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.
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.
Reasoning Targets
I can
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).
I can spell words using the sounds I hear.
I can write words that do not follow rules (I cannot 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).
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
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).
decode 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
3 Proficient
“The Standard.” ... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
decode 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
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
decode 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
Teacher Proficiency Scale