborative partners about discussions discussions grade 2 topics (one-on-one, (one-on-one, in and texts with in groups, groups, and peers and adults and teacher- teacher-led) with in small and led) with diverse partners larger groups. diverse on grade 4 partners on topics and texts, grade 3 building on topics and others ideas texts, and expressing building on their own others ideas clearly. and expressing their own clearly. 5th SL 4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandabl e pace. SL 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. Clip Art and Font Credit TGBTG Visit my blog for more ideas, freebies and resources! www.speechpeeps.com Have fun communicating! Nicole Allison Copyright Information 2014 Nicole Allison. All rights reserved. This document was created by Nicole Allison. Purchase of this download is for one personal use only. Duplication or sharing with other co-workers, school systems or posting on any website or blog violates copyright law. Additional licenses to share with other teachers are available at half price. You do not have the right to post this file on your blog, website, district website at any time. Thank you for understanding.

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