Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is. Thus,/CVC/ is a word with three phonemes regardless of the number of letters in the spelling of the word. Read emergent-reader texts with purpose and understanding.ġ Words, syllables, or phonemes written in /slashes/refer to their pronunciations or phonology. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).ĭistinguish between similarly spelled words by identifying the sounds of the letters that differ. Know and apply grade-level phonics and word analysis skills in decoding words.ĭemonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.Īssociate the long and short sounds with the common spellings (graphemes) for the five major vowels. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)Īdd or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. Recognize and name all upper- and lowercase letters of the alphabet.ĭemonstrate understanding of spoken words, syllables, and sounds (phonemes).Ĭount, pronounce, blend, and segment syllables in spoken words.īlend and segment onsets and rimes of single-syllable spoken words. Understand that words are separated by spaces in print. Recognize that spoken words are represented in written language by specific sequences of letters. Range of Reading and Level of Text Complexity:ĭemonstrate understanding of the organization and basic features of print.įollow words from left to right, top to bottom, and page by page. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). With prompting and support, identify the reasons an author gives to support points in a text. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. Identify the front cover, back cover, and title page of a book. With prompting and support, ask and answer questions about unknown words in a text.
With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. With prompting and support, identify the main topic and retell key details of a text. Range of Reading and Level of Text ComplexityĪctively engage in group reading activities with purpose and understanding. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. Recognize common types of texts (e.g., storybooks, poems). With prompting and support, identify characters, settings, and major events in a story.Īsk and answer questions about unknown words in a text. With prompting and support, retell familiar stories, including key details. With prompting and support, ask and answer questions about key details in a text.
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