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G.2 - Reading Foundational Skills Standards Map

This text resource illustrates the Standards Map for the Grade 1 Reading Foundational Skills domain in the Common Core State Standards.

Standards

  4. Common Core English Language Arts: G.2 > RF > A.3 > S.1

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

    1. Distinguish long and short vowels when reading regularly spelled one-syllable words.
    2. Know spelling-sound correspondences for additional common vowel teams.
    3. Decode regularly spelled two-syllable words with long vowels.
    4. Decode words with common prefixes and suffixes.
    5. Identify words with inconsistent but common spelling-sound correspondences.
    6. Recognize and read grade-appropriate irregularly spelled words.
    Content Skills Learning Targets Big Ideas Essential Questions
    1 - Know (Phonics)
    4 - Apply (Phonics)
    1 - Know (Word analysis)
    4 - Apply (Word analysis)
    2 - Distinguish (Long and short vowels [a])
    1 - Know (Spelling-sound correspondences [b])
    2 - Decode (Long vowel two-syllable words [c])
    2 - Decode (Words with prefixes, suffixes [d])
    1 - Identify (Inconsistent but common spelling-sound words [e])
    1 - Recognize (Irregularly spelled words [f])
    2 - Read (Irregularly spelled words [f])
    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 distinguish long and short vowels when reading regularly spelled one-syllable words. [a]
    1 - I can know spelling-sound correspondences for additional common vowel teams. [b]
    1 - I can decode regularly spelled two-syllable words with long vowels. [c]
    1 - I can decode words with common prefixes and suffixes. [d]
    1 - I can identify words with inconsistent but common spelling-sound correspondences. [e]
    1 - I can recognize and read grade-appropriate irregularly spelled words. [f]
    A. Some spelling is irregular; it may be borrowed from another language or not match regular rules.
    B. Knowledge of spelling rules, patterns and irregularities helps us decode words.
    C. Knowing rules for long and short vowels makes spelling easier because the patterns are etched on our brains.
    D. Applying phonics rules helps readers decode words.
    E. Knowing affixes helps in understanding patterns and common meaning attached as root words are changed.
    A.1 Why are some spellings hard to remember?
    B.1 Why are spelling-sound correspondence and spelling rules important?
    C.1 How do long and short vowel rules help me spell?
    D.1 How can I apply phonics?
    E.1 Why is familiarity with prefixes and suffixes useful?
  6. Common Core English Language Arts: G.2 > RF > A.4 > S.4

    Read with sufficient accuracy and fluency to support comprehension.

    1. Read on-level text with purpose and understanding.
    2. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
    3. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
    Content Skills Learning Targets Big Ideas Essential Questions
    Orally Reading On-Level Text Successive Reading
    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])
    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]
    A. Considering surrounding words confirms understanding or use of new words.
    B. Hearing words helps readers recognize familiar words or confirm understanding.
    C. Reading is best understood when approached with a purpose and goals for understanding.
    A.1 Why is context important?
    B.1 How does reading aloud confirm word understanding.
    C.1 Why do I How do I approach reading?

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