ELA-00.RF
Narrative for Reading Foundations Strand:
The Foundational Skill standards are directed toward fostering students' understanding and working knowledge of:
Concepts of Print: Recognizing the features print (ex. how to hold a book, knowing where to start reading....)
Phonological Awareness: Understanding how spoken words work (rhyming, hearing the individual sounds in words such as the first sound in the word cat is /c/).
Phonics and Word Study: The relationship between letters and sounds in language. Students will learn to recognize high-frequency words (ex. I, and, go, is, the) automatically.
Fluency: The ability to read smoothly and expressively, and in kindergarten students will participate in shared reading experiences and hear teachers reading aloud. This helps kindergarteners understand that we read with purpose
and understanding.
How to help your child at home with the foundational skill strand:
- Re-read favorite books to build awareness of how print works
- Have your child play matching games with alphabet letters (matching upper to lowercase)
- Point out and read billboards, signs, package labels and any other print encountered, pointing out letters
- Play rhyming games together in the car (What rhymes with tree?)
- Play word games, taking turns saying syllables and the partner guesses the word (el-e-phant=elephant)
- Discuss which letters and letter combinations go with which sounds in what you and your child are reading
- Help your child to decode (take apart) common words so that he/she becomes familiar with how to sound words out
- Have your child find high-frequency words in magazines or newspapers (kindergarteners work on recognizing 75 words automatically by the end of the year)
- Read higher levels of text to your child so that he/she can hear you read with accuracy, appropriate speed, and expression
Resources
Calculation Method for Strands
Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for
each strand's related standards. |
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ELA-00.RF.01
Kindergarden (ELA) Targeted Standard
(RF) Strand: Reading Foundations/Skills Cluster: Print Concepts
ELA-00.RF.01 Demonstrate understanding of the organization and basic features of print.
Teacher Proficiency Scale
Sub-Standards:
a. Follow words from left to right, top to bottom, and page by page.
b. Recognize spoken words are represented in written language by specific sequences of letters.
c. Understand words are separated by spaces in print.
d. Recognize and name all uppercase and lowercase letters of the alphabet.
Student Learning Targets:
Knowledge Targets
- I can hold a book correctly.
- I can recognize that books are read from left to right and top to bottom.
- I can recognize that letters make up words.
Reasoning Targets
- I can recognize that words are separated by spaces before and after them.
- I can recognize the difference between upper- and lowercase letters.
Skills (Performance) Targets
- I can name all uppercase and lowercase letters of the alphabet.
Proficiency Scale
The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Novice
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
- recognize or recall specific terminology, such as:
- letter, word, sentence, space, uppercase, lowercase, left, right, top, bottom, tracking,
- perform basic processes, such as:
- (a) shows where to start reading, where to go next
- (a) knows left page/right page (where to start)
- (b) identify the number of words in the sentence
- (c) know the difference between a letter, word and sentence
- (d) recognize all uppercase letters
- (d)recognize all lowercase letters
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- demonstrate understanding of the organization and basic features of print:
- follow words from left to right, top to bottom, and page by page
- recognize spoken words are represented in written language by specific sequences of letters
- understand words are separated by spaces in print
- recognize and name all uppercase and lowercase letters of the alphabet
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex
Resources
Vocabulary
- Alphabet
- Uppercase letter
- Lowercase letter
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ELA-00.RF.01.p1
Kindergarten (ELA) Targeted Sub-Standard
(RF) Strand: Reading Foundations/Skills Cluster: Print Concepts
ELA-00.RF.01 Demonstrate understanding of the organization and basic features of print.
ELA-00.RF.01.p1 Part 1
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d. Recognize and name all uppercase and lowercase letters of the alphabet.
Proficiency Scale
Curriculum Resources
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ELA-00.RF.01.p2
Kindergarden (ELA) Targeted Sub-Standard
(RF) Strand: Reading Foundations/Skills Cluster: Print Concepts
ELA-00.RF.01 Demonstrate understanding of the organization and basic features of print.
ELA-00.RF.01.p2 Part 2
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a) Follow words from left to right, top to bottom, and page by page
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b) Recognize spoken words are represented in written language by specific sequences of letters.
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c) Understand words are separated by spaces in print.
Proficiency Scale
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ELA-00.RF.02
Kindergarten (ELA) Targeted Standard
(RF) Strand: Reading Foundations/Skills Cluster: Phonological Awareness
ELA-00.RF.02 Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
Teacher Proficiency Scale
Sub-Standards:
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, single-syllable words to make new words.
Student Learning Targets:
Knowledge Targets
- I can recognize words that begin with the same sound (dog/dish).
- I can recognize words that end with the same sound (man/tin).
- I can recognize words that have the same middle sound (pen/bet).
Reasoning Targets
Skills (Performance) Targets
- I can take apart a word and tell you the beginning sound, middle sound and ending sound.
Proficiency Scale
The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Novice
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
- recognize or recall specific terminology, such as:
- rhyming word, syllable, blend, segment, vowel, consonant, substitute
- perform basic processes, such as:
- (a) recognize rhyming word pairs or sets
- (b) blend and pronounce syllables in a word
- (c) blend onset-rime in words
- (d) isolate the initial sound in CVC words
- (d) isolate the final sound in CVC words
- (e) discriminate between words with same or different initial sounds
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- 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, single-syllable words to make new words
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex
Resources
Vocabulary
- Beginning sound
- Middle sound
- Ending sound
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ELA-00.RF.02.p1
Kindergarden (ELA) Targeted Sub-Standard
(RF) Strand: Reading Foundations/Skills Cluster: Phonological Awareness
ELA-00.RF.02 Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
ELA-00.RF.02.p1 Part 1
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a) Recognize and produce rhyming words
Proficiency Scale
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ELA-00.RF.02.p2
Kindergarden (ELA) Targeted Sub-Standard
(RF) Strand: Reading Foundations/Skills Cluster: Phonological Awareness
ELA-00.RF.02 Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
ELA-00.RF.02.p2 Part 2
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b) Count, pronounce, blend and segment syllables in spoken words
Proficiency Scale
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ELA-00.RF.02.p3
Kindergarden (ELA) Targeted Sub-Standard
(RF) Strand: Reading Foundations/Skills Cluster: Phonological Awareness
ELA-00.RF.02 Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
ELA-00.RF.02.p3 Part 3
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c) Blend and segment onsets and rimes of single-syllable spoken words.
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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/).
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e) Add or substitute individual sounds (phonemes) in simple, single-syllable words to make new words
Proficiency Scale
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ELA-00.RF.03
Kindergarden (ELA) Targeted Standard
(RF) Strand: Reading Foundations/Skills Cluster: Phonics and Word Recognition
ELA-00.RF.03 Know and apply grade-level phonics and word analysis skills in decoding words.
Teacher Proficiency Scale
Sub-Standards:
a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.
b. Associate the long and short sounds with common spellings (graphemes) for the five vowel sounds.
c. Decode and use CVC words.
d. Read common high-frequency words by sight.
e. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Student Learning Targets:
Knowledge Targets
- I can identify the five major vowels.
Reasoning Targets
Skills (Performance) Targets
- I can say the most common sound of each consonant.
- I can say the long and short vowel sounds for each vowel.
- I can blend the sounds of the letters to read a word.
- I can read common words without having to sound them out.
Proficiency Scale
The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
- recognize or recall specific terminology, such as:
- letter names, letter sounds, word, sight words, decode, blend, sound out, consonant, vowel
- perform basic processes, such as:
- (a) demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- (b) associate the long and short sounds with common spellings (graphemes) for the five vowel sounds
- (c) decode and read CVC words
- (d) read common high-frequency words by sight
- (e) distinguish between similarly spelled words by identifying the sounds of the letters that differ
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- transfer phonics / decoding skills to authentic reading and writing
Resources
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ELA-00.RF.03.p1
Kindergarden (ELA) Targeted Sub-Standard
(RF) Strand: Reading Foundations/Skills Cluster: Phonics and Word Recognition
ELA-00.RF.03 Know and apply grade-level phonics and word analysis skills in decoding words.
ELA-00.RF.03.p1 Part 1
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a) Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.
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b) Associate the long and short sounds with the common spellings (graphemes) for the five major vowels
Proficiency Scale
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ELA-00.RF.03.p2
Kindergarden (ELA) Targeted Sub-Standard
(RF) Strand: Reading Foundations/Skills Cluster: Phonics and Word Recognition
ELA-00.RF.03 Know and apply grade-level phonics and word analysis skills in decoding words.
ELA-00.RF.03.p2 Part 2
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c) Decode and use CVC words.
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e) Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Proficiency Scale
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ELA-00.RF.03.p3
Kindergarden (ELA) Targeted Sub-Standard
(RF) Strand: Reading Foundations/Skills Cluster: Phonics and Word Recognition
ELA-00.RF.03 Know and apply grade-level phonics and word analysis skills in decoding words.
ELA-00.RF.03.p3 Part 3
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d) Read common high-frequency words by sight
Proficiency Scale
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