ELA-00.RF.01.a
ELA-00 Targeted Standards (RF) Strand: Reading Foundations Cluster: Print Concepts.
Sub-standard in bold is prioritized in this standard.
ELA-00.RF.01 Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page
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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
Reasoning Targets
- I can recognize the difference between upper- and lowercase letters
Skills (Performance) Targets
- I can turn pages in a book from front to back and read the left page before the right
Rubric/Proficiency Scale
Score |
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Description |
Sample Activity
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4.0 |
Following words on a page is a foundational skill where no advanced criteria is available. Once proficiency for this standard is met, students will be applying that knowledge in other standards in the Reading and Writing strands. |
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3.5 |
No Advanced Critera (see explanation for Level 4) |
3.0 |
“The Standard.” Student is able to follow words from:
- Left to right
- Top to bottom
- page by page
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2.5 |
No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content. |
2.0 |
The student demonstrates tracking most of the time. |
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1.5 |
In addition to 1.0 content,student has partial knowledge of the 2.0 content. |
1.0 |
The student sometimes follows words, but is not consistent.
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0.5 |
Limited or no understanding of the skill is demonstrated |
Resources
Websites
Vocabulary
- Letters
- Words
- Tracking
- Follow
- Pages
- Turn
- Top
- Bottom
- Right-side up
- Left
- Right
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ELA-00.RF.01.d
ELA-00 Targeted Standards (RF) Strand: Reading Foundations Cluster: Print Concepts.
Sub-standard in bold is prioritized in this standard.
ELA-00.RF.01 Demonstrate understanding of the organization and basic features of print.
d. Recognize and name all upper-lowercase letters of the alphabet
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Student Learning Targets:
Knowledge Targets
- I can recognize that letters make up words
Reasoning Targets
- I can recognize the difference between upper- and lowercase letters
Skills (Performance) Targets
- I can name all uppercase and lowercase letters of the alphabet
Rubric/Proficiency Scale
Score |
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Description |
Sample Activity
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4.0 |
Naming alphabet letters is a foundational skill where no advanced criteria is available. Once proficiency for this standard is met, students will be applying that knowledge in other standards in the Reading and Writing strands. |
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3.5 |
No Advanced Criteria (see explanation for Level 4) |
3.0 | The student is able to name 52 upper and lowercase letters of the alphabet.
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2.5 |
Student is able to name 46-51 upper and lowercase letters of the alphabet |
2.0 |
The student is able to name at least 40 upper and lowercase letters of the alphabet.
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1.5 |
Student is able to name 36-39 upper and lowercase letters of the alphabet |
1.0 | The student is able to name at least 25 upper and lowercase letters of the alphabet. |
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0.5 |
Student names 26 or less letter names |
Resources
Vocabulary
- Alphabet
- Letters
- Uppercase
- Lowercase
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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.a
ELA-00 Targeted Standards (RF) Strand: Reading Foundations Cluster: Phonological Awareness.
ELA-00.RF.02 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words
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Student Learning Targets:
Knowledge Targets
- I can recognize words that have the same middle and ending sound with the same sound (rhyming words)
Skills (Performance) Targets
- I can give you two words that have the same middle and endign sound (rhyming words)
Rubric/Proficiency Scale
Score |
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Description |
Sample Activity
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4.0 |
Rhyming is a foundational skill where no advanced criteria is available. Once proficiency for this standard is met, you will see your student applying it to other standards such as letter/sound correspondence, decoding and writing. |
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3.5 |
No advanced criteria (see Level 4 for explanation) |
3.0 | The student is able to produce rhyming words (when given the word clock the student can say a word that rhymes with clock such as sock, dock, knock).
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2.5 |
No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
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2.0 |
The student is able to identify a rhyming word out of a list for a given word. Out of the words fish, clock and boat- the student can determine that fish rhymes with the given word- dish.
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1.5 |
In addition to 1.0 content,student has partial knowledge of the 2.0 content. |
1.0 |
The student is able to identify two words that rhyme (given three sets of words such as dog/hog, cat/dish and clock/goat, the student can pick out dog/hog as the rhyming words).
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0.5 |
Limited or no understanding of the skill is demonstrated. |
Resources
Websites
Vocabulary
- Rhyme
- Sound
- Produce
- Identify
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ELA-00.RF.02.d
ELA-00 Targeted Standards (RF) Strand: Reading Foundations Cluster: Phonological Awareness.
Sub-standard in bold is prioritized within this standard
ELA-00.RF.02 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
d. Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three phoneme (CVC) words
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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)
Skills (Performance) Targets
- I can take apart a word and tell you the beginning sound, middle sound and ending sound
Rubric/Proficiency Scale
Score |
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Description |
Sample Activity
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4.0 |
Isolating beginning/middle and ending sounds in words is a foundational skill where no advanced criteria is available. Once proficiency for this standard is met, you will see your student applying it to other standards such as letter/sound correspondence ,decoding and writing. |
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3.5 |
No advanced criteria (see Level 4 for explanation) |
3.0 |
The student is able to produce initial, middle and final sounds in words, such as the /c/ in cat, the /a/ in cat and the /t/ in cat. |
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2.5 |
No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
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2.0 |
The student is able to isolate and pronounce the middle or ending sounds in words.
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1.5 |
In addition to 1.0 content,student has partial knowledge of the 2.0 content. |
1.0 |
The student is able to isolate the initial sounds in words.
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0.5 |
Limited or no understanding of the skill is demonstrated. |
Resources
Vocabulary
- Phoneme
- Beginning sound
- Ending sound
- Middle 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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