Sunday, April 11, 2021, 4:07 PM
Site: Learnbps
Course: BPSS (ELA) English Language Arts Standards (S-ELA)
Glossary: 1st Grade English

ELA-01.RF

BPSS-ELA logoStrand (RF)

Reading Foundations

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. a sentence begins with a capital and has punctuation at the end).

Phonological Awareness:  Understanding how spoken words work. 

Phonics and Word Study:  The relationship between letters and sounds in language.  Students will learn to recognize high-frequency words automatically. Students will also practice recognizing words with irregular spellings (sometimes refered to as sight words).

Fluency:  The ability to read smoothly and expressively.  A fluent reader is one who reads and understands what he or she is reading.  Fluency skills should increase as learners progress from beginning to advanced.  

The foundational skills standards are not meant to be taught as isolated skills. These standards are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the ability to comprehend what is read across a range of text types and content areas (social studies, science).  

 

How to help your child at home with the foundational skill strand:

  • Re-read favorite books to build awareness of how print works 
  • Point out and read billboards, signs, package labels and any other print encountered (playing scavenger hunt games for words)
  • 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 read an unknown word
  • Point out common vowel combinations, such as words that end with silent e or those that have two vowels together
  • Look for familiar parts in unknown words, then blend those parts (chunks) together to see if the word sounds familiar (the word jump is made of j+ump+ing)
  • Have your child find high-frequency words in magazines or newspapers (first graders work on recognizing the first 300 words automatically)
  • Help your child to read aloud (and re-read) text that is at his/her reading level, reading with accuracy, appropriate speed, and expression
  • Read aloud 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.

ELA-01.RF.01a

 

ELA-01 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Print Concepts.

ELA-01.RF.01 Demonstrate understanding of the organization and basic features of print.

RF.01.a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). 

Student Learning Targets:

Knowledge Targets

  • I can identify letters, words, and sentences
  • I can recognize that words are combined to make a sentences
  • I can recognize that the first word in a sentence is capitalized
  • I can recognize that words are separated by spaces before and after them
  • I can recognize that a sentence ends with a punctuation mark (e.g., period, question mark, exclamation point)

 

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0
 
  3.5 Advanced proficiency not available (See Level 4 explanation)
3.0

  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0
-See Level 3 for expectations
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

Vocabulary

  • Letter
  • Word
  • Sentence
  • Capitalize
  • Punctuation Mark

 

ELA-01.RF.02

Under Development

ELA-01 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Phonological Awareness.

ELA-01.RF.02 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 produce 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)

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 

ELA-01.RF.03

 

ELA-01 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Phonics and Word Recognition.

 

ELA-01.RF.03 Know and apply grade-level phonics and word analysis skills in decoding words.

a.  Know the spelling-sound correspondence for common consonant digraphs (two letters that replace one sound)

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.

Student Learning Targets:

Knowledge Targets

  • I can identify the sounds each letter makes
  • I can recognize long vowel sounds created using a final-e and common vowel teams
  • I can recognize that all syllables have a vowel sound

Skills (Performance) Targets

  • I can identify and create the sounds that common letters make when they are put together (th, sh, ph)
  • I can decode words with one syllable by sounding out each letter
  • I can decode two-syllable words by breaking them into vowel sound segments
  • I can read words with ending added to them (-ing, -s, -ed)
  • I can read words that do not follow rules (I cannot sound them out)

Product Targets

  • I can spell words using the sounds I hear
  • I can write words that do not follow rules (I cannot sound them out)

 

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0The student decodes and read words correctly with the following phonics skills in text that is at the middle of the transitional reading stage:
  • Regularly spelled two-syllable words with long vowels
  • Words with common prefixes and suffixes
  • Words with long and short vowel patterns
  • Irregularly spelled words (sight words)
 
  3.5 Advanced criteria is not available (see Level 4 for explanation)
3.0

The student decodes and read words correctly with the following phonics skills in text that is at the end of the early reading stage:

  • Words with common vowel teams
  • Two-syllable words with inflected endings (-ed, ing)
  • Sight words found in text at the end of the early reading stage


  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 The student decodes and read words correctly with the following phonics skills in text:
  • Words with digraphs (sh, th, ch, ck)
  • Beginning and ending blends (bl, fr, nd, ld)
  • Long vowel patterns with silent -e (cape, bike)
  • Sight words found in text at the beginning to middle early  reading stage


 
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 content.
1.0
The student decodes and read words correctly with the following phonics skills in text:
  • Words with short vowel patterns (cat, sit, hen, cut)
  • Sight words found in text at the end of the emergent reading stage

 
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

 Vocabulary

  • Digraph
  • Vowel
  • Consonant
  • Final -e
  • Decode
  • Syllable
  • Sound
  • Vowel Team
  • Segment
  • Blend
  • Inflectional Ending
  • Irregular Word
  • High-frequency Word

 

ELA-01.RF.04

 

ELA-01 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Fluency.

ELA-01.RF.04 Read with sufficient accuracy and fluency to support comprehension.

 a.  Read grade-level text with purpose and understanding.

b.  Read grade-level prose and poetry with accuracy, appropriate rate, and expression.

 c.  Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Student Learning Targets:

Knowledge Targets

  • I can recognize when a word I have read does not make sense within the text

Skills (Performance) Targets

  • I can read 1st grade text fluently and show comprehension through voice, timing, and expression
  • I can self-correct misread or misunderstood words using context clues
  • I can read with corrections when necessary
  • I can read fluently (easy, smooth and automatic)

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0


 


  3.5  Advanced criteria is not available (see Level 4 for example)
3.0



  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0



  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0




  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Fluency
  • Accuracy
  • Rate
  • Poetry
  • Prose
  • Expression