G.K – Reading Foundational Skills Standards Map

This text resource illustrates the Standards Map for the Grade Kindergarten Reading Foundational Skills domain in the Common Core State Standards.

1. Common Core English Language Arts: G.K
   

   Kindergarten

2. Common Core English Language Arts: G.K > RF
   

   Reading Foundation Skills

3. Common Core English Language Arts: G.K > RF > A.1
   

   Print Concepts

4. Common Core English Language Arts: G.K > RF > A.1 > S.1
   

   Demonstrate understanding of the organization and basic features of print.

   1. Follow words from left to right, top to bottom, and page by page.
   2. Recognize that spoken words are represented in written language by specific sequences of letters.
   3. Understand that words are separated by spaces in print.
   4. Recognize and name all upper- and lowercase letters of the alphabet.

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Understanding of Print Organization Features Words Left to right [a] Top to bottom[a] Page by page[a] Words/Language Sequence of letters[b] Print Words Spaces [c] Alphabet Uppercase letters [d] Lowercase letters [d]	2 - Demonstrate (print feature understanding) 2 - Demonstrate (organization understanding) 1 - Follow (words [a]) 1 - Recognize (representation of speech in writing [b]) 2 - Understand (spaces [c]) 1 - Recognize (upper- and lowercase letters [d]) 1 - Name (upper- and lowercase letters [d])	2 - I can demonstrate understanding of the organization of print. 2 - I can demonstrate understanding of the basic features of print. 1 - I can follow words from left to right. [a] 1 - I can follow words from top to bottom. [a] 1 - I can follow words page by page. [a] 1 - I can recognize that spoken words are represented in written language by specific sequences of letters. [b] 2 - I can understand that words are separated by spaces in print. [c] 1 - I can recognize all uppercase letters of the alphabet. [d] 1 - I can recognize all lowercase letters of the alphabet.[d] 1 - I can name all uppercase letters of the alphabet.[d] 1 - I can name all lowercase letters of the alphabet. [d]	A. Printed speech has basic features and organization of sequenced letters in words. B. English is written left to right, top to bottom. C. In English, letters represent sounds. D. Spaces help us recognize where words start and end. E. Upper case and lower case letters have same sounds but different purposes. F. Upper case letters are used for the beginnings of sentences, key words in titles and for proper nouns.	A.1 How can I understand written speech patterns? B.1 How do I recognize written English? C.1 Why does English text have letters? D.1 Why are there spaces between words? E.1 How are upper and lower case letters related? F.1 Why do we use upper case letters?

5. Common Core English Language Arts: G.K > RF > A.2
   

   Phonological Awareness

6. Common Core English Language Arts: G.K > RF > A.2 > S.2
   

   Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

   1. Recognize and produce rhyming words.
   2. Count, pronounce, blend, and segment syllables in spoken words.
   3. Blend and segment onsets and rimes of single-syllable spoken words.
   4. 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/.)
   5. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Understanding of Spoken Words Syllables Sounds Rhyming words [a] Onsets [c] Initial and Medial [d] Vowels Final sounds [d] Three phoneme words [d] Individual sounds [e]	2 - Demonstrate (understanding of spoken words) 2 - Recognize (rhyming words [a]) 6 - Produce (Rhyming words [a]) 3 - Count (syllables in spoken words [b]) 3 - Pronounce (syllables in spoken words [b]) 3 - Blend (syllables in spoken words, and onsets of words [c]) 3 - Segment (syllables in spoken words, and onsets of words [c]) 3 - Isolate (initial, medial vowel, and final sounds [d]) 3 - Pronounce (initial, medial vowel, and final sounds [d]) 3 - Add (individual sounds [e]) 6 - Make (new words [e])	1 - I can demonstrate understanding of spoken words, syllables, and sounds (phonemes). 1 - I can recognize and produce rhyming words. [a] 1 - I can count, pronounce, blend, and segment syllables in spoken words. [b] 1 - I can blend and segment onsets and rimes of single-syllable spoken words. [c] 1 - I can isolate and pronounce the initial, medial vowel, and final sounds in three-phoneme words. [d] 1 - I can add or ubstitute individual sounds in simple, one-syllable words. [e] 1 - I can make new words. [e]	A. Spoken words are understood by recognizing sounds, intonation, syllables and context. B. Rhyming helps us recognize similar sounds in words. C. Word syllables vary as may the pronunciation depending on word origin or letter position. D. Our mouths produce sounds differently based on what letters may be together. E. When words only vary by one initial sound or letter, we often get rhymes.	A.1 How can I understand spoken words? B.1 Why do we learn rhyming? C.1 How do sounds and rhythms vary from word to word? D.1 How does position of a letter affect pronunciation. E.1 Why is some rhyming easy to form?

7. Common Core English Language Arts: G.K > RF > A.3
   

   Phonics and Word Recognition

8. Common Core English Language Arts: G.K > RF > A.3 > S.3
   

   Know and apply grade-level phonics and word analysis skills in decoding words.

   1. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. 
   2. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. 
   3. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 
   4. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Decoded Words Grade level phonics Word analysis skills Basic knowledge Letter/sound correspondences [a] Primary sound [a] Most frequent sounds [a] Long and short sounds [b] High frequency words, by sight [c] Differing letters [d]	2 - Know (grade-level phonics and word analysis skills) 3 - Apply (grade-level phonics and word analysis skills) 2 - Demonstrate (basic knowledge of letter correspondences [a]) 2 - Associate (long and short sounds [b]) 2 - Read (high-frequency words by sight [c]) 4 - Distinguish (similarly spelled words [d]) 4 - Identify (sounds of letters [d])	1 - I can know grade-level phonics and word analysis skills in decoding words. 1 - I can apply grade-level phonics and word analysis skills in decoding words. 1 - I can demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. [a] 1 - I can associate the long and short sounds with common spellings for the five major vowels. [b] 1 - I can read common high-frequency words by sight. [c] 1 - I can distinguish between similarly spelled words by identifying the sounds of the letters that differ. [d]	A. Decoding requires applying phonics and word analysis skills. B. The five vowels have varied sounds and patterns in similar words; long vowel sounds often have a silent e at the end of words. C. Learning to recognize high frequency words requires much sight repetition and attention to use. D. Learning sounds made by letters and associating background information are crucial to word recognition and reading.	A.1 How do I decode words? B.1 How do I associate long and short vowel sounds? C.1 How do I quickly learn words that are common? D.1 How do I begin to recognize words and read?

9. Common Core English Language Arts: G.K > RF > A.4
   

   Fluency

10. Common Core English Language Arts: G.K > RF > A.4 > S.10
    

    Read emergent-reader texts with purpose and understanding.

    Content	Skills	Learning Targets	Big Ideas	Essential Questions
    Emergent-Reader Texts Purpose Understanding	1 - Read (Emergent-Reader Texts)	1 - 1 - I can read emergent-reader texts with purpose and understanding.	A. Readers know why they read and search for answers and understanding of text.	A.1 How do I read emergent (beginner) -reader texts?