This text resource illustrates the Standards Map for the Grade Kindergarten Reading Foundational Skills domain in the Common Core State Standards.
Demonstrate understanding of the organization and basic features of print.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Understanding of Print
Sentence
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2 - Demonstrate (Understanding of print organization)
2 - Demonstrate (Understanding of features of print)
1 - Recognize (Sentence features [a])
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2 - I can demonstrate understanding of organization of print.
2 - I can demonstrate understanding of basic features of print.
1 - I can recognize distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). [a]
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A. Printed speech has basic features and organization in words, sentences that aid comprehension.
B. A writing's structure may reveal if it is a story, letter or poem.
C. Sometimes I can recognize questions, dialog or mood of a story by punctuation marks.
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A.1 How can I understand written speech?
B.1 Why do I look at the organization of a writing before reading?
C.1 Why do some texts have question marks or other punctuation?
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Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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2 - Demonstrate (Understanding)
2 - Distinguish (Long form short vowel sounds [a])
2 - Produce (Single-syllable blended words [b])
2 - Isolate (Initial vowel sounds [c])
2 - Pronounce (Initial vowel sounds [c])
2 - Isolate (Medial vowel sounds [c])
2 - Pronounce (Medial sounds [c])
2 - Isolate (Final sounds [c])
2 - Pronounce (Final sounds [c])
2 - Segment (Single-syllable words [d])
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2 - I can demonstrate understanding of spoken words.
2 - I can demonstrate understanding of syllables.
2 - I can demonstrate understanding of sounds (phonemes).
2 - I can distinguish long from short vowel sounds in spoken single-syllable words. [a]
2 - I can orally produce single-syllable words by blending sounds (phonemes), including consonant blends. [b]
2 - I can isolate initial sounds (phonemes) in spoken single-syllable words. [c]
2 - I can isolate medial vowel sounds (phonemes) in spoken single-syllable words. [c]
2 - I can isolate final sounds (phonemes) in spoken single-syllable words. [c]
2 - I can pronounce initial sounds (phonemes) in spoken single-syllable words. [c]
2 - I can pronounce medial vowel sounds (phonemes) in spoken single-syllable words. [c]
2 - I can pronounce final sounds (phonemes) in spoken single-syllable words. [c]
2 - I can segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). [d]
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A. Spoken words are understood by syllables and sounds, delivery and context.
B. Rhyming helps readers learn similar words and recognize syllables. Rhyming is also useful in poems and songs.
C. Words may have short or long vowels and consonant mixes. Consonants help divide syllables.
D. Position of letters may determine long or short sounds. /l/ and /r/ sounds may 'color' vowels.
E. Sometimes sounds are more difficult to produce in different parts of a word. Blends may be more difficult to produce.
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A.1 How are spoken words understood and produced?
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 change from word to word?
E.1 Why are some difficult to pronounce?
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Know and apply grade-level phonics and word analysis skills in decoding words.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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1 - Know (Phonics)
4 - Apply (Phonics)
1 - Know (Word analysis skills)
4 - Apply (Word analysis skills)
1 - Know (Spelling-sound correspondences of consonant digraphs [a])
2 - Decode (Regularly spelled one-syllable words [b])
1 - Know (Long vowel conventions [c])
2 - Use (Syllable knowledge [d])
4 - Decode (Two-syllable words [e])
2 - Read (Inflectional ending words [f])
4 - Recognize (Irregularly spelled words [g])
2 - Read (Irregularly spelled words [g])
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1 - 1. I know grade-level phonics in decoding words.
4 - I can apply grade-level phonics in decoding words.
1 - I know word analysis skills in decoding words.
4 - I can apply word analysis skills in decoding words.
1 - I know the spelling-sound correspondences for common consonant digraphs. [a]
2 - I can decode regularly spelled one-syllable words. [b]
1 - I know final -e and common vowel team conventions for representing long vowel sounds. [c]
2 - I use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. [d]
4 - I can decode two-syllable words following basic patterns by breaking the words into syllables. [e]
2 - I can read words with inflectional endings. [f]
4 - I can recognize grade-appropriate irregularly spelled words. [g]
2 - I can read grade-appropriate irregularly spelled words. [g]
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A. Phonics and word analysis skills are used in decoding.
B. Words with digraphs require special production of sounds. Individual letters may be silent or make unique sounds.
C. Final -e is often silent unless a borrowed word from another language.
D. By studying patterns, sounds and syllable similarities are learned in new words.
E. Studying spelling makes me read faster because I recognize misspelled words and new ones.
F. Endings on words give hints to part of speech and are added with slight variation in meaning from the root.
G. Incorrect spelling could lead to a change in message. Irregularly spelled words must be learned.
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A.1 How do I use phonics and word analysis skills in reading?
B.1 Why do words sound different with digraphs?
C.1 How does a final -e in a word affect pronunciation?
D.1 How does studying word patterns help me learn new words?
E.1 How can learning spelling rules help me become a better reader?
F.1 How do inflectional endings influence meaning?
G.1 Why is spelling important?
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Read with sufficient accuracy and fluency to support comprehension.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Comprehension of Text
Orally Reading On-Level Text Successive Reading
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2 - Read (With sufficiency, accuracy)
2 - Read (On-level text with purpose, understanding [a])
2 - Read (Text with accuracy , rate, expression orally [b])
2 - Use (Context [c])
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2 - I can read with sufficient accuracy to support comprehension.
2 - I can read on-level text with purpose. [a]
2 - I can read on-level text with understanding. [a]
2 - I can read on-level text orally with accuracy on successive readings. [b]
2 - I can read on-level text orally with appropriate rate on successive readings. [b]
2 - I can read on-level text orally with expression on successive readings. [b]
2 - I can use context to confirm or self-correct word recognition, rereading as necessary. [c]
2 - I can use context to confirm or self-correct understanding, rereading as necessary. [c]
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A. Context confirms understanding and teaches new words.
B. Knowing why I am reading helps me find author meaning.
C. Increasing rate and accuracy make me learn more and make me a better reader.
D. Sometimes oral reading confirms new words I may have previously heard but don't recognize in print.
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A.1 Why is context important?
B.1 Why is it important to read with purpose?
C.1 How do I become a better reader?
D.1 What impact can oral reading have on my skills?
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