Idaho State Standards Alignments Kindergarten through Grade Twelve

153 Pages·2007·1.12 MB·English

Idaho State Standards Alignments
Kindergarten through Grade Twelve

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Idaho State Standards Alignments

Standards List with Aligned Product Skills

The Standards list with Product Aligned Skills Report is a standards-
oriented document showing the entire list of standards for the subject
and grade on the left side of the report with the aligning product
objectives on the right side. This alignment report shows the breadth
of standards coverage for the purpose and focus of this product.

Introduction Letter .....................................................iii
Kindergarten ..................................................... 1
Grade 1 ....................................................13
Grade 2 ....................................................24
Grade 3 ....................................................34
Grade 4 ....................................................46
Grade 5 ....................................................59
Grade 6 ....................................................73
Grade 7 ....................................................87
Grade 8 ..................................................102
Grade 9 ..................................................117
Grade 10 ..................................................124
Grade 11 ..................................................135
Grade 12 ..................................................143

Copyright © 2006 by Renaissance Learning, Inc. All rights reserved. No portion of this document may be reproduced, by any process or
technique, without the express written consent of Renaissance Learning, Inc.
ii
Note to educator:

Thank you for your interest in Renaissance Learning™ technology. The attached
document contains the alignment between the software and/or instructional
materials and the skills described in the state standard documentation.

At Renaissance Learning, we recognize the impact that the standards-based
reform movement and high-stakes standardized testing have on schools, and we
share the concerns of educators and administrators that students perform well on
high-stakes assessments.

We hope that this report answers your questions regarding the alignment of
Renaissance Learning technology and materials to your state standards. If you
have any questions about the attached document, please feel free to call us at
[phone].

Sincerely,

Renaissance Sales and Funding Staff

Helping educators improve schools through technology, professional development and research
P.O. Box 8036 • Wisconsin Rapids, WI 54495-8036 • Phone: [phone] • Fax: [phone] • www.renlearn.com
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English in a Flash Kindergarten
Standards List with Aligned Product Skills
Agency Tag Set Name Product Name
Idaho, Language Arts, 2006, English in a Flash
Kindergarten, Idaho Content
Standards, produced by Idaho State
Department of Education
Standard Skill Area Description Skill Description
ID K.LA.1 - READING PROCESS
ID K.LA.1.1 - ACQUIRE
CONCEPTS ABOUT PRINT
ID K.LA.1.1.1 - By the end of
Kindergarten, the student will be able
to: Hold a book right side up and turn
pages in the correct direction.
ID K.LA.1.1.2 - By the end of Skill Area 1 - Overall Product Skill 14 - OP14 Developing tracking
Kindergarten, the student will be able (OP) skills
to: Track or follow print when
listening to a familiar text being read.
Skill 17 - OP17 Knowing the
concepts of print
Skill Area 4 - General Readiness Skill 2 - GR02AC Matching spoken
(GR) words to printed words
Skill 10 - GR10 Using the sequence
of reading from left to right and top
to bottom
ID K.LA.1.1.3 - By the end of Skill Area 1 - Overall Product Skill 14 - OP14 Developing tracking
Kindergarten, the student will be able (OP) skills
to: Follow words from left to right and
from top to bottom on the printed
page.
Skill 17 - OP17 Knowing the
concepts of print
Skill Area 4 - General Readiness Skill 10 - GR10 Using the sequence
(GR) of reading from left to right and top
to bottom
ID K.LA.1.1.4 - By the end of Skill Area 4 - General Readiness Skill 6 - GR06 Differentiating words
Kindergarten, the student will be able (GR) from letters
to: Identify the difference between a
letter, a word, and a sentence.
Skill 8 - GR08 Recognizing separate
words and sentences
ID K.LA.1.1.5 - By the end of Skill Area 1 - Overall Product Skill 17 - OP17 Knowing the
Kindergarten, the student will be able (OP) concepts of print
to: Show the one-to-one
correspondence between a spoken
word and a printed word.
Skill Area 4 - General Readiness Skill 1 - GR01 - Making connections
(GR) among print/spoken
language/meaning
Skill 2 - GR02AC Matching spoken
words to printed words
Page 1 of 150 060107
English in a Flash Kindergarten
Standards List with Aligned Product Skills
Agency Tag Set Name Product Name
Idaho, Language Arts, 2006, English in a Flash
Kindergarten, Idaho Content
Standards, produced by Idaho State
Department of Education
Standard Skill Area Description Skill Description
ID K.LA.1.1.6 - By the end of Skill Area 4 - General Readiness Skill 6 - GR06 Differentiating words
Kindergarten, the student will be able (GR) from letters
to: Recognize the concept of letters,
words, and sentences by segmenting
spoken and print sentences into
individual words.
Skill 8 - GR08 Recognizing separate
words and sentences
ID K.LA.1.2 - ACQUIRE
CONCEPTS ABOUT TEXT
ID K.LA.1.2.1 - By the end of Skill Area 1 - Overall Product Skill 17 - OP17 Knowing the
Kindergarten, the student will be able (OP) concepts of print
to: Show that print represents spoken
language and conveys meaning
(e.g., his/her name, environmental
print such as signs, school and
classroom labels).
Skill Area 4 - General Readiness Skill 1 - GR01 - Making connections
(GR) among print/spoken
language/meaning
Skill 2 - GR02AC Matching spoken
words to printed words
ID K.LA.1.2.2 - By the end of
Kindergarten, the student will be able
to: Name the parts of a book,
including front cover, back cover,
and title. (671.01.h)
ID K.LA.1.3 - ACQUIRE
PHONOLOGICAL AWARENESS
SKILLS
ID K.LA.1.3.1 - By the end of Skill Area 5 - Phonemic Skill 10 - PA10 Recognizing rhyming
Kindergarten, the student will be able Awareness (PA) words
to: Identify spoken words that rhyme
(e.g., run, sun versus run, man).
(671.01.b)
Skill Area 8 - Listening (L) Skill 3 - L03 - Listening to rhyming
words
ID K.LA.1.3.2 - By the end of
Kindergarten, the student will be able
to: Orally produce rhyming words in
response to spoken words (e.g.,
What rhymes with hat?). (671.01.b)
ID K.LA.1.3.3 - By the end of Skill Area 5 - Phonemic Skill 7 - PA07 Developing an
Kindergarten, the student will be able Awareness (PA) awareness of American English
to: Orally produce groups of words phonemes
that begin with the same initial
sounds.
Page 2 of 150 060107
English in a Flash Kindergarten
Standards List with Aligned Product Skills
Agency Tag Set Name Product Name
Idaho, Language Arts, 2006, English in a Flash
Kindergarten, Idaho Content
Standards, produced by Idaho State
Department of Education
Standard Skill Area Description Skill Description
Skill 13 - PA13 Recognizing words
that have same beginning and
ending sounds
ID K.LA.1.3.4 - By the end of Skill Area 3 - Graphophonemic Skill 4 - GK04AC Distinguishing
Kindergarten, the student will be able Knowledge (GK) beginning and ending sounds of one-
to: Blend spoken simple onsets and syllable words
rimes to form real words (e.g., onset
/c/ and rime /at/ makes cat).
Skill Area 5 - Phonemic Skill 1 - PA01 - Using phonemic
Awareness (PA) awareness to read
Skill 7 - PA07 Developing an
awareness of American English
phonemes
ID K.LA.1.3.5 - By the end of Skill Area 5 - Phonemic Skill 7 - PA07 Developing an
Kindergarten, the student will be able Awareness (PA) awareness of American English
to: Blend spoken phonemes (CVC) to phonemes
form single syllable words (e.g.,
/d/.../o/.../g/... makes dog) and tell
what word is made. (671.01.d)
ID K.LA.1.3.6 - By the end of Skill Area 3 - Graphophonemic Skill 4 - GK04AC Distinguishing
Kindergarten, the student will be able Knowledge (GK) beginning and ending sounds of one-
to: Identify the initial and final sounds syllable words
(not the letter) of a spoken word.
(671.01.g)
ID K.LA.1.3.7 - By the end of
Kindergarten, the student will be able
to: Segment one-syllable words into
its phonemes (e.g., using
manipulatives to mark each
phoneme).
ID K.LA.1.3.8 - By the end of Skill Area 4 - General Readiness Skill 11 - GR11 Identifying syllables
Kindergarten, the student will be able (GR)
to: Identify the number of syllables in
a word.
ID K.LA.1.4 - ACQUIRE DECODING
SKILLS USING WORD PARTS
ID K.LA.1.4.1 - By the end of Skill Area 1 - Overall Product Skill 3 - OP03 Acquiring English
Kindergarten, the student will be able (OP) through visual input (graphics with
to: Match vowel and consonant sound and graphics with text and
sounds to appropriate letters. sound)
(671.01.f)
Skill 7 - OP07 Acquiring
phonological awareness and
knowledge of English grammatical
structures
Page 3 of 150 060107
English in a Flash Kindergarten
Standards List with Aligned Product Skills
Agency Tag Set Name Product Name
Idaho, Language Arts, 2006, English in a Flash
Kindergarten, Idaho Content
Standards, produced by Idaho State
Department of Education
Standard Skill Area Description Skill Description
Skill Area 2 - Technology - Skill 2 - TS02 Acquiring the basic
Software (TS) building blocks of English language
through simultaneous audio-visual
presentation
Skill 3 - TS03 - Listening to words
repeated
Skill Area 3 - Graphophonemic Skill 1 - GK01 - Acquiring knowledge
Knowledge (GK) of the English sound system
Skill Area 4 - General Readiness Skill 5 - GR05 Knowing the sounds
(GR) of letters
Skill Area 5 - Phonemic Skill 7 - PA07 Developing an
Awareness (PA) awareness of American English
phonemes
Skill Area 6 - Phonics (PH) Skill 1 - PH01 - Developing phonetic
knowledge of sounds
Skill 2 - PH02 - Recognizing
consonant sounds
Skill 4 - PH04 - Recognizing vowel
sounds
ID K.LA.1.5 - ACQUIRE DECODING
SKILLS USING SYLLABICATION
ID K.LA.1.5.1 - By the end of Skill Area 4 - General Readiness Skill 4 - GR04 Knowing the names
Kindergarten, the student will be able (GR) of letters
to: Name upper and lowercase
letters. (671.01.e)
ID K.LA.1.7 - ACQUIRE FLUENCY
ID K.LA.1.7.1 - By the end of Skill Area 1 - Overall Product Skill 15 - OP15 Developing basic,
Kindergarten, the student will be able (OP) high frequency, and sight vocabulary
to: Read at least 25 one-syllable high in English
frequency words.
Skill Area 9 - Vocabulary Skill 18 - VA18 Recognizing high
Acquisition (VA) frequency words
Skill 19 - VA19AC Recognizing one-
syllable and high-frequency words
Skill 20 - VA20AC Reading sight
words
ID K.LA.1.8 - VOCABULARY AND
CONCEPT DEVELOPMENT
ID K.LA.1.8.1 - By the end of
Kindergarten, the student will be able
to: Classify common words in to
basic categories.
ID K.LA.1.8.2 - By the end of
Kindergarten, the student will be able
to: Explain word meaning from the
context in which the word is used
(spoken or written).
Page 4 of 150 060107
English in a Flash Kindergarten
Standards List with Aligned Product Skills
Agency Tag Set Name Product Name
Idaho, Language Arts, 2006, English in a Flash
Kindergarten, Idaho Content
Standards, produced by Idaho State
Department of Education
Standard Skill Area Description Skill Description
ID K.LA.1.8.3 - By the end of Skill Area 1 - Overall Product Skill 8 - OP08 Practicing 4050
Kindergarten, the student will be able (OP) explicitly taught English words across
to: Use words and concepts three libraries
necessary for understanding math,
science, social studies, and other
Kindergarten content area text.
Skill 12 - OP12 Acquiring academic
communication skills and vocabulary
Skill Area 9 - Vocabulary Skill 1 - VA01 - Acquiring a core
Acquisition (VA) vocabulary
Skill 10 - VA10 Building vocabulary
ID K.LA.2 -
COMPREHENSION/INTERPRETATI
ON
ID K.LA.2.1 - ACQUIRE
STRATEGIES AND SKILLS FOR
COMPREHENDING TEXT
ID K.LA.2.1.1 - By the end of
Kindergarten, the student will be able
to: Tell the purpose for reading text.
ID K.LA.2.1.2 - By the end of
Kindergarten, the student will be able
to: Connect the information and
events in texts to self.
ID K.LA.2.1.3 - By the end of Skill Area 1 - Overall Product Skill 3 - OP03 Acquiring English
Kindergarten, the student will be able (OP) through visual input (graphics with
to: Use picture clues and context to sound and graphics with text and
aid comprehension. sound)
Skill 4 - OP04 Retaining English
through graphics and sound with no
translation needed
Skill Area 2 - Technology - Skill 1 - TS01 - Practicing with audio
Software (TS) and visual input through computer
technology
Skill 2 - TS02 Acquiring the basic
building blocks of English language
through simultaneous audio-visual
presentation
Skill 5 - TS05 Developing instant
recognition of meaning through
graphics and sound
Skill Area 5 - Phonemic Skill 16 - PA16 Developing reading
Awareness (PA) comprehension
ID K.LA.2.2 - ACQUIRE SKILLS TO
COMPREHEND EXPOSITORY
TEXT
Page 5 of 150 060107
English in a Flash Kindergarten
Standards List with Aligned Product Skills
Agency Tag Set Name Product Name
Idaho, Language Arts, 2006, English in a Flash
Kindergarten, Idaho Content
Standards, produced by Idaho State
Department of Education
Standard Skill Area Description Skill Description
ID K.LA.2.2.1 - By the end of
Kindergarten, the student will be able
to: Participate in identifying the topic
of expository text that is heard or
read.
ID K.LA.2.2.2 - By the end of
Kindergarten, the student will be able
to: Respond appropriately to
questions based on fact in expository
text, heard or read.
ID K.LA.2.2.3 - By the end of
Kindergarten, the student will be able
to: Identify and sequence information
from expository text into correct
order using pictures clues.
ID K.LA.2.2.4 - By the end of Skill Area 2 - Technology - Skill 8 - TS08 Following instructions
Kindergarten, the student will be able Software (TS) within the program
to: Follow two-or-three step
directions using picture clues.
Skill Area 8 - Listening (L) Skill 11 - L11AC Understanding and
following one- and two-step
directions
Skill Area 11 - Oral Skill 11 - OC11AC Understand
Communication (OC) simple two-step directions
ID K.LA.2.3 - ACQUIRE SKILLS
FOR COMPREHENDING
LITERARY TEXT
ID K.LA.2.3.1 - By the end of
Kindergarten, the student will be able
to: Explain why a story that is heard
or read is real or imaginary.
ID K.LA.2.3.2 - By the end of
Kindergarten, the student will be able
to: Orally identify the characters in a
story that is read aloud.
ID K.LA.2.3.3 - By the end of
Kindergarten, the student will be able
to: Orally identify the setting in a
story read aloud.
ID K.LA.2.3.4 - By the end of Skill Area 1 - Overall Product Skill 2 - OP02 Acquiring English
Kindergarten, the student will be able (OP) through active listening
to: Sequence and retell a story that is
heard or read, into a beginning,
middle and end. (671.03.a; 671.03.b)
Skill 16 - OP16 Developing listening
comprehension skills
Page 6 of 150 060107
English in a Flash Kindergarten
Standards List with Aligned Product Skills
Agency Tag Set Name Product Name
Idaho, Language Arts, 2006, English in a Flash
Kindergarten, Idaho Content
Standards, produced by Idaho State
Department of Education
Standard Skill Area Description Skill Description
Skill Area 8 - Listening (L) Skill 15 - L15AC Acquiring and
refining listening comprehension
Skill 16 - L16AC Retelling stories
ID K.LA.3 - WRITING PROCESS
ID K.LA.3.1 - ACQUIRE
PREWRITING SKILLS
ID K.LA.3.1.1 - By the end of
Kindergarten, the student will be able
to: Participate in generating ideas
using pre-writing strategies (e.g.,
whole class discussion).
ID K.LA.3.1.2 - By the end of
Kindergarten, the student will be able
to: Draw a picture about a story idea
generated through discussion.
ID K.LA.3.2 - ACQUIRE SKILLS
FOR WRITING A DRAFT
ID K.LA.3.2.1 - By the end of
Kindergarten, the student will be able
to: Use ideas generated in prewriting
to write a class draft.
ID K.LA.3.5 - ACQUIRE SKILLS TO
PUBLISH WRITING
ID K.LA.3.5.1 - By the end of
Kindergarten, the student will be able
to: Publish and illustrate draft with
assistance.
ID K.LA.3.5.2 - By the end of Skill Area 12 - Communicative Skill 65 - CT65AC Writing sentences
Kindergarten, the student will be able Tasks (CT) that maintain focus on a topic
to: Share writing with intended
audience.
ID K.LA.4 - WRITING
APPLICATIONS
ID K.LA.4.1 - ACQUIRE
EXPRESSIVE
(NARRATIVE/CREATIVE) WRITING
SKILLS
ID K.LA.4.1.1 - By the end of Skill Area 12 - Communicative Skill 65 - CT65AC Writing sentences
Kindergarten, the student will be able Tasks (CT) that maintain focus on a topic
to: Participate in creating narratives
by dictating, drawing, or writing.
(672.03.a)
ID K.LA.4.1.2 - By the end of
Kindergarten, the student will be able
to: Participate in creating simple
rhymes, poems, or songs.
Page 7 of 150 060107