English Language Arts Kindergarten Foundational Skills Essential Standard: Names uppercase letters

Size: px
Start display at page:

Download "English Language Arts Kindergarten Foundational Skills Essential Standard: Names uppercase letters"

Transcription

1 Essential Standard: Names uppercase letters K.RF.1: Demonstrate understanding of the organization and basic features of print. d. Recognize and name all upper case letters of the alphabet. Warning (1) Independently recognizes and names fewer than 10 upper case letters. Needs Improvement (2) Independetly recognizes and names upper case letters. Proficient Independently recoginzes and names 20 or more upper case letters. Warning (1) Independently recognizes and names fewer than 15 upper case letters. Needs Improvement (2) Independently recognizes and names 20 upper case letters. Proficient Independently recognizes and names all introduces upper case letters. Warning (1) Unable to recognize and name all upper case letters. Needs Improvement (2) Inconsistently recognizes and names all upper case letters. Proficient Independently recognizes and names all introduced upper case letters.

2 Essential Standard: Demonstrates understanding of spoken words, syllables, and sounds (phonemes). K.RF.2: c. Blend and segment onsets and rimes of single syllable spoken words (orally blends letter sounds to make words) Warning (1) Unable to blend and segment onsets and rimes of single syllable spoken words Needs Improvement (2) With prompting and support, is able to blend and segment onsets and rimes of single syllable spoken words Proficient (3) Independently able to blend and segment onsets and rimes of single syllable

3 Essential Standard: Demonstrates understanding of spoken words, syllables, and sounds (phonemes). K.RF.2: d. Isolate and pronunce the intial sound (phoneme) in three phoneme (consonant vowel consonant, or CVC) words. Warning (1) Unable to isolate and pronounce the initial sound in CVC words Needs Improvement (2) With prompting and support, is able to isolate and pronouce the initial sounds in CVC words Proficient (3) Independently isolates and pronounces the intital sounds in CVC words Warning (1) Unable to isolate and pronounce the initial sound in CVC words Needs Improvement (2) With prompting and support, is able to isolate and pronouce the initial sounds in CVC words Proficient (3) Independently isolates and pronounces the intital sounds in CVC words

4 Essential Standard: Demonstrates understanding of spoken words, syllables, and sounds (phonemes). K.RF.2: d. Isolate and pronunce the final sound (phoneme) in three phoneme (consonant vowel consonant, or CVC) words. Warning (1) Unable to isolate and pronounce the final sound in CVC words Needs Improvement (2) With prompting and support, is able to isolate and pronouce the final sounds in CVC words Proficient (3) Independently isolates and pronounces the final sounds in CVC words

5 Essential Standard: Knows and applies phonics in decoding words K.RF.3: 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. Warning (1) Independently produces fewer than 10 introduced sounds. Needs Improvement (2) Independently produces introduced sounds. Proficient (3) Independently able to produce 20 or more introduced sounds. Warning (1) Independently produces fewer than 15 introduced sounds. Needs Improvement (2) Inconsistently produces 20 introduced sounds. Proficient (3) Independently able to produce all introduced sounds. Warning (1) Unable to produce all introduced sounds. Needs Improvement (2) Inconsistently produces all introduced sounds. Proficient (3) Independently able to produce all introduced sounds.

6 Essential Standard: Names lower case letters K.RF.1: Demonstrate understanding of the organization and basic features of print. d. Recognize and name all lower case letters of the alphabet. Warning (1) Independently recognizes and names fewer than 10 lower case letters. Needs Improvement (2) Independently recognizes and names lower case letters. Proficient (3) Independently recoginzes and names 20 or more lower case letters. Warning (1) Independently recognizes and names fewer than 15 lower case letters. Needs Improvement (2) Independently recognizes and names 20 lower case letters. Proficient Independently recognizes and names all introduces lower case letters. Warning (1) Unable to recognize and name all lower case letters. Needs Improvement (2) Inconsistently recognizes and names all lower case letters. Proficient (3) Independently recognizes and names all introduced lower case letters.

7 Essential Standard: Demonstrates understanding of spoken words, syllables, and sounds (phonemes). K.RF.2: d. Isolate and pronunce the medial (middle) sound (phoneme) in three phoneme (consonant vowel consonant, or CVC) words. Warning (1) Unable to isolate and pronounce the medial sound in CVC words Needs Improvement (2) With prompting and support, is able to isolate and pronouce the medial sounds in CVC words Proficient (3) Independently isolates and pronounces the medial sounds in CVC words

8 Written Language Essential Standard: Prints upper/lowercase letters L1.a: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking A. Print many upper and lowercase letters. Not assessed during this trimester Warning Cannot print upper and lower case letter of the alphabet. Needs Improvement Requires teacher support and/or a model to print upper and lowercase letters of the alphabet. Proficient Independently prints upper and lower case letters of the alphabet. Warning Cannot print upper and lower case letter of the alphabet. Needs Improvement Requires teacher support and/or a model to print upper and lowercase letters of the alphabet. Proficient Independently prints upper and lower case letters of the alphabet.

9 Essential Standard: Recognizes and produces rhymes K.RF.2: a. Recognize and produce rhyming words. Warning (1) Little or no understanding of rhyming words. Needs Improvement (2) With prompting and support, recognizes and produces rhyming words. Proficient (3) Independently recognizes and produces rhyming words. Warning (1) Little or no understanding of rhyming words. Needs Improvement (2) With prompting and support, recognizes and produces rhyming words. Proficient (3) Independently recognizes and produces rhyming words.

10 Essential Standard: Reads common high frequency words K.RF.3: c. Read common high frequency words by sight Warning (1) Reads less than 11 introduced common high frequency words by sight. Needs Improvement (2) Reads between introduced common high frequency words by sight. Proficient (3) Reads more than 20 introduced common high frequency words by sight. Warning (1) Reads less than 18 introduced common high frequency words by sight. Needs Improvement (2) Reads between 19 and 31 common high frquency words by sight. Proficient (3) Reads more than 32 introduced common high frequency words by sight.

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

2e. Initial sounds isolate and pronounce in CVC (/c/ in cat) Onsets and rhymes in single Kindergarten Common Core ELA Foundational Skills Unit Timeline Trimester 1 Trimester 2 1a. Follow print left to right top to bottom page by page 1b. / 1c.Words recognize letters together in a specific

More information

Kindergarten Common Core State Standards: English Language Arts

Kindergarten Common Core State Standards: English Language Arts Kindergarten Common Core State Standards: English Language Arts Reading: Foundational Print Concepts RF.K.1. Demonstrate understanding of the organization and basic features of print. o Follow words from

More information

DRA2 Word Analysis. correlated to. Virginia Learning Standards Grade 1

DRA2 Word Analysis. correlated to. Virginia Learning Standards Grade 1 DRA2 Word Analysis correlated to Virginia Learning Standards Grade 1 Quickly identify and generate words that rhyme with given words. Quickly identify and generate words that begin with the same sound.

More information

Language and Literacy

Language and Literacy Language and Literacy In the sections below is a summary of the alignment of the preschool learning foundations with (a) the infant/toddler learning and development foundations, (b) the common core state

More information

FSD Kindergarten READING

FSD Kindergarten READING College and Career Readiness Anchor Standards for Reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Key Ideas and Craft and Structure Integration of Knowledge and Ideas RL.K.1. With prompting and support, ask and answer questions about key details in a text RL.K.2. With prompting

More information

CCSS English/Language Arts Standards Reading: Foundational Skills Kindergarten

CCSS English/Language Arts Standards Reading: Foundational Skills Kindergarten Reading: Foundational Skills Print Concepts CCSS.ELA-Literacy.RF.K.1 Demonstrate understanding of the organization and basic features of print. CCSS.ELA-Literacy.RF.K.1.A Follow words from left to right,

More information

INTEGRATING THE COMMON CORE STANDARDS INTO INTERACTIVE, ONLINE EARLY LITERACY PROGRAMS

INTEGRATING THE COMMON CORE STANDARDS INTO INTERACTIVE, ONLINE EARLY LITERACY PROGRAMS INTEGRATING THE COMMON CORE STANDARDS INTO INTERACTIVE, ONLINE EARLY LITERACY PROGRAMS By Dr. Kay MacPhee President/Founder Ooka Island, Inc. 1 Integrating the Common Core Standards into Interactive, Online

More information

ELAGSEKRI7: With prompting and support, describe the relationship between illustrations and the text (how the illustrations support the text).

ELAGSEKRI7: With prompting and support, describe the relationship between illustrations and the text (how the illustrations support the text). READING LITERARY (RL) Key Ideas and Details ELAGSEKRL1: With prompting and support, ask and answer questions about key details in a text. ELAGSEKRL2: With prompting and support, retell familiar stories,

More information

LAFS: Language Arts Florida Standards Spanish / Grade K

LAFS: Language Arts Florida Standards Spanish / Grade K Strand: READING S FOR LITERATURE Cluster 1: Key Ideas and Details LAFS.K.RL.1.1 LAFS.K.RL.1.2 LAFS.K.RL.1.3 With prompting and support, ask and answer questions about key details in a text. With prompting

More information

Interpreting areading Scaled Scores for Instruction

Interpreting areading Scaled Scores for Instruction Interpreting areading Scaled Scores for Instruction Individual scaled scores do not have natural meaning associated to them. The descriptions below provide information for how each scaled score range should

More information

Unit 1 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks

Unit 1 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks Unit 1 Title: Grade Level: 1 st Grade Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to distinguish long and short vowel sounds in single syllable Students

More information

COMMON CORE STATE STANDARDS FOR

COMMON CORE STATE STANDARDS FOR COMMON CORE STATE STANDARDS FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Kindergarten Introduction to the Common Core State Standards for English Language

More information

B. Phonemic Awareness 1. Orally blend onsets and rimes in spoken words. P Orally blend isolated sounds into a spoken one-syllable word. P.7.

B. Phonemic Awareness 1. Orally blend onsets and rimes in spoken words. P Orally blend isolated sounds into a spoken one-syllable word. P.7. HELPING PARENTS TEACH THEIR CHILDREN TO READ: A COLLABORATIVE APPROACH TO CREATING SUCCESSFUL READERS Special Area: Connections (Early Education Teachers) Grade level(s) served: PreK-2 grades Written by:

More information

Indiana Department of Education

Indiana Department of Education GRADE 1 READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United

More information

3. ELA.K.RL.1: With prompting and support, ask and answer questions about key details in a text.

3. ELA.K.RL.1: With prompting and support, ask and answer questions about key details in a text. SEUSS ON THE LOOSE: AN INTEGRATED LESSON DEBBIE CHRZANOWSKI, BAKER ELEMENTARY SCHOOL Unit Overview This Kindergarten unit designed for an inclusion classroom focuses on English language arts, mathematics

More information

St Anne s s Primary School. Phonics Workshop

St Anne s s Primary School. Phonics Workshop St Anne s s Primary School Phonics Workshop What is Phonics? Knowledge of letters and the sounds they make. Skills of blending these sounds together to read words. Skills of segmenting the sounds in a

More information

OCPS Curriculum, Instruction, Assessment Alignment

OCPS Curriculum, Instruction, Assessment Alignment OCPS Curriculum, Instruction, Assessment Alignment Subject Area: Grade: Strand 1: Standard 1: Reading and Language Arts Kindergarten Reading Process The student demonstrates knowledge of the concept of

More information

Support for Standards-Based Individualized Education Programs: English Language Arts K-12. Guidance for West Virginia Schools and Districts

Support for Standards-Based Individualized Education Programs: English Language Arts K-12. Guidance for West Virginia Schools and Districts Support for Standards-Based Individualized Education Programs: English Language Arts K-12 Guidance for West Virginia Schools and Districts Office of Special Programs West Virginia Department of Education

More information

Grade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27

Grade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27 Grade 1 LA. 1. 1. 1. 1 Subject Grade Strand Standard Benchmark Florida K-12 Reading and Language Arts Standards 27 Grade 1: Reading Process Concepts of Print Standard: The student demonstrates knowledge

More information

VA English Standards of Learning Related to Spelling. Kindergarten

VA English Standards of Learning Related to Spelling. Kindergarten VA English Standards of Learning Related to Spelling Kindergarten K.4 The student will identify, say, segment, and blend various units of speech sounds. a) Begin to discriminate between spoken sentences,

More information

Phonemic Awareness Instruction page 1 c2s2_3phonawinstruction

Phonemic Awareness Instruction page 1 c2s2_3phonawinstruction Phonemic Awareness Instruction page 1 Phonemic Awareness Instruction Phonemic awareness is the ability to notice, think about, and work with the individual sounds in spoken words. Before children learn

More information

There are around 40 different sounds.

There are around 40 different sounds. *Children in Reception to Year 2 have a 20 minute daily phonics lesson. *They are taught to read by breaking down words into separate sounds or phonemes. They are then taught how to blend these sounds

More information

Dynamic Learning Maps Essential Elements English Language Arts. Version 2 Comparison Document

Dynamic Learning Maps Essential Elements English Language Arts. Version 2 Comparison Document Dynamic Learning Maps Essential Elements English Language Arts Version 2 Comparison Document COMMON CORE ESSENTIAL ELEMENTS AND ACHIEVEMENT DESCRIPTORS FOR KINDERGARTEN Kindergarten English Language Arts

More information

iboard Phonics Curriculum Guidance

iboard Phonics Curriculum Guidance iboard Phonics Curriculum Guidance Contents Page Summary, Purpose of Document 3 Introduction, Revisit and Review 4 Teach 5 Practice 6 Apply, Assess Learning 7 Phase Descriptors 8 Summary iboard Phonics

More information

Unit 2 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks

Unit 2 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks Unit 2 Title: Grade Level: 1 st Grade Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to identify and pronounce the initial, medial vowel, and final sounds.

More information

Fantastic Phonics Teaching Guide

Fantastic Phonics Teaching Guide Fantastic Phonics Teaching Guide Book 21 - I want a Pie Momentum Multimedia 2004 New Words: pie, die, lie, tie, sign, fly, said, pulled, too, was, splat, buzz Extra Words: cry, dry, fry, try, high, sign,

More information

Elementary English Pacing Guides for Henrico County Public Schools

Elementary English Pacing Guides for Henrico County Public Schools The revised Pacing Guide is the collaborative work of the 2013 Curriculum Committee, formed to critically consider the importance of the Curriculum as the foundation for all learning. With this in mind,

More information

Common Core State Standards (CCSS) College and Career Readiness (CCR) English Language Arts Grade Specific Standards.

Common Core State Standards (CCSS) College and Career Readiness (CCR) English Language Arts Grade Specific Standards. Common Core State Standards (CCSS) College and Career Readiness (CCR) English Language Arts Grade Specific Standards for GRADE ONE CCSS Anchor Standards for ELA - Reading Standards for Literature Key Ideas

More information

Massachusetts Tests for Educator Licensure

Massachusetts Tests for Educator Licensure Massachusetts Tests for Educator Licensure FIELD 90: FOUNDATIONS OF READING TEST OBJECTIVES Subarea Multiple-Choice Range of Objectives Approximate Test Weighting I. Foundations of Reading Development

More information

Houghton Mifflin Harcourt StoryTown Grade 1. correlated to the. Common Core State Standards Initiative English Language Arts (2010) Grade 1

Houghton Mifflin Harcourt StoryTown Grade 1. correlated to the. Common Core State Standards Initiative English Language Arts (2010) Grade 1 Houghton Mifflin Harcourt StoryTown Grade 1 correlated to the Common Core State Standards Initiative English Language Arts (2010) Grade 1 Reading: Literature Key Ideas and details RL.1.1 Ask and answer

More information

Phonics and Word Work

Phonics and Word Work Phonics and Word Work Introduction Foundational Skills This guide explores how explicit and systematic phonics and word work instruction is included in the ReadyGEN program. It looks at the resources that

More information

Suggested Components for 90-Minute Wave 1 Literacy Blocks throughout Primary years

Suggested Components for 90-Minute Wave 1 Literacy Blocks throughout Primary years Suggested s for 90-Minute Wave 1 Literacy Blocks throughout Primary years Notes 1. These are suggestions only but reflect the need to include components of each of the Big Six in each Literacy Block. 2.

More information

Guided Reading Lesson Plan Levels 1-2 Day 1. During Reading (4 5 minutes) Pause. Praise an attempt.

Guided Reading Lesson Plan Levels 1-2 Day 1. During Reading (4 5 minutes) Pause. Praise an attempt. Text Level Determine Lesson Focus: One-to-one matching (V) Directionality (KOP) Return sweep (KOP) Maintain language pattern (S) Recognize sight words (V) Use picture cues (M) Set purpose for reading:

More information

Phonics: assessment and tracking guidance

Phonics: assessment and tracking guidance Phonics: assessment and tracking guidance Phonics: assessment and tracking guidance First published in 2009 Ref: 00906-2009PDF-EN-01 Disclaimer The Department for Children, Schools and Families wishes

More information

Selecting Research Based Instructional Programs

Selecting Research Based Instructional Programs Selecting Research Based Instructional Programs Marcia L. Grek, Ph.D. Florida Center for Reading Research Georgia March, 2004 1 Goals for Today 1. Learn about the purpose, content, and process, for reviews

More information

Phonemic Awareness Activities for All Students

Phonemic Awareness Activities for All Students Phonemic Awareness Activities for All Students Michigan Reading Conference, Grand Rapids, MI Sunday, March 10, 2013 11:30 am 12:30 pm Alisa Van Hekken, M.Ed, Presenter alisavanhekken@gmail.com Michael

More information

EYFS/KS1 Phonics Glossary

EYFS/KS1 Phonics Glossary EYFS/KS1 Phonics Glossary Parents Introduction to Phonics The way children are taught to read, write and spell in schools today is called phonics or sometimes letters and sounds. This guide tells you about

More information

Phonics teaching at Meadow Vale

Phonics teaching at Meadow Vale Phonics teaching at Meadow Vale What is Phonics? The Phonics approach to reading and writing teaches children that words are made up of sounds and that these sounds can be put together in different ways

More information

Teaching Reading Essentials:

Teaching Reading Essentials: Teaching Reading Essentials: Video Demonstrations of Small-Group Interventions OVERVIEW Fully aligned with and This is the professional development you ve been asking for! TM Sopris West Educating Our

More information

Montessori Academy of Owasso

Montessori Academy of Owasso Montessori Academy of Owasso 5 & 6 Year-Old Curriculum Academic Area: Language Arts Category: Reading: Literature Subcategory: Key Ideas and Details Element 1:With prompting and support, ask and answer

More information

RF.1.1. Domain: Foundational Skills. Cluster: Print Concepts

RF.1.1. Domain: Foundational Skills. Cluster: Print Concepts RF.1.1 Domain: Foundational Skills Cluster: Print Concepts Standards: Demonstrate understanding of the organization and basic features of print. (RF.1.1a) Recognize the distinguishing features of a sentence

More information

Reading Goals by Skills 1 st Grade. Content Standard 9: Comprehension. Content Standard 8: Foundations of Reading

Reading Goals by Skills 1 st Grade. Content Standard 9: Comprehension. Content Standard 8: Foundations of Reading Reading Goals by Skills 1 st Grade Content Standard 8: Foundations of Reading General Goal Name: Utilizing Concepts about Print SLE# Required Expectations R.8.1.1 Distinguish between letters, words and

More information

Raise Reading Achievement for Struggling Students. Intervention Appropriate GRADES 2 12 PROGRAM OVERVIEW. epsbooks.com/aor. ommon Core STATE STANDARDS

Raise Reading Achievement for Struggling Students. Intervention Appropriate GRADES 2 12 PROGRAM OVERVIEW. epsbooks.com/aor. ommon Core STATE STANDARDS Intervention Appropriate GRADES 2 12 RTI Aligned to the PROGRAM OVERVIEW ommon Core STATE STANDARDS Raise Reading Achievement for Struggling Students epsbooks.com/aor epsbooks.com/aor 1 Proven to Raise

More information

phonics is key to learning to read and spell (decoding and encoding print) Anne Washtell

phonics is key to learning to read and spell (decoding and encoding print) Anne Washtell phonics is key to learning to read and spell (decoding and encoding print) Anne Washtell a vigourous programme of phonic work should be securely embedded within a broad and language rich curriculum. Jim

More information

Phonemic Awareness. Section III

Phonemic Awareness. Section III Section III Phonemic Awareness Rationale Without knowledge of the separate sounds that make up words, it is difficult for children to hear separate sounds, recognize the sound s position in a word, and

More information

Supporting your child with phonics

Supporting your child with phonics Supporting your child with phonics Phonic terminology: some definitions A phoneme is the smallest unit of sound in a word. Grapheme A grapheme is the letter(s) representing a phoneme t ai igh Children

More information

Phonics Teaching in Reception

Phonics Teaching in Reception Phonics Teaching in Reception C a - t A booklet for parents Help your child with phonics pg. 1 LETTERS AND SOUNDS We use a multisensory approach to teaching phonics in Reception. Children learn phonics

More information

READING TEST RESULTS, STRENGTHS, NEEDS, MEASURABLE GOALS: EXAMPLES

READING TEST RESULTS, STRENGTHS, NEEDS, MEASURABLE GOALS: EXAMPLES READING TEST RESULTS, STRENGTHS, NEEDS, MEASURABLE GOALS: EXAMPLES NOTE SEVERAL DIFFERENT EXAMPLES OF STRENGTHS AND WEAKNESSES IN EACH AREA ARE PROVIDED AS EXAMPLES ONLY. THE IEP TEAM DECIDES HOW MANY

More information

Debbie Hepplewhite s suggestions for effective and supportive phonics provision and practice

Debbie Hepplewhite s suggestions for effective and supportive phonics provision and practice Debbie Hepplewhite s suggestions for effective and supportive phonics provision and practice Are the following suggestions features of your phonics provision and practice? You may find this information

More information

20 by Renaissance Learning, Inc. All rights reserved. Printed in the United States of America.

20 by Renaissance Learning, Inc. All rights reserved. Printed in the United States of America. R4 Advanced Technology for, Renaissance, Renaissance Learning, Renaissance Place, STAR Early Literacy, STAR Math, and STAR Reading, are trademarks of Renaissance Learning, Inc., and its subsidiaries, registered,

More information

http://setup.clihome.com/cli.cmap.web/home/maps/viewmapmultipleyear.aspx?teach...

http://setup.clihome.com/cli.cmap.web/home/maps/viewmapmultipleyear.aspx?teach... Page 1 of 6 READING - 1st School Teacher Email Course# Grade Level Lettie Brown Elementary School VanDerVoorn, Lauri Lauri.VanDerVoorn@morton709.org LA1100 1 Show Icon August 2015 August 2014 Review of

More information

Content Area: Reading, Writing and Communicating Grade Level Expectations: First Grade Standard: 1. Oral Expression and Listening

Content Area: Reading, Writing and Communicating Grade Level Expectations: First Grade Standard: 1. Oral Expression and Listening Colorado Academic Standards Reading, Writing and Communicating - First Grade Content Area: Reading, Writing and Communicating Grade Level Expectations: First Grade Standard: 1. Oral Expression and Listening

More information

Reading Competencies

Reading Competencies Reading Competencies The Third Grade Reading Guarantee legislation within Senate Bill 21 requires reading competencies to be adopted by the State Board no later than January 31, 2014. Reading competencies

More information

Summit Public Schools Summit, New Jersey Grade Level: Kindergarten/ Content Area: Reading

Summit Public Schools Summit, New Jersey Grade Level: Kindergarten/ Content Area: Reading Summit Public Schools Summit, New Jersey Grade Level: Kindergarten/ Content Area: Reading Curriculum Suggested Pacing Guide for Reading and Writing Units of Study KINDERGARTEN Month Reading Unit Writing

More information

Explicit Systematic Phonics

Explicit Systematic Phonics Explicit Systematic Phonics The purpose of phonics instruction is to teach children sound-spelling relationships and how to use those relationships to read words. Phonics instruction should be explicit

More information

Table of Contents. Introduction 12 Standard Organization 18. K-5 Reading 20 Enduring Understandings 20 Essential Questions 21

Table of Contents. Introduction 12 Standard Organization 18. K-5 Reading 20 Enduring Understandings 20 Essential Questions 21 Table of Contents Introduction 12 Standard Organization 18 K-5 Reading 20 Enduring Understandings 20 Essential Questions 21 Reading Literature (RL) 21 RL 1 21 RL 2 22 RL 3 22 RL 4 23 RL 5 23 RL 6 24 RL

More information

CCSS English/Language Arts Standards Reading: Foundational Skills First Grade

CCSS English/Language Arts Standards Reading: Foundational Skills First Grade CCSS.ELA-Literacy.RF.1.1 Demonstrate understanding of the organization and basic features of print. CCSS.ELA-Literacy.RF.1.1.A Recognize the distinguishing features of a sentence (e.g., first word, capitalization,

More information

Grading Benchmarks FIRST GRADE. Trimester 4 3 2 1 1 st Student has achieved reading success at. Trimester 4 3 2 1 1st In above grade-level books, the

Grading Benchmarks FIRST GRADE. Trimester 4 3 2 1 1 st Student has achieved reading success at. Trimester 4 3 2 1 1st In above grade-level books, the READING 1.) Reads at grade level. 1 st Student has achieved reading success at Level 14-H or above. Student has achieved reading success at Level 10-F or 12-G. Student has achieved reading success at Level

More information

To learn to read is to light a fire; every syllable that is spelled out is a spark." Victor Hugo, Les Miserables

To learn to read is to light a fire; every syllable that is spelled out is a spark. Victor Hugo, Les Miserables To learn to read is to light a fire; every syllable that is spelled out is a spark." Victor Hugo, Les Miserables Development and Management of an Effective Reading Intervention Program Research into Practice

More information

Psychology of Learning to Read

Psychology of Learning to Read Psychology of Learning to Read Learning Goals Explain the six skills necessary for learning how to read. Explain instructional strategies for each of the six skills. 1 Background Teachers play a very important

More information

Phonemic Awareness: Embedding Songs, Word Play, and Letters Throughout the Classroom

Phonemic Awareness: Embedding Songs, Word Play, and Letters Throughout the Classroom Phonemic Awareness: Embedding Songs, Word Play, and Letters Throughout the Classroom Session Goals 1. Identify developmentally appropriate phonological awareness skills for preschool age children. 2. Practice

More information

Formative Assessment Guide for Kindergarten English and Language Arts Common Core Standards

Formative Assessment Guide for Kindergarten English and Language Arts Common Core Standards Listed below are suggested ways to formatively assess ELA Common Core Standards. Formative assessments are NOT limited to those listed below. However, formative assessment of all standards IS required.

More information

Assessment Directions for Preschool Teachers & Parents:

Assessment Directions for Preschool Teachers & Parents: Assessment Directions for Preschool Teachers & Parents: Literacy Resources, Inc. created this Phonemic Awareness Assessment, aligned to the Illinois Early Learning and Development Standards to assess a

More information

10/5/2011. Syllables spo ken Onset and sp k Rimes o en Phonemes s p o k e n. Participants will be able to:

10/5/2011. Syllables spo ken Onset and sp k Rimes o en Phonemes s p o k e n. Participants will be able to: Phonological Awareness University of Massachusetts Boston ECHD 440 & 640 Lisa Van Thiel & Mary Lu Love Image by Lupinoduck Goals for this session Participants will be able to: Explain the importance of

More information

Academic Standards for English Language Arts

Academic Standards for English Language Arts Academic Standards for English Language Arts Grades Pre K 5 January 2013 Pennsylvania Department of Education INTRODUCTION These standards describe what students should know and be able to do with the

More information

Phonics. Phase 1 6 Support for spelling Monitoring and assessing resources

Phonics. Phase 1 6 Support for spelling Monitoring and assessing resources Phonics Phase 1 6 Support for spelling Monitoring and assessing resources Phase 1 Letters and Sounds phase 1 - Seven aspects 1) Environmental sounds 2) Instrumental sounds 3) Body percussion 4) Rhythm

More information

A Consumer s Guide to Evaluating a Core Reading Program Grades K-3: A Critical Elements Analysis

A Consumer s Guide to Evaluating a Core Reading Program Grades K-3: A Critical Elements Analysis A Consumer s Guide to Evaluating a Core Reading Program Grades K-3: A Critical Elements Analysis National Center to Improve thetools of Educators Deborah C. Simmons, Ph. D. Edward J. Kame enui, Ph. D.

More information

The English Language!

The English Language! Are you What is Phonics? Phonics is a method used for teaching children to read and write the English Language. It develops phonemic awareness (the ability to hear, identify and manipulate phonemes). It

More information

6-8 Week Skills Assessment

6-8 Week Skills Assessment 6-8 Week Skills Assessment CALIFORNIA TECHNICAL ASSISTANCE CENTER (C-TAC) Presenter: Roxanne Higgins Reading Lions Center Sacramento County Office of Education 6-8 Week Skills Assessment State funded at

More information

Adult Ed ESL Standards

Adult Ed ESL Standards Adult Ed ESL Standards Correlation to For more information, please contact your local ESL Specialist: Basic www.cambridge.org/chicagoventures Please note that the Chicago Ventures correlations to the City

More information

Tips for Teaching. Phonological Awareness. What Is Phonological Awareness? Phonological Awareness Tasks

Tips for Teaching. Phonological Awareness. What Is Phonological Awareness? Phonological Awareness Tasks Phonological Awareness What Is Phonological Awareness? Phonological awareness is the ability to hear sounds that make up words in spoken language. This includes recognizing words that rhyme, deciding whether

More information

Academic Standards for English Language Arts*

Academic Standards for English Language Arts* Academic Standards for English Language Arts* Grades Pre K 5 April 20, 2012 Pennsylvania Department of Education *Note: Draft version of the PA Common Core Standards, pending approval by the State Board.

More information

SCORE Skill Level Description Sample Tasks 4.0 In addition to Score 3.0, in- depth inferences

SCORE Skill Level Description Sample Tasks 4.0 In addition to Score 3.0, in- depth inferences 1 st Grade READING: Informational Text Identifies the main topic and retells key details of an informational text EL 1 RI.1.2 4.0 In addition to Score 3.0, in- depth inferences and applications that go

More information

Letters and Sounds Workshop

Letters and Sounds Workshop Letters and Sounds Workshop Letters and Sounds is a phonics resource published by the Department for Education and Skills in 2007. It aims to build children's speaking and listening skills in their own

More information

Common Core State Standards for. English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

Common Core State Standards for. English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Table of Contents Introduction 3 Standards for English Language Arts & Literacy

More information

Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum)

Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum) Year 1 reading expectations Year 1 writing expectations Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative

More information

Reading I Grade Level 1

Reading I Grade Level 1 Reading I Reading I introduces students to a variety of topics to enrich their reading experience including: a review of consonant and vowel sounds exploring word families finding antonyms and antonyms

More information

Word Journeys & Words Their Way Correlation Chart Note: ES = Emergent Spellers LN = Letter Name WW = Within Word SA = Syllables and Affixes

Word Journeys & Words Their Way Correlation Chart Note: ES = Emergent Spellers LN = Letter Name WW = Within Word SA = Syllables and Affixes Note: Waynesboro Public Schools requires the use of the Developmental Spelling Assessment (DSA) found within the Word Journeys book written by Kathy Ganske. This assessment is administered 3 x/year on

More information

Wednesday 4 th November 2015. Y1/2 Parent Workshop Phonics & Reading

Wednesday 4 th November 2015. Y1/2 Parent Workshop Phonics & Reading Wednesday 4 th November 2015 Y1/2 Parent Workshop Phonics & Reading This presentation was an aide memoire for staff during the recent Phonics and Reading Workshop (04.11.15). The aim of the presentation

More information

Common Core Writing Rubrics, Kindergarten

Common Core Writing Rubrics, Kindergarten Common Core Writing Rubrics, Kindergarten The following writing rubrics for the Common Core were developed by the Elk Grove Unified School District in Elk Grove, California. There are rubrics for each

More information

Your child is now learning spellings for weekly spelling tests. This booklet provides advice for parents to help you support your child at home.

Your child is now learning spellings for weekly spelling tests. This booklet provides advice for parents to help you support your child at home. Your child is now learning spellings for weekly spelling tests. This booklet provides advice for parents to help you support your child at home. Website: www.lindleyinfantsch.org.uk Spelling lists The

More information

Phonics. Workshop 3 Phase 5 and 6. Tuesday 3 rd March 2015

Phonics. Workshop 3 Phase 5 and 6. Tuesday 3 rd March 2015 Phonics Workshop 3 Phase 5 and 6 Tuesday 3 rd March 2015 Phonics vocab. check Phoneme = purest element of sound Grapheme = a written representation of a sound (phoneme). High Frequency Word = Common words

More information

Letters and Sounds Progression of Skills

Letters and Sounds Progression of Skills Reckleford School Phonics Teaching The Nursery, Reception, Year One and Two classes follow Letters and Sounds phonics programme. The suggested progression of skills is listed below. We also subscribe to

More information

Bilingual Kindergarten Language Arts Report Card Rubric - Third Six Weeks

Bilingual Kindergarten Language Arts Report Card Rubric - Third Six Weeks Print Awareness / Phonological Awareness / Phonics I can identify the uppercase and lowercase letters (including diagraphs (ch, ll, rr)) in random order (see chart on report card). K.1(B) The student identifies

More information

PRESENTED BY Lindsey Yarwood

PRESENTED BY Lindsey Yarwood PRESENTED BY Lindsey Yarwood Aims of Today To understand how we teach phonics at SRS. To have some ideas of how you can support at home. Read this to your partner. Tweebuffelsmeteenskootmorsdoodgeskietfontein

More information

Unit 2 Title: Word Work Grade Level: Kindergarten Timeframe: 6 Weeks

Unit 2 Title: Word Work Grade Level: Kindergarten Timeframe: 6 Weeks Unit 2 Title: Grade Level: Kindergarten Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to produce the primary letter sounds of consonants and some vowels;

More information

Scholastic ReadingLine Aligns to Early Reading First Criteria and Required Activities

Scholastic ReadingLine Aligns to Early Reading First Criteria and Required Activities Scholastic ReadingLine Aligns to Early Reading First Criteria and Required Activities Early Reading First (ERF) is a federal grant program that is part of the President s Early Childhood Initiative, Good

More information

Dr Lorraine Hammond (2013) 9/16/2013

Dr Lorraine Hammond (2013) 9/16/2013 Everybody s selling it but what does a systematic, direct and explicit approach to early literacy instruction really look like? Dr Lorraine Hammond l.hammond@ecu.edu.au Learning Intentions - To define

More information

Planning Guide for Explicit Instruction

Planning Guide for Explicit Instruction Explicit Instruction: Development and Practice Tasks The following is a process that may be followed when planning a cycle of explicit instruction lessons: Note: Complete steps 1 8 before instruction begins;

More information

Children can then use this knowledge to de-code new words that they hear or see. This is the first important step in learning to read.

Children can then use this knowledge to de-code new words that they hear or see. This is the first important step in learning to read. Phonics is a way of teaching children to read quickly and skilfully. They are taught how to: recognise the sounds that each individual letter makes; identify the sounds that different combinations of letters

More information

Language Arts Planning and Pacing Guides Kindergarten

Language Arts Planning and Pacing Guides Kindergarten Language Arts Planning and Pacing Guides Kindergarten Fairfax County Public Schools Dr. Jack D. Dale Superintendent Fairfax County Public Schools Dr. Richard Moniuszko Deputy Division Superintendent Instructional

More information

Phonics what is it all about?

Phonics what is it all about? Phonics Share how phonics is taught at Crampton Teach the basics of phonics and some useful phonics terms Outline the different stages in phonic development Show examples of activities and resources we

More information

Reading Readiness Online

Reading Readiness Online 4433 Bissonnet Bellaire, Texas 77401 713.664.7676 f: 713.664.4744 Reading Readiness Online Lesson 1: Introduction Prerequisite Reading Skills What is Reading? Reading is a process in which symbols on paper

More information

WOOD FOLD PRIMARY SCHOOL LETTERS AND SOUNDS POLICY

WOOD FOLD PRIMARY SCHOOL LETTERS AND SOUNDS POLICY WOOD FOLD PRIMARY SCHOOL LETTERS AND SOUNDS POLICY RATIONALE At Wood Fold Primary School, early reading is taught using synthetic phonics as the main approach to reading. Pupils are systematically taught

More information

A guide for early childhood administrators and professional development providers

A guide for early childhood administrators and professional development providers Early Beginnings E A R LY L I T E R A C Y K N O W L E D G E A N D I N S T R U C T I O N A guide for early childhood administrators and professional development providers 2 Early Beginnings EARLY LITERACY

More information

As Approved by State Board 4/2/09

As Approved by State Board 4/2/09 Improving students' ability to learn, communicate, and collaborate through literacy education As Approved by State Board 4/2/09 Nebraska Language Arts Standards As approved by State Board 4/2/09 Table

More information

Fountas and Pinnell Benchmark Assessment System (1 and 2): The Research Base

Fountas and Pinnell Benchmark Assessment System (1 and 2): The Research Base Fountas and Pinnell Benchmark Assessment System (1 and 2): The Research Base The Fountas and Pinnell Benchmark Assessment System consists of a series of carefully designed benchmark books that measure

More information

LAFS: Language Arts Florida Standards GRADE: K

LAFS: Language Arts Florida Standards GRADE: K LAFS: Language Arts Florida Standards GRADE: K Strand: READING S FOR LITERATURE Cluster 1: Key Ideas and Details CODE LAFS.K.RL.1.1 LAFS.K.RL.1.2 LAFS.K.RL.1.3 With prompting and support, ask and answer

More information

Phonics at Stanford. A Parent s Guide. What is phonics?

Phonics at Stanford. A Parent s Guide. What is phonics? Phonics at Stanford A Parent s Guide What is phonics? Phonics is recommended as the first strategy that children should be taught in helping them learn to read. Children are taught to read by breaking

More information