Common Core State Standards for English Language Arts & Literacy to Teaching Reading Sourcebook, Second Edition

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1 PRINT CONCEPTS 1. Demonstrate understanding of the organization and basic features of print. Chapter 3: Print Awareness, Lesson Model: Print Referencing, a. Follow words from left to right, top to bottom, and page-by-page. Conventions of Print, 73 Lesson Model: Text Directionality, b. Recognize that spoken words are represented in written language by specific sequences of letters. Functions and Conventions of Print, 73 Lesson Model: Concept of Word, 81 c. Understand that words are separated by spaces in print. Conventions of Print, 73 Lesson Model: Concept of Word, 81 d. Recognize and name all upper- and lowercase letters of the Chapter 4: Letter Knowledge, alphabet. Letter Names and Shapes, ; Review: Letter Naming Automaticity, Demonstrate understanding of the organization and basic features Chapter 3: Print Awareness, of print. Lesson Model: Print Referencing, a. Recognize the distinguishing features of a sentence (e.g., first word, Conventions of Print, 73 capitalization, ending punctuation). Kindergarten Grade 1 Arena Press page 1

2 PHONOLOGICAL AWARENESS 2. Demonstrate understanding of spoken words, syllables, and phonemes. Chapter 5: Phonemic Awareness, Levels of Phonological Awareness, a. Recognize and produce rhyming words. Onset Rime: Recognize and Generate Rhyme, 118 Lesson Model: The Hungry Thing, b. Count, pronounce, blend, and segment syllables in spoken words. Syllable Blending and Segmentation, 118 Phonological Medley, Salad Toss, c. Blend and segment onsets and rimes of single-syllable spoken words. Onset Rime: Blending and Segmentation, 118 Lesson Model: Critter Sitter, d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. Phoneme Isolation, 119 Lesson Model: Bridge Game, Phonemic Awareness, 200 Word Work: Picture Sort, 202, 206 e. Add or substitute individual sounds (phonemes) in simple, onesyllable Phoneme: Addition and Substitution, 119 words to make new words. 2. Demonstrate understanding of spoken words, syllables, and Chapter 5: Phonemic Awareness, phonemes. Levels of Phonological Awareness, a. Distinguish long from short vowel sounds in spoken single-syllable Phonemic Awareness, 221, 226 words. b. Orally produce single-syllable words by blending sounds Phoneme: Blending, 119 (phonemes), including consonant blends. Lesson Model: Simon Says, c. Isolate and pronounce initial, medial vowel, and final sounds Phoneme: Isolation, 119 (phonemes) in spoken single-syllable words. Lesson Model: Bridge Game, Kindergarten Grade 1 d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Phoneme: Segmentation, 119 Say-It-and-Move-It, Elkonin Sound Boxes, Phonemic Awareness, 204 Arena Press page 2

3 Chapter 1: Structure of English, Kindergarten Grade 1 a. Demonstrate basic knowledge of one-to-one 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. a. Know the spelling-sound correspondences for common consonant digraphs. Common Consonant Sound/Spellings, Chapter 4: Letter Knowledge, Letter-Sound Strategy, Integrated Picture Mnemonics, Sound/Spelling Practice for Automaticity, Phonemic Awareness with Letters, 208, 214 Phonics Scope & Sequence, Lesson Model: Introducing Short Vowels, High-Frequency Irregular Words in Printed Text, Sound-Out Strategy, Spell-Out Strategy, Lesson Model: Word Work: Elkonin Boxes with Letters, Chapter 1: Structure of English, Chapter 8: Multisyllabic Word Reading, Phonic Elements, 29 Common Consonant Sound/Spellings, Lesson Model: Introducing Consonant Digraphs, Arena Press page 3

4 b. Decode regularly spelled one-syllable words. Phonics Scope & Sequence, Decoding Regular Words, 179 Regular Word Types, 180 Blending Routines, Reading and Writing CVC Words, Reading and Writing CCVC Words, Method for Reading Decodable Text, Grade 1 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. Phonic Elements, 29 Phonics Scope & Sequence, Reading and Writing CVCe Words, Reading and Writing Words with Vowel Combinations, Syllabication, 261 Flexible Syllabication, 267 Lesson Model: Syllable Segmentation Strategy, Syllable Types and Division Principles, Syllable Division Strategy: VC/CV, Syllable Division Strategy: VCV, f. Read words with inflectional endings. Affixes as Syllables, 266 g. Recognize and read grade-appropriate irregularly spelled words. Irregular Word Reading, Sound-Out Strategy, Spell-Out Strategy, Arena Press page 4

5 Chapter 8: Multisyllabic Word Reading, Grade 2 a. Distinguish long and short vowels when reading regularly spelled one-syllable words. b. Know spelling-sound correspondences for additional common vowel teams. Phonic Elements, 29 Decoding Regular Words, 179 Reading and Writing CVCe Words, Reading and Writing Words with Vowel Combinations, Introducing Open and Closed Syllable Types, Phonic Elements (Vowel Digraphs, Variant Vowel Digraphs, Diphthongs), 29 Lesson Model: Reading and Writing Words with Vowel Combinations, c. Decode regularly spelled two-syllable words with long vowels. Common Types of Syllables, 262 Lesson Model: Syllable Division Strategy: VCV, d. Decode words with common prefixes and suffixes. Most Frequent Prefixes and Suffixes, Affixes as Syllables, 266 Lesson Model: e. Identify words with inconsistent, but common, spelling-sound Common Consonant Sound/Spellings, correspondences. f. Recognize and read grade-appropriate irregularly spelled words. Irregular Word Reading, Sound-Out Strategy, Spell-Out Strategy, Arena Press page 5

6 Chapter 8: Multisyllabic Word Reading, Chapter 12: Word-Learning Strategies, Grade 3 a. Identify and know the meaning of the most common prefixes and derivational suffixes. Morphemes, Most Frequent Prefixes and Suffixes, Affixes as Syllables, 266 Prefixes and Suffixes, Word Part Clues: Prefixes, Word Part Clues: Suffixes, b. Decode words with common Latin [i.e., derivational] suffixes. Most Frequent Suffixes, 45 Affixes as Syllables, 266 Root Word Transformation Strategy, c. Decode multisyllable words. Multisyllabic Word Reading, Syllable Division Strategy: VC/CV, Syllable Division Strategy: VCV, Syllable Segmentation Strategy, Syllasearch Procedure, Root Word Transformation Strategy, d. Read grade-appropriate irregularly spelled words. Irregular Word Reading, Sound Out Strategy, Spell Out Strategy, Arena Press page 6

7 Chapter 8: Multisyllabic Word Reading, Chapter 12: Word Learning Strategies, Grades 4 5 a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Multisyllabic Word Reading, Syllable Division Strategy: VC/CV, Syllable Division Strategy: VCV, Syllable Segmentation Strategy, Syllasearch Procedure, Root Word Transformation Strategy, Arena Press page 7

8 FLUENCY Kdg. 4. Read emergent-reader texts with purpose and understanding. Decodable Text, Lesson Model: Method for Reading Decodable Text, Read with sufficient accuracy and fluency to support comprehension. Section IV: Reading Fluency, Introduction, Chapter 9: Fluency Assessment, Chapter 10: Fluency Instruction, a. Read on-level text with purpose and understanding. Variables That Explain the Differences in Reading Fluency, Grades 1 5 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. Accuracy, Rate and Prosody (defined), Fluency Assessment, Assessment Models: Assessment of ORF Rate and Accuracy, Digital Graphing of ORF Scores, Assessment of Prosodic Reading, Fluency Instruction, Timed Repeated Oral Reading, Partner Reading, Phrase-Cued Reading, Readers Theatre, Contextual Analysis, Monitoring Comprehension, Context Clues, Introducing Types of Context Clues, Applying Types of Context Clues, Introducing the Vocabulary Strategy, Practicing the Vocabulary Strategy, Arena Press page 8

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