Recurring standards for K-3

R1

Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

Recurring standards for K-3

R2

Use knowledge of phoneme-grapheme correspondences and word analysis skills to decode and encode words accurately.

Recurring standards for K-3

R3

Expand background knowledge and build vocabulary through discussion, reading, and writing.

Recurring standards for K-3

R4

Use digital and electronic tools appropriately, safely, and ethically for research and writing, both individually and collaboratively.

Recurring standards for K-3

R5

Utilize the writing process to plan, draft, revise, edit, and publish writings in various genres.

Literacy Foundations: Oral Language

1

Actively listen and speak using agreed-upon rules for discussion, with guidance and support.

a. Use speech that is understandable with only grade-appropriate errors.

b. Use word endings to indicate plurals, possessives, and verb tenses in speech. (Examples: dogs, brother's shirt, jumped)

c. Use age-appropriate irregular plurals in conversation. (Examples: foot/feet, tooth/teeth, mouse/mice)

d. Listen to others and take turns speaking, carrying on a conversation through multiple exchanges.

Literacy Foundations: Oral Language

2

Actively engage in teacher-led reading experiences and collaborative discussions with peers to build background knowledge needed to be successful as they learn to read and, later, read to learn.

Literacy Foundations: Oral Language

3

Actively participate in teacher-led choral and shared reading experiences. (Examples: reciting nursery rhymes, songs, poems, stories)

Literacy Foundations: Oral Language

4

With guidance and support, ask and answer questions to seek help, get information, or clarify information presented orally, through text, or other media. (Example: Use interrogatives who, what, where, when, why, and how to ask questions)

Literacy Foundations: Oral Language

5

With guidance and support, present information orally, using complete sentences in correct word order.  

a. Speak audibly and express thoughts, feelings, and ideas clearly.

b. Describe people, places, things, and events with relevant details in a story with three to five events.

Literacy Foundations: Oral Language

6

Uses spatial and temporal concepts correctly. (Examples: top/bottom, up/down, under/over, above/below, left/right, upside down/inside out, beginning/middle/end, first/next/last)

Note: This is important as children learn to match print to speech in order to read, and speech to print in order to write.

Literacy Foundations: Oral Language

7

Restate and follow one- and two-step directions.

Literacy Foundations: Concepts of Print

8

Demonstrate understanding of the organization and basic features of printed materials.

a. Recognize and demonstrate that print conveys meaning. (Examples: Share a favorite book with peers. Share a list of birthday gifts received.)

b. With prompting and support, explain the roles of the author and illustrator of a text.

c. Track print, moving left to right and top to bottom on the printed page, returning to the beginning of the next line.

d. Identify the beginning and end of a sentence by locating the capital letter and end punctuation.

e.  Point to words using one-to-one correspondence, noting that words are separated by spaces.

f. Distinguish letters from words within sentences.

g. Compare and contrast letters based upon similarities and differences, including name, shape, sound, and approach strokes for writing.

Literacy Foundations: Phonological Awareness/ Phonemic Awareness

9

Demonstrate early phonological awareness to basic phonemic awareness skills in spoken words.

a. Count the number of words in a spoken sentence.

b. Recognize alliterative spoken words.

c. Recognize and produce pairs of rhyming words and distinguish them from non-rhyming pairs using pictures and/or spoken words.  

d. Count, blend, and segment syllables in spoken words, including compound words.

e. Blend and segment onsets and rimes of single-syllable spoken words.

f. Identify the initial, final, and medial sounds of spoken words.

g. Blend and segment phonemes in single-syllable spoken words made up of three to four phonemes.

h. Distinguish between commonly confused cognate consonant sounds, using knowledge of voiced and unvoiced sounds and manner of articulation. (Examples: /t/ and /d/, /p/ and /b/, /ch/ and /j/, /s/ and /z/, /f/ and /v/, /k/ and /g/, /sh/ and /zh/, /th/ (voiced and unvoiced))

Note: Standard 9 is important as a foundational phonemic awareness skill for all learners.

Reading - Literary Text (RL)

1

Apply knowledge of phoneme-grapheme correspondences and word-analysis skills to decode and encode (spell) words accurately in both isolation and in decodable, grade-appropriate text.

a. Produce the most frequent sound(s) for each consonant, including x and q , which have two phonemes (sounds). (Examples: x= /ks/ and q=/kw/)

b. Identify the vowel in a closed syllable and produce the short vowel sound for the five major vowels when decoding closed syllables.

c. Decode consonant-vowel-consonant (CVC) words in isolation and in decodable text.

d. Identify the vowel in an open syllable and produce the long vowel sound for the five major vowels when decoding open syllables.

e. With prompting and support, identify the vowel-consonant-e syllable pattern and produce the long vowel sounds for the five major vowels in vowel-consonant-e syllables.

f.  With prompting and support, decode words with suffix -s , using knowledge of unvoiced /s/ and voiced /z/ sounds for letter s. (Examples: pups, cats, pigs, dogs)

Note: Unvoiced /s/ follows unvoiced sounds such as /p/ and /t/ and voiced /z/ follows voiced sounds such as/g/.

g. With prompting and support, produce the most frequent sound for digraphs ck , sh, th, ch , wh, ng, and combination qu , making the connection that a two-letter grapheme can represent one phoneme (sound).

h.  Distinguish between similarly spelled words by identifying the phonemes and graphemes that differ. (Example: mat/sat, pan/pat, tip/top)

i. Decode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences. (Examples: am, at, get, like, make, that, this, me, she, be)

Note: The main emphasis of a high-frequency word lesson should be on regular correspondences and patterns, noting the high-frequency words with exceptions or oddities and what they are, using specific strategies to help them remember the irregular part of the word. (Example: LETRS© heart word strategy)

Literacy Foundations: Fluency

11

Recognize and name all upper and lower case letters in non-sequential order with accuracy and automaticity.

Literacy Foundations: Fluency

12

Arrange and name letters of the alphabet in sequential order from a to z , with accuracy and automaticity. (Example: Use the alphabet arc to arrange the letters in alphabetical order, then touch and name the letters.)

Note: This will help students with alphabetical order requirements in future grades and also facilitate learning of positional words like before/after, initial/final, reversals, and letter naming in general.

Literacy Foundations: Fluency

13

With prompting and support, recognize and name digraphs ck, sh, th, ch , wh, ng, and combination qu.

Literacy Foundations: Fluency

14

Apply previously taught phoneme-grapheme correspondences to decodable words with accuracy and automaticity, in and out of context.

Literacy Foundations: Fluency

15

Orally read and reread grade-appropriate decodable texts smoothly, accurately, and expressively, at an appropriate rate to support comprehension.

Literacy Foundations: Fluency

16

Recognize and read grade-appropriate high frequency words with accuracy and automaticity.

Note: As noted in the phonics standards, high-frequency words should be taught with the main emphasis of the lesson being on regular correspondences and patterns within the word. The student should be able to read the word accurately three times in a row on different days to be considered accurate enough to add it to a personal word box, word ring, or fluency folder. Avoid teaching high-frequency words as “sight words” that need to be memorized as a whole word, unless there are no regular correspondences in the word. Of is an example of a word with no regular correspondences.

Literacy Foundations: Vocabulary

17

With guidance and support, orally utilize new academic, content-specific, grade-level vocabulary and relate new words to prior knowledge.

Literacy Foundations: Vocabulary

18

Identify new meanings for familiar words and apply them accurately. (Example: multiple meaning words such as duck, run, and bat)

Literacy Foundations: Vocabulary

19

Ask and answer questions about unfamiliar words in discussions and/or text.

a. Describe the relationship between words, including relating them to synonyms and antonyms.

Literacy Foundations: Vocabulary

20

Name and sort pictures of objects into categories based on common attributes while relating vocabulary to prior knowledge and building background knowledge. (Examples: apples, oranges, grapes; hammer, nails, screwdriver)

Literacy Foundations: Vocabulary

21

Use new and previously taught vocabulary to produce and expand complete sentences in shared language activities.

a. Use previously taught vocabulary words, including nouns, verbs, and adjectives, in speaking and writing.

b.  Use new words and phrases acquired through conversations, reading and being read to, and responding to text.

Literacy Foundations: Comprehension

22

Use content knowledge built during read-alouds of informational texts by participating in content-specific discussions with peers and/or through drawing or writing.

Literacy Foundations: Comprehension

23

With prompting and support, manipulate words and/or phrases to create simple sentences, including declarative and interrogative, to help build syntactic awareness and comprehension at the sentence level.

Literacy Foundations: Comprehension

24

With prompting and support, identify common types of texts and their features, including literary, informational, fairy tale,
and poetry.

Literacy Foundations: Comprehension

25

With prompting and support, identify the topic of texts, using titles, headings, illustrations, and text clues.

Literacy Foundations: Comprehension

26

With prompting and support, describe the relationship between illustrations and the text in which they appear.

Literacy Foundations: Comprehension

27

Identify and describe the main story elements in a literary text.

a. With prompting and support, retell a text orally, including main character(s), setting, and important events in logical order.

Literacy Foundations: Comprehension

28

With prompting and support, use text clues to determine main ideas and make predictions about an ending in a literary text.

Literacy Foundations: Comprehension

29

With prompting and support, identify the main topic and key details in an informational text.

Literacy Foundations: Comprehension

30

With prompting and support, ask and answer questions about key details in literary and informational texts.

Literacy Foundations: Comprehension

31

With prompting and support, self-monitor comprehension of text by pausing to summarize and rereading for clarification, when comprehension is lacking.

Literacy Foundations: Comprehension

32

With prompting and support, compare and contrast two texts.

a. Distinguish between literary texts and informational texts.

b. Compare and contrast the experiences of characters in a literary text.

c. Compare and contrast two informational texts on the same topic.  

Literacy Foundations: Writing

33

Express ideas orally and connect these ideas through drawing and emergent writing.

Literacy Foundations: Writing

34

Print legibly, using proper pencil grip.

a. Print upper and lower case letters using proper approach strokes, letter formation, and line placement.

b. With prompting and support, print first and last names using proper letter formation, capitalizing only the first letter of each name.

Note: In Kindergarten, students are learning the most basic forms of capitalization. While the standard only requires that the first letter of each name be capitalized, some students’ names may include additional capital letters, hyphens, or apostrophes. In such cases, students should learn to write their own names using proper capitalization and punctuation. (Examples: De’Andre McGill, Kim Mi-Sun, Juan de Jesus)

c. With prompting and support, use lower case letters in majority of written work, using capitals only when appropriate.

Literacy Foundations: Writing

35

Apply knowledge of grade-appropriate phoneme-grapheme correspondences and spelling rules (or generalizations) to encode words accurately.

a. Encode at the phoneme level, using the most common grapheme/spelling(s), for a spoken phoneme (sound). (Examples: /b/=b, /m/=m, /k/=k, c, -ck  

b. With prompting and support, encode vowel-consonant (VC) and consonant-vowel-consonant (CVC) words, while using some knowledge of basic position-based rules for spelling English words. (Examples: /k/=k before i, e, or y; /k/= c before a, o, u, or any consonant; /k/= -ck after an accented short vowel

‍c. With prompting and support, encode grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences. (Examples: am, at, can, he, we, be, in, it, came, like)  

d. With prompting and support, encode grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences and patterns in all but one position, pointing out the part of the word that does not follow the regular pattern. (Example: In said, /s/ and /d/ are spelled using phoneme-grapheme correspondence, but ai must be learned by heart or memorized.)

Literacy Foundations: Writing

36

When speaking and writing, follow the rules of standard English grammar, punctuation, capitalization, and grade-appropriate spelling.

a. With prompting and support, transcribe spoken words to demonstrate that print represents oral language.

b. With prompting and support, compose a simple sentence, including necessary components to create a complete sentence rather than a fragment.

c.  With prompting and support, identify the role or purpose of a noun and a verb within a sentence and the type of information it conveys.

d. With prompting and support, write the correct number of words, with proper spacing, for a spoken phrase or sentence.

e. With prompting and support, begin each sentence with a capital letter.

f. With prompting and support, capitalize the pronoun I and names of individuals.

g. With prompting and support, recognize, name, and correctly use end punctuation. (Examples: period, question mark, exclamation mark)

Literacy Foundations: Writing

37

Actively participate in shared and independent writing experiences, for varied purposes and audiences, across different genres.

a. Actively participate in shared writing experiences to create messages, lists, and labels for a drawing or illustration.

b. Actively participate in shared writing experiences to create narratives with the events in chronological order and share feelings about the story, using drawing, dictating, and/or writing.

c. Actively participate in shared writing experiences to create opinion pieces about a topic or text, state the opinion, supply a reason for the opinion, and provide a sense of closure, using drawing, dictating, and/or writing.

d. Actively participate in shared writing experiences to create explanatory texts or provide factual information about atopic, using drawing, dictating, and/or writing.

e. With prompting and support, compose writing for varied purposes and audiences, across different genres.

Literacy Foundations: Writing

38

Improve pictorial and written presentations, as needed, by planning, revising, editing, and using suggestions from peers and adults. (Examples: Plan by brainstorming; revise to clarify or aid audience’s comprehension; edit written presentations to ensure appropriate spacing between letters and words, correct spelling and punctuation, and legibility as a courtesy to the audience and to show pride in one’s work.)

Literacy Foundations: Writing

39

Participate in shared research and writing projects to answer a question or describe a topic.  

a. Include information recalled from personal experiences in research and writing projects.

b. Gather information from provided sources for research and writing projects.

Literacy Foundations: Writing

40

With guidance and support, use a variety of digital tools to produce and publish writing, working both independently and collaboratively with peers.

Recurring standards for K-3

R1

Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

Recurring standards for K-3

R2

Use knowledge of phoneme-grapheme correspondences and word analysis skills to decode and encode words accurately.

Recurring standards for K-3

R3

Expand background knowledge and build vocabulary through discussion, reading, and writing.

Recurring standards for K-3

R4

Use digital and electronic tools appropriately, safely, and ethically for research and writing, both individually and collaboratively.

Recurring standards for K-3

R5

Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres

Literacy Foundations: Oral Language

1

Engage in collaborative discussions about topics and texts with peers and adults in small and large groups, utilizing agreed-upon rules.

Literacy Foundations: Oral Language

2

Actively participate in shared reading experiences and collaborative discussions to build background knowledge and learn how oral reading should sound. (Examples: read-alouds, oral dramatic activities)

Literacy Foundations: Oral Language

3

Ask and answer questions to seek help, get information, or clarify information to confirm understanding in response to
information presented in audible, text, or digital format.

Literacy Foundations: Oral Language

4

Present information orally using complete sentences and appropriate volume.  

a. Orally describe people, places, things, and events, expressing ideas with relevant details.

Literacy Foundations: Concepts of Print

5

Locate a book’s title, table of contents, glossary, and the names of author(s) and illustrator(s).

a. Explain the roles of author(s) and illustrator(s).

Literacy Foundations: Phonological Awareness/ Phonemic Awareness

6

Demonstrate basic to advanced phonological and phonemic awareness skills in spoken words.

a. Count, blend, segment, and delete syllables in spoken words, including polysyllabic words. (Examples: par-ti-cu-lar, cer-ti-fi-cate)

b. Recognize and produce groups of rhyming words and distinguish them from non-rhyming groups of spoken words.

c. Produce alliterative words.

d. Blend and segment phonemes in single-syllable spoken words made up of three to five phonemes, including words with consonant blends.

e. Add, delete, and substitute phonemes at the beginning or end of spoken words made up of three to five phonemes, and produce the resulting word. (Examples: pan to pant; flight to light; cat to cap)

f. Distinguish long from short vowel sounds in spoken, single-syllable words.

g. Distinguish between commonly confused vowel sounds and commonly confused cognate consonant sounds, using knowledge of mouth position, voiced and unvoiced sounds, and manner of articulation. (Examples: /f/ and /v/, /p/ and /b/, /t/ and /d/, /k/ and /g/, /m/ and /n/, /ng/ and /n/, /s/ and /z/, unvoiced /th/ and voiced /th/, /ch/ and /sh/, /ĕ/ and /ā/, /ĕ/ and /ă/)

h. Identify the sound substitution in words with five to six phonemes. (Example: strips/straps, square/squire)

Literacy Foundations: Phonics

7

Apply knowledge of phoneme-grapheme correspondences and word analysis skills to decode and encode words accurately both in isolation and within decodable, grade-appropriate texts.

a. Produce the most frequent sound(s) for each letter of the alphabet, including x, q, and the long and short sounds of the vowels. (Examples: x= /ks/; q=/kw/; a=/ă/ and /ā/, s= /s/ and /z/)

b. Decode and encode regularly spelled, one-syllable words with closed syllables, open syllables, and vowel-consonant-e syllables, including words with blends in initial and final position.

Note : Consonant blends should include st-, sm-, sn-, -st, -ft, -lp, sl, cr, cl, tr, dr, nt, nd, mp, and nk, at a minimum.

c. Decode words with digraphs, trigraphs, and combinations, including digraphs ck, sh, th, ch, wh, ph, ng, trigraphs tch and dge, and combination qu.

Note: Some programs/experts call wh a combination, others call it a digraph. Use common language across the school/district.

d. Decode words with a after w read  /ä/ and a before l read /â/. (Examples: wash, water, wasp; tall, all, talk, small, fall)  

e. With prompting and support, decode words with the hard and soft sounds of c and g, in context and in isolation. (Examples: c=/k/ before a, o, u, or any consonant and c=/s/ before i, e, or y; g=/g/before a, o, u, or any consonant and g=/j/ before i, e, or y)

f. Decode words with vowel y in the final position of one- and two-syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel y in medial position, producing the short /ĭ/ sound for these words. (Examples: fly, my; baby, happy; myth, gym)

g. Decode regularly spelled one-syllable words with vowel-r syllables, including ar, er, ir, or, and ur.

h. With prompting and support, decode words with common vowel team syllables, including ai, ay, ee, ea, igh, ie, oa, ou, ow, au, aw, oe, oo, ew, oi, oy, and ue.

i. With prompting and support, decode words that follow the -ild,    -ost, -old, -olt, and -ind patterns. (Examples: mild, host, fold, jolt, kind)

j. With prompting and support, decode two-syllable words using knowledge of closed syllables, open syllables, vowel-consonant-e syllables, vowel-r syllables, common vowel team syllables, and consonant-le syllables, including compound words that fit multiple syllable types.

k. With prompting and support, decode words with silent letter combinations. (Examples: kn, wr, mb, gh, gn)

l. With prompting and support, decode words with common prefixes including un-, dis-, in-, re-, pre-, mis-, non-, and ex-.

m. With prompting and support, decode words with common suffixes, including words with dropped e and y-to-i changes for suffix addition. (Examples: -s, -ed,   -ing, -es, -er, -est, -en, -y, -ly)

n. Decode contractions with am, is, has, and not. (Examples: I’m, he’s, she’s, isn’t, don’t)  

o. Decode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences. (Examples: saw, all, made, can, his, walk, let, open, time)

Literacy Foundations: Fluency

8

Apply previously taught phoneme-grapheme correspondences to decodable words with accuracy and automaticity, in and out of context.

Literacy Foundations: Fluency

9

Read grade-appropriate texts with accuracy and fluency.

a. Read and reread grade-appropriate decodable text orally with accuracy and expression at an appropriate rate to support comprehension.

b. Recognize and self-correct decoding and other errors in word recognition and reread for clarification.

c. Participate in poetry reading, noticing phrasing, rhythm, and rhyme. (Example: Pause between stanzas and between lines where punctuation indicates.)

Literacy Foundations: Fluency

10

Read high-frequency words commonly found in grade-appropriate text.

Note: High-frequency words should be taught with the main emphasis of the lesson being on regular correspondences and patterns within the word. The student should be able to read the word accurately and independently three times in a row on different days to be considered accurate enough to add to a personal word box, word ring, or fluency folder for fluency practice. Avoid teaching high-frequency words as “sight words” that need to be memorized as a whole word, unless there are no regular correspondences in the word. Of is an example of a word with no regular correspondences.

Literacy Foundations: Vocabulary

11

Utilize new academic, content-specific, grade-level vocabulary, make connections to previously learned words, and relate new words to background knowledge.

a. Make connections to a word’s structure using knowledge of phonology, morphology, and orthography of the word to aid learning.

Literacy Foundations: Vocabulary

12

Ask and answer questions about unfamiliar words and phrases in discussions and/or text.

a. Identify possessives and plurals and use them as clues to the meaning of text. (Example: Jack’s coat, mom’s car; pigs, pig’s, pigs’)

b. Identify meaningful parts of words (morphemes) and use them as clues to the meaning of unknown words, including frequently occurring affixes and inflections -s, -es, -ed, -ing, -er, and -est. (Examples: Explain that adding suffix -s changes a singular noun to a plural noun and adding suffix -ed changes a verb to past tense.)

c. Describe word relationships and nuances in word meanings, including relating them to their opposites and distinguishing shades of meaning in similar or related words. (Examples: look, peek, glance, stare, glare; big, large, gigantic, monstrous. Act out tiptoe, creep, and march to distinguish shades of meaning in words related to walk. Discuss synonyms and antonyms.)

Literacy Foundations: Vocabulary

13

Use information found within the text to determine the meaning of an unfamiliar or multiple-meaning word or phrase.

Literacy Foundations: Vocabulary

14

Sort and categorize groups of words or pictures based on meaning, and label each category. (Examples: colors, clothes, animals with wings)

Literacy Foundations: Vocabulary

15

Identify and explain adjectives as descriptive words and phrases in all forms of texts, including poems.

Literacy Foundations: Vocabulary

16

Use grade-appropriate academic vocabulary in speaking and writing.

Literacy Foundations: Comprehension

17

Use content knowledge built during read-alouds of informational and literary texts by participating in content-specific discussions with peers and/or through drawing and writing.

Literacy Foundations: Comprehension

18

Manipulate words and/or phrases to create simple sentences, including declarative and interrogative, to help build syntactic awareness and comprehension at the sentence level.

Literacy Foundations: Comprehension

19

Identify common types of texts and their features, including literary, informational, fairy tale, and poetry.

Literacy Foundations: Comprehension

20

Use text features to locate key facts or information in printed or digital text. (Examples: headings, tables of contents, glossaries, electronic menus, icons, bold words, captions, illustrations)

Literacy Foundations: Comprehension

21

Identify the main topic and key details of literary and informational texts.

Literacy Foundations: Comprehension

22

Ask and answer questions about key details in literary and informational texts.

Literacy Foundations: Comprehension

23

Identify and describe the main story elements in a literary text.

a. Describe the characters and settings, using illustrations and textual evidence from a story.

b. Retell the plot or sequence of major events in chronological order.

Literacy Foundations: Comprehension

24

Identify who is telling the story, using evidence from the text.

a. Use the term narrator to refer to the speaker who is telling the story.

Literacy Foundations: Comprehension

25

Describe connections between two individuals, events, ideas, or pieces of information, including cause and effect, sequence, and problem and solution, in a literary text.

Literacy Foundations: Comprehension

26

With prompting and support, use textual evidence to explain the central message or moral of a literary text.

Literacy Foundations: Comprehension

27

Make predictions using information found within a literary text.

Literacy Foundations: Comprehension

28

Self-monitor comprehension of text by pausing to summarize or rereading for clarification when comprehension is lacking.

Literacy Foundations: Comprehension

29

Compare and contrast texts.

a. Compare and contrast characters, settings, and major events in literary texts.

b. Describe the connections between individuals, events, ideas, or pieces of information in an informational text.

c. Point out similarities and differences between two texts on the same topic.

Literacy Foundations: Writing

30

Write legibly, using proper pencil grip.

a. Print upper and lowercase letters fluently, using proper approach strokes, letter formation, and line placement.

b. Print first and last names using proper letter formation, capitalization, and punctuation. (Examples: De’Andre McGill, Kim Mi-Sun, Juan de Jesus, Janie Parker)  

c. Use lowercase letters in the majority of written work, using capitals only when appropriate.

d. Write letters of the English alphabet in alphabetical order from memory.

Literacy Foundations: Writing

31

Apply knowledge of grade-appropriate phoneme-grapheme correspondences and spelling rules (or generalizations) to encode words accurately.

a. Encode vowel-consonant (VC) and consonant-vowel-consonant (CVC) words, while using some knowledge of basic position-based rules for spelling English words in closed syllables. (Examples: /k/=k before i, e, or y as in kit; /k/=c before a, o, u, or any consonant as in cup, cat, cop; /k/=-ck after an accented short vowel as in duck, back, rock, pick, deck)

b. Encode consonant-vowel (CV) words using knowledge of open syllable patterns. (Examples: he, me, she, go, no)

c. Encode words with two-consonant blends in beginning position, including blends that are commonly confused with other spellings, by distinguishing the placement and action of the lips, teeth, and tongue during articulation. (Examples: cl, bl, sl, tr, cr, sk, st, sl, sm, sn, sp, sw, dr, br, bl)

Note: Many students spell the tr blend with digraph ch because of the confusion of the coarticulation of the/t/ and /r/ sounds. Many students spell the dr blend with the letter j because of the confusion of the coarticulation of the /d/ and /r/ sounds.

d. Encode words with consonant digraphs using knowledge that one sound may be spelled with two letters. (Examples: sh, th, ch, wh, ng, ck)

e. Encode words with vowel-consonant-e syllable patterns. (Examples: hike, spike, joke, dime, make)

f. With prompting and support, encode words with the common vowel teams and diphthongs. (Examples: ee, ea, oa, ai, a, au, aw, oi, oy, ou, ow, oo, igh)

g. With prompting and support, encode words with vowel-r combinations ar, or, er, ir, and ur.

h. With prompting and support, encode words with final /ch/ sound spelled -ch and -tch. (Examples: /ch/=ch after a consonant, vowel-r, or vowel team as in munch, bunch, porch, smooch /ch/=tch after a short vowel sound as in hatch, crutch, ditch)

i. With prompting and support, encode words with final /f/, /l/, and /s/ sounds in one-syllable base words by doubling the final consonant when it follows a short vowel sound. (Examples: cliff, hill, pass)

j. Encode words with final /v/ sound, using knowledge that no English word ends with a v. (Examples: have, give, save)

k. Encode grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences. (Examples: am, at, can, he, we, be, in, it, came, like)

l. Encode grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences and patterns in all but one position, pointing out the part of the word that does not follow the regular pattern. (Examples: said, are, to)

m. Encode words with suffixes -s,    -es, -ing, -ed, -er, and -est. (Examples: dogs, wishes, jumping, jumped, faster, fastest)

n. With prompting and support, encode words with common prefixes re-, un-, and mis-.

o. With prompting and support, encode frequently confused homophones, using knowledge of English and meaning to facilitate learning. (Examples: hear/here; for/four; to/too/two).

Note: To is a preposition which begins a prepositional phrase or an infinitive. Too is an adverb meaning excessively or also. Two is a number. Many other words in English which reflect the number two are spelled with tw: twin, twice, between, tweezers.

Literacy Foundations: Writing

32

Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

a. Identify the required features of a sentence, including capitalization of the first word and end punctuation.

b. Transcribe spoken words to demonstrate that print represents oral language.

c. Compose a simple sentence, including a subject and a predicate, that expresses a complete thought.

d. With prompting and support, identify the role or purpose of a noun, verb, and adjective within a sentence and describe the type of the information it conveys.

e. Write the correct number of words, with proper spacing, for a spoken phrase or sentence.  

f. Begin each sentence with a capital letter.  

g. Capitalize the pronoun I and names of individuals.

h. Use commas in dates and words in a series.

i. With prompting and support, recognize, name, and correctly use end punctuation, utilizing appropriate academic vocabulary. (Example: period for declarative sentences, question mark for interrogative sentences, exclamation mark for exclamatory sentences)

Literacy Foundations: Writing

33

Actively participate in shared writing experiences to compose and develop a well-organized paragraph with a topic sentence, details to support, and a concluding sentence.

Literacy Foundations: Writing

34

With prompting and support, write a narrative that recounts two or more appropriately sequenced events using transitions, incorporating relevant details, and providing a sense of closure.

Literacy Foundations: Writing

35

With prompting and support, write an informative or explanatory text about a topic, using facts from a source and providing a sense of closure.

Literacy Foundations: Writing

36

With prompting and support, write an opinion piece about a topic, including at least one supporting reason from a source and providing a sense of closure.

Literacy Foundations: Writing

37

With prompting and support, write simple poems about a chosen subject.

Literacy Foundations: Writing

38

Develop and edit first drafts using appropriate spacing between letters, words, and sentences and left-to-right and
top-to-bottom progression.

Literacy Foundations: Writing

39

Improve writing, as needed, by planning, revising, and editing with guidance from peer editors, responding to their questions and suggestions.

Literacy Foundations: Writing

40

Describe ideas, thoughts, and feelings, using adjectives, drawings, or other visual displays to clarify.

Literacy Foundations: Writing

41

Organize a list of words into alphabetical order according to the first and (when necessary) second letters of the words.

Literacy Foundations: Writing

42

Participate in shared research and writing projects to answer a question or describe a topic.

a. Recall information from experiences to contribute to shared research and writing projects.

b. Gather information from provided sources.

Literacy Foundations: Writing

43

Use a variety of digital tools to produce and publish writing with guidance and support from adults, working both individually and in collaboration with peers.