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organization/structure of ideas (ex. 5 paragraph essay)

determining the main idea and finding supporting details and evidence

critically thinking about the text

developing students voices as writers

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-Reading for who, what, when, where, why.

-Text features

-Able to point out text evidence that supports answers

-Fiction and informational texts (science, social studies)

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Focus on navigating text elements (glossary, author, illustrator, text, illustrations)

Identifying big-picture concepts: what is the main topic? who are the main characters?

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With prompting and support, ask and answer questions about key details in the text. This integrates speaking and listening as they confirm understanding of a text or information presented aloud and requesting clarification if something is not understood.

An emphasis on using illustrations to show their understanding of different literature texts.

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Read with fluency to support comprehension using key details. For example, ask and retell to demonstrate knowledge of what is read.

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Focuses on students gathering information from larger texts and being able to comprehend and summarize information

-determine theme/main idea of the text

-determine meaning of words/phrases

-determine problem/solutions

-determine speaker point of view

-understand how characters change throughout the story

-analyzing text, tone, sentence structure

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Common practice we saw described was demonstration is a huge part of writing K-1

There was a lot of repetition in standards of the saying "With guidance and support from an adult...". There is not a lot of independent work!

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Write an argumentative essay with supporting details.

Produce clear and coherent writing

provide ample reasoning and explanations to back up statements

Flow ideas between one another in a logical and legible manner

Utilize guidance from peers and adults to revise writing as necessary

Formulating your own ideas and transferring it into writing.

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-Informative writing

-Writing process

-Discussion that leads into writing

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encourages students to engage in higher level thinking:

-ability to engage in collaborative discussions and use sentence starters such as, "I agree..." "I disagree."

-Be able to summarize information from a variety of sources.

-Being able to seek out or ask for information independently

-be familiar with figurative language

-quote or cite information accurately.

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-Public speaking

Ability to identify setting, characters, problem, solution, etc.

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The foundations of reading & writing are the same in both English & ʻŌlelo Hawaiʻi, so the standards can be applied in both languages.

The standards often mention grade-level appropriate texts, but does not provide concrete guidelines to differentiating those texts.