1. Listening Grade 1Beginning High Beginning Intermediate High Intermediate Advanced

Vocabulary1. Demonstrate

comprehension of grade- level vocabulary within familiar, basic questions and simple academic directions, including multiple-meaning words and idioms, with simplified speech, repetition, and visual or non-verbal support.

1. Demonstrate comprehension of grade-level vocabulary within simple questions and academic instruction, includingmultiple-meaning words and idioms, withrepetition, visual, and/ornon-verbal support.

1. Demonstrate comprehension of grade- level vocabularyincluding multiple- meaning words and idioms, within scaffolded conversations and academic instruction on familiar topics, with repetition and visual or non-verbal support.

1. Demonstrate comprehension of grade- level vocabularyincluding multiple- meaning words and idioms within most everyday conversations and academic instruction, with visual or non-verbal support.

1. Demonstrate comprehension ofgrade-level vocabulary, including multiple-meaning words andidioms, with minimal support.

2. Demonstrate recognition 2. Demonstrate recognition 2. Demonstrate recognition 2. Demonstrate recognition 2. Demonstrate recognitionof word structures within of word structures within of word structures to of word structures to of word structures tofamiliar, simple speech to simple questions and determine the meaning determine the meaning of determine the meaningdetermine the meaning of academic instruction to of words within words within most of words, with minimalwords, when supported determine the meaning scaffolded conversations everyday conversations support.by simplified speech, of words, with repetition, and academic instruction and academic instruction,repetition, and visual or visual and/or non-verbal on familiar topics, with with visual or non-verbalnon-verbal clues. support. repetition and visual or support.

non-verbal support.Pronunciation and Intonation Patterns3. Distinguish common 3. Distinguish phonemes 3. Distinguish phonemes 3. Distinguish phonemes 3. Distinguish phonemes

phonemes and phonemic and phonemic patterns and phonemic patterns in and phonemic patterns in and phonemic patternspatterns in initial and final in initial and final initial and final positions initial, medial, and final including blends andconsonant sounds. consonant sounds and and long vowel sounds. positions. digraphs in initial,

short vowel sounds. medial, and finalpositions.

4. Distinguish intonationpatterns in familiar questions and statements.

4. Distinguish intonationpatterns that affect meaning in familiar questions, exclamations, and statements.

4. Distinguish intonationpatterns that affect meaning in less familiar questions, statements, and exclamations.

4. Distinguish intonationpatterns that affect meaning in questions, statements, exclamations, and commands.

4. Distinguish intonationpatterns and word stress that affect meaning in questions, statements, exclamations, and commands.

Beginning High Beginning Intermediate High Intermediate AdvancedComprehension of Oral Instructions, Questions, and Prompts

5. Respond appropriately to classroom commands and instructions to complete grade-leveltasks containing modeled one-step directions, withvisual and/or non-verbalsupport.

5. Respond appropriatelyto classroom commands and instructions to complete grade-level tasks containingmodeled two-step directions, with simplified speech, repetition, and visual or non-verbal support.

5. Respond appropriately to classroom commands and instructions to complete grade-level tasks containingmodeled multi-step directions, with repetition and visual or non-verbal support.

5. Respond appropriately to classroom commands and instructions to complete grade-level tasks containing multi- step directions, withvisual or non-verbal support.

5. Apply and demonstrate listening skills appropriately in a variety of settings and for a variety of purposes, with minimal support.

6. Respond appropriately to 6. Respond appropriately 6. Respond appropriately to 6. Respond appropriately to 6. Respond appropriatelyshort, simply-phrased to grade-level questions a variety of factual and grade-level questions to lengthy questions thatquestions about familiar that contain simple inferential grade-level that contain complex contain grade-leveltopics, with support. language structures, questions that have language structures, with vocabulary and

with support. simple language occasional support. language structures,structures, with support. with minimal support.

Comprehension of Information Presented Orally7. Demonstrate listening 7. Demonstrate listening 7. Demonstrate listening 7. Demonstrate listening 7. Demonstrate listening

comprehension of comprehension of topic comprehension of topic, comprehension of comprehension ofcontent-related and details about details and main idea familiar and unfamiliar familiar and unfamiliarvocabulary about familiar familiar information about familiar and content information in a content information in ainformation presented, presented, with unfamiliar information variety of settings, with variety of settings, withwith simplified speech simplified speech and presented in normal occasional support. minimal support.and visual support. visual support. speech, with visual

support.Conversations and Discussions8. Demonstrate active 8. Demonstrate active 8. Demonstrate active 8. Demonstrate active 8. Demonstrate active

listening strategies about listening strategies in listening strategies in listening strategies in listening strategies bypersonal topics by routine social and grade- social and grade-level social and grade-level attending to the speakerattending to the speaker level academic academic settings by academic settings by and respondingnonverbally, making eye interactions by asking on-topic asking on-topic appropriately to deepencontact, and using responding questions, with support. questions, with understanding, withappropriate gestures. appropriately, with occasional support. minimal support.

support.

2. Speaking Grade 1Beginning High Beginning Intermediate High Intermediate Advanced

Vocabulary1. Use basic concrete

grade-level content- specific vocabulary,about familiar information within phrases, one-word responses, and memorized responses, with visual, non-verbal and text support.

1. Use concrete grade-level content-specific vocabulary within simple questions andstatements, supported by repetition, visual, non-verbal and text support.

1. Use grade-level content- specific vocabulary within scaffolded academic discussions, with visual, non-verbal and text support.

1. Use grade-level content- specific vocabularywithin academic discussions, withoccasional support.

1. Use grade-level content- specific, vocabulary within academic discussions, with minimal support.

2. Use basic general 2. Use basic general 2. Use general grade-level 2. Use general grade-level 2. Use general academicacademic vocabulary, academic vocabulary, academic vocabulary, academic vocabulary vocabulary withinincluding terms used as including terms used as including terms used as within academic academic discussions,academic language academic language academic language discussions, with with minimal support.functions within phrases, functions, within simple functions, within occasional support.one-word responses, and questions and scaffolded academicmemorized responses statements, supported by discussions, with visual,about familiar topics, with visual, non-verbal and non-verbal and textvisual, non-verbal and text support. support.text support.

3. Use general vocabulary 3. Use general vocabulary 3. Use general vocabulary 3. Use expressive grade- 3. Use expressive grade-terms from all parts of terms from all parts of terms from all parts of level vocabulary within level vocabulary withinspeech about familiar speech within simple speech within scaffolded interpersonal interpersonal discussions,topics, with visual, non- questions and interpersonal discussions, with with minimal support.verbal and text support. statements, supported by discussions, with visual, occasional support.

visual, non-verbal and non-verbal and texttext support. support.

Beginning High Beginning Intermediate High Intermediate AdvancedGrammar

2. Speaking Grade 1

4. Repeat correct word order in modeled short phrases, highly patterned statements, and questions, with repetition and visual and/or non- verbal support.

4. Use correct word order in modeled short phrases, highly patterned statements, and questions, with repetition and visual and/or non- verbal support.

4. Use correct word order in simple statements and questions, with visual and/or non-verbal support.

4. Use correct word order in simple statements and questions, withoccasional support.

4. Use correct word order in varied simple statements and questions, with minimal support.

5. Use subject-verb 5. Use subject-verb 5. Use simple sentences 5. Use sentences with 5. Use subject-verbagreement in highly agreement in simple and questions with subject-verb agreement, agreement and personalpatterned simple statements and subject-verb agreement, with occasional support. noun and pronounstatements, with visual questions, with visual with support. agreement, with minimalsupport. support. support.

6. Use noun-pronoun 6. Use noun-pronoun 6. Use noun-pronoun 6. Use sentences with 6. Use personal noun andagreement in simple agreement in simple agreement in simple noun-pronoun pronoun agreement, withstatements, with visual statements and statements and agreement, with minimal support.support. questions, with visual questions, with support. occasional support.

support.7. Use present progressive 7. Use verb tenses within 7. Use verb tenses within 7. Use verb tenses to 7. Use verb tenses to

tense of common verbs simple statements and simple statements and indicate present, past, indicate present, past,within short phrases, questions to indicate questions to indicate and future vents, with and future events, withhighly patterned present and future present, past, and future occasional support. minimal support.statements, and learned events, with modeling events, with modelingquestions, with modeling and visual support. and visual support.and visual support.

Pronunciation, Intonation8. Use comprehensible 8. Use comprehensible 8. Use comprehensible 8. Use comprehensible 8. Speak clearly enough to

pronunciation, pronunciation, pronunciation, pronunciation, be heard and understoodenunciation, intonation, enunciation, intonation, enunciation, intonation, enunciation, intonation, in a variety of settings,and fluency in grade-level and fluency in grade-level and fluency in grade-level fluency, and verbal/non- using verbal and non-oral language tasks using oral language tasks such oral language tasks and verbal techniques in verbal techniques usefulwords, phrases, and as reciting sentences to presentations, with spontaneous situations in communication, withsimple sentences, when retell a story, when modeling and support. and grade-level oral minimal support.repeating after a model. repeating after a model. presentations, with

modeling and occasionalsupport.

2. Speaking Grade 1Beginning High Beginning Intermediate High Intermediate Advanced

Personal Information9. Express personal

information and ideas using short phrases and memorized patterns, with support such as modeled language, props, and visual cues.

10. Express opinions and feelings using words, with support such as modeled vocabulary, props, and visual cues.

11. Express needs and wants using words, with support such as modeled language, props, and visual cues.

9. Express personal information and ideas using simple modeled sentences, with support such as props and visual cues.

10. Express opinions and feelings using words, phrases, and memorized patterns, with support such as modeling, props, and visual cues.

11. Express needs and wants using words, phrases, and memorized patterns, with support such as modeled language, props, and visual cues.

9. Express personal information and ideas using sentences that include details, with support such as sentence frames and modeled presentations.

10. Express opinions and feelings using simple modeled sentences, with support such as props and visual cues.

11. Express needs and wants using simple modeled sentences, with support such as props and visual cues.

9. Express personal information and ideas in a variety of situations, with support such as modeling and prompting for additional detail.

10. Express opinions and feelings using sentences that include reasons and/or details, with support such as sentence stems, sentence frames, and visual cues.

11. Express needs and wants using sentences and providing details, with support such as sentence stems, sentence frames, and visual cues.

9. Speak in a variety of situations to inform and/or relate experiences, with minimal support.

10. Express opinions and feelings using sentences that include reasons and/or details, with minimal support.

11. Express needs and wants in a variety of situations providing reasons and/or details, and using verbal and non-verbal techniques, with minimal support.

Beginning High Beginning Intermediate High Intermediate AdvancedAcademic Information

12. Explain grade-level academic procedures, using gestures, pictures, single words, and modeled phrases.

12. Explain grade-level academic procedures, using short phrases.

12. Explain grade-level two- step academic procedures, using simple sentences.

12. Explain grade-level multi- step academic procedures, using simple sentences.

12. Explain multi-step academic procedures, using grade-level language and structures, with minimal support.

13. Retell events, stories, 13. Retell events, stories, 13. Retell events, stories, 13. Retell the main idea and 13. Retell main ideas andand experiences, using and experiences, using and experiences, using details of events, stories, details of events, stories,gestures, pictures, single short phrases and simple sentences, with and experiences, using and experiences, usingwords, and modeled modeled simple support. simple sentences, with grade-level language andphrases. sentences, with support. occasional support. structures, with minimal

support.14. Describe attributes of 14. Describe and compare 14. Describe and compare 14. Describe and compare 14. Describe and compare

people, places, and attributes of people, attributes and attributes and attributes andthings, using gestures, places, and things, using characteristics of people, characteristics of people, characteristics of people,pictures, and basic adjectives in phrases and places, and things, using places, and things, using places, and things, usingadjectives. modeled simple simple language simple language grade-level language and

sentences, with support. structures, with support. structures, with structures, with minimaloccasional support. support.

15. Express predictions of 15. Express predictions and 15. Express predictions, 15. Express predictions, 15. Express predictions,future events, using future events, using probability, and future probability, and future probability, and futuregestures, pictures, single phrases and modeled events, using simple events, using simple events, using grade-levelwords, and modeled simple sentences, with sentences, with support. sentences, with language and structures,phrases. support. occasional support. with minimal support.

16. Express cause-effect 16. Express cause-effect 16. Express cause-effect 16. Express cause-effect 16. Express cause-effectrelationships, using relationships, using relationships, using relationships, using relationships, usinggestures, pictures, single phrases and modeled simple sentences, simple sentences, appropriate signal words,words, and modeled simple sentences, including because and including because and with minimal support.phrases. including because, with if/then statements, with if/then statements, with

support. support. occasional support.

Beginning High Beginning Intermediate High Intermediate AdvancedConversations and Discussions

17. Use basic verbal and non-verbal communication techniques, including taking turns and eye contact, in short conversations and simple discussions.

17. Use verbal and non- verbal communication techniques, including volume and proximity, in short paired or small- group discussions.

17. Use verbal and non- verbal communication techniques, including circumlocution and self- correcting, in grade-level academic discourse and small-group discussions.

17. Use verbal and non- verbal communication techniques, including appropriate register, to participate in grade-level academic discourse and large-group discussions.

17. Use organization and delivery strategies to participate in conversations and grade- level academic discourse and discussions.

18. Repeat and ask modeledquestions to gain basic information.

18. Ask simple questions togain basic information and clarify academic content, with support of modeling.

18. Ask simple questions togain information and clarify academic content.

18. Ask questions to gaininformation and clarify academic content.

18. Ask a variety of questionsto gain information and clarify academic content.

3. Reading Grade 1Beginning High Beginning Intermediate High Intermediate Advanced

Connect Written Text and Spoken Language1. Identify some uppercase

and lowercase letters, with support

1. Identify all uppercase and lowercase letters, with minimal support.

1. Maintain mastery of skill. 1. Maintain mastery of skill. 1. Maintain mastery of skill.

2. Identify initial consonant 2. Identify initial and final 2. Identify initial and final 2. Identify letter sounds 2. Identify letter soundssounds, with support. consonant sounds, with consonant sounds, including long vowel including digraphs and r-

support. blends, and short vowels, sounds in one-syllable controlled vowels in one-with support. words, with occasional syllable words, with

support. minimal support.3. Repeat rhyming words, 3. Identify rhyming words, 3. Identify rhyming words in 3. Identify rhyme and 3. Identify rhyme and

with support. with support. text, with support. alliteration in text, with alliteration in text, withsupport. minimal support.

4. Read some high- 4. Read some high- 4. Read some high- 4. Read high-frequency 4. Read high-frequencyfrequency grade-level frequency grade-level frequency grade-level grade-level words in a grade-level words withinwords, including words in isolation, with words in a sentence, with sentence, with occasional text, using minimalstudents’ first and last support. support. support. support.names, with support.

Vocabulary and Symbols5. Determine the meaning 5. Read signs, labels, and 5. Use text and illustrations 5. Determine the meaning 5. Determine the meaning

of environmental print by environmental print, with to identify meaning of of vocabulary by listening of grade-level vocabularyexamining illustrations, support. unknown words with to and re-reading a by listening to and re-with support. support. variety of texts, using reading a variety of texts,

context clues, and using context clues, andexamining illustrations, examining illustrations,with occasional support. with minimal support.

6. Identify common names 6. Identify and sort pictures 6. Sort grade-appropriate 6. Identify antonyms and 6. Demonstrate ability toand labels with support of of common words into words with or without synonyms, with support use word relationshipspictures, gestures, basic categories such as pictures into categories, of pictures, picture and categories toactions, and modeling. colors, numbers, and with modeling. dictionaries, and determine the meaning of

letters with modeling. modeling. grade-level vocabulary,with support.

7. Use word structure to 7. Use word structure to 7. Use word structure to 7. Use word structure to 7. Use word structure todetermine meanings of determine meanings of determine meanings of determine meanings of determine meanings ofwords, including the words, including words, including words, including words, includingplural -s, with support. inflectional endings, with compound words, with contractions, with contractions, inflectional

support. support. support. endings, and compoundnouns, with minimalsupport.

informational texts, with support.

detail in informational texts, with support.

supporting details in informational texts, with support.

and supporting details in informational texts, with occasional support.

and supporting details in informational texts, with minimal support.

9. Identify the character and 9. Identify elements of 9. Identify and explain 9. Identify and explain 9. Use elements of literarysetting of a familiar story, literary texts including elements of literary texts elements of literary texts texts includingwith support. characters, sequence of including characters, including character, characters, setting,

events, and setting of a setting, and problem and setting, problem and problem, resolution andfamiliar story, with resolution, with support. resolution, with sequence of events tosupport. occasional support. retell a literary text, with

minimal support.Fluency10. Demonstrate 10. Demonstrate 10. Read words fluently by 10. Begins to read sentences 10. Begins to read fluently by

understanding of basic understanding of accurately decoding at a fluently by accurately accurately decodingconcepts or print directionality of print by consistent rate, with decoding words at an words within shortincluding identifying the pointing to words support. increasing rate, using passages at aparts of a book, with (tracking) while reading, occasional support. reasonable rate, withsupport. with support. minimal support.

11. Use periods to guide 11. Use end punctuation to 11. Use end punctuation and 11. Use punctuation, 11. Use all grade-expression, with support. guide expression, with commas to guide including quotation appropriate punctuation

support. expression, with support. marks, to guide to guide expression, withexpression, with minimal support.occasional support.

3. Reading Grade 1Beginning High Beginning Intermediate High Intermediate Advanced

Comprehension of Informational and Literary Texts8. Identify a topic in 8. Identify a topic and a 8. Identify the topic and 8. Identify the main idea 8. Determine the main idea

Beginning High Beginning Intermediate High Intermediate AdvancedStrategies12. Prepare for reading,

including making connections by examining the text and illustrations, using modeled sentence frames.

13. During reading, demonstrate comprehension of text, including illustrating to recall understanding, with support.

14. Use text features, including illustrations, photographs, numbered steps, and labels, to make meaning from text, with support.

15. After reading, demonstrate understanding of the text, including responding to the text by drawing, speaking, dramatizing, or writing, with support.

12. Prepare for reading, including making connections to the text from prior knowledge and making predictions, with support.

13. During reading, demonstrate understanding of text, including re-reading sentences when meaning is not clear, with support.

14. Use text features, including illustrations, photographs, captions, numbered steps, and labels, to make meaning from text, with support.

15. After reading, demonstrate understanding of the text, including answering simple questions, with support.

12. Prepare for reading, including sharing prior knowledge, asking questions, and making predictions, with support.

13. During reading, demonstrate understanding of text, including sharing ideas from the text and asking relevant questions, with support.

14. Use text features, including illustrations, photographs, captions, numbered steps, labels, and diagrams, to make meaning from text, with support.

15. After reading, demonstrate understanding of the text, including describing what the text is about, with support.

12. Prepare for reading, including sharing prior knowledge, asking questions, and making predictions, with occasional support.

13. During reading, demonstrate understanding of text including recalling and discussing understanding, with occasional support.

14. Use text features, including illustrations, photographs, captions, numbered steps, labels, diagrams, graphs, and charts, to make meaning from text, with occasional support.

15. After reading, demonstrate understanding of the text, including describing details and what isdirectly stated in the text, with support.

12. Prepare for reading including activating prior knowledge, making predictions, and setting a purpose for reading, with minimal support.

13. During reading, demonstrate understanding of text, including making, confirming, or adjusting predictions, with minimal support.

14. Identify and use text features to facilitate under-standing of texts, with minimal support.

15. After reading, demonstrate understanding of the text, including retelling a story or summarizing a text, with support.

4. Writing Grade 1Beginning High Beginning Intermediate High Intermediate Advanced

Vocabulary1. Use concrete grade-level

nouns and subject pronouns by drawing and labeling, with support.

1. Use concrete grade-level singular and plural nouns and subject pronouns in phrases and sentence frames, with support.

1. Use grade-level vocabulary including possessive pronouns in short sentences, with support.

1. Use grade-level vocabulary including demonstrative pronouns in sentences, with occasional support.

1. Use grade-level vocabulary including nouns and pronouns, with minimal support.

2. Identify verbs to express 2. Identify verbs to express 2. Identify verbs and helping 2. Use grade-level verbs 2. Use grade-level verbsaction by drawing and action or state of being verbs in phrases and and helping verbs in and helping verbs inlabeling, with support. by drawing and labeling, sentences, with support. short sentences, with sentences, with minimal

with support. occasional support. support.3. Use basic words to 3. Use basic words to 3. Use grade-level words to 3. Use grade-level words to 3. Use grade-level words to

indicate time, sequence, indicate time, sequence, indicate direction, time, indicate direction, time, indicate direction, time,and location by labeling and location in phrases sequence, and location in sequence, and location, sequence, and location inpicture stories, with and sentence frames, sentences, with support. with occasional support. short paragraphs, withsupport. with support. minimal support.

Grammar4. Choose correct word 4. Choose correct word 4. Use correct word order in 4. Use correct word order in 4. Compose simple

order in modeled short order in modeled simple simple statements, with simple statements, with sentences using correctphrases and highly statements, with support. support. occasional support. word order, with minimalpatterned statements, support.with support.

5. Choose correct word 5. Choose correct word 5. Use correct word order in 5. Use correct word order in 5. Compose simpleorder in modeled simple order in simple questions, simple questions, with simple questions, with questions using correctquestions, with support. with support. support. occasional support. word order, with minimal

support.6. Use subject-verb 6. Use subject-verb 6. Use subject-verb 6. Use subject-verb 6. Use subject-verb

agreement in highly agreement in simple agreement in simple agreement to compose agreement consistently inpatterned simple statements, with support. sentences, with support. sentences and questions, sentences and questions,statements, with support. with occasional support. with minimal support.

7. Use noun-pronoun 7. Use noun-pronoun 7. Use noun-pronoun 7. Use noun-pronoun 7. Use noun-pronounagreement in highly agreement in simple agreement in simple agreement to compose agreement consistently inpatterned simple statements, with support. sentences and questions, sentences and questions, sentences and questions,statements, with support. with support. with occasional support. with minimal support.

8. Use verb tenses to 8. Use verb tenses to 8. Use verb tenses to 8. Use verb tenses to 8. Use verb tenses toindicate present events in indicate present, past, indicate present, past, indicate present, past, indicate present, past,highly patterned simple and future events in and future events in and future events in and future events instatements, with support. phrases, with support. sentence stems and sentences, with several connected

sentence frames, with occasional support. sentences, with minimalsupport. support.

Beginning High Beginning Intermediate High Intermediate AdvancedWriting Conventions

4. Writing Grade 1

9. Use grade-level punctuation, including periods at the end of sentences, with the support.

9. Use end punctuation, including periods and question marks, with support.

9. Use end punctuation, with support.

9. Use end punctuation, with occasional support.

9. Consistently use end punctuation, with minimal support.

10. Use capital letters to 10. Use grade-level 10. Use grade-level 10. Use grade-level 10. Use grade-levelbegin sentences, with capitalization, including capitalization, with capitalization, with capitalization, withsupport. capital letters to begin support. occasional support. minimal support.

sentences, with support.11. Spell first and last names 11. Spell first and last names 11. Spell grade-level high- 11. Spell grade-level high- 11. Apply conventional

correctly and use letters and phonetically regular frequency words and frequency words, pattern spelling in writtento represent phonemes in high-frequency words, pattern words, with words, and words with language, includingwords, with support. with support. support. simple inflectional spelling high-frequency

endings, with occasional words, words that followsupport. regular spelling patterns,

and words with simpleinflectional endings, withminimal support.

Personal Information12. Write to express personal

information and ideasusing drawings, symbols,letters, or words, with support.

12. Write to express personal information and ideas using drawings, symbols, letters, or words, with support.

12. Write to express personal information and ideas using drawings, symbols, letters, words, and sentences, with support.

12. Write to express personal information and ideas using words and sentences, with occasional support.

12. Write to express personal ideas using drawings, symbols, letters, words, and sentences, with minimal support.

13. Write to express opinions and feelings using drawings, symbols, letters, or words, with support.

13. Dictate, draw, or write to express opinions and feelings, with support.

13. Write to express opinions and feelings using drawings, symbols, letters, words, and sentences, with support.

13. Write to express opinions and feelings, including writing a response to text using words and sentences, with occasional support.

13. Write to express opinions and feelings, including writing a response to text using words and sentences, with minimal support.

Beginning High Beginning Intermediate High Intermediate AdvancedAcademic Information

14. Write to explain familiar routines or procedures, using pictures, words, and modeled phrases, with support.

14. Write to explain familiar routines or procedures, using pictures, words, and/or short phrases, with support.

14. Write to explain academic procedures, using pictures, words, phrases, and simple guided sentences, with support.

14. Write to explain academic procedures, using words, phrases, and simple sentences with detail, with occasional support.

14. Write to explain academic procedures, using details in sentences, with minimal support.

15. Write to retell events, 15. Write to retell events, 15. Write to retell events, 15. Write to retell events, 15. Write to retell events,stories, and experiences, stories, and experiences, stories, and experiences, stories, and experiences, stories, and experiencesusing pictures, words, using pictures, words, using pictures, words, using pictures, phrases, in connected sentences,and modeled phrases, and short phrases, with phrases, and simple and sentences, with with minimal support.with support. support. guided sentences, with occasional support.

support.16. Write to describe 16. Write to describe and 16. Write to describe and 16. Write to describe and 16. Use descriptive words

attributes of people, compare attributes of compare attributes and compare attributes and and other details toplaces, and things, using people, places, and characteristics of people, characteristics of people, expand and improvepictures, words, and things, using pictures, places, and things, using places, and things, using writing, with minimalmodeled phrases, with and words in short pictures, and words in pictures and words in support.support. phrases, with support. phrases and simple phrases and sentences,

guided sentences, with with occasional support.support.

17. Write to express 17. Write to express 17. Write to express 17. Write to express 17. Write to expresspredictions and future predictions and future predictions and future predictions, probability, predictions, probability,events, using pictures, events, using pictures, events, using pictures, and future events, using and future events inwords, and modeled words, and/or short words, phrases, and pictures, phrases, and sentences, with minimalphrases, with support. phrases, with support. simple guided sentences, sentences, with support.

with support. occasional support.18. Write to explain cause- 18. Write to explain cause- 18. Write to explain cause- 18. Write to explain cause- 18. Write to explain cause-

effect relationships, using effect relationships, using effect relationships, using effect relationships using effect relationships inpictures, words, and pictures, words, and/or pictures, words, phrases, phrases and sentences, connected sentences,modeled phrases, with short phrases, with and simple guided including signal words, including signal wordssupport. support. sentences, with support. with occasional support. and phrases, with

minimal support.