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
I can
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
Teacher Proficiency Scale