Students will know Vocabulary: print words page spaces separate alphabet letters uppercase lowercase sentence

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1 Kindergarten Reading Standards for Print Concepts 2. How does the author s use of structure affect the meaning of the text? Essential print, words, page, spaces, separate, alphabet, letters, uppercase, lowercase, sentence Note: In Kindergarten, children are expected to demonstrate increasing awareness and competence in the areas that follow. RF.K.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. need experience with books and other forms of print. print words page spaces separate alphabet letters uppercase lowercase sentence that books have common organization features. that written words represent our oral language. that there are basic features of print. follow words from left to right, top to bottom, and page by page. identify a letter, a word, and a sentence on a page. identify the sequences of letters as words. point to a space that separates words in print. recognize and name all upper- and lowercase letters of the alphabet.

2 Kindergarten Reading Standards for Phonological Awareness Essential rhyme, words, syllables, blend, segment, vowel, consonant, sound, beginning, middle, end Note: In Kindergarten, children are expected to demonstrate increasing awareness and competence in the areas that follow. RF.K.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in spoken words. c. Blend and segment onsets and rimes of single-syllable 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 CVCs ending with /l/, /r/, or /x/.) e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. know how to speak in English. rhyme words syllables blend (shrink) segment (stretch) vowel consonant sound beginning (initial) middle (medial) end (final) that words are constructed from sounds. that rhyming words are words that end with the same sound. that syllables are parts of words that can be counted, segmented, and blended. that words have beginning, middle, and ending sounds that are blended together to make the whole word. that we can make new words by adding or substituting different individual sounds. recognize and produce rhyming words. count, pronounce, blend, and segment syllables in spoken words. blend and segment onsets and rimes of single-syllable spoken words. isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonantvowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) add or substitute individual sounds (phonemes) in simple, onesyllable words to make new words.

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4 Kindergarten Reading Standards for Phonics and Word Recognition Essential sounds, letters, consonant, vowels, long vowel, short vowel, same, different, spell, decode RF.K.3: Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds 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. know that the alphabet is composed of letters that represent sounds. know how to speak in English. sounds letters consonant vowels long vowel short vowel same different spell decode that all letters represent a sound. that vowel sounds can be long or short. that some words cannot be sounded out, decoded, and need to be recognized by sight. that words that are spelled similarly can be read by identifying the sounds of the letters that differ. produce the primary sound or many of the most frequent sounds for each consonant. associate the long and short sounds with common spellings (graphemes) for the five major vowels. read common highfrequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). distinguish between similarly spelled words by identifying the sounds of the letters that differ (e.g. word families).

5 Kindergarten Reading Standards for Fluency 1. Why do readers read? 2. How do readers construct meaning? 3. How does reading add meaning to your life? 4. How do readers adapt when text becomes more complex? Essential read, test, book, purpose,, understanding, comprehension RF.K.4: Read emergent- reader texts with purpose and have multiple opportunities to interact with text. read test book purpose understanding comprehension that texts contain a story or information for the reader. that readers read for a purpose. that readers can re-read texts to become more fluent and further build read emergent- reader texts with purpose and read increasingly complex emergent reader texts with purpose and

2e. Initial sounds isolate and pronounce in CVC (/c/ in cat) Onsets and rhymes in single

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