Reading Standards: Foundational Skills

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1 Reading : Foundational Skills Foundational Skills are the ingredients for successful reading and are taught in grades one-five. These standards are directed toward fostering students understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Kindergarten Print Concepts 1. 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. Phonological Awareness 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognizes and produces rhyming words. B. Count pronounces, blend, and segment syllables in spoken words. c. Blend segment onsets and rhymes of singlesyllable spoken words. d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three phoneme (consonant-vowel-consonant, or CVC) words (this does not include CVC s ending with /l/, /r/, or/x/). e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. a. Demonstrate basic knowledge of one-to-one I can follow words from left to right, top to bottom, and page to page. I know the difference between a letter and a word. I can make spaces between my words. I can name all upper and lowercase letters. I can make rhyming words. I can break or blend syllables. I can say the beginning or ending sounds in a word. I can make beginning, middle, and ending sounds. I can add or change sounds to make new words. I can say the sounds in words. Foundational Skills (K-5) Epping School District Page 1 of 5

2 letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. b. Associate the long and short sounds with 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). d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. 4. Read emergent-reader texts with purpose and I can say the two names of a vowel I can read sight words. I can tell the difference between letter sounds. I can read. Grade One 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). 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial, and final sounds (phonemes) in spoken singlesyllable words). d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). a. Know the spelling-sound correspondences for common consonant digraphs. I can point to the first word of the sentence. I can recognize where a sentence begins and ends. I can identify period, question mark, exclamation point. I can tell the difference between a long vowel sound from a short vowel sound in a word. I can blend sounds in one syllable words. I can make beginning, middle, and ending sounds accurately. I can tap and sweep letter sounds to blend one syllable words. I can tap and blend the H brothers in words. Foundational Skills (K-5) Epping School District Page 2 of 5

3 b. Decode regularly spelled one-syllable words. 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 and breaking the words into syllables. f. Read words with inflectional endings. g. Recognize and read grade-appropriate irregularly spelled words. Read with sufficient accuracy and fluency to I can read short vowel words. I can read magic e words. I can clap the number of syllables in a word. I can divide words into syllables. I can read words with inflectional endings. I can read sight words. I can read just right books for meaning. I can read just right books out loud like I talk. I can reread using my reader s voice. I can read for meaning and Grade Two a. Distinguish long and short vowels when reading regularly spelled one syllable words. b. Know spelling - sound correspondences for additional common vowel teams. c. Decode regularly spelled two-syllable words with long vowels. d. Decode words with common prefixes and suffixes. e. Identify words with inconsistent but common spelling-sound correspondences. f. Recognize and read grade- appropriate irregularly. I can tell if a vowel is long or short. I can spell common vowel teams. I can spell 2-syllable words that have long vowels. I can decode words with prefixes and suffixes. I can read words with inconsistent spellings I can read irregularly spelled words. Foundational Skills (K-5) Epping School District Page 3 of 5

4 I can read on-level text with purpose and I can orally read accurately with an appropriate rate and expression. I can use context to confirm or self-correct words and understanding and reread when I need to. Grade 3 3. Know and apply grade level phonics and word a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode words with common Latin suffixes. c. Decode multi-syllable words. d. Read grade-appropriate irregularly spelled words. I can use prefixes and suffixes. I can decode words using suffixes. I can decode multisyllabic words. I can read irregularly spelled words. I can read on-level text with purpose and understand. I can accurately read orally (on level) prose and poetry with appropriate rate, and expression. I can use context to confirm or self-correct words, and understandings, rereading as Grade 4 analysis skills in decoding words, I can read and decode unfamiliar multisyllabic words in and out of context. Foundational Skills (K-5) Epping School District Page 4 of 5

5 a. Use combined knowledge of all letter-sounds correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context. I can read on level-text with understanding and purpose. I can read on level-text orally with appropriate rate, and expression when I reread. I can use context clues to self-monitor for meaning. Grade 5 analysis skills in decoding words, a. Use combined knowledge of all letter-sounds correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context. I can use grade-level phonics and word strategies to decode words. I know and can use root words and affixes to read unfamiliar words in text. I can read on level text with purpose and I can accurately read orally (on level) prose and poetry with appropriate rate, and expression. I can use context to confirm or self-correct words, and understandings, rereading as Foundational Skills (K-5) Epping School District Page 5 of 5

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