Category: AZ SBE Standards

Posted on

Arizona 2nd Grade ELA Standards: Standards Sub-Committee Working Group Draft 2016

2nd Grade 2010 ELA Standards | 2016 ELA Standards Rewrite Comparison

Reading Standards for Literature
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
Key Ideas and details
2.RL.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. “No refinement needed”
2.RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. No refinement needed
2.RL.3 Describe how characters in a story respond to major events and challenges. Describe how characters in a story respond to major events and challenges. No refinement needed
Craft and Structure
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.RL.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. No refinement needed
2.RL.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. No refinement needed
2.RL.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. No refinement needed
Integration of Knowledge and Ideas
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.RL.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. No refinement needed
2.RL.8 (Not applicable to literature) (Not applicable to literature)
2.RL.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. Compare and contrast the plot from two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. “No change needed to revision. Refinement agreed to by group.” No refinement needed. Group agrees with standard as worded.
Range of Reading and Level of Text Complexity
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.RL.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as meeded at the high end of the range “By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures and appropriate to grade two.” No change needed to revision. Refinement agreed to by group. No refinement needed. Group agrees with standard as worded.
Reading Standards for Informational Text
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
Key Ideas and details
2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. No refinement needed
2.RI.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. No refinement needed
2.RI.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. No refinement needed
Craft and Structure
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.  Standards Comparison No refinement needed
2.RI.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. No refinement needed
2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. No refinement needed
Integration of Knowledge and Ideas
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.RI.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. No refinement needed
2.RI.8 Describe how reasons support specific points the author makes in a text. Describe how reasons support specific points the author makes in a text. No refinement needed
2.RI.9 Compare and contrast the most important points presented by two texts on the same topic Compare and contrast the most important points presented by two texts on the same topic No refinement needed
Range of Reading and Level of Text Complexity
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.RI.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. “By the end of the year, proficiently and independently read and comprehend informational texts, including history/social studies, science, and technical texts, in a text complexity range determined by qualitative and quantitative measures appropriate to grade two.”  No changes needed to revision. Refinement agreed to by group. No refinement needed. Group agrees with standard as worded.
AZ.2.RI.10 a. By the end of the year, read and comprehend functional texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Remove all of 2.RI.10a (AZ.2.RI.10). No changes needed to revision. Refinement agreed to by group. No refinement needed. Group agrees with standard as worded.
Reading Standards for Informational Text
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
Key Ideas and details
2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.  Standards Comparison No refinement needed
2.RI.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. No refinement needed
2.RI.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. No refinement needed
Craft and Structure
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. No refinement needed
2.RI.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. No refinement needed
2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. No refinement needed
Integration of Knowledge and Ideas
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.RI.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. No refinement needed
2.RI.8 Describe how reasons support specific points the author makes in a text. Describe how reasons support specific points the author makes in a text. No refinement needed
2.RI.9 Compare and contrast the most important points presented by two texts on the same topic Compare and contrast the most important points presented by two texts on the same topic No refinement needed
Range of Reading and Level of Text Complexity
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.RI.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. “By the end of the year, proficiently and independently read and comprehend informational texts, including history/social studies, science, and technical texts, in a text complexity range determined by qualitative and quantitative measures appropriate to grade two.” No changes needed to revision. Refinement agreed to by group. No refinement needed. Group agrees with standard as worded.
AZ.2.RI.10 a. By the end of the year, read and comprehend functional texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Remove all of 2.RI.10a (AZ.2.RI.10). No changes needed to revision. Refinement agreed to by group.  No refinement needed. Group agrees with standard as worded. No refinement needed. Group agrees with standard as worded.
Reading Standards: Foundational Skills
Phonics and Word Recognition
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.RF.3 “Know and apply grade‐level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one‐syllable words.
b. Know spelling‐sound correspondences for additional common vowel teams.
c. Decode regularly spelled two‐syllable words with long vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling‐sound correspondences.
f. Recognize and read grade‐appropriate irregularly spelled words.”		 “Know and apply grade‐level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one‐syllable words.
b. Know spelling‐sound correspondences for additional common vowel teams.
c. Identify and apply six syllable types to decode appropriate grade-level text.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling‐sound correspondences.
f. Recognize and read grade‐appropriate irregularly spelled words.”		 No changes needed to revision. Refinement agreed to by group. Revision is vertically aligned to the standard Revision is horizontally aligned to the standard No refinement needed. Group agrees with standard as worded.
Fluency
2.RF.4 “Read with sufficient accuracy and fluency to support comprehension.
a. Read on‐level text with purpose and understanding.
b. Read on‐level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self‐correct word recognition and understanding, rereading as necessary.”		 “Read with sufficient accuracy and fluency to support comprehension.
a. Read on‐level text with purpose and understanding.
b. Read on‐level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self‐correct word recognition and understanding, rereading as necessary.”		 No refinement needed
College and Career Readiness Anchor Standards for Writing
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
Text Types and Purposes
2.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.” “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.” No refinement needed
2.W.2 “Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.” “Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.” No refinement needed
2.W.3 “Write narratives in which they recount a well‐elaborated 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 of closure.” “Write narratives in which they recount a well‐elaborated 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 of closure.” No refinement needed
Production and Distribution of Writing
2.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade‐specific expectations for writing types are defined in standards 1–3 above). With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade‐specific expectations for writing types are defined in standards 1–3 above). No refinement needed
AZ.2.W.4 “With guidance and support from adults, produce functional writing (e.g., classroom rules, experiments, notes/messages, friendly letters, labels, graphs/tables, directions, posters) in which the development and organization are appropriate to task and purpose.” Remove all of 2.W.4a (AZ.2.W.4) No change needed to revision. Refinement agreed to by group. No change needed to revision. Refinement agreed to by group.
2.W.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. No refinement needed
2.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. No refinement needed
Research to Build and Present Knowledge
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.W.7 “Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations)” “Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations)” No refinement needed
2.W.8 Recall information from experiences or gather information from provided sources to answer a question. Recall information from experiences or gather information from provided sources to answer a question.  No refinement needed
2.W.9 (Begins in grade 4) (Begins in grade 4)
Range of Writing
2.W.10 (Begins in grade 3) (Begins in grade 3)
Speaking and Listening Standards
Comprehension and Collaboration
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.SL.1 “Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
a. Follow agreed‐upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under discussion.”		 “Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
a. Follow agreed‐upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under discussion.”		 No refinement needed
2.SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. No refinement needed
2.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. 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. No refinement needed
2.SL.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. No refinement needed
Presentation of Knowledge and Ideas
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.SL.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. No refinement needed
2.SL.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 specific expectations.) Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 specific expectations.) No refinement needed
Language Standards
Conventions of Standard English
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.L.1 “Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
a. Use collective nouns (e.g., group).
b. Form and use frequently occurring irregular
plural nouns (e.g., feet, children, teeth, mice, fish).
c. Use reflexive pronouns (e.g., myself, ourselves).
d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, and told).
e. Use adjectives and adverbs, and choose between them depending on what is to be modified.
f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).”		 “Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
a. Use collective nouns (e.g., group).
b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
c. Use reflexive pronouns (e.g., myself, ourselves).
d. Form and use the past, present, and future tenses of frequently occurring regular and irregular verbs (e.g. sat, hit, and told).
e. Use adjectives and adverbs, and choose between them depending on what is to be modified.
f. Use interjections, (e.g.,Yes, that is mine!, Yes! That is mine.)
g. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy), using frequently occurring conjunctions (e.g. and, but, or, yet, so).
h. Identify and use declarative, interrogative, imperative, and exclamatory sentences.
i. With assistance, link sentences into a simple, cohesive paragraph that conains: main idea, supporting details, and conclusion.”		 No change needed to revision. Refinement agreed to by group. “Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
a. Use collective nouns (e.g., group).
b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
c. Use reflexive pronouns (e.g., myself, ourselves).
d. Form and use the past, present, and future tenses of frequently occurring regular and irregular verbs (e.g. sat, hit, and told).
e. Use adjectives and adverbs, and choose between them depending on what is to be modified.
f. Use interjections, (e.g.,Yes, that is mine!, Yes! That is mine.)
g. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy), using frequently occurring conjunctions (e.g. and, but, or, yet, so).
h. Identify and use declarative, interrogative, imperative, and exclamatory sentences.
i. With assistance, link sentences into a simple, cohesive paragraph that conains: main idea, supporting details, and conclusion.”
AZ.2.L.1 “Write multiple sentences in an order that supports a main idea or story.” No change needed to revision. Refinement agreed to by group.
2.L.2 “Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
a. Capitalize holidays, product names, and geographic names.
b. Use commas in greetings and closings of letters.
c. Use an apostrophe to form contractions and frequently occurring possessives.
d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.”		 “Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
a. Capitalize holidays, product names, and geographic names.
b. Use commas in greetings and closings of letters.
c. Use an apostrophe to form contractions and frequently occurring possessives.
d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.”		 No refinement needed
Knowledge of Language
2.L.3 “Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Compare formal and informal uses of English.”		 “Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Compare formal and informal uses of English.”		 No refinement needed
Vocabulary Acquisition and Use
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.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.
a. Use sentence‐level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.”		 “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.
a. Use sentence‐level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly;
bookshelf, notebook, bookmark).
e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.”		 No refinement needed
2.L.5 “Demonstrate understanding of word relationships and nuances in word meanings.
a. Identify real‐life connections between words and their use (e.g., describe foods that are spicy or juicy).
b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).”		 “Demonstrate understanding of word relationships and nuances in word meanings.
a. Identify real‐life connections between words and their use (e.g., describe foods that are spicy or juicy).
b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).”		 No refinement needed
2.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). No refinement needed
Writing Standards: Foundational Skills (Not included in 2010 standards)
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
Write legibly in manuscript No change to revision. Refinement agreed to by group
Write with sufficient fluency to support composition No change to revision. Refinement agreed to by group
“Write the most common graphemes (letters or letter groups) for each phoneme, for example:
a. Consonants: /s/= s, ss, ce, ci, cy
/f/= f, ff, ph
/k/= c, k, ck
b. Vowels: /o/= o, o_e, oa, ow (long o)
/a/=a, a_e, ia, ay, eigh (long a)”		 No change to revision. Refinement agreed to by group
“Spell regular, single-syllable words that include:
a. Position-based patterns (e.g., ch, -tch; k, -ck; -ge, -dge)
b. Complex consonants blends (e.g., scr, str, squ)
c. Less common vowel teams for long vowels (e.g., ow, oo, au, ou,ue)
d. Vowel r combinations (e.g., turn, star, third, four, for)
e. Contractions (e.g., we’ll; I’m; they’ve; don’t)
f. Homophones (e.g., bear, bare; past, passed)
g. Plurals and possessives (e.g.; its, it’s)”		 No change to revision. Refinement agreed to by group
“Spell two- and three-syllable words that:
a. Combine closed, open, vowel teams, vowel-r, and Cve syllables (e.g., compete; robot; violet; understand)
b. Compounds comprising familiar parts (e.g., houseboat; yellowtail)
c. Include the most common prefixes and derivational suffixes (e.g., un, re, en; ful, -ment, -less)”		 No change to revision. Refinement agreed to by group
“Spell words with suffixes that require:
a. Consonant doubling (e.g., running, slipped)
b. Dropping silent -e (e.g., smiled, paving)
c. Changing y to I (e.g., cried)”		 No change to revision. Refinement agreed to by group
“Spell the 200 most often used words in English
a. Irregular words (e.g., against, many, enough, does)
b. Pattern-based words (e.g., which, kind, have)”		 No change to revision. Refinement agreed to by group
Posted on

Arizona 1st Grade ELA Standards: Standards Sub-Committee Working Group Draft 2016

1st Grade 2010 ELA Standards | 2016 ELA Standards Rewrite Comparison

Reading Standards for Literature
Code Standard Draft Standard Vertical Alignment Horizontal Alignment Final Decision
1.RL.1 Ask and answer questions about key details in a text. Ask and answer questions such as who, what, where, why, and how about key details in a text. No changes, refinement agreed to by group.
1.RL.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. Retell stories incuding key details and demonstrate understanding of their main idea, central message, or lesson. No changes, refinement agreed to by group.
1.RL.3 Describe characters, settings, and major events in a story, using key details. Describe characters, settings, and major events in a story, using key details.
Craft and Structure
1.RL.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
1.RL.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. Explain major differences between books that tell stories and books that give information, drawing on a wide range of text types.
1.RL.6 Identify who is telling the story at various points in a text. Identify who is telling the story at various points in a text.
Integration of Knowledge and Ideas
1.RL.7 Use illustrations and details in a story to describe its characters, setting, or events. Use illustrations and details in a story to describe its characters, setting, or events.
1.RL.8 (Not applicable to literature) (Not applicable to literature)
1.RL.9 Compare and contrast the adventures and experiences of characters in stories. Compare and contrast the adventures and experiences of characters in stories.
Integration of Knowledge and Ideas
Code Standard Draft Standard Vertical Alignment Horizontal Alignment Final Decision
Range of Reading and Level of Text Complexity
1.RI.1 Ask and answer questions about key details in a text. Ask and answer questions such as who, what, where, why, and how about key details in a text. No changes, refinement agreed to by group.
1.RI.2 Identify the main topic and retell key details of a text. Identify the main topic and retell key details of a text.
1.RI.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. Describe the connection between two individuals, events, ideas, or pieces of information in a text. Add verbiage “key details” to align with 1.Ri.1 and 1.Ri.2. Describe the connection between two individuals, events, ideas, or pieces of information in a text using key details.
Craft and Structure
1.RI.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
1.RI.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
1.RI.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
Integration of Knowledge and Ideas
Code Standard Draft Standard Vertical Alignment Horizontal Alignment Final Decision
1.RI.7 Use the illustrations and details in a text to describe its key ideas. Use the illustrations and details in a text to describe its key ideas.
1.RI.8 Identify the reasons an author gives to support points in a text. Identify the reasons an author gives to support points in a text.
1.RI.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Range of Reading and Level of Text Complexity
Code Standard Draft Standard Vertical Alignment Horizontal Alignment Final Decision
1.RI.10 With prompting and support, read informational texts appropriately complex for grade 1. With prompting and support, read informational texts including functional texts, history/social studies, science, and technical texts, appropriately complex for grade 1. Refinement agreed to by group.
AZ.1.RI.10 a. With prompting and support, read functional texts including history/social studies, science and technical texts, appropriately complex for grade 1. Delete AZ.1.RI.10 Refinement agreed to by group.
Reading Standards: Foundational Skills
Print Concepts
Code Standard Draft Standard Vertical Alignment Horizontal Alignment Final Decision
1.RF.1 “Demonstrate understanding of the organization and basic features of print.
a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).”		 “Demonstrate understanding of the organization and basic features of print.

a. Recognize the distinguishing features of a sentence (e.g., capitalization of first word and ending punctuation).”

 “Demonstrate understanding of the organization and basic features of print.

a. Recognize the distinguishing features of a sentence: capitalization of first word and ending punctuation.”
Phonological Awareness
Code Standard Draft Standard Vertical Alignment Horizontal Alignment Final Decision
1.RF.2 “Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

a. Distinguish long from short vowel sounds in spoken single‐syllable words.

b. Orally produce single‐syllable words by blending sounds (phonemes), including consonant blends.

c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single syllable words.

d. Segment spoken single syllable words into their complete sequence of individual sounds (phonemes).”

 “Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

a. Distinguish long from short vowel sounds in spoken single‐syllable words.

b. Orally produce single‐syllable words by blending sounds (phonemes), including consonant blends.

d. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single syllable words.

e. Segment spoken one syllable words of three to five phonemes into individual phonemes (e.g., /s/p/l/a/t/)

f. Orally generate a series of original rhyming words using a variety of phonograms (e.g., -ed, -ake, -ant, ain,) and consonant blends (e.g., bl, st, tr)

 Refinement agreed to by group.
1.RF.3 “Know and apply grade‐level phonics and word analysis skills in decoding words.

a. Know the spelling‐sound correspondences for common consonant digraphs.

b. Decode regularly spelled one syllable words.

c. Know final ‐e and common vowel team conventions for representing long vowel sounds.

d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

e. Decode two‐syllable words following basic patterns by breaking the words into syllables.

f. Read words with inflectional endings.

g. Recognize and read grade‐appropriate irregularly spelled words.”

 “Know and apply grade‐level phonics and word analysis skills in decoding words.

a. Know the spelling‐sound correspondences for common consonant digraphs.

b. Decode regularly spelled one syllable words.

c. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

d. Recognize and apply all six syllable types with grade-level appropriate texts.

e. Read words with inflectional endings.

f. Recognize and read grade‐appropriate irregularly spelled words.

 “Refinement agreed to by group.
1.RF.4 “Read with sufficient accuracy and fluency to support comprehension.

a. Read on-level text with purpose and understanding.

b. Read on‐level text orally with accuracy, appropriate rate, and expression on successive readings.

c. Use context to confirm or self‐correct word recognition and understanding, rereading as necessary.”

 “Read with sufficient accuracy and fluency to support comprehension.

a. Read on-level text with purpose and understanding.

b. Read on‐level text orally with accuracy, appropriate rate, and expression on successive readings.

c. Use context to confirm or self‐correct word recognition and understanding, rereading as necessary.”
College and Career Readiness Anchor Standards for Writing
Text Types and Purposes
Code Standard Draft Standard Vertical Alignment Horizontal Alignment Final Decision
1.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.” “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.”
1.W.2 “Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.” “Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.”
1.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.” “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.”
Production and Distribution of Writing
1.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade‐specific expectations for writing types are defined in standards 1–3 above). With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade‐specific expectations for writing types are defined in standards 1–3 above).
AZ.1.W.4 “a. With guidance and support from adults, produce functional writing (e.g., classroom rules, experiments, notes/messages, friendly letters, labels, graphs/tables, directions, posters) in which the development and organization are appropriate to task and purpose.” Eliminate Az.1.W.4.a Refinement agreed to by group.
1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
1.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

 

Research to Build and Present Knowledge
Code Standard Draft Standard Vertical Alignment Horizontal Alignment Final Decision
1.W.7 “Participate in shared research and writing projects (e.g., explore a number of “”how‐to”” books on a given topic and use them to write a sequence of instructions).” “Participate in shared research and writing projects (e.g., explore a number of “”how‐to”” books on a given topic and use them to write a sequence of instructions).” Add verbiage to beginning “with guidance and support from adults” to align with 1.W.8. “With guidance and support from adults, Participate in shared research and writing projects (e.g., explore a number of “”how‐to”” books on a given topic and use them to write a sequence of instructions).”
1.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
1.W.9 (Begins in grade 4)
Range of Writing
1.W.10 (Begins in grade 3) (Begins in grade 3)
Speaking and Listening Standards
Comprehension and Collaboration
1.SL.1 “Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
a. Follow agreed‐upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
c. Ask questions to clear up any confusion about the topics and texts under discussion. “		 “Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
a. Follow agreed‐upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
c. Ask questions to clear up any confusion about the topics and texts under discussion.”
1.SL.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
1.SL.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
Presentation of Knowledge and Ideas
1.SL.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
1.SL.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
1.SL.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standard 1 for specific expectations.) Produce complete sentences when appropriate to task and situation. (See 1.L.1. for specific expectations.)
Presentation of Knowledge and Ideas
1.SL.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
1.SL.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
1.SL.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standard 1 for specific expectations.) Produce complete sentences when appropriate to task and situation. (See 1.L.1. for specific expectations.)
Language Standards
Conventions of Standard English
1.L.1 “Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
a. Print all upper‐ and lowercase letters.
b. Use common, proper, and possessive nouns.
c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops. We hop.) d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
e. 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).
f. Use frequently occurring adjectives.
g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).
h. Use determiners (e.g., articles, demonstratives).
i. Use frequently occurring prepositions (e.g., during, beyond, toward).
j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.”		 “Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
a. Use common, proper, and possessive nouns.
b. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops. We hop.)
c. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
d. 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.).
e. Use frequently occurring adjectives.
f.Use frequently occurring conjunctions (e.g., and, but, or, so, because).
g. Use determiners (e.g., articles, demonstratives).
h. Use frequently occurring prepositions (e.g., during, beyond, toward).
i. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.”		 Refinement agreed to by group. Formatting: add a line space before a, b, c. Define i.e. and e.g. in glossary. *1.L.1a moved to Writing Foundations
AZ.1.L.1 k. Write multiple sentences in an order that supports a main idea or story. k. Write multiple sentences in an order that supports a main idea or story.
1.L.2 “Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
a. Capitalize dates and names of people.
b. Use end punctuation for sentences.
c. Use commas in dates and to separate single words in a series.
d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.”		 “Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
a. Capitalize dates and names of people.
b. Use end punctuation for sentences.
c. Use commas in dates and to separate single words in a series.		 Refinement agreed to by group. *1.L.2e – moved to Writing Foundations (1.WF.9)
Knowledge of Language
1.L.3 (Begins in grade 2) (Begins in grade 2)
Vocabulary Acquisition and Use
1.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.
a. Use sentence‐level context as a clue to the meaning of a word or phrase.
b. Use frequently occurring affixes as a clue to the meaning of a word.
c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).”		 “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.
a. Use sentence‐level context as a clue to the meaning of a word or phrase.
b. Use frequently occurring affixes as a clue to the meaning of a word.
c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).”		 Add verbiage “With guidance and support from adults” to beginning to align with 1.L.5. “With guidance and support from adults, 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.
a. Use sentence‐level context as a clue to the meaning of a word or phrase.
b. Use frequently occurring affixes as a clue to the meaning of a word.
c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).”
1.L.5 “With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
b. 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).
c. Identify real‐life connections between words and their use (e.g., note places at home that are cozy).
d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.”		 “With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
b. 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).
c. Identify real‐life connections between words and their use (e.g., note places at home that are cozy).
d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.”
1.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). Add verbiage “With guidance and support from adults” to beginning to align with 1.L.5. With guidance and support from adults, use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
Writing Standards: Foundational Skills (Not present in 2010 standards) 2016
Write upper and lower case manuscript alphabet from memory
Write common grapheme (letter or letter group) for each phoneme
Orally segment the phonemes in any single-syllable, spoken word
Know that each syllable is organized around a vowel sound
Spelling
“Spell common, regular, single syllable words
a. short vowels and single consonants
b. Consonant graphemes including qu,x, and -ck; digraphs ( e.g., thin, shop when, much, sing); and doubled letters (e.g., off, will, mess)
c. Initial and final consonants blends (e.g., must, slab, plump)
d. Long vowels spelled correctly predictably, including VCe (e.g., came, like) a few common vowel teams (e.g., boat, play, wait, see, team, right), and final -y (e.g., cry)
e. Vowel -r combinations including er, ar, or (e.g., her, for, car)
“Spell words with inflections
a. Verbs with -ing, -ed and -s and no change in the base word (e.g., snowed, playing, jumps)
b. Nouns with -s, -es, and not change to the base word (e.g., rugs, kisses)
c. Adjectives with -er, -est and no change to the base word (e.g., slower)
“Spell two-syllable words that:
a. End in -y, -ly (e.g., smelly, badly)
b. Are compounds (e.g., hotdog)
c. Have two closed syllables (e.g., rabbit, wagon)
“Spell the 100 most often used words in English
a. Irregular words (e.g., said, what, are, they was)
b. Patterned based words (e.g., he, him, for, in, by, like)
Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions
Posted on

Arizona Kindergarten ELA Standards: Standards Sub-Committee Working Group Draft 2016

2010 ELA Standards | 2016 ELA Standards Rewrite Comparison

Reading Standards for Literature
Code Standard Draft Standard Horizontal Alignment Final Decision
K.RL.1 With prompting and support, ask and answer questions about key details in a text. With prompting and support, ask and answer questions about key details in a text. No changes
K.RL.2 With prompting and support, retell familiar stories, including key details. With prompting and support, retell familiar stories, including key details. No changes
K.RL.3 With prompting and support, identify characters, settings, and major events in a story. With prompting and support, identify characters, settings, and major events in a story. No changes
Craft and Structure
Code Standard Draft Standard Horizontal Alignment Final Decision
K.RL.4 Ask and answer questions about unknown words in a text. Ask and answer questions about unknown words in a text. No changes Add “with prompting and support” to align with RI4. With prompting and support ask and answer questions about unknow words in a text.
K.RL.5 Recognize common types of texts (e.g., storybooks, poems). Recognize common types of texts (e.g., storybooks, poems). No changes Needs added verbiage. Identify the front cover, back cover and title page of a book. Recognize common types of texts (e.g., storybooks, poems). Identify the front cover, back cover, and title page of a book.
K.RL.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. No changes
Integration of Knowledge and Ideas
Code Standard Draft Standard Horizontal Alignment Final Decision
K.RL.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). No changes
K.RL.8 (Not applicable to literature) (Not applicable to literature) No changes
K.RL.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. No changes
Range of Reading and Level of Text Complexity
Code Standard Draft Standard Horizontal Alignment Final Decision
K.RL.10 Actively engage in group reading activities with purpose and understanding. With prompting and support, actively engage in group reading activities with purpose and understanding. Refinement agreed to by group.
Reading Standards for Informational Text
Code Standard Draft Standard Horizontal Alignment Final Decision
K.RI.1 With prompting and support, ask and answer questions about key details in a text. With prompting and support, ask and answer questions about key details in a text. No changes
K.RI.2 With prompting and support, identify the main topic and retell key details of a text. With prompting and support, identify the main topic and retell key details of a text. No changes
K.RI.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. No changes
Craft and Structure
Code Standard Draft Standard Horizontal Alignment Final Decision
K.RI.4 With prompting and support, ask and answer questions about unknown words in a text. With prompting and support, ask and answer questions about unknown words in a text. No changes
K.RI.5 Identify the front cover, back cover, and title page of a book. Identify the front cover, back cover, and title page of a book. No changes Needs added verbiage. Recognize common types of informational texts Recognize common types of informational texts. Identify the front cover, back cover, and title page of a book.
K.RI.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. No changes
Integration of Knowledge and Ideas
Code Standard Draft Standard Horizontal Alignment Final Decision
K.RI.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). No changes
K.RI.8 With prompting and support, identify the reasons an author gives to support points in a text. With prompting and support, identify the reasons an author gives to support points in a text. No changes
K.RI.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). No changes
Range of Reading and Level of Text Complexity
Code Standard Draft Standard Horizontal Alignment Final Decision
K.RI.10 Actively engage in group reading activities with purpose and understanding. With prompting and support, actively engage in group reading activities with purpose and understanding. Refinement agreed to by group.
AZ.K.RI.10 a. Actively engage in a group reading of informational and functional texts, including history/social studies, science, and technical texts, with purpose and understanding. With prompting and support, actively engage in group reading activities with purpose and understanding. Refinement agreed to by group.
Reading Standards: Foundational Skills
Print Concepts
Code Standard Draft Standard Horizontal Alignment Final Decision
K.RF.1 Demonstrate understanding of the organization and basic features of print.

a. Follow words from left to right, top to bottom, and page by page

b. Recognize that spoken words are represented in written language by specific sequence of letters.

c. Understand that words are separated by spaces in print.

d. Recognize and name all upper and lowercase letters of the alphabet.

 Demonstrate understanding of the organization and basic features of print.

a. Follow words from left to right, top to bottom, and page by page

b. Recognize that spoken words are represented in written language by specific sequences of letters. Identify that a sentence is made up of a group of words.

c. Recognize the difference between a letter and a printed word. Understand that words are separated by spaces in print.

d. Recognize and name all upper and lowercase letters of the alphabet.

 Refinement agreed to by group.
Phonological Awareness
Code Standard Draft Standard Horizontal Alignment Final Decision
K.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words. Blend and segment onsets and rimes of single-syllable spoken words.
c. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. *(This does not include CVCs ending with /l/, /r/, or /x/.)
d. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.		 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

a. Demonstrate basic knowledge of one-to-one letter-sound correspondence by producing the most frequent sound(s) for each consonant and the five major vowels.

b. Recognize and produce rhyming words.

c. Count, pronounce, blend, and segment syllables in spoken words. Blend and segment onsets and rimes of single-syllable spoken words. Blend and segment spoken phonemes to form one-syllable words (e.g., /m/ /a/ /n/).

d. Isolate and pronounce the initial, medial vowel (long and short vowels) and final sounds (phonemes) in three-phoneme words. *(This does not include CVCs ending with /l/, /r/, or /x/.)

e. Manipulation of phonemes — add, substitute, and delete individual phonemes in simple, one-syllable words to make new words.

 Changes made to a,c,e
Reading Standards: Foundational Skills K-2
Phonics and Word Recognition
Code Standard Draft Standard Horizontal Alignment Final Decision
K.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words.

a. Demonstrate basic knowledge of one‐to‐one letter‐sound correspondences by producing the primary or many of the most frequent sound for each consonant.

b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

c. Read common high‐frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

 Know and apply grade-level phonics and word analysis skills in decoding words.

a. Demonstrate basic knowledge of one‐to‐one letter‐sound correspondence by producing the most frequent sound(s) for each consonant and the five major vowels.

b. Decode regularly spelled closed syllable words.

c. Read the 50 most common high-frequency words by sight from a research-based word list.

d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

 Changes made to a.
Fluency
Code Standard Draft Standard Horizontal Alignment Final Decision
K.RF.4 Read emergent-reader texts with purpose and understanding. Read emergent-reader texts with purpose and understanding. no changes
College and Career Readiness Anchor Standards for Writing
Text Types and Purposes
Code Standard Draft Standard Horizontal Alignment Final Decision
K.W.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader
the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .).		 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .). No changes Add verbiage to the beginning of the standard “With guidance and support from adults”. With guidance and support from adults, use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .).
K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. No changes Add verbiage to the beginning of the standard “With guidance and support from adults”. With guidance and support from adults, use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
K.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. 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. No changes Add verbiage to the beginning of the standard “With guidance and support from adults”. With guidance and support from adults, 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.
Production and Distribution of Writing
Code Standard Draft Standard Horizontal Alignment Final Decision
K.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade‐specific expectations for writing types are defined in standards 1–3 above). With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade‐specific expectations for writing types are defined in standards 1–3 above). No changes
AZ.K.W.4 a. With guidance and support from adults, produce functional writing (e.g., classroom rules, experiments, notes/messages, friendly letters, labels, graphs/tables) in which the development and organization are appropriate to task and
purpose.		 Eliminate AZ.K.W.4 No changes
K.W.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. Refinement agreed to by group.
K.W.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. No changes
Research to Build and Present Knowledge
Code Standard Draft Standard Horizontal Alignment Final Decision
K.W.7 Participate in shared research and writing projects
(e.g., explore a number of books by a favorite author and express opinions about them).		 Participate in shared research and writing projects
(e.g., explore a number of books by a favorite author and express opinions about them).		 No changes Add verbiage to the beginning of the standard “With guidance and support from adults”. With guidance and support from adults, participate in shared research and writing projects.
(e.g., explore a number of books by a favorite author and express opinions about them).
K.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. No changes
K.W.9 (Begins in grade 4) (Begins in grade 4)
Range of Writing
Code Standard Draft Standard Horizontal Alignment Final Decision
K.W.10 (Begins in grade 3) (Begins in grade 3)
Speaking and Listening Standards
Comprehension and Collaboration
Code Standard Draft Standard Horizontal Alignment Final Decision
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 (e.g., listening to others, taking turns speaking about the topics and texts under discussion).

b. Continue a conversation through multiple exchanges.

 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 (e.g., listening to others, taking turns speaking about the topics and texts under discussion).

b. Continue a conversation through multiple exchanges.

 No changes
K.SL.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. No changes
K.SL.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. No changes
Presentation of Knowledge and Ideas
Code Standard Draft Standard Horizontal Alignment Final Decision
K.SL.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. No changes
K.SL.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. Add drawings or other visual displays to descriptions as desired to provide additional detail. No changes
K.SL.6 Speak audibly and express thoughts, feelings, and ideas clearly. Speak audibly and express thoughts, feelings, and ideas clearly. No changes
Language Standards
Conventions of Standard English
Code Standard Draft Standard Horizontal Alignment Final Decision
K.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

a. Print many upper‐ and lowercase letters.

b. Use frequently occurring nouns and verbs.

c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

f. Produce and expand complete sentences in shared language activities.

 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

Use frequently occurring nouns and verbs.

b. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

c. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

d. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

e. Produce and expand complete sentences in shared language activities.

Refinement agreed to by group.
K.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
a. Capitalize the first word in a sentence and the pronoun I.
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short‐vowel sounds .(phonemes).
d. Spell simple words phonetically, drawing on knowledge of sound‐letter relationships.		 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
a. Capitalize the first word in a sentence and the pronoun I.
b. Recognize and name end punctuation.		 Refinement agreed to by group.
Knowledge of Language
Code Standard Draft Standard Horizontal Alignment Final Decision
K.L.3 (Begins in grade 2) (Begins in grade 2)
Vocabulary Acquisition and Use
Code Standard Draft Standard Horizontal Alignment Final Decision
K.L.4 Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on kindergarten reading and content.

a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

b. 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.

 Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on kindergarten reading and content.

a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

b. 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.

 No changes Add verbiage to the beginning of the standard “With guidance and support from adults”. With guidance and support from adults, determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on kindergarten reading and content.

a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

b. 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.
K.L.5 With guidance and support from adults, explore word relationships and nuances in word meanings.

a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

c. Identify real‐life connections between words and their use (e.g., note places at school that are colorful).

d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

 With guidance and support from adults, explore word relationships and nuances in word meanings.

a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

c. Identify real‐life connections between words and their use (e.g., note places at school that are colorful).

d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

 No changes
K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. No changes Add verbiage to the beginning of the standard “With guidance and support from adults”. With guidance and support from adults, use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Writing Standards: Foundational Skills (*Not present in 2010 standards)
Code Standard Draft Standard Horizontal Alignment Final Decision
Match upper and lower case manuscript letters. No changes
Write upper and lower case manuscript letters, with reference to a model. No changes
Write left to right and space between words. No changes
Repeat multi-syllable words and pronounce the separate syllables. No changes
Segment all the phonemes in two- and three- phoneme syllables and represent those phonemes with letters. No changes
Write the letters used to represent vowel phonemes and those used to represent consonants, knowing that every syllable has a vowel. No changes
Spelling
Represent phonemes, first to last, in simple words, using letters with a transparent relationship to sound (e.g., the “o” in “rope” may be spelled with a single letter, o). No changes
Write or select an initial or final consonant when a medial vowel is provided. No changes
Spell VC (at, in) and CVC (pet, mud) words with short vowel sounds. No changes
Write the 20 most frequently used words accurately, using a research based list. Changes made–added “using a research based list”.
Attempt phonetic spelling of unknown words. No changes