Strand: Reading: Foundational Skills. Anchor Standard: none. Grade Level: 1 st Grade. Correlated WA. Standard(s):

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1 Strand: Reading: Foundational Skills Anchor Standard: CCSS: (PRINT CONCEPTS) 1. Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). Clarify Standard: 1. Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). Reading GLE Understand and apply concepts of print. (K): Demonstrate understanding of the 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. Recognize and define purpose for capitalization. Recognize and define purpose for ending punctuation (period, exclamation point, and question mark). Recognize the difference between a word and a sentence (know sentences start with capital letters and end with punctuation). Demonstrate understanding of the basic structure of a sentence. (1): Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). Prior: letter, word, sentence, capitals/uppercase, lowercase, question mark, exclamation mark, period Explicit: comma 1. Show me one word. Show me two Show me a sentence. 2. Show me the first word of the sentence. Show me the last word of the sentence. 3. What s this for (punctuation mark)? Where does the period go (question mark, etc.)? What goes at the end of a sentence? 4. When do you use capital letters? Show me a capital letter. How does a sentence begin?

2 Strand: Reading: Foundational Skills Anchor Standard: CCSS: (PHONOLOGICAL AWARENESS) 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Clarify Standard: 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends (br, cl, sn, etc.). c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable d. Segment spoken single-syllable words (c-a-t, f-i-sh) into their complete sequence of individual sounds (phonemes). Reading GLE Understand and apply phonological awareness and phonemic awareness. (K): Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming b. Count, pronounce, blend, and segment syllables in spoken c. Blend and segment onsets and rimes of single-syllable spoken d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) 1 (This does not include CVCs ending with /l/, /r/, or /x/.) e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new (1): Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable b. Orally produce single-syllable words by blending sounds (phonemes), Prior: rhyming words, syllables, vowel, consonant, beginning/middle/ending sounds Explicit: 1. Conduct multiple Word Study assessments (Fountas & Pinnell). 2. Conduct formal and informal writing assessments. 3. Conduct Running Record Assessments.

3 including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). *Resources: Teach via Word Study in English or Spanish (Fountas and Pinnell, Estrellitas)

4 Strand: Reading: Foundational Skills Anchor Standard: CCSS: (PHONICS AND WORD RECOGNITION) 3. Know and apply grade-level phonics and word analysis skills in decoding a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled one-syllable 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 words into syllables. f. Read words with inflectional endings. g. Recognize and read grade-appropriate irregularly spelled Reading GLE Apply understanding of phonics.. Clarify Standard: same as above: see additional notes below 3. Know and apply grade-level phonics and word analysis skills in decoding a. Know the spelling-sound correspondences for common consonant digraphs (sh, th, ch, ck, etc.). b. Decode regularly spelled one-syllable c. Know final -e (cake, lake, snake, etc.) and common vowel combinations (boat, team) 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/vent). (this is the definition for a syllable that students must know). e. Decode two-syllable words following basic patterns by breaking the words into syllables. f. Read words with inflectional endings (-ed, -ing, -er, s). g. Recognize and read grade-appropriate irregularly spelled words (irregularly spelled high frequency words: you, one, who, come, etc.). (K): Know and apply grade-level phonics and word analysis skills in decoding a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. b. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). Prior: Explicit: long and short vowel sounds 1. Conduct multiple Word Study assessments (Fountas & Pinnell). 2. Conduct formal and informal writing assessments. 3. Conduct Running Record Assessments.

5 d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (1): Know and apply grade-level phonics and word analysis skills in decoding a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled one-syllable 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 words into syllables. f. Read words with inflectional endings. g. Recognize and read grade-appropriate irregularly spelled

6 Anchor Standard: CCSS: (FLUENCY 4. 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. Clarify Standard: 4. Read with sufficient accuracy (see DRA/EDL requirements) and fluency (see DRA/EDL requirements) to support comprehension. a. Read on-level text with purpose and understanding (comprehension). b. Read on-level text orally with accuracy, appropriate rate, and expression (and intonation) (reading must sound like speaking). c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Reading GLE Apply fluency to enhance comprehension. (K): Read emergent-reader texts with purpose and understanding. (1): 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. Prior: fluency Explicit: purpose, reread expression, self-correct 1. Conduct DRA/EDL. 2. Conduct Running Record Assessments.