P romoting Awareness of Speech Sounds

Transcription

1 Promoting Awareness of Speech Sounds Alignment to the Common Core State Standards for English Language Arts P romoting Awareness of Speech Sounds (PASS), by Froma Roth, Colleen Worthington, and Gary Troia, is a comprehensive, researched program that uses direct instruction to teach phonological awareness to preschool and early elementary-aged children who may be at risk for literacy difficulties. It is also appropriate for children with speech and language disabilities and learning disabilities who are in response-to-intervention (RTI) programs in kindergarten through third grade. It consists of three distinct units that focus of phonological awareness: Rhyming, Blending, and Segmentation. Children learn the foundational phonological awareness skills that ensure success when learning beginning reading skills. Although focusing on foundational phonological awareness skills for preschoolers is a primary goal of PASS, the program also uses an RTI framework appropriate for all three levels of RTI intervention. Several research studies have validated the effectiveness of PASS with varying populations of students. Details of these studies can be found at on the product page for PASS. The following tables indicate the alignment of PASS to the Common Core State Standards in English Language Arts for grades K 1. PASS focuses on early developing phonological awareness skills, and the Common Core State Standards do not address preschool standards. However, PASS is aligned to the foundational phonological awareness standards for kindergarten and first grade, and that alignment is shown in the tables that follow. The Common Core State Standards were written by the National Governors Association Center for Best Practices in As of 2013, forty-five states, the District of Columbia, four territories, and the Department of Defense Education Activity have adopted the Common Core State Standards. (The states of Texas, Alaska, Nebraska, Minnesota, and Virginia, and the territory of Puerto Rico have not adopted the standards as of 2013.) The following tables use the symbol to indicate PASS s alignment to a standard. A Attainment Company, Inc

2 Kindergarten Print Concepts RF.K.1 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 RF.K.2 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 threephoneme (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. Phonics and Word Recognition RF.K.3 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 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). d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Fluency RF.K.4 4. Read emergent-reader texts with purpose and understanding. Promoting Awareness of Speech Sounds 2

3 Grade 1 Print Concepts RF 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). Phonological Awareness RF 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 vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Phonics and Word Recognition RF.1.3 a. Know the spelling-sound correspondences for common consonant digraphs. 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 by breaking the words into syllables. f. Read words with inflectional endings. g. Recognize and read grade-appropriate irregularly spelled words. Fluency RF.1.4 b. Read grade-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. Promoting Awareness of Speech Sounds 3

4 Grade 2 Phonics and Word Recognition RF.2.3 a. Distinguish long and short vowels when reading regularly spelled one-syllable words. b. Distinguish long and short vowels when reading regularly spelled one-syllable words. 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 spelled words. Fluency RF.2.4 b. Read grade-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. Promoting Awareness of Speech Sounds 4

5 Grade 3 Phonics and Word Recognition RF.3.3 a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode words with common Latin suffixes. c. Decode multisyllable words. d. Read grade-appropriate irregularly spelled words. Fluency RF.3.4 b. Read grade-level prose and poetry 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. Promoting Awareness of Speech Sounds 5