READING K 1 2 3 4 5 6 7 8 9 10 11 12
FOUNDATIONS OF LITERACY                          
Phonemic Awareness                          
Identify and isolate initial and final sounds of spoken words I *                      
Recognize and produce rhyming words I *                      
Segment one-syllable words into initial, medial, and final sounds,                          
and recombine sounds into words I *                      
Identify, segment, and combine syllables in spoken words                           
(e.g., by clapping syllables, moving manipulatives) I *                      
Understand that spoken words are composed of sounds which are                          
represented by alphabetic letters I *                      
                           
Print Knowledge and Concepts of Print                          
Develop print awareness (concept of letter, word) I *                      
Develop print awareness (concept of sentence, paragraph) I *                      
Track print: left to right on line, top to bottom on page, front                           
to back of book I *                      
Recognize that capitalization and punctuation are used for                           
comprehension I *                      
Recognize environmental print I *                      
Match spoken to printed words I *                      
Develop awareness that print conveys and preserves meaning I *                      
                           
Emerging Reading/Writing Skills                          
Show an interest in and respond to text read aloud I *               X X X X
Hold book right side up M X                      
Identify parts of a book (cover, title page) and their functions I M                      
Understand terms author and illustrator and distinguish                           
their roles I *                      
Describe how illustrations contribute to the text I *                      
Know the order of the alphabet I *                      
Emerging Reading/Writing Skills (continued) K 1 2 3 4 5 6 7 8 9 10 11 12
Know capital and lower case letter names and distinguish                           
between the two I *           M M        
Know letter/sound relationships I *                      
Develop skill in gross and fine motor functioning and                           
hand/eye coordination I *                      
Gain increasing control of penmanship                          
(e.g., holding pencil, paper position, stroke, posture) I *                      
Write letters of the alphabet, both capitals and lower case I *                      
Print own name (First and Last) I *                      
Dictate messages/stories for others to write I *                      
Write using pictures, some letters, transitional spelling                           
if appropriate I *                      
Write labels, notes, and captions                           
(e.g., for illustrations, charts, possessions) I *                      
Use conventional spelling of familiar words in final drafts   *                      
Write messages that move left to right on a line,                          
top to bottom on a page I *                      
                           
PHONICS, WORD ANALYSIS, SPELLING, VOCABULARY, AND FLUENCY                          
                           
Decoding strategy: Use phonics and structural analysis to          R R              
decode words I * * * * M              
Decoding strategy: Use semantic, syntactic, and graphophonic         R R              
clues to identify words and their meanings I * * * * M              
Vocabulary-in-context strategy: Use punctuation, explanatory         R R              
phrases, and overall sense to gain and monitor word meanings   * * * * * R R R        
Process strategy: Know to ask and answer, What do I do when          R R              
I come to a word I don't know?   * * * * * R R R        
Process strategy: Read fluently on development level with         R R              
appropriate rate, stress, intonation, and style   * * * * * R R R        
  K 1 2 3 4 5 6 7 8 9 10 11 12
Phonics and Decoding Skills                          
Phonics/Phonic Elements                          
Letter/sound correspondence I *                      
Blend sounds to make words I * * *                  
Consonants I * * * MX X X            
Consonant blends I * * * X                
Consonant digraphs   * * *                  
Short and long vowels I * * *                  
Controlled vowels    * * * R R X            
Vowel digraphs and diphthongs   * * * R R X            
Phonograms (word families) I * * *                  
Common word patterns (CVC, CVCe, etc.) I * * * R   X            
Schwa sound     * * R R X            
                           
Word Analysis                          
Plurals and possessives I * * * R R R R R        
Contractions   * * * R R R R R        
Compound Words   * * * R R *            
Base words, endings, prefixes, and suffixes X * * * R R R            
Syllabication and common syllable patterns for word                          
identification   * * * R R R R R        
                           
Spelling                          
Sound and Letter Patterns                          
Phonograms (word families)   *                      
Vowels: short, long, controlled, digraphs, diphthongs, and                          
unusual vowel spellings   * * * R R R            
Schwa sound       * R R X            
Consonants: single, double, blends, digraphs, silent and                          
unusual consonant spellings   * * * R R R            
  K 1 2 3 4 5 6 7 8 9 10 11 12
Word Structure                          
Endings on nouns and verbs   * * * R R R R          
Irregular plurals         I R R            
Syllable constructions     * * R   R            
Affixes   * * * R R R            
Compound Words   * * * R R X            
Apostrophes in contractions and possessives     * * R R R R R        
Capital letters and abbreviations         R R R R R        
Greek and Latin word parts             X            
                           
Meaning Relationships                          
Homophones       * R R X   R        
Easily confused words         I R R R R        
Words related to each other         I R R R R        
Words from other languages             X R R        
Common Spelling Errors       * R R X            
                           
Vocabulary and Fluency                          
Context Clues                          
Picture Clues I * *             X      
Synonyms I * * * R R R R R X      
Antonyms I * * * R R R R R X      
Homonyms/homophones/homographs   * * * R R R R R X      
Multiple-meaning words   * * * R R R R R X X X  
Unfamiliar words   * * * R R R R R X X X X
Specialized/technical/topical words       * R R R R R X X X X
                           
Vocabulary Building                          
Classify words * * * * R R R R R X   X X
Use graphic organizers to group, study, and retain vocabulary * * * * R R R            
Vocabulary Building (continued) K 1 2 3 4 5 6 7 8 9 10 11 12
Know abbreviations, acronyms, and shortened forms of words     * * R R R R R X X X X
Understand easily confused words and idioms     * * R R R R R X X X X
Understand connotation and denotation       * R R R     X   X X
Use etymologies for meaning                           
(including Greek and Latin roots and affixes)           R X            
Develop vocabulary through listening and discussing * * * * R R R R R X X X X
Develop vocabulary through meaningful and concrete experiences * * * * R R R R R X   X X
Develop vocabulary through reading * * * * R R R R R X X X X
Develop vocabulary through the use of grade-appropriate materials * * * * R R R R R X   X X
Recognize words in the environment * *               X   X X
Recognize regular and irregular high-frequency words * * *             X   X X
Understand selection vocabulary * * * * R R R R R X   X X
Understand content area vocabulary       * R R R R R X X X X
Make analogies         I R R R R X X X X
                           
COMPREHENSION                          
                           
Comprehension strategy: Know and use the reading process:                           
preview and activate prior knowledge, predict, read,          R R              
self-monitor, use fix-up strategies, summarize, reflect and respond * * * * * * *     X X X X
Comprehension strategy: Construct meaning using all possible                           
avenues: text, knowledge of selection and topic, illustrations, text                          
features, other print and technological/software resources,          R R              
resource people * * * * * * *     X X X X
Formal assessment strategy: Develop test-taking strategies and         R R              
answer test-like questions (multiple choice, true/false, short answer) * * * * * * R     X X X X
                           
Strategies and Skills                          
Activate prior knowledge and preview * * * * R R R R R X X X X
Self-question to assess overall understanding   * * * R R R R R X   X X
Strategies and Skills (Continued) K 1 2 3 4 5 6 7 8 9 10 11 12
Self-monitor and use fix-up strategies   * * * R R R R R X   X X
Recognize author's possible viewpoint/bias     * * R R R R R X X X X
Understand author's purpose                           
(e.g., inform, entertain, persuade, express) * * * * R R R R R X X X X
Recognize cause and effect * * * * R R R R R X X X X
Classify/categorize * * * * R R R R R X X X X
Compare and contrast * * * * R R R R R X X X X
Use context clues for understanding words, phrases,                          
and word referents   * * * R R R R R X X X X
Draw conclusions * * * * R R R R R X X X X
Recognize statements of fact and opinion     * * R R R R R X X X X
Generalize * * * * R R R R R X X X X
Understand graphic sources (e.g., charts, maps, lists, pictures, etc.) * * * * R R R R   X X X X
Make judgments about ideas and text     * * R R R R R X X X X
Infer main idea or main idea with supporting details * * * * R R R R R X X X X
Paraphrase         R R R R R X X X X
Recognize persuasive devices and propaganda           I/R X   R X X X X
Predict and verify or refine predictions * * * * R R R R R X X X X
Distinguish realism/fantasy or fact/nonfact/fantasy * * * * R   R R R X   X X
Recall and retell * * * * R R R R R X   X X
Identify sequence of events * * * * R R R R R X X X X
Identify steps in a process     * * R R R R R X X X X
Recognize story elements                   X   X X
Character * * * * R R R R R X X X X
Plot and plot structure * * * * R R R R R X X X X
Setting * * * * R R R R R X X X X
Conflict               X          
Climax               X          
Theme * * * * R R R R R X X X X
Summarize * * * * R R R R R X X X X
Strategies and Skills (Continued) K 1 2 3 4 5 6 7 8 9 10 11 12
Identify text structure or method of presenting information       * R R R R   X X X X
Visualize   * * * R R R R R X X X X
Critical Thinking                          
Infer   * * * R R R R R X X X X
Analyze   * * * R R R R R X X X X
Organize ideas and information   * * * R R R R R X X X X
Make judgments   * * * R R R R R X X X X
Hypothesize   * * * R R R R R X   X X
Synthesize ideas within a text * * * * R R R R R X X X X
Synthesis ideas from different texts and media * * * * R R R R R X X X X
Compare and contrast across selections, genres, and                          
cultures (intertextuality) * * * * R R R R R X X X X
Evaluate and critique ideas and text   * * * R R R R R   X X X
Make analogies   * * * R R R R R X X X X
                           
LITERATURE                          
GENRES AND LITERARY CRAFT                          
Genres                          
Fiction                          
Animal fantasy * * * * R R              
Drama/play   * * * R R R R R X X X X
Fantasy * * * * R R R R R   X    
Historical fiction     * * R R R   R X   X X
Humorous fiction *   * * R R R R R X   X X
Mystery     *   R R R R R   X X X
Picture Book * * * *                  
Realistic fiction * * * * R R R R R        
Science fiction       * R R R R R     X X
Short story         I R R R R X X    
Traditional stories: fable, fairy tale, folk tale, tall tale, legend, myth   * * * R R R R R X X X X
  K 1 2 3 4 5 6 7 8 9 10 11 12
Nonfiction                          
Almanac entry       * R R R     X   X X
Biography/autobiography   * * * R R R R R X X X X
Diary/journal         I R     R X   X X
Encyclopedia article (print or CD-ROM)       * R R R R R X X X X
Expository article   * * * R R R R R X X X X
How to article   *   * R R X     X   X X
Internet article       * R R R R R X X X X
Interview     *   R         X X X X
Magazine article       * R R R R R X X X X
Narrative writing * * * * R R R R R X X X X
Newsletter   * *             X   X X
Newspaper article       * R R R R R X X X X
Personal essay       * R R R R R X   X X
Persuasive essay             R     X   X X
Photo essay   * * * R R X       X X X
Textbook       * R R R R R X   X X
Poetry and Song * * * * R R R R R X X X X
                           
Literary Devices                          
Allusion             X     X X X X
Dialect         I R R R R X X X X
Dialogue and narration   * * * R R R R R X X X X
Exaggeration/hyperbole       * R R R R   X X X X
Figurative language                          
Simile     * * R R X R R X X X X
Metaphor * * * * R R X   R X X X X
Idiom   * * * R R X       X X X
Slang       * R R R R R X X X X
Jargon       * R R X       X X X
Literary Devices (Continued) K 1 2 3 4 5 6 7 8 9 10 11 12
Invented words             X       X X X
Flashback         I R R R R X X X X
Foreshadowing           I R R R X X X X
Humor         I R R R R X X X X
Imagory and sensory words         I R R R R X X X X
Irony             X     X X X X
Mood           R R R R X X X X
Personification       * R R X R R X   X X
Point of view     * * R R R R R X X X X
Puns and word play         R R X     X   X X
Sound devices and poetic elements                          
Rhyme * * * * R R R R R X   X X
Rhythm and cadence * * * * R R R R R X X X X
Repetition   * * * R R R R R X      
Onomatopoeia   * * * R R * R          
Alliteration       * R R * R   X X X X
Line length           I R R R X   X X
Symbolism       * R R R R R X X X X
Tone             R R   X X X X
Understatement             X         X X
                           
Author's Craft/Style                          
Recognize/analyze author's craft, style, language   * * * R R X     X X X X
Analyze the effect of author's perspective/viewpoint/bias on text                          
and choice of genre     * * R R X     X X X X
                           
Illustrator's Craft/Style                          
Recognize/analyze illustrator's craft or style   * * * R R X         X X
Analyze how art complements text       * R R X         X X
Analyze/appreciate fine art             X         X X
LITERARY RESPONSE AND APPRECIATION K 1 2 3 4 5 6 7 8 9 10 11 12
Reflect on reading and respond in various ways * * * * R R R R R X X X X
Recognize evocation - the thoughts and feelings aroused                          
during reading or listening * * * * R R R R R     X X
Relate own experience and other literary experience to what is                          
being read * * * * R R R R R X X X X
Assume alternate points of view to explore a literary selection * * * * R R R R R   X X X
Reflect upon the relevance of the literary experience to the                           
reader's own life * * * * R R R R R X X X X
Synthesize and extend the literary experience: e.g., through                           
drawing, dramatizing, miming, storytelling, etc. * * * * R R R R R   X X X
Evaluate the quality of the literary experience * * * * R R R R R X X X X
Seek additional literary experience through varied voluntary reading * * * * R R R R R X   X X
Make connections between literature and other curriculum areas * * * * R R R R R X X X X
                           
LANGUAGE AND COMMUNICATION                          
GRAMMAR AND USAGE IN SPEAKING AND WRITING                          
                           
Parts of speech                          
Verbs and verb tenses * * * * R R R R R X      
Nouns * * * * R R R R R X      
Pronouns   * * * R R R R R X      
Adjectives * * * * R R R R R X      
Adverbs     * * R R R R R X      
Conjunctions       * R R R R R X      
Prepositions       * R R R R R X      
Interjections             R R R X      
Phrases * *     R   R R R X      
Identify phrases                          
Prepositional            R R R R X      
Participle                R   X      
GRAMMAR AND USAGE (Continued) K 1 2 3 4 5 6 7 8 9 10 11 12
Gerund                   X      
Infinitive             R R R X      
Appositives             R R R X      
Identify dependent and independent                          
Clauses             R R   X      
Adjectives           R       X      
Adverb           R       X      
Identify complements                          
Direct object             R R   X      
Indirect object             R R   X      
Predicate nominative             R R   X      
Predicate adjective             R R   X      
Sentences: kinds, types, parts, fragments, run-ons,                           
complete, combining * * * * R R R R R X   X X
Write complete sentences         ? R R R R X   X X
Include descriptive words in sentences           R R R R X   X X
Include a variety of sentence patterns in writing           R R R R X   X X
Identify subject and predicate         ? R R R R X      
Paragraphs     * * R R R   R X   X X
Misplaced modifiers             X     X   X X
                           
WRITING PROCESS, STRATEGIES, AND SKILLS                          
                           
Use the five-step writing process   * * * R R R R R X   X X
Prewrite using various strategies * * * * R R R R R X X X X
Use published pieces as models for writing   * * * R R R R R X   X X
Decide on audience, purpose, and kind of writing   * * * R R R R R X   X X
Write based on a picture * * * * R   R         X X
Write based on literature   * * * R R R R R X X X X
Write about a TV show, movie, or play     * * R R R R R   X X X
WRITING PROCESS, STRATEGIES, AND SKILLS (Cont.) K 1 2 3 4 5 6 7 8 9 10 11 12
Take notes during research     * * R R R R R X X X X
Use a graphic organizer or outline * * * * R R R R R X   X X
Organize ideas * * * * R R R R R X X X X
Evaluate research and raise new questions   * * * R R R R R X   X X
Develop draft * * * * R R R R R X   X X
Descriptive writing   * * * R R R R R X   X X
Narrative writing   * * * R R R R R X   X X
Expository writing   * * * R R R R R X X X X
Persuasive writing   * * * R R R   R X   X X
Write in a variety of appropriate forms (sentences, paragraphs,                          
stories, letters, reports, sketches, etc.) * * * * R R R R R X X X X
Revise drafts in various ways * * * * R R R R R X X X X
Edit for correct spelling, grammar, usage, and mechanics   * * * R R R R R X X X X
Publish * * * * R R R R R     X X
Take pride in neat and correct visual appearance * * * * R R R R R X   X X
Use correct penmanship * * *       R R R X   X X
Give multimedia presentation         I R R R R X X X X
Use technology in writing   * * * R R R R R X X X X
Write for personal use (response logs, notes for comprehension, etc.)   * * * R R R R R X X X X
Evaluate writing * * * * R R R R R     X X
Apply criteria for evaluation   * * * R R R R R     X X
Respond constructively to other's writing   * * * R R R R R X   X X
Self-evaluate on whether own purposes were met   * * * R R X         X X
Review own collection of writing to monitor growth * * * * R R R   R   X X X
                           
MECHANICS IN WRITING                          
                           
Capitalization * * * * R R X            
Capitalize first word in sentence   * * * ? R X X X X      
Capitalize the pronoun "I". I MR M   ?   X X X X      
MECHANICS IN WRITING (Continued) K 1 2 3 4 5 6 7 8 9 10 11 12
Capitalize names of people, days, months, holidays, titles of people     * * I R R R R X      
Capitalize names of places     * * I R R R R X      
Capitalize important words in titles of writings     * * I R R R R X      
Capitalize words used as names and direction words when used as a name of a region       * I R R R R X      
Punctuation           R X            
Use end punctuation at the end of sentence   * * * I R R R R X      
Use commas to separate words in a series     * * I R R R R X      
Use apostrophe in contractions     * * I R R R R X      
Use apostrophe in possessives     * * I R R R R X      
Use quotation marks in direct quotes       * I R   R * X      
Use periods in abbreviations and after initials     * * I R * R * X      
Use comma to set off long phrases at the beginning of a sentence         I R   R * X      
Use commas to set off interjections, names of addresses,                          
"yes", "no", and other interruptors       * I R   R * X      
Use commas to punctuate phrases and clauses         I R * R * X      
Use commas to separate adjectives and adverbs when more                          
than two are used to modify the same word       I   R              
Use the following punctuation appropriately:                          
Colon         I     R * X      
Semicolon         I     R * X      
Hyphen         I     R * X      
Dash         I     R   X      
Single quotation mark         I                
Italics         I R       X      
Underlining     I R I R * R * X      
Capitalize and punctuate parts of a personal letter     * * I R * R * X      
Capitalize and punctuate parts of a business letter         I R * R * X      
Indent the first word of a paragraph     I R I R * R * X      
Write numerals or words consistently         I   * R *        
Write the word for a numeral when it is the first word in a sentence         I   * R * X      
USAGE "BUGS" K 1 2 3 4 5 6 7 8 9 10 11 12
Using appropriate third person pronoun case (e.g., "Hers living at . . .")         I R * R * X   X X
Naming self last (e.g., "Me and Toby . . .")     * * I R * R * X   X X
Avoiding use of "gots"     * * I R * R * X   X X
Using "I saw . . ." rather than "I seen . . ."     * * I R * R * X   X X
Using appropriate first person pronoun case (e.g., "Me is going"; "Me and Toby")     * * I R * R * X   X X
Avoiding use of ain't     * * I R * R * X   X X
Using "have" not "got" (e.g., "have got", "dont' got")     * * I R * R * X   X X
Using "can" and "may" appropriately     * * I R * R * X   X X
Using "I did" rather than "I done".     * * I R * R * X   X X
                           
LISTENING AND SPEAKING                          
Expand vocabulary by listening and speaking * * * * R R *     X X X X
Connect experiences, ideas, and cultural traditions with those of                          
others through speaking and listening * * * * R R *     X X X X
Listen for various purposes * * * * R R * R   X X X X
Listen carefully and critically to oral reading, discussions, and                           
spoken messages * * * * R R * R   X X X X
Understand and retell spoken messages * * * *   R   R   X X X X
Understand the major ideas and supporting evidence in                           
spoken messages       * R R * R   X X X X
Identify and analyze a speaker's opinions and persuasive techniques       * R R * R   X X X X
Self-monitor understanding of a spoken message and seek                          
clarification as necessary         R R * R   X X X X
Respond appropriately to questions, directions, text read aloud,                          
and oral presentations * * * * R R * R   X X X X
Participate in rhyme and songs * * * *       R   X X X X
Participate in conversations and discussions * * * * R R * R   X X X X
Speak for various purposes * * * * R R * R   X X X X
Speak to a group or audience in appropriate ways and with                           
appropriate delivery * * * * R R * R   X X X X
LISTENING AND SPEAKING (Continued) K 1 2 3 4 5 6 7 8 9 10 11 12
Read orally with appropriate fluency (accuracy, expression, style                          
and attention to phrasing and punctuation)   * * * R R * R   X X X X
Present dramatic interpretations of literature and                           
literary experiences * * * * R R * R   X X X X
Give precise directions, accurate information, and convincing                          
ideas while speaking * * * * R R * R   X X X X
Gain increasing control of conventional grammar and usage                           
when speaking * * * * R R * R   X X X X
                           
VIEWING                          
                           
Interact with a variety of print and non-print media for a range                           
of purposes (e.g., to learn, to receive information, to evaluate,                          
to interpret, to appreciate) * * * * R R *     X X X X
Respond to media in a variety of ways (e.g., compare and contrast                          
print and non-print media, discuss experiences and feelings                           
of others, ask questions) * * * * R R *     X X X X
Compare ideas and viewpoints in media         I R *     X X X X
Compare and contrast print, visual, and electronic media         I R *     X X X X
                           
RESEARCH AND STUDY SKILLS                          
RESEARCH STRATEGIES AND SKILLS                          
                           
State the steps of the research process (set purpose, frame                           
questions, choose sources, collect information, organize                          
and present information)         R R * R   X X X X
Form and revise relevant questions for inquiry * * * * R R * R   X X X X
Distinguish between and evaluate reference sources       * R R * R   X X X X
Use specific study strategy (K-W-L, skim and scan, etc.) to find                          
or learn information     * * R R *     X X X  
RESEARCH STRATEGIES AND SKILLS (Continued) K 1 2 3 4 5 6 7 8 9 10 11 12
Locate and collect information * * * * R R * R   X X X X
Highlight       * R R *     X X X X
Take notes/record findings     * * R R * R   X X X X
Evaluate, interpret, and draw conclusions about key information       * R R * R   X X X X
Make outline         R I/R * R   X X X X
Organize content systematically                           
(e.g., sequentially or around main ideas)   * * * R R * R   X X X X
Record knowledge, write report, or present orally   * * * R R * R   X X X X
Credit primary and secondary reference sources         I I/R * R   X X X X
Select, organize, and incorporate visual aids       * R R * R     X    
Know and use parts of a book * * * * R R * R     X    
Use alphabetical order   * * * R R              
Follow directions * * * * R R * R   X X X X
                           
UNDERSTANDING AND USING REFERENCE SOURCES                          
Almanac       * R I/R *     X X X X
Atlas       * R I/R *     X X X X
Card catalog/library database       * R R * R   X X X X
Dictionary/glossary   * * * R R * R   X X X X
Encyclopedia   * * * R R * R   X X X X
Magazine/periodical       * R R *     X X X X
Manual       * R R *     X X X X
Newsletter   * * *           X X X X
Newspaper *     * R R * R   X X X X
Readers' Guide to Periodical Literature           I *     X X X X
Technology (non-computer electronic media-e.g., cassettes, TV,                          
videotape, CD-ROM; computer programs and services; Internet) * * * * R R * R   X X X X
Telephone directory       * R R *     X X X X
Textbook       * R R * R   X X X X
Thesaurus   * * * R R *     X X X X
UNDERSTANDING AND USING GRAPHIC SOURCES K 1 2 3 4 5 6 7 8 9 10 11 12
Trade Book   * * * * R *     X X X X
Advertisement       * * R *     X X X X
Chart/table * * * * * R *     X X X X
Diagram/scale drawing     * * * R *     X X X X
Graph * * * * * R *     X X X X
Illustration (photograph or art) and/or caption * * * * * R *     X X X X
List * * * *           X X X X
Map * * * * * R *     X X X X
Order form         * R *     X X X X
Poster/announcement     * * * R *     X X X X
Recipe           R *     X X X X
Schedule       * * R *     X X X X
Sign *   * *           X X X X
Time line     * * * R *     X X X X
                           
HABITS AND ATTITUDES                          
Derive pleasure from reading, listening, viewing * * * * * R *     X X X X
Value print as a means of gaining information * * * * * R *     X X X X
Value print as a means of assessing various opinions                          
and points of view * * * * * R *     X X X X
Develop an appreciation of different genres and authors * * * * * R *     X X X X
Connect experiences and ideas with those from other perspectives,                          
experiences, customs, and cultures * * * * * R *     X X X X
Develop attitudes and abilities to interact with members of                           
other groups and cultures * * * * * R *     X X X X
Work cooperatively with others * * * * * R *     X X X X
Recognize that all people & cultures, native & immigrant, Have                           
made valuable contributions to the common culture of the U.S. * * * * * R *     X X X X
Recognize and study themes and connections that cross cultures                          
and bind them together in their common humanness * * * * * R *     X X X X
HABITS AND ATTITUDES (Continued) K 1 2 3 4 5 6 7 8 9 10 11 12
Develop lifelong reading and writing habits * * * * R R * R   X X X X
Read independently from a wide variety of genres (for enjoyment,                          
to understand self and others, for information and utility, etc.) * * * * R R * R   X X X X
Keep reading log/reading journal or have a list of favorite                          
authors and works   * * * R R *     X X X X
Write and discuss independently (for enjoyment, to seek                           
information, to understand, etc.) * * * * R R *     X X X X
Share reading and writing with others * * * * R R * R   X X X X

Last Updated on 4/5/02