K Grade English

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ELA-00.RF.02

ELA Reading Foundations Strand Logo Kindergarten (ELA) Targeted Standard
(RF) Strand: Reading Foundations/Skills
Cluster: Phonological Awareness

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

Sub-Standards:

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

Resources

Vocabulary

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

Websites

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

Websites

Vocabulary

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

ELA-00.RF.03

ELA Reading Foundations Strand Logo Kindergarden (ELA) Targeted Standard
(RF) Strand: Reading Foundations/Skills
Cluster: Phonics and Word Recognition

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

Sub-Standards:

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

Resources

Vocabulary

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

Websites

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

Websites

Vocabulary

  • Sound
  • Consonant
  • Letter

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

 

ELA-00.RF.03.d

 

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. 

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

Student Learning Targets:

Skills (Performance) Targets

  • I can read common words without having to sound them out

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Reading high-frequency words 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 reads at least 35 words commonly found in texts at the end of the emergent reading stage.


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

The student reads at least 20 words commonly found in texts at the emergent reading stage.
  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0

The student reads at least 5 words commonly found in texts at the emergent reading stage.

 
  0.5 Limited or no understanding of the skill is demonstrated.

 

 

Resources

Websites

Vocabulary

  • High-Frequency Word
  • Read

 

ELA-00.RF.04

ELA Reading Foundations Strand Logo Kindergarten (ELA) Targeted Standard
(RF) Strand: Reading Foundations/Skills
Cluster: Fluency

ELA-00.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

  • I can recognize high-frequency words in a text.

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can read a text with common high-frequency words.
  • I can use pictures in a text to help me understand.
  • I can retell the story I read.

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).
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

Resources

Vocabulary

  • Fluency
  • Expression
  • Punctuation
  • High-Frequency Word

Websites

ELA-00.RI

BPSS-ELA logoStrand (RI)

Reading Information

Narrative for Informational Reading Strand:

The primary purpose of informational text (non-fiction) is to inform the reader about the natural or social world. Different from literaure (fiction), informational text does not utilize characters.  In this strand students are expected to determine the topic (who or what the text is about).  Students will also ask and answer questions about the topic of the text and retell what they read. 

Informational text offers a variety of structures to assist the readers in finding information quickly and efficiently. These might include a table of contents, bold or italicized text, gloassaries, embedded definitions for specialized vocabulary, realistic illustrations of photos, captions and other labels, and graphs and charts. 

Continued work on reading comprehension standards will heighten student abilities to read more age appriopriate informational (non-fiction) text.  Teachers use assessment and observation to determine if students are ready to progress to more challenging reading selections.  Each child is unique, so be flexible, and trust your judgment as you assist your child.  Together teachers and parents can help students make better choices when selecting books to read.  Our youngest readers benefit from rereading text and text with high repetition.  Although levels of reading determined through observation and assessment are valuable, caution is important in not confining children to a text level.  Young readers can progress through levels of text quickly, but not all children progress at the same pace, which is expected.  Increasing the frequency of reading is the highest predictor of success at any grade level. Building a child’s confidence, through successful experiences with reading, will encourage that desire to read more. Developing successful, life-long readers is our ultimate goal.

 

How to Help Your Child At Home with the Informational Text Strand:

  • Ask questions about the topic being read (What does this book tell us about bears?)
  • Go beyond just naming the topic, ask your child to tell you details about the topic 
  • Have your child retell the information on the topic they read about
  • Re-read favorite books to build fluency, comprehension and confidence
  • Discuss the informational topics you read about
  • Read aloud frequently.  Children love to listen to non-fiction stories that are more complicated than they can read on their own
  • Bring attention to bold words, captions and  glossaries that will help locate key facts or information in a text
  • Read magazines and newspapers for information and entertainment - the pictures and current event topics offer a high-interest way for readers to attemp more difficult reading than they may in a book
  • Read directions on packages, forms, games and recipes - this helps children see that we read many things to gain information
  • Make regular visits to a public library to select informational (non-fiction) reading material

 

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.RI.01

ELA Reading Informational Strand Logo Kindergarten (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: (RI) Key Ideas and Details

ELA-00.RI.01 With prompting and support, ask and answer questions about key/supporting details in a text.

Student Learning Targets:

Knowledge Targets

  • I can explain that a key detail is an important part of an informational book.

Reasoning Targets

  • I can determine what the important details are when I listen to a story.

Skills (Performance) Targets

  • I can ask and answer questions about the key details in an informational book (who, what, when, where, how).
  • I can ask and answer questions before, during and after reading an informational book.

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).
... follow and understand an informational text in a shared reading book or a read aloud by participating and asking/answering questions about the text in a whole group setting.
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).
... answer simple detail questions such as "What is one thing the author told you?" or lists details from the text.
  • recognize or recall specific terminology, such as:
    • retell, sequence, summarize, main idea, detail,
  • perform basic processes, such as:
    • using a sentence model or prompt, ask questions related to the text
    • using a model, retell sequence of events in the text
    • with support, identify details about a text
    • with prompting, respond to a question about a text
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... make inferences about a fact/detail (as shown in pictures) to help understand the text at the end of the emergent reading stage.
  • with prompting and support, ask and answer questions about key/supporting details in a text
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... demonstrate complete understanding of the text and is able to answer questions about the important information and state a main idea of a text at the end of the early reading stage.
Teacher Proficiency Scale

Resources

Vocabulary

  • Key Detail
  • Topic
  • Question
  • Facts

Websites

ELA-00.RI.02

ELA Reading Informational Strand Logo Kindergarten (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Key Ideas and Details

ELA-00.RI.02 With prompting and support, identify the main topic and retell key details of a text.

Student Learning Targets:

Knowledge Targets

  • I can identify the main topic (who or what the text is mostly about).

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can retell the key details of a text.

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).
... identifies the main topic and/or retells some information with few details from the text.

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).
... identifies the main topic and/or retells some information with few details from the text.

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... identify the main topic and retell some of the important key details or events from a text at the end of the emergent reading stage.

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... identify the main topic of the text as part of retelling the important key details or events, including only the important information from a text at the end of the early reading stage.

Resources

Vocabulary

  • Main topic
  • Key Detail
  • Retell

Websites

ELA-00.RI.03

ELA Reading Informational Strand Logo Kindergarten (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Key Ideas and Details

ELA-00.RI.03 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Student Learning Targets:

Knowledge Targets

  • I can identify individuals, events, ideas, or pieces of information in a text.

Reasoning Targets

  • I can describe a connection between two individuals in a text.
  • I can describe a connection between two events in a text.
  • I can describe a connection between two ideas or pieces of information in a text.

Skills (Performance) Targets

  • I can

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).
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

Resources

Vocabulary

  • Topic
  • Facts
  • Question
  • Key Detail

Websites

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