K Grade English


(RF) Reading Foundations

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ELA-00.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. how to hold a book, knowing where to start reading....)

Phonological Awareness:  Understanding how spoken words work (rhyming, hearing the individual sounds in words such as the first sound in the word cat is /c/).

Phonics and Word Study:  The relationship between letters and sounds in language.  Students will learn to recognize high-frequency words (ex. I, and, go, is, the) automatically. 

Fluency:  The ability to read smoothly and expressively, and in kindergarten students will participate in shared reading experiences and hear teachers reading aloud.  This helps kindergarteners understand that we read with purpose and understanding. 

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

  • Re-read favorite books to build awareness of how print works 
  • Have your child play matching games with alphabet letters (matching upper to lowercase)
  • Point out and read billboards, signs, package labels and any other print encountered, pointing out letters
  • Play rhyming games together in the car (What rhymes with tree?)
  • 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 sound words out
  • Have your child find high-frequency words in magazines or newspapers (kindergarteners work on recognizing 75 words automatically by the end of the year)
  • Read 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-00.RF.01

 

ELA-00 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Print Concepts.

Sub-standard in bold is prioritized in this standard.

ELA-00.RF.01 Demonstrate understanding of the organization and basic features of print.

a.  Follow words from left to right, top to bottom, and page by page

b.  Recognize that spoken words are represented in written language by specific sequences of letters

c.  Understand that words are seperated by spaces in print

d.  Recognize and name all upper-lowercase letters of the alphabet

 

Student Learning Targets:

Knowledge Targets

  • I can hold a book correctly
  • I can recognize that books are read from left to right and top to bottom
  • I can recognize that letters make up words

Reasoning Targets

  • I can recognize that words are seperated by spaces before and after them
  • I can recognize the difference between upper- and lowercase letters

Skills (Performance) Targets

  • I can name all uppercase and lowercase letters of the alphabet

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0 This standard is a foundational skill.  Once a student has reached proficiency, you will see this skill applied in other reading and writing activities.  
  3.5 .
3.0  Individual sub-standards have separate rubrics  
  2.5  
2.0  Individual sub-standards have separate rubrics  
  1.5  
1.0  Individual sub-standards have separate rubrics  
  0.5  

 


Resources

Websites

Vocabulary

  • Alphabet
  • Uppercase letter
  • Lowercase letter
  • Right side up
  • Left
  • Right
  • Order
  • Word

 


ELA-00.RF.01.a

 

ELA-00 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Print Concepts.

Sub-standard in bold is prioritized in this standard.

ELA-00.RF.01 Demonstrate understanding of the organization and basic features of print. 

a.  Follow words from left to right, top to bottom, and page by page

Student Learning Targets:

Knowledge Targets

  • I can hold a book correctly
  • I can recognize that books are read from left to right and top to bottom

Reasoning Targets

  • I can recognize the difference between upper- and lowercase letters

Skills (Performance) Targets

  • I can turn pages in a book from front to back and read the left page before the right

 

 

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0 Following words on a page is a foundational skill where no advanced criteria is available.  Once proficiency for this standard is met, students will be applying that knowledge in other standards in the Reading and Writing strands.  
  3.5  No Advanced Critera (see explanation for Level 4)
3.0

“The Standard.” Student is able to follow words from:

  • Left to right
  • Top to bottom
  • page by page

  2.5  No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 The student demonstrates tracking most of the time.
  1.5  In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0 The student sometimes follows words, but is not consistent.

  0.5 Limited or no understanding of the skill is demonstrated

Resources

Websites

Vocabulary

  • Letters
  • Words
  • Tracking
  • Follow
  • Pages
  • Turn
  • Top
  • Bottom
  • Right-side up
  • Left
  • Right

 


ELA-00.RF.01.d

 

ELA-00 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Print Concepts.

Sub-standard in bold is prioritized in this standard.

ELA-00.RF.01 Demonstrate understanding of the organization and basic features of print. 

d.  Recognize and name all upper-lowercase letters of the alphabet

Student Learning Targets:

Knowledge Targets

  • I can recognize that letters make up words

Reasoning Targets

  • I can recognize the difference between upper- and lowercase letters

Skills (Performance) Targets

  • I can name all uppercase and lowercase letters of the alphabet

 

 

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0 Naming alphabet letters is a foundational skill where no advanced criteria is available.  Once proficiency for this standard is met, students will be applying that knowledge in other standards in the Reading and Writing strands.  
  3.5  No Advanced Criteria (see explanation for Level 4)
3.0The student is able to name 52 upper and lowercase letters of the alphabet.

  2.5 Student is able to name 46-51 upper and lowercase letters of the alphabet
2.0 The student is able to name at least 40 upper and lowercase letters of the alphabet.

  1.5 Student is able to name 36-39 upper and lowercase letters of the alphabet
1.0The student is able to name at least 25 upper and lowercase letters of the alphabet.
  0.5 Student names 26 or less letter names

Resources

Websites

Vocabulary

  • Alphabet
  • Letters
  • Uppercase
  • Lowercase

ELA-00.RF.02

 

ELA-00 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Phonological Awareness.

ELA-00.RF.02 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 (CVC) words

e.  Add or substitute individual sounds (phonemes) in simple, one-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)

Skills (Performance) Targets

  • I can take apart a word and tell you the beginning sound, middle sound and ending sound

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0 This standard is a foundational skill.  Once a student has reached prficiency, you will see this skill applied in other reading and writing activities.  
  3.5  
3.0 Individual sub-standards have separate rubrics  
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

Individual sub-standards have separate rubrics

 
  1.5  
1.0 Individual sub-standards have separate rubrics  
  0.5  

Resources

Websites

Vocabulary

  • Phoneme
  • Beginning sound
  • Ending sound
  • Middle sound
  • Vowel
  • Letter
  • Sound

 


ELA-00.RF.02.a

 

ELA-00 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Phonological Awareness.

ELA-00.RF.02 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

a.  Recognize and produce rhyming words

Student Learning Targets:

Knowledge Targets

  • I can recognize words that have the same middle and ending sound with the same sound (rhyming words) 

Skills (Performance) Targets

  • I can give you two words that have the same middle and endign sound (rhyming words)

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0 Rhyming is a foundational skill where no advanced criteria is available. Once proficiency for this standard is met, you will see your student applying it to other standards such as letter/sound correspondence, decoding and writing.  
  3.5  No advanced criteria (see Level 4 for explanation)
3.0The student is able to produce rhyming words (when given the word clock the student can say a word that rhymes with clock such as sock, dock, knock).


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

The student is able to identify a rhyming word out of a list for a given word. Out of the words fish, clock and boat- the student can determine that fish rhymes with the given word- dish.


  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0 The student is able to identify two words that rhyme (given three sets of words such as dog/hog, cat/dish and clock/goat, the student can pick out dog/hog as the rhyming words).

  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Rhyme
  • Sound
  • Produce
  • Identify

 


ELA-00.RF.02.d

ELA-00 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Phonological Awareness.

Sub-standard in bold is prioritized within this standard

ELA-00.RF.02 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 

d.  Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three phoneme (CVC) 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)

Skills (Performance) Targets

  • I can take apart a word and tell you the beginning sound, middle sound and ending sound

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0 Isolating beginning/middle and ending sounds in words is a foundational skill where no advanced criteria is available.  Once proficiency for this standard is met, you will see your student applying it to other standards such as letter/sound correspondence ,decoding and writing.  
  3.5  No advanced criteria (see Level 4 for explanation)
3.0 The student is able to produce initial, middle and final sounds in words, such as the /c/ in cat, the /a/ in cat and the /t/ in cat.


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

The student is able to isolate and pronounce the middle or ending sounds in words.


  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0 The student is able to isolate the initial sounds in words.

  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Vocabulary

  • Phoneme
  • Beginning sound
  • Ending sound
  • Middle sound
  • Vowel
  • Letter
  • Sound

ELA-00.RF.03

 

ELA-00 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Phonics and Word Recognition.

ELA-00.RF.03 Know and apply grade-level phonics and word analysis skills in decoding words.

a.  Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant

b. Associate the long and short sounds with common spellings (graphemes) for the five vowel sounds

c.  Decode and read CVC (consonant, vowel, consonant) words

d..  Read common high-frequency words by sight (the, of, to, you, she, is, are.....)

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

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 (Rubric) Scale

Score   Description Sample Activity
4.0 This standard is a foundational skill.  Once a student has reached proficiency, you will see this skill applied in other reading and writing activities.  
  3.5  
3.0

Individual sub-standards have separate rubrics

 

  2.5  
2.0

Individual sub-standards have separate rubrics

 
  1.5  
1.0

Individual sub-standards have separate rubrics

 
  0.5  

Resources

Websites

Vocabulary

  • Sound
  • Consonant
  • Short Vowel
  • Long Vowel
  • Letter
  • High-Frequency Word
  • Read

 


ELA-00.RF.03.a

 

ELA-00 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Phonics and Word Recognition.

Sub-standards in bold are prioritized for this standard.

ELA-00.RF.03 Know and apply grade-level phonics and word analysis skills in decoding words.

a.  Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant

Student Learning Targets:

Skills (Performance) Targets

  • I can say the most common sound of each consonant

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Identifying sounds for letters is a foundational skill where no advanced criteria is available.  When a student meets proficiency for these standards, you will see application of these skills in other standards such as:  reading text and writing.  
  3.5  No advanced criteria is available (see Level 4 for explanation)
3.0 The student is able to produce the common sounds for 26 consonants and short vowel sounds.

 

 

  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 The student is able to produce the common sounds for at least 20 consonants and short vowel sounds.

  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0 The student is able to produce the common sounds for at least 10 consonants and short vowel sounds.

  0.5 Limited or no understanding of the skill is demonstrated.

Resources


ELA-00.RF.03.c

 

ELA-00 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Phonics and Word Recognition.

Sub-standards in bold are prioritized for this standard.

ELA-00.RF.03 Know and apply grade-level phonics and word analysis skills in decoding words. 

c.  Decode and read CVC words

Student Learning Targets:

Knowledge Targets

  • I can identify the five major vowels

Skills (Performance) Targets

  • I can say the long and short vowel sounds for each vowel
  • I can blend the sounds of the letters to read a word

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 The student decodes and reads words in text that is at the end of the early reading stage:
  • Words with common vowel teams
  • Two-syllable words
  • Words with inflected endings (-ing)
  • Sight words found in text at the end of the early stage of reading
 
  3.5  No advanced criteria is available (see Level 4 for explanation)
3.0

The student decodes and reads CVC (consonant/vowel/consonant) words in text that is at the end of the emergent reading stage.  

The student is beginning to use known word patterns when decoding unknown words (can say c-at instead of having to say c-a-t when decoding a word).


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

The student isolates individual sounds of words (c-a-t) but cannot blend the sounds back together to read the word.

  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 content.
1.0The student can isolate some individual letter sounds in a CVC (consonant/vowel/consonant) word- the student can say the /c/ sound in the word cat.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Sound
  • Short Vowel
  • Long Vowel
  • Consonant
  • Decode
  • Letter
  • Read

 



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