ELA-01.RFNarrative 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:
ResourcesCalculation Method for StrandsStrands 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. |
Grade 1
ELA-01.RF.01
ELA-01.RF.01 Demonstrate understanding of the organization and basic features of print.a. Recognize the distinguishing features of a sentence. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe Student Will ...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).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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ELA-01.RF.01a
Student Learning Targets:Knowledge Targets
Proficiency (Rubric) Scale
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ELA-01.RF.02
ELA-01.RF.02 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).Sub-Standards:
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) Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe 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).Start 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).Simple 3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Target 4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.Complex ResourcesVocabulary
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ELA-01.RF.03
ELA-01.RF.03 Know and apply grade-level phonics and word analysis skills in decoding words.Sub-Standards:
a. Know the spelling-sound correspondences for common consonant digraphs.
b. Decode regularly spelled one-syllable words. c. Demonstrate use of beginning and ending blends d. Know final -e and common vowel team conventions for representing long vowel sounds.
e. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
f. Decode two-syllable words following basic patterns by breaking the words into syllables. g. Read words with inflectional endings. h. Recognize and read grade-appropriate irregularly spelled words. |
Proficiency ScaleELA-01.RF.04
ELA-01.RF.04 Read with sufficient accuracy and fluency to support comprehension.Sub-Standards:
a. Read grade level text with purpose and understanding.
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.
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe 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).Start 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).Simple 3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Target 4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.Complex ResourcesVocabulary
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