Okla. Admin. Code § 210:15-3-27

Current through Vol. 42, No. 8, January 2, 2025

Section 210:15-3-27 - Standard Two: Reading and Writing Process

(a)Statement of the standard. Students will use a variety of recursive reading and writing processes.

(b)Standard Two objectives for Pre-Kindergarten. The following objectives apply for students in Pre-Kindergarten:

(1)Reading and Writing Foundations. Students will develop foundational skills for reading and writing proficiency by working with sounds, letters, and text.

(A)

(B)Phonological Awareness. Students will recognize, count, and manipulate the parts of spoken words, including syllables, onset/rimes, and phonemes without using text.

(i)Objective 1. Students will count spoken words in a three- to four-word sentence with one-syllable words.

(ii) Objective 2. Students will recognize spoken words that rhyme (e.g., wall and fall).

(iii) Objective 3. Students will recognize syllables in spoken words (e.g., pony= po + ny).

(iv) Objective 4. Students will isolate the common initial sound when given a set of alliterative spoken words (e.g., the puppy pounces).

(C)Print Concepts. Students will demonstrate their understanding of the organization and basic features of print.

(i)Objective 1. Students will begin to understand that print carries a message by recognizing labels, signs, and other print in the environment.

(ii)Objective 2. Students will demonstrate correct book orientation and identify the front and back covers of a book.

(iii)Objective 3. Students will begin to recognize that print moves from top to bottom, left to right, and front to back.

(iv)Objective 4. Students will begin to recognize that written words are made up of letters and are separated by spaces.

(v)Objective 5. Students will begin to recognize ending punctuation marks in print during shared reading or other text experiences with guidance and support.

(vi)Objective 6. Students will begin to write some uppercase and lowercase letters including the majority of the letters in their first name with prompting.

(D)Phonics and Word Study. Students will decode words by applying phonics and word analysis skills in context and isolation.

(i)Objective 1. Students will name the letters in their first name.

(ii)Objective 2. Students will name a majority of uppercase and lowercase letters.

(iii)Objective 3. Students will produce some sounds represented by letters.

(E)Fluency. Students will recognize high-frequency words and read grade-level text smoothly and accurately, with expression that connotes comprehension.

(i)Objective 1. Students will read their first name in print.

(ii)Objective 2. Students will chorally recite familiar texts (e.g., rhymes, songs, poetry, etc.).

(2)Reading and Writing Process. Students will use a variety of recursive reading and writing processes.

(A)Reading. Students will read and comprehend inclusive, diverse, and increasingly complex literary and informational texts.

(i)Objective 1. Students will begin to retell or reenact major events or details from a read-aloud.

(B)Writing. Students will engage in a recursive process that may include prewriting, drafting, revising, editing, and publishing.

(i)Objective 1. Students will begin to express themselves through drawing and emergent writing.

(c)Standard Two objectives for Kindergarten. The following objectives apply for students in Kindergarten:

(1)Reading and Writing Foundations. Students will develop foundational skills for reading and writing proficiency by working with sounds, letters, and text.

(A)Phonological Awareness. Students will recognize, count, and manipulate the parts of spoken words, including syllables, onset/rimes, and phonemes without using text.

(i)Objective 1. Students will count one-syllable and multisyllabic spoken words in a sentence (e.g., I see an elephant.).

(ii)Objective 2. Students will distinguish rhyming and nonrhyming pairs and produce a rhyme when given a word.

(iii)Objective 3. Students will isolate and pronounce initial and final sounds in spoken words.

(iv)Objective 4. Students will count, segment, and blend syllables in spoken words.

(v)Objective 5. Students will blend and segment onset and rime in one-syllable spoken words (e.g., blending: /j/ + og = jog; segmenting: cat = /c/ + at).

(vi)Objective 6. Students will blend phonemes to form one-syllable spoken words with two (2) to four (4) phonemes (e.g., /f/ /l/ /a/ /t/ = flat).

(vii)Objective 7. Students will segment phonemes in one syllable spoken words with 3 to 5 phonemes (e.g., /f/ /l/ /a/ /t/ = flat).

(B)Print Concepts. Students will demonstrate their understanding of the organization and basic features of print.

(i)Objective 1. Students will demonstrate their understanding that print carries a message by recognizing labels, signs, and other print in the environment.

(ii)Objective 2. Students will demonstrate correct book orientation and identify the title, title page, and the front and back covers of a book.

(iii)Objective 3. Students will recognize that print moves from top to bottom, left to right, and front to back.

(iv)Objective 4. Students will recognize that written words are made up of letters and are separated by spaces.

(v)Objective 5. Students will recognize the distinguishing features of a sentence (e.g., capitalization of the first word, ending punctuation: period, exclamation mark, question mark) with prompting.

(vi)Objective 6. Students will correctly form letters to write their first and last name and most uppercase and lowercase letters correctly.

(C)Phonics and Word Study. Students will decode words by applying phonics and word analysis skills in context and isolation.

(i)Objective 1. Students will name all uppercase and lowercase letters.

(ii)Objective 2. Students will sequence the letters of the alphabet.

(iii)Objective 3. Students will produce the sounds for short and long vowels and the most common sound for consonants (e.g., a = /à/ and /â/, f = /f/,s = /s/, x = /ks/).

(iv) Objective 4. Students will blend letter sounds to decode simple Vowel / Consonant (VC) and Consonant / Vowel / Consonant (CVC) words (e.g., VC words = at, in,up; CVC words = pat,hen,lot).

(D)Spelling/Encoding. Students will encode and write words in context and isolation by applying phonics, spelling patterns, and structural analysis skills.

(i) Objective 1. Students will represent major consonants logically in phonetic spelling (e.g., "lefnt" for elephant or "apl" for apple).

(ii) Objective 2. Students will represent all of the sounds in a Consonant/Vowel/Consonant (CVC) word logically in phonetic spelling (e.g., "kat" for cat or "fer" for fur).

(E)Fluency. Students will read grade-level text smoothly and accurately, with appropriate expression.

(i)Objective 1. Students will read their first and last name in print.

(ii)Objective 2. Students will recite familiar texts (e.g., rhymes, songs, poetry, etc.).

(iii)Objective 3. Students will begin to develop a sight word vocabulary by decoding and reading regularly- and irregularly-spelled words in isolation and context with increasing automaticity.

(2)Reading and Writing Process. Students will use a variety of recursive reading and writing processes.

(A)Reading. Students will read and comprehend inclusive, diverse, and increasingly complex literary and informational texts.

(i)Objective 1. Students will identify the topic or main idea with a supporting detail of a text with a prompting.

(ii)Objective 2. Students will discriminate between fiction and nonfiction text with prompting.

(iii)Objective 3. Students will sequence the plot (i.e., beginning, middle, and end) of a story with prompting.

(iv)Objective 4. Students will begin to retell facts and details from an informational text.

(B)Writing. Students will engage in a recursive process that may include prewriting, drafting, revising, editing, and publishing.

(i)Objective 1. Students will express themselves through drawing and emergent writing.

(ii)Objective 2. Students will sequence the action or details of stories/texts with prompting.

(iii)Objective 3. Students will use appropriate spacing between letters and words in emergent writing.

(iv)Objective 4. Students will add to their drawing and emergent writing.

(v)Objective 5. Students will share their stories/texts with authentic audiences.

(d)Standard Two objectives for Grade 1. The following objectives apply for students in Grade 1:

(1)Reading and Writing Foundations. Students will develop foundational skills for reading and writing proficiency by working with sounds, letters, and text.

(A)Phonological Awareness. Students will recognize, count, and manipulate the parts of spoken words, including syllables, onset/rimes, and phonemes without using text.

(i)Objective 1. Students will count, segment, blend, and delete syllables in spoken words.

(ii) Objective 2. Students will blend and segment onset and rime in spoken words (e.g., /ch/ + /at/ = chat).

(iii)Objective 3. Students will isolate and pronounce medial sounds in spoken words.

(iv) Objective 4. Students will blend phonemes to form spoken words with four (4) to six (6) phonemes, including consonant blends (e.g., /s/ /t/ /r/ /i/ /ng/ = string).

(v) Objective 5. Students will segment phonemes in spoken words with four (4) to six (6) phonemes (e.g., string = /s/ /t/ /r/ /i/ /ng/).

(vi) Objective 6. Students will add, delete, and substitute phonemes in one-syllable spoken words with three (3) to five (5) phonemes (e.g., add /c/ to the beginning of at to say cat; delete the /p/ from pin to say in; substitute the /o/ in stop with /e/ to say step).

(B)Print Concepts. Students will demonstrate their understanding of the organization and basic features of print.

(i)Objective 1. Students will recognize the distinguishing features of a sentence (e.g., capitalization of the first word, ending punctuation: period, exclamation point, question mark).

(ii)Objective 2. Students will correctly form letters and use appropriate spacing for letters, words, and sentences using left-to-right and top-to-bottom progression.

(C)Phonics and Word Study. Students will decode words by applying phonics and word analysis skills in context and isolation.

(i)Objective 1. Students will decode one-syllable phonetically-regular words by using their knowledge of the following phonics skills:

(I) Single consonants (e.g., b = /b/, f = /f/, t = /t/).

(II) Short vowel sounds (i.e., a, e, i, o, u).

(III) Consonant blends (e.g. bl, br, cr).

(IV) Consonant digraphs and trigraphs (e.g., sh, tch).

(V) Vowel-consonant-silent e (e.g., lake).

(VI) r-controlled vowels (i.e., ar, er, ir, or, ur).

(VII) Vowel digraphs (e.g., ea, oa, ee).

(ii)Objective 2. Students will decode words by applying knowledge of syllable types in one-syllable words:

(I) Closed.

(II) Open.

(iii)Objective 3. Students will decode words by applying knowledge of structural analysis:

(I) Compound words.

(II) Inflectional endings (e.g., -s, -ed, -ing).

(D)Spelling/Encoding. Students will encode and write words in context and isolation by applying phonics, spelling patterns, and structural analysis skills.

(i)Objective 1. Students will use correct spelling when writing the following sounds in words:

(I) Consonants.

(II) Short vowels.

(III) Digraphs.

(IV) Consonant blends.

(V) Vowel-consonant-silent e.

(ii) Objective 2. Students will correctly spell high-frequency and irregularly-spelled words by using common letter/sound correspondences and recalling the irregular parts of words (e.g., the: th- is a common letter/sound correspondence, -e is irregular).

(E)Fluency. Students will read grade-level text smoothly and accurately, with appropriate expression.

(i)Objective 1. Students will expand their sight word vocabulary by reading regularly- and irregularly-spelled words in isolation and context with increasing automaticity.

(ii)Objective 2. Students will orally and accurately read grade-level text at a smooth rate with expression that connotes comprehension.

(2)Reading and Writing Process. Students will use a variety of recursive reading and writing processes.

(A)Reading. Students will read and comprehend inclusive, diverse, and increasingly complex literary and informational texts.

(i)Objective 1. Students will identify the topic or main idea with some supporting details of a text.

(ii)Objective 2. Students will discriminate between fiction and nonfiction genres.

(iii)Objective 3. Students will sequence the plot (i.e., beginning, middle, and end) of a story.

(iv)Objective 4. Students will retell facts and details from an informational text.

(B)Writing. Students will engage in a recursive process that may include prewriting, drafting, revising, editing, and publishing.

(i)Objective 1. Students will develop and edit drafts using appropriate spacing between letters, words, and sentences using left-to-right and top-to-bottom progression.

(ii)Objective 2. Students will develop drafts by sequencing the action in a story or details about a topic through writing sentences.

(iii)Objective 3. Students will revise drafts by adding and/or deleting text.

(iv) Objective 4. Students will correctly spell grade-level, highly decodable words (e.g., cup, like, cart) and common, irregularly spelled sight words (e.g., the) while editing using resources as needed.

(v)Objective 5. Students will routinely use a recursive process to publish final drafts for an authentic audience (e.g., reading aloud, author's chair).

(e)Standard Two objectives for Grade 2. The following objectives apply for students in Grade 2:

(1)Reading and Writing Foundations. Students will develop foundational skills for reading and writing proficiency by working with sounds, letters, and text.

(A)Phonological Awareness. Students will recognize, count, and manipulate parts of spoken words, including syllables, onset/rimes, and phonemes without using text.

(i) Objective 1. Students will add, delete, and substitute phonemes in spoken words with five (5) to six (6) phonemes (e.g., add /th/ to the beginning of rowing to say throwing; delete the /r/ in trips to say tips; substitute the /l/ in clank with /r/ to say crank).

(B)Print Concepts. Students will demonstrate their understanding of the organization and basic features of print.

(i)Objective 1. Students will correctly form letters in print and use appropriate spacing for letters, words, and sentences.

(C)Phonics and Word Study. Students will decode words by applying phonics and word analysis skills in context and isolation.

(i)Objective 1. Students will decode one- and two- syllable words by using their knowledge of the following phonics skills:

(I) single consonants, including those with two different sounds (e.g., soft and hard c [cent, cat] and g [gem, goat]).

(II) consonant blends (e.g., bl, br, cr, spr, spl).

(III) consonant digraphs and trigraphs (e.g., sh, tch).

(IV) vowel-consonant-silent e (e.g., lake).

(V) "r" controlled vowels (e.g. ar, er, ir, or, ur).

(VI) vowel digraphs (e.g., ea, oa, ee).

(VII) vowel diphthongs (i.e., vowel combinations having two vowel sounds [e.g. oi as in boil, oy as in boy]).

(VIII) schwa (e.g., banana).

(IX) silent letter combinations (knew, could, ghost).

(ii)Objective 2. Students will decode words by applying knowledge of all major syllable types:

(I) closed.

(II) open.

(III) vowel digraphs.

(IV) vowel-consonant-silent e.

(V) r-controlled.

(VI) consonant + le.

(iii)Objective 3. Students will decode words by applying knowledge of structural analysis:

(I) compound words.

(II) inflectional endings (e.g., -s, -ed, -ing).

(III) contractions.

(IV) abbreviations.

(V) common roots and related prefixes and suffixes.

(D)Spelling/Encoding. Students will encode and write words in context and isolation by applying phonics, spelling patterns, and structural analysis skills.

(i)Objective 1. Students will use correct spelling when writing the following sounds in words:

(I) digraphs.

(II) trigraphs.

(III) vowel digraphs.

(IV) r-controlled.

(ii)Objective 2. Students will use correct spelling when writing the following syllable types in single-syllable and multisyllabic words:

(I) closed.

(II) open.

(III) vowel-consonant-silent e.

(IV) r-controlled.

(iii)Objective 3. Students will use structural analysis to correctly spell the following parts of words:

(I) common prefixes.

(II) common suffixes.

(III) common spelling rules related to adding prefixes and suffixes (e.g., dropping the final -e, doubling a consonant).

(E)Fluency. Students will read grade-level text smoothly and accurately, with appropriate expression.

(A)Objective 1. Students will expand their sight word vocabulary by reading regularly- and irregularly- spelled words in isolation and context with increasing automaticity.

(B)Objective 2. Students will orally and accurately read grade-level text at a smooth rate with expression that connotes comprehension.

(2)Reading and Writing Process. Students will use a variety of recursive reading and writing processes.

(A)Reading. Students will read and comprehend inclusive, diverse, and increasingly complex literary and informational texts.

(i)Objective 1. Students will identify the main idea and supporting details of a text.

(ii)Objective 2. Students will identify elements of various genres in fiction and nonfiction texts.

(iii)Objective 3. Students will begin to summarize the plot of a story to include the beginning, middle, and end.

(iv)Objective 4. Students will begin to summarize facts and details from an informational text.

(B)Writing. Students will engage in a recursive process that may include prewriting, drafting, revising, editing, and publishing.

(i)Objective 1. Students will prewrite and develop drafts by sequencing the action in a story or details about a topic through writing sentences.

(ii)Objective 2. Students will edit drafts by using appropriate spacing between letters, words, and sentences.

(iii)Objective 3. Students will revise drafts by adding, deleting, and/or moving text.

(iv)Objective 4. Students will correctly spell grade-level words while editing using resources as needed.

(v)Objective 5. Students will routinely use a recursive process to publish final drafts for an authentic audience (e.g., reading aloud, author's chair).

(f)Standard Two objectives for Grade 3. The following objectives apply for students in Grade 3:

(1)Reading and Writing Foundations. Students will develop foundational skills for reading and writing proficiency by working with sounds, letters, and text.

(A)Phonological Awareness. Students will recognize, count, and manipulate the parts of spoken words, including syllables, onset/rimes, and phonemes without using text.

(i) Objective 1. Students will add, delete, substitute, and reverse phonemes in spoken words (e.g., add /g/ to the beginning of listen to say glisten; delete the /b/ in bridges to say ridges; substitute the /f/ in frighten with /b/ to say brighten; reverse the initial and final sounds in safe to say face).

(B)Print Concepts. Students will demonstrate their understanding of the organization and basic features of print.

(i)Objective 1. Students will correctly form words in print and cursive and use appropriate spacing for letters, words, and sentences.

(C)Phonics and Word Study. Students will decode words by applying phonics and word analysis skills in context and isolation.

(i)Objective 1. Students will decode multisyllabic words using their knowledge of the following phonics skills:

(I) vowel diphthongs.

(II) all major syllable types (i.e., closed, consonant, +ie, open, vowel silent e, r-controlled).

(ii)Objective 2. Students will decode words by applying knowledge of structural analysis:

(I) contractions.

(II) abbreviations.

(III) common roots and related prefixes and suffixes.

(IV) morphology.

(iii)Objective 3. Students will use decoding skills and semantics in context when reading new words in a text, including multisyllabic words.

(D)Spelling/Encoding. Students will encode and write words in context and isolation by applying phonics, spelling patterns, and structural analysis skills.

(i)Objective 1. Students will use correct spelling when writing the following sounds in words:

(I) diphthongs.

(II) schwa (i.e., /[SCHWA]/).

(III) silent letter combinations (e.g., knew, could, ghost).

(IV) hard/soft (e.g., cover, celebrate, gorilla, general).

(ii)Objective 2. Students will use correct spelling when writing the following syllable types in single-syllable and multisyllabic words:

(I) vowel digraphs.

(II) consonant + le.

(iii)Objective 3. Students will use structural analysis to correctly spell the following parts of words:

(I) common prefixes.

(II) common suffixes.

(III) common spelling rules related to adding prefixes and suffixes (e.g., changing y to i, doubling a consonant).

(E)Fluency. Students will read grade-level text smoothly and accurately, with appropriate expression.

(vi)Objective 1. Students will expand their vocabulary by reading regularly- and irregularly-spelled words in isolation and context with increasing automaticity.

(vii)Objective 2. Students will orally and accurately read grade-level text at a smooth rate with expression that connotes comprehension.

(2)Reading and Writing Process. Students will use a variety of recursive reading and writing processes.

(A)Reading. Students will read and comprehend inclusive, diverse, and increasingly complex literary and informational texts.

(i)Objective 1. Students will identify the main idea and supporting details of a text.

(ii)Objective 2. Students will identify elements of various genres in fiction, poetry, and nonfiction texts.

(iii)Objective 3. Students will summarize and sequence the important events of a story.

(iv)Objective 4. Students will summarize facts and details from an informational text.

(B)Writing. Students will engage in a recursive process that may include prewriting, drafting, revising, editing, and publishing.

(i)Objective 1. Students will routinely use a recursive process to prewrite, organize, and develop narrative, informative, and opinion drafts that display evidence of paragraphing.

(ii)Objective 2. Students will routinely use a recursive process to revise content for clarity, coherence, and organization (e.g., logical order and transitions).

(iii)Objective 3. Students will routinely and recursively edit drafts for punctuation, capitalization, and correctly-spelled grade-level words, using resources as needed.

(iv)Objective 4. Students will routinely use a recursive process to publish final drafts for an authentic audience (e.g., reading aloud, posting on blog, displaying, entering contest).

(g)Standard Two objectives for Grade 4. The following objectives apply for students in Grade 4:

(1)Reading and Writing Foundations. Students will develop foundational skills for reading and writing proficiency by working with sounds, letters, and text.

(A)Phonological Awareness. Students will recognize, count, and manipulate the parts of spoken words, including syllables, onset/rimes, and phonemes without using text. Students will continue to review and apply earlier grade level expectations for this standard. If phonological awareness skills are not mastered, students will address skills from previous grades.

(B)Print Concepts. Students will demonstrate their understanding of the organization and basic features of print.

(i)Objective 1. Students will correctly form words in print and cursive and use appropriate spacing for letters, words, and sentences.

(C)Phonics and Word Study. Students will decode words by applying phonics and word analysis skills in context and isolation.

(i)Objective 1. Students will decode unfamiliar and multisyllabic words using their combined knowledge of the following phonics skills:

(I) letter-sound correspondences.

(II) all major syllable types (i.e., closed, consonant + ie, open, vowel digraphs, vowel silent e, r-controlled).

(ii)Objective 2. Students will decode words by applying knowledge of structural analysis:

(I) contractions.

(II) abbreviations.

(III) common roots and related affixes.

(IV) morphology.

(V) semantics.

(D)Spelling/Encoding. Students will encode and write words in context and isolation by applying phonics, spelling patterns, and structural analysis skills.

(i)Objective 1. Students will use correct spelling when writing unfamiliar and multisyllabic words, using their combined knowledge of the following skills:

(I) letter-sound correspondences.

(II) all major syllable types (i.e., closed, consonant + ie, open, vowel digraphs, vowel silent e, r-controlled).

(ii)Objective 2. Students will use structural analysis to correctly spell the following parts of words:

(I) contractions.

(II) abbreviations.

(III) common spelling rules related to adding prefixes and suffixes.

(E)Fluency. Students will recognize and read grade-level text smoothly and accurately, with appropriate expression.

(i)Objective 1. Students will expand their sight word vocabulary by reading regularly- and irregularly-spelled words in isolation and context with increasing automaticity.

(ii)Objective 2. Students will orally and accurately read grade-level text at a smooth rate with expression that connotes comprehension.

(2)Reading and Writing Process. Students will use a variety of recursive reading and writing processes.

(A)Reading. Students will read and comprehend inclusive, diverse, and increasingly complex literary and informational texts.

(i)Objective 1. Students will determine the key details that support the main idea of a text.

(ii)Objective 2. Students will compare fiction, poetry, and nonfiction to distinguish various genres.

(iii)Objective 3. Students will summarize and sequence the important events of a story.

(iv)Objective 4. Students will summarize facts and details from an informational text.

(B)Writing. Students will engage in a recursive process that may include prewriting, drafting, revising, editing, and publishing.

(i)Objective 1. Students will routinely use a recursive process to prewrite, organize, and develop narrative, informative, and opinion drafts that display evidence of paragraphing.

(ii)Objective 2. Students will routinely use a recursive process to revise content for clarity, coherence, and organization (e.g., logical order and transitions).

(iii)Objective 3. Students will routinely and recursively edit drafts for punctuation, capitalization, and correctly-spelled grade-level words, using resources as needed.

(iv)Objective 4. Students will routinely use a recursive process to publish final drafts for an authentic audience (e.g., reading aloud, posting on blog, displaying, entering contest).

(h)Standard Two objectives for Grade 5. The following objectives apply for students in Grade 5:

(1)Reading and Writing Foundations. Students will develop foundational skills for reading and writing proficiency by working with sounds, letters, and text.

(A)Phonological Awareness. Students will recognize, count, and manipulate the parts of spoken words, including syllables, onset/rimes, and phonemes without using text. Students will continue to review and apply earlier grade-level expectations for this standard. If phonological skills are not mastered, students will address skills from previous grades.

(B)Print Concepts. Students will demonstrate their understanding of the organization and basic features of print.

(i)Objective 1. Students will correctly form words in print and cursive and use appropriate spacing for letters, words, and sentences.

(C)Phonics and Word Study. Students will decode and encode words by applying phonics and word analysis skills in context and isolation. Students will continue to review and apply earlier grade-level expectations for this standard. If phonological skills are not mastered, students will address skills from previous grades.

(D)Spelling/Encoding. Students will encode and write words in context and isolation by applying phonics, spelling patterns, and structural analysis skills.

(i)Objective 1. Students will use correct spelling when writing unfamiliar and multisyllabic words, using their combined knowledge of the following skills:

(I) letter-sound correspondences.

(II) all major syllable types (i.e., closed, consonant + le, open, vowel digraphs, vowel silent e, r-controlled).

(ii)Objective 2. Students will use structural analysis to correctly spell the following parts of words:

(I) contractions.

(II) abbreviations.

(III) common spelling rules related to adding prefixes and suffixes.

(E)Fluency. Students will read grade-level text smoothly and accurately, with appropriate expression.

(i)Objective 1. Students will expand their sight word vocabulary by reading regularly-and irregularly-spelled words in isolation and context with increasing automaticity.

(ii)Objective 2. Students will orally and accurately read grade-level text at a smooth rate with expression that connotes comprehension.

(2)Reading and Writing Process. Students will use a variety of recursive reading and writing processes.

(A)Reading. Students will read and comprehend inclusive, diverse, and increasingly complex literary and informational texts.

(i)Objective 1. Students will explain how key supporting details support the main idea of a text.

(ii)Objective 2. Students will identify details in fiction, poetry, and nonfiction to distinguish various genres.

(iii)Objective 3. Students will summarize and sequence the important events of a story.

(iv)Objective 4. Students will summarize facts and details from an informational text.

(B)Writing. Students will engage in a recursive process that may include prewriting, drafting, revising, editing, and publishing.

(i)Objective 1. Students will routinely use a recursive process to prewrite, organize, and draft multi-paragraph narrative, informative, and opinion drafts.

(ii)Objective 2. Students will routinely use a recursive process to revise content for clarity, coherence, and organization (e.g., logical order and transitions).

(iii)Objective 3. Students will routinely and recursively edit drafts for punctuation, capitalization, and correctly-spelled grade-level words, using resources as needed.

(iv)Objective 4. Students will routinely use a recursive process to publish final drafts for an authentic audience (e.g., reading aloud, posting on blog, displaying, entering contest).

(i)Standard Two objectives for Grade 6. The following objectives apply for students in Grade 6:

(1)Reading and Writing Process. Students will use a variety of recursive reading and writing processes.

(A)Reading. Students will read and comprehend inclusive, diverse, and increasingly complex literary and informational texts.

(i)Objective 1. Students will summarize alphabetic and/or multimodal texts, including main idea, to demonstrate comprehension.

(ii)Objective 2. Students will analyze details in fiction, poetry, and nonfiction texts to distinguish genres.

(iii)Objective 3. Students will paraphrase a paragraph in their own words to demonstrate comprehension.

(B)Writing. Students will engage in a recursive process that may include prewriting, drafting, revising, editing, and publishing.

(i)Objective 1. Students will routinely and recursively prewrite.

(ii)Objective 2. Students will routinely and recursively organize and develop ideas to compose a first draft.

(iii)Objective 3. Students will routinely and recursively revise drafts for intended purpose, audience, and organization (e.g., logical order and transitions).

(iv)Objective 4. Students will routinely and recursively edit for correct grammar, usage, and mechanics, using various resources.

(v)Objective 5. Students will routinely and recursively publish final drafts for an authentic audience (e.g., publishing digitally, performing, entering contests).

(j)Standard Two objectives for Grade 7. The following objectives apply for students in Grade 7:

(1)Reading and Writing Process. Students will use a variety of recursive reading and writing processes.

(A)Reading. Students will read and comprehend inclusive, diverse, and increasingly complex literary and informational texts.

(i)Objective 1. Students will summarize alphabetic and/or multimodal texts, including main idea and key details, to demonstrate comprehension within and between texts.

(ii)Objective 2. Students will analyze details in fiction, poetry, and nonfiction texts to distinguish genres.

(iii)Objective 3. Students will paraphrase a short passage in their own words to demonstrate comprehension.

(B)Writing. Students will engage in a recursive process that may include prewriting, drafting, revising, editing, and publishing.

(i)Objective 1. Students will routinely and recursively prewrite (e.g., develop ideas and plan).

(ii)Objective 2. Students will routinely and recursively organize and develop ideas for a first draft.

(iii)Objective 3. Students will routinely and recursively revise drafts for intended purpose, audience, organization, and coherence (e.g., consistent point of view).

(iv)Objective 4. Students will edit and revise multiple drafts for organization, transitions, to improve coherence and meaning, using a consistent point of view.

(v)Objective 5. Students will use resources to find correct spellings of words (e.g. word wall, vocabulary notebook, print and electronic dictionaries, and spell-check).

(k)Standard Two objectives for Grade 8. The following objectives apply for students in Grade 8:

(1)Reading and Writing Process. Students will use a variety of recursive reading and writing processes.

(A)Reading. Students will read and comprehend inclusive, diverse, and increasingly complex literary and informational texts.

(i)Objective 1. Students will summarize alphabetic and/or multimodal texts about similar topics to demonstrate comprehension within and between texts.

(ii)Objective 2. Students will analyze details in fiction, poetry, and nonfiction texts to identify characteristics of genres.

(iii)Objective 3. Students will paraphrase a passage in their own words to demonstrate comprehension.

(B)Writing. Students will engage in a recursive process that may include prewriting, drafting, revising, editing, and publishing.

(i)Objective 1. Students will routinely and recursively prewrite (e.g., develop ideas and plan).

(ii)Objective 2. Students will routinely and recursively organize and develop ideas to compose a first draft.

(iii)Objective 3. Students will routinely and recursively revise drafts for intended purpose, audience, organization, coherence, and style (e.g., word choice and sentence variety).

(iv)Objective 4. Students will routinely and recursively edit for correct grammar, usage, and mechanics, using various resources.

(v)Objective 5. Students will routinely and recursively publish final drafts for an authentic audience (e.g., publishing digitally, performing, entering contests).

(l)Standard Two objectives for Grade 9 - English I. The following objectives apply for students in Grade 9 - English I:

(1)Reading. Students will read and comprehend inclusive, diverse, and increasingly complex literary and informational texts.

(A)Objective 1. Students will summarize the main ideas and paraphrase significant parts of increasingly complex texts.

(B)Objective 2. Students will identify characteristics of genres and analyze how they enhance comprehension of fiction, poetry, drama, and nonfiction.

(2)Writing. Students will engage in a recursive process that may include prewriting, drafting, revising, editing, and publishing.

(A)Objective 1. Students will routinely and recursively prewrite (e.g., develop and organize ideas).

(B)Objective 2. Students will routinely and recursively develop drafts, applying organizational structure(s) (e.g., description, compare/contrast, sequential, problem/solution, cause/effect, etc.).

(C)Objective 3. Students will routinely and recursively revise drafts for organization, transitions, sentence variety, and consistent tone and point of view in order to improve coherence and meaning.

(D)Objective 4. Students will routinely and recursively use resources to edit for grammar, usage, mechanics, and format in order to finalize drafts for publication.

(E)Objective 5. Students will routinely and recursively publish final drafts for an authentic audience (e.g., publishing digitally, community and professional audiences, newspapers and magazines, entering contests).

(m)Standard Two objectives for Grade 10 - English II. The following objectives apply for students in Grade 10 - English II:

(1)Reading. Students will read and comprehend inclusive, diverse, and increasingly complex literary and informational texts.

(A)Objective 1. Students will summarize the main ideas and paraphrase significant parts of increasingly complex texts.

(B)Objective 2. Students will identify characteristics of genres and analyze how they enhance comprehension of fiction, poetry, drama, and nonfiction.

(2)Writing. Students will engage in a recursive process that may include prewriting, drafting, revising, editing, and publishing.

(A)Objective 1. Students will routinely and recursively prewrite (e.g., develop and organize ideas).

(D)Objective 4. Students will routinely and recursively use resources to edit for grammar, usage, mechanics, and format in order to finalize drafts for publication.

(n)Standard Two objectives for Grade 11 - English III. The following objectives apply for students in Grade 11 - English III:

(1)Reading. Students will read and comprehend inclusive, diverse, and increasingly complex literary and informational texts.

(A)Objective 1. Students will summarize the main ideas and paraphrase significant parts of increasingly complex texts.

(B)Objective 2. Students will identify characteristics of genres and analyze how they enhance comprehension of fiction, poetry, drama, and nonfiction.

(2)Writing. Students will engage in a recursive process that may include prewriting, drafting, revising, editing, and publishing.

(A)Objective 1. Students will routinely and recursively prewrite (e.g., develop and organize ideas).

(D)Objective 4. Students will routinely and recursively use resources to edit for grammar, usage, mechanics, and format in order to finalize drafts for publication.

(o)Standard Two objectives for Grade 12 - English IV. The following objectives apply for students in Grade 12 - English IV:

(1)Reading. Students will read and comprehend inclusive, diverse, and increasingly complex literary and informational texts.

(A)Objective 1. Students will summarize the main ideas and paraphrase significant parts of increasingly complex texts.

(B)Objective 2. Students will identify characteristics of genres and analyze how they enhance comprehension of fiction, poetry, drama, and nonfiction.

(2)Writing. Students will engage in a recursive process that may include prewriting, drafting, revising, editing, and publishing.

(A)Objective 1. Students will routinely and recursively prewrite (e.g., develop and organize ideas).

(D)Objective 4. Students will routinely and recursively use resources to edit for grammar, usage, mechanics, and format in order to finalize drafts for publication.

Okla. Admin. Code § 210:15-3-27

Adopted by Oklahoma Register, Volume 33, Issue 24, September 1, 2016, eff. 9/11/2016

Amended by Oklahoma Register, Volume 38, Issue 24, September 1, 2021, eff. 9/11/2021