demonstrate and apply phonetic knowledge by:
using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words;
A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”
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Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.
demonstrate and apply phonetic knowledge by:
using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words;
demonstrate and apply phonetic knowledge by:
decoding words with initial and final consonant blends, digraphs, and trigraphs;
demonstrate and apply phonetic knowledge by:
decoding words with silent letters such as knife and gnat;
Breakouts are the component parts that make up a student expectation. A breakout shows a distinct concept a student should know or a distinct skill that a student should be able to demonstrate.
Students develop and sustain basic skills related to the four domains of language. Students apply foundational knowledge to improve listening, speaking (oral language), reading (beginning reading, self-sustained reading, vocabulary, and fluency), and writing (beginning writing) skills.
listen actively and ask questions to understand information and answer questions using multi-word responses;
restate and follow oral directions that involve a short, related sequence of actions;
identifying and producing rhyming words;
recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;
identifying the individual words in a spoken sentence;
identifying syllables in spoken words;
blending syllables to form multisyllabic words;
segmenting multisyllabic words into syllables;
blending spoken onsets and rimes to form simple words;
blending spoken phonemes to form one-syllable words;
manipulating syllables within a multisyllabic word; and
segmenting spoken one-syllable words into individual phonemes;
identifying and matching the common sounds that letters represent;
using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words;
recognizing that new words are created when letters are changed, added, or deleted such as it - pit - tip - tap; and
identifying and reading at least 25 high-frequency words from a research-based list;
spelling words with VC, CVC, and CCVC;
spelling words using sound-spelling patterns; and
spelling high-frequency words from a research-based list;
identifying the front cover, back cover, and title page of a book;
holding a book right side up, turning pages correctly, and knowing that reading moves from top to bottom and left to right with return sweep;
recognizing that sentences are comprised of words separated by spaces and recognizing word boundaries;
recognizing the difference between a letter and a printed word; and
identifying all uppercase and lowercase letters; and
use a resource such as a picture dictionary or digital resource to find words;
identify and use words that name actions; directions; positions; sequences; categories such as colors, shapes, and textures; and locations.
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and interact independently with text for increasing periods of time.
respond using newly acquired vocabulary as appropriate.
complete sentences;
verbs;
singular and plural nouns;
adjectives, including articles;
prepositions;
pronouns, including subjective, objective, and possessive cases;
capitalization of the first letter in a sentence and name;
punctuation marks at the end of declarative sentences; and
correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and