Indiana Academic Standards

Standard 1
READING: Word Recognition, Fluency, and Vocabulary Development
Students understand the basic features of words. They see letter patterns and know how to translate them into spoken language by using phonics (an understanding of the different letters that make different sounds), syllables, and word parts (-s, -ed, -ing). They apply this knowledge to achieve fluent (smooth and clear) oral and silent reading.
Concepts About Print
1.1.1 Match oral words to printed words.
1.1.2 Identify letters, words, and sentences.
1.1.3 Recognize that sentences start with capital letters and end with punctuation, such as periods, question marks, and exclamation points.
   

Phonemic Awareness
1.1.4 Distinguish beginning, middle, and ending sounds in single-syllable words (words with only one vowel sound).
Example: Tell the sound that comes at the beginning of the word sun. Tell the sound that comes at the end of the word cloud. Tell the sound that comes in the middle of the word boat.
1.1.5 Recognize different vowel sounds in orally stated single-syllable words.
Example: Say the sound that is in the middle of the word bit. Say the sound that is in the middle of the word bite. Tell whether this is the same sound or a different sound.
1.1.9 Blend two to four phonemes (sounds) into recognizable words.
Example: Tell what word is made by the sounds /b/ /a/ /t/. Tell what word is made by the sounds /fl/ /a/ /t/.
   
Decoding and Word Recognition
1.1.10 Generate the sounds from all the letters and from a variety of letter patterns, including consonant blends and long- and short-vowel patterns (a, e, i, o, u), and blend those sounds into recognizable words.
1.1.11 Read common sight words (words that are often seen and heard).
1.1.13 Read words by using knowledge of vowel digraphs (two vowels that make one sound such as the ea in eat) and knowledge of how vowel sounds change when followed by the letter r (such as the ea in the word ear).
Example: Correctly read aloud the vowel sounds made in words, such as ear, eat, near, their, or wear.
1.1.14 Read common word patterns (-ite, -ate).
Example: Read words, such as gate, late, and kite.
   

Standard 2
READING: Comprehension and Analysis of Nonfiction and Informational Text
Analysis of Grade-Level-Appropriate Nonfiction and Informational Text
1.2.4 Follow one-step written instructions.

National Standards

Language Arts — English — Grades K-12
NL-ENG.K-12.6
APPLYING KNOWLEDGE		 Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
NL-ENG.K-12.8
DEVELOPING RESEARCH SKILLS		 Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

Technology Foundation Standards for Students (NETSS)

  1. Basic operations and concepts
    Students are proficient in the use of technology.
  2. Social, ethical, and human issues
    Students practice responsible use of technology systems, information, and software.
    Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
  3. Technology productivity tools
    Students use technology tools to enhance learning, increase productivity, and promote creativity.