Kindergarten
Reading Fundamentals
Standards
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Essential Questions
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CC.K.R.F.1 Print Concepts: Demonstrate understanding of the organization and basic features of print.
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CC.K.R.F.1.a Print Concepts: Follow words from left to right, top to bottom, and page by page.
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I can show tracking of words from left to right with my finger.
I can show tracking of words from top to bottom with my finger. I can show tracking of words from page to page with my finger. |
CC.K.R.F.1.b Print Concepts: Recognize that spoken words are represented in written language by specific sequences of letters.
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I can identify letter sounds.
I know the order of letter names. I can combine sounds to make a word. |
CC.K.R.F.1.c Print Concepts: Understand that words are separated by spaces in print.
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Students can write a sentence using correct spacing between words.
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CC.K.R.F.1.d Print Concepts: Recognize and name all upper- and lowercase letters of the alphabet.
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Students will name all 26 upper and lowercase letters of the alphabet.
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CC.K.R.F.2 Phonological Awareness: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
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CC.K.R.F.2.a Phonological Awareness: Recognize and produce rhyming words.
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Identify two pictures that rhyme. Fill in a missing rhyme.
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CC.K.R.F.2.b Phonological Awareness: Count, pronounce, blend, and segment syllables in spoken words.
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Orally count the number of syllables in a word. Clap the number of syllables in a word. Orally blend and segment syllables in a word.
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CC.K.R.F.2.c Phonological Awareness: Blend and segment onsets and rimes of single-syllable spoken words.
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Blend and onset and rime to make a word. Segment a word into an onset and rime.
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CC.K.R.F.2.d Phonological Awareness: 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/.)
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Identify the beginning sound in a word. Identify the middle sound in a word. Identify the ending sound in a word.
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CC.K.R.F.2.e Phonological Awareness: Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
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Change the beginning sound to make a new word.
Change the middle sound to make a new word. Change the ending sound to make a new word. |
CC.K.R.F.3 Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words.
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CC.K.R.F.3.a Phonics and Word Recognition: Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant.
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Students will name consonant letter sounds.
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CC.K.R.F.3.b Phonics and Word Recognition: Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
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Students will identify the 5 major vowels and their long and short sounds.
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CC.K.R.F.3.c Phonics and Word Recognition: Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).
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How does knowing high-frequency words help us to become proficient readers?
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CC.K.R.F.3.d Phonics and Word Recognition: Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
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How does knowledge of letter-sound relationships impact our ability to read?
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CC.K.R.F.4 Fluency: Read emergent-reader texts with purpose and understanding.
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How does reading emergent-leveled text with purpose and understanding support reading development?
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