S.03 – Thread Standards Map for Using Phonics and Word Analysis Skills

This is a standards map for the concept of using phonics and word analysis skills. It is specific to Standard 3 of the Phonics and Word Recognition Anchor in the Reading Foundational Skills standards of the CCSS ELA standards.

1. Common Core State Standards: 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?

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

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

   1. Know the spelling-sound correspondences for common consonant digraphs.
   2. Decode regularly spelled one-syllable words.
   3. Know final -e and common vowel team conventions for representing long vowel sounds.
   4. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
   5. Decode two-syllable words following basic patterns by breaking the words into syllables.
   6. Read words with inflectional endings.
   7. Recognize and read grade-appropriate irregularly spelled words.

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Decoding Words Grade-level phonics Analysis skills Knowledge [a] Syllable(s) [b] Vowel conventions [c] Number of syllables [d] Basic patterns [e] Inflectional endings [f] Irregularly spelled words [g]	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])	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]	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.	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?

3. Common Core State Standards: English Language Arts > G.3 > RF > A.3 > S.3
   

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

   1. Identify and know the meaning of the most common prefixes and derivational suffixes.
   2. Decode words with common Latin suffixes.
   3. Decode multisyllable words.
   4. Read grade-appropriate irregularly spelled words.

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Decoding Words Grade-level phonics Analysis skills Prefixes [a] Suffixes [a] Latin suffixes [b] Multi-syllable words [c] Irregularly spelled words [d]	1 - Know (Phonics) 4 - Apply (Phonics) 1 - Know (Word analysis skills) 4 - Apply (Word analysis skills) 2 - Identify (Prefix meanings [a]) 2 - Identify (Derivational suffixes [a]) 1 - Know (Prefix meanings [a]) 1 - Know (Derivational suffixes [a]) 2 - Decode (Latin suffix words [b]) 2 - Decode (Multi-syllable words [c]) 2 - Read (Irregularly spelled words [d])	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. 2 - I can identify the meaning of the most common prefixes. [a] 2 - I can identify the meaning of derivational suffixes. [a] 1 - I know the meaning of most common prefixes. [a] 1 - I can identify the meaning of derivational suffixes. [a] 2 - I can decode words with common Latin suffixes. [b] 2 - I can decode multi-syllable words. [c] 2 - I can read grade-appropriate irregularly spelled words. [d]	A. Knowing prefixes and suffixes, roots and syllable formation helps readers decode common word/parts and uses in the attached forms. B. Knowing roots and how attached suffixes and prefixes affect word meaning and syllables helps readers break down parts of words to understand the whole. C. Irregularly spelled words may come from a language with different spelling rules. D. Irregularly spelled words create a challenge in recognizing and pronouncing until learned.	A.1 How does knowledge of suffixes, prefixes, roots and syllables help me read? B.1 How might I decode multi syllable words? C.1 How does the language of a word's roots affect spelling? D.1 Why do I struggle with some words?

4. Common Core State Standards: English Language Arts > G.5 > RF > A.3 > S.3
   

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

   a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Decoding Words Grade-level phonics Word-analysis skills Knowledge Syllable(s) [a] Printed word [a] Basic patterns [a] Inflectional endings [a] Irregularly spelled words [a]	1 - Know (Phonics) 4 - Apply (Word analysis) 2 - Use (Combined knowledge [a]) 2 - Read (Unfamiliar multisyllabic words in context [a]) 2 - Read (Unfamiliar multisyllabic words out of context [a])	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. 2 - I can use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes). [a] 2 - I can read accurately unfamiliar multisyllabic words in context. [a] 2 - I can read accurately unfamiliar multisyllabic words out of context. [a]	A. Readers apply word analysis and phonics skills with unfamiliar words in and out of context.	A.1 How do word analysis and phonics skills help me read?