A - Reading Foundations

• ask and answer questions about fiction and non-fiction texts with visual support and scaffolding appropriate to the proficiency level
• demonstrate understanding of the organization and basic features of print in both fiction and non-fiction texts with visual support and scaffolding appropriate to the proficiency level
• describe the relationship between illustrations and the story (how illustrations support the text) in fiction texts, with modeling and scaffolding appropriate to the proficiency level
• name and match all upper- and lowercase letters of the alphabet out of sequence and demonstrate basic knowledge of one-to-one letter-sound correspondences for each consonant
• demonstrate understanding of spoken words, syllables, and sounds (phonemes), with scaffolding appropriate to the proficiency level
• know and apply phonics and word analysis skills in decoding words, with modeling and scaffolding appropriate to the proficiency level
• recognize and produce rhyming words in context using familiar word families, with scaffolding appropriate to the proficiency level
• read common high frequency words and phrases in context in both fiction and non- fiction texts, with visual support and scaffolding appropriate to the proficiency level
• make predictions from pictures and titles read aloud in unfamiliar fiction and non- fiction texts, with modeling and scaffolding appropriate to the proficiency level
• retell familiar texts read aloud with beginning, middle, and end with visual support, modeling and scaffolding appropriate to the proficiency level
• read texts with increasing accuracy and fluency to support comprehension, with scaffolding appropriate to the proficiency level

B - Vocabulary Development

• recognize, identify, classify, and use vocabulary related to numbers, colors, shapes, size, weather, calendar, and time, with visual support and scaffolding appropriate to the proficiency level
• ask and answer questions about unknown words in fiction and non-fiction texts, with visual support, modeling, and scaffolding appropriate to the proficiency level
• recognize, identify, understand, and use vocabulary related to social and instructional situations (e.g., self, family, school, colors, shapes, feelings, spatial relations, rooms and areas within school and associated activities, home, rooms in the home and associated activities, food and nutrition, safety and hygiene, interests, pets, hobbies and recreational activities, and talents) in spoken interaction and written texts, with visual support and scaffolding appropriate to the proficiency level
• sort common objects (e.g., shapes, foods, colors) or words into categories to gain a sense of the concepts the categories represent using manipulatives or with visual support as appropriate and with scaffolding appropriate to the proficiency level

C - Social and Instructional Language

• participate in simple collaborative conversations with diverse partners about appropriate, culturally relevant topics, with visual support, modeling, and scaffolding to the proficiency level
• begin to use and understand vocabulary appropriate to content area or genre with visual support, modeling, and scaffolding appropriate to the proficiency level
• ask and answer questions to seek help, get information, or clarify something, with visual support, modeling, and scaffolding appropriate for the proficiency level
• explain relationships and express cause and effect with visual support, modeling, and scaffolding to the proficiency level
• describe people, places, things, and events with relevant details with visual support, modeling, and scaffolding to the proficiency level
• tell a story or recount an experience with appropriate facts with visual support, modeling, and scaffolding to the proficiency level

D - Writing

• create simple texts using a combination of drawing, copying, labeling, dictation, and writing that provide information, describe feelings or personal reactions, recount events or information, describe observations, tell a story, or share an opinion with visual support, modeling, and scaffolding appropriate to the proficiency level
• participate in shared writing with visual support, modeling, and scaffolding to the proficiency level

E - Grammar and Conventions

• print legibly, using appropriate letter formation and spacing between letters, words, and sentences, scaffolding appropriate to the proficiency level

F - United States Culture and Values

• identify the name and value of United States currency, with visual support, modeling, and scaffolding appropriate to the proficiency level
• compare United States culture with students’ culture, with visual support, modeling, and scaffolding to the proficiency level
• begin to understand non-verbal communication or body language typical for the United States (e.g., eye contact, gestures, and space)
• compare the beliefs, customs, ceremonies, traditions, and social practices of various cultures