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
I can
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).
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 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
Teacher Proficiency Scale