Rationale Paper on topic of Storytelling/Discussion as a Standard for Grades K-2

KINDERGARTEN:
READING STANDARDS FOR LITERATURE
Key Ideas and Evidence
RL.K.1 Ask and answer questions about key details in a text.
RL.K.2 Retell familiar stories, including key details.
RL.K.3 Identify characters, settings, and major events in a story.
Craft and Structure
RL.K.4 Ask and answer questions about words in a text that suggest feelings or appeal senses.
RL.K.5 Recognize common types of texts.
RL.K.6 Define the role of the author and illustrator in telling the story.
Integration of Ideas and Analysis
RL.K.7 Describe how the words and illustrations work together to tell a story.
RL.K.8 Not applicable to literature.
RL.K.9 Compare and contrast the adventures and experiences of characters in familiar stories.
Range of Reading and Level of Complexity
RL.K.10 Actively engage in group reading activities and discussion with the purpose of understanding.
READING STANDARDS FOR INFORMATIONAL TEXT
Key Ideas and Evidence
RI.K.1 Ask and answer questions about key details in a text.
RI.K.2 Identify the main idea and retell key details of a text.
RI.K.3 Describe connection between two people, events,ideas, or pieces of information in a text.
Craft and Structure
RI.K.4 Ask and answer questions about words in a text.
RI.K.5 Identify the front cover, back cover, and title page of a book.
RI.K.6 Define the role of the author and illustrator in presenting the ideas or information in a text.
Integration of Ideas and Analysis
RI.K.7 Describe how the words and illustrations work together to provide information.
RI.K.8 Begins in grade 1.
RI.K.9 Identify basic similarities in and differences between two texts on the same topic.
Range of Reading and Level of Complexity
RI.K.10 Actively engage in group reading activities with purpose and understanding.

READING STANDARDS FOR FOUNDATIONAL SKILLS
Print Concepts
RF.K.1. Demonstrate understanding of 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.

c. Understand that words are separated by spaces in print.
d. Recognize and name all upper- and lowercase letters of the alphabet.
Handwriting
RF.K.2 Print upper- and lowercase letters.
Phonological Awareness
RF.K.3 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.
c. Blend, break up and rhyme single-syllable spoken words.
d. Separate and pronounce the beginning, middle vowel, and end sounds in CVC (consonant-vowel-consonant, ex: /c/ /a/ /t/).
e. Add and/or substitute individual sounds in simple, one-syllable words to make new words (ex: In “mop” remove the “m” and add “t”)
Phonics and Word Recognition
RF.K.4 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 sound or many of the most frequent sounds for each consonant.
b. Connect the long and short vowel sounds with common spellings (graphemes) for the five vowels (a, e, i, o and u).
c. Read common high-frequency words by sight.
d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (cat, bat, mat, rat. All have -at ending, but beginning letter and sound are different)
Fluency
RF.K.5 Read emergent-reader texts with purpose and understanding.

WRITING STANDARDS
Text Types, Purposes, and Publishing
W.K.1 Use a combination of drawing, read aloud, and writing to compose opinion pieces to tell a reader the topic or the name of the book they are writing about and give opinion about the topic or book.
a. Respond to questions and suggestions from adults and/or peers and add details to strengthen writing as needed.
W.K.2 Use a combination of drawing, read aloud, and writing to compose informative(give information) /explanatory (explains a process) texts in which they name what they are writing about and supply some information about the topic.
a. Respond to questions and suggestions from adults and/or peers and add details to strengthen writing as needed.
W.K.3 Use a combination of drawing, read aloud, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and with guidance and support, provide a reaction to what happened.
a. Respond to questions and suggestions from adults and/or peers and add details to strengthen writing as needed.
W.K.4 Explore a variety of digital tools and resources to produce and publish writing, either in participation with peers or in a whole group setting.
Research
W.K.5 Participate in shared investigation of grade appropriate topics and writing projects.
W.K.6 Recall information from experiences or gather information from sources to answer a question.

SPEAKING AND LISTENING STANDARDS
Collaboration and Communication
SL.K.1 Participate conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions.
b. Continue a conversation through multiple exchanges.
SL.K.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.
SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Presentation of Knowledge and Ideas
SL.K.4. Speak audibly and express thoughts, feelings, and ideas clearly.
SL.K.5. Add drawings or other visual displays to descriptions as desired to provide additional detail.

LANGUAGE STANDARDS
Conventions of Standard English
L.K.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 (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.
L.K.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.
b: Recognize and name end punctuation.
c: Write a letter or letters for most consonant and short-vowel sounds.
d: Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Knowledge of Language
L.K.3 (Begins in grade 2)
Vocabulary Acquisition and Use
L.K.4 Determine and/or clarify the meaning of unknown words and phrases based on kindergarten reading and content: context clues, word parts, and word relationships.
L.K.5 Explore variations in word meanings.
a. Sort common objects into categories 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. Distinguish variations of meaning among verbs describing the same general action by acting out the meanings.
L.K.6 Use words and phrases learned through conversations, reading and being read to, and responding to texts.

FIRST GRADE:
READING STANDARDS FOR LITERATURE
Key Ideas and Evidence
RL.1.1 Ask and answer questions about key details in a text.
RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.3 Describe characters, settings, and major events in a story, using key details.
Craft and Structure
RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
RL.1.5 Explain major differences between books that tell stories and books that give information.
RL.1.6 Identify who is telling the story at different points in a text.
Integration of Ideas and Analysis
RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
RL.1.8 Not applicable to literature.
RL.1.9 Compare and contrast the adventures and experiences of characters in stories.
Range of Reading and Level of Text Complexity
RL.1.10 With prompting and support, read and understand literature of appropriate complexity for grade 1 for sustained periods of time.
READING STANDARDS FOR INFORMATIONAL TEXT

Key Ideas and Evidence
RI.1.1 Ask and answer questions about key details in a text.
RI.1.2 Identify the main idea and retell key details of a text.
RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of
information in a text.

Craft and Structure
RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
RI.1.5 Know and use different text features to locate key facts or information in a text.
RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
Integration of Ideas and Analysis
RI.1.7 Use the illustrations and details in a text to describe its key ideas.
RI.1.8 With guidance and support, identify the reasons an author gives to support ideas in a text.
RI.1.9 Identify basic similarities in and differences between two texts on the same topic.
Range of Reading and Level of Complexity
RI.1.10 With prompting and support, read and understand informational texts appropriately complex for grade 1 for sustained periods of time.

READING STANDARDS FOR FOUNDATIONAL SKILLS
Print Concepts
RF.1.1 Demonstrate understanding of the organization and basic features of print.
a. Recognize and use capitalization and ending punctuation.
Handwriting
RF.1.2 Print all upper- and lowercase letters legibly.
Phonological Awareness
RF.1.3 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 beginning, medial vowel, and end sounds (phonemes) in spoken single-syllable words.
d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
Phonics and Word Recognition
RF.1.4 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 word into syllables.
f. Read words with inflectional endings.
g. Recognize and read grade-appropriate irregularly spelled words.
Fluency
RF.1.5 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.
WRITING STANDARDS
Text Types, Purposes, and Publishing
W.1.1 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 closure.
a. With guidance and support from adults, organize information and ideas around a topic to plan and prepare to write.
b. 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.
W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide closure.
a. With guidance and support from adults, organize information and ideas around a topic to plan and prepare to write.
b. 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.
W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal transition words to signal event order, and provide some sense of closure.
a. With guidance and support from adults, organize information and ideas around a topic to plan and prepare to write.
b. 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.
W.1.4 With guidance and support from adults, use a variety of digital tools and resources to produce and publish writing, including in collaboration with peers.
Research
W.1.5 Participate in shared research and writing projects.
W.1.6 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

SPEAKING AND LISTENING STANDARDS
Collaboration and Communication
SL.1.1 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.
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.
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
SL.1.3 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
SL.1.4 Produce complete sentences to describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
LANGUAGE STANDARDS
Conventions of Standard English
L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the K-1 grammar continuum.
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.
L.1.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing; demonstrate proficiency within the K-1
conventions continuum.
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.
Knowledge of Language
L.1.3 (Begins in grade 2)
Vocabulary Acquisition and Use
L.1.4 Determine and/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: context clues, word parts and word relationships.
L.1.5 With guidance and support from adults, demonstrate understanding of nuances in
word meanings.
a. Sort words into categories to gain a sense of the concepts the categories represent.
b. Define words by category and by one or more key attributes.
c. Distinguish shades of meaning among verbs differing in manner and adjectives
differing in intensity by defining or choosing them or by acting out the meanings.
L.1.6 Use words and phrases learned through conversations, reading, and being read to,
including common conjunctions.
SECOND GRADE:
READING STANDARDS FOR LITERATURE
Key Ideas and Evidence
RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
RL.2.3 Describe how characters in a story respond to major events and challenges.
Craft and Structure
RL.2.4 Describe how words and phrases supply rhythm and meaning in a story, poem, or song.
RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story, the events unfold in the middle, and the ending concludes the action.
RL.2.6 Distinguish differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
Integration of Ideas and Analysis
RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
RL.2.8 Not applicable to literature.
RL.2.9 Compare and contrast two or more versions of the same story by different authors or from different cultures.
Range of Reading and Level of Complexity
RL.2.10 By the end of grade 2, read and understand literature within the 2-3 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
READING STANDARDS FOR INFORMATIONAL TEXT
Key Ideas and Evidence
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
RI.2.2 Identify the main idea of a multi-paragraph text as well as the focus of specific
paragraphs within the text.
RI.2.3 Describe the connection between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text.
Craft and Structure
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RI.2.5 Know and use various text features to locate key facts or information in a text efficiently.
RI.2.6 Identify the author’s main purpose of a text, including what the author wants to answer, explain, or describe.
Integration of Ideas and Analysis
RI.2.7 Explain how specific images contribute to and clarify a text.
RI.2.8 Identify the reasons an author gives to support ideas in a text.
RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.
Range of Reading and Level of Complexity
RI.2.10 By the end of grade 2, read and understand informational texts within the 2-3 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
READING STANDARDS FOR FOUNDATIONAL SKILLS
Handwriting
RF.2.2 Print all upper- and lowercase letters legibly and proportionally.
Phonics and Word Recognition
RF.2.4 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.
Fluency
RF.2.5 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.
WRITING STANDARDS
Text Types, Purposes, and Publishing
W.2.1 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 to connect opinion and reasons, and provide a concluding statement or section.
a. With guidance and support from adults, organize information and ideas around a topic to plan and prepare to write.
b. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

W.2.2 Write informative /explanatory texts in which they introduce a topic, use facts and
definitions to develop points, and provide a concluding statement or section.
a. With guidance and support from adults, organize information and ideas around a topic to plan and prepare to write.
b. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
W.2.3 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
transition words to signal event order, and provide a sense of closure.
a. With guidance and support from adults, organize information and ideas around a topic to plan and prepare to write.
b. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
W.2.4 With guidance and support from adults, use a variety of digital tools and resources to produce and publish writing, including in collaboration with peers.
Research
W.2.5 Participate in shared research and writing projects.
W.2.6 Recall information from experiences or gather information from provided sources to answer a question.
SPEAKING AND LISTENING STANDARDS
Collaboration and Communication
SL.2.1 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.
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.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media.
SL.2.3 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.

Presentation of Knowledge and Ideas
SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent and complete sentences.
SL.2.5 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.
LANGUAGE STANDARDS
Conventions of Standard English
L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the 2-3 grammar continuum.
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, 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).
L.2.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing; demonstrate proficiency within the 2-3
conventions continuum.
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.
Knowledge of Language
L.2.3 Use knowledge of language and its conventions when writing, speaking, reading,
or listening.
a. Compare formal and informal uses of English.
Vocabulary Acquisition and Use
L.2.4 Determine and/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: context clues, word parts, word relationships, and reference materials.
L.2.5 Demonstrate understanding of nuances in word meanings.
a. Distinguish shades of meaning among closely related verbs and closely
related adjectives.
L.2.6 Use words and phrases learned through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.