Standard 2: Reading Foundations

Students will develop foundational skills for future reading success by working with sounds, letters, and text.

PHONOLOGICAL AWARENESS: Phonological awareness is the ability to recognize, think about, and manipulate sounds in spoken language without using text. 

Student Actions 

Teacher Actions 

1.2.PA.1 Students will blend and segment onset and rime in spoken words (e.g., /ch/+ /at/ = chat).

• Students will blend beginning sound(s) and remaining chunk to create words (e.g., /br/ + ight).

• Teachers explain blending sounds to create words ie, “Words are made up of individual or groups of sounds.”.

• Teachers model blending beginning sound with rime or word family. *Initial blending activities are easier when beginning sound is a continuant sound that can be produced for a longer period of time.  Examples of letters with continuant sounds are f, l, m, s, v, z.

• Teachers may introduce hand gestures or manipulatives to help students understand.  Example:  Make a fist for beginning sound and fist for rime or word family, then swing the beginning sound fist into the other fist while blending.

• Teachers provide daily opportunities for blending practice with guidance and feedback.

• Teachers monitor and provide opportunities for students to receive feedback.

1.2.PA.2 Students will differentiate short from long vowel sounds in one syllable words.

• Students will identify and distinguish between short and long vowels sounds in any position in a spoken one syllable word.  

• Teachers review long and short vowel sounds with students.  

• Teachers model segmenting one syllable words, locating, and identifying the vowel. Manipulatives or Elkonin boxes can be used.

• Teachers provide opportunities for students to practice segmenting words and identifying the vowel, using manipulatives if needed,  in whole group and small group situations.

• Teachers monitor segmentation and vowel identification, providing opportunities for students to receive feedback and interventions as needed.

1.2.PA.3 Students will isolate and pronounce initial, medial, and final sounds in spoken words.

• Students will orally segment beginning, middle, and ending sounds in spoken words. 

• Teachers model segmenting words into individual sounds using an Elkonin box, manipulatives, or motions, using the language beginning or initial, middle and ending or final sound.

• Teachers begin with 3 sound words, saying the word, then sliding manipulatives into the Elkonin boxes while saying individual sounds that make up the word, identifying the position of the sound.

• Teachers give students opportunities to practice segmenting a word into individual sounds in whole group and small groups, asking students the position of the sound.

• Teachers monitor and provide feedback to ensure students are segmenting words correctly and are aware of the position of the sound.

1.2.PA.4 Students will blend phonemes to form spoken words with 4 to 6 phonemes, including consonant blends (e.g., /s/ /t/ /r/ /i/ /ng/=string). 

• Students will blend 4 to 6 given sounds to create spoken words (including blends).

• Teachers model blending, beginning with 4 sounds then move to longer words, saying each sound while touching a finger, then sweeping across the fingers to represent the blending of sounds.  Hand motions, manipulatives, or Elkonin boxes can be used to teach blending.

• Teachers provide daily opportunities for students to blend using manipulatives or motions.

• Teachers provide guidance and practice for blending in whole and small group situations.

• Teachers monitor and provide feedback to students to ensure they are properly blending sounds into words.  Students who have trouble blending may use additive blending, where students blend the first and second sounds, then add sounds one at a time.

1.2.PA.5 Students will segment phonemes in spoken words with 4 to 6 phonemes into individual phonemes (e.g. string= /s/ /t/ /r/ /i/ /ng/).

• Students will separate sounds in spoken words with 4-6 sounds.

• Teachers model segmenting words into individual sounds using an Elkonin box, manipulatives, or motions.  
• Teachers begin with 4 sound words, saying the word, then sliding manipulatives into the Elkonin boxes while saying individual sounds that make up the word.
• Teachers give students opportunities to practice segmenting a word into individual sounds in whole group and small groups.
• Teachers monitor and provide feedback to ensure students are segmenting words correctly.  

1.2.PA.6 Students will add, delete, and substitute phonemes in spoken words (e.g., “add /g/ to the beginning of low to say ‘glow;’ “remove the /idge/ from ‘bridge,’ to say ‘br;’ “change the /ar/ in ‘charm’ to /u/ to say ‘chum’). 

• Students will manipulate sounds in one syllable spoken words:

• Add sounds (/c/ + lip = clip)

• Remove sounds (grip - /g/ = rip)

• Change sounds:

• Change the /d/ in dip to /ch/ to make “chip”

• Change the /n/ in pen to /t/ to make “pet”

• Change the /a/ in cap to /o/ to make “cop”

• Teachers model adding, removing, and changing sounds in words orally or by using manipulatives, Elkonin boxes, or motions.

• Teachers provide opportunities for students to practice adding, removing, and changing sounds in words orally or by using manipulatives, Elkonin boxes, or motions in whole group and small groups.

• Teachers monitor and provide opportunities for students to receive feedback when manipulating sounds in words.

PRINT CONCEPTS: Students will demonstrate their understanding of the organization and basic features of print, including book handling skills and the understanding that printed materials provide information and tell stories. 

Students will continue to review and apply earlier grade level expectations for this standard.  If print concepts skills are not mastered, students will address skills from previous grades. 

Student Actions 

Teacher Actions 

1.2.PC.1 Students will correctly form letters and use appropriate spacing for letters, words, and sentences using left-to-right and top-to-bottom progression.

• Students will correctly form letters in print.

• Teachers demonstrate correct letter formation in print.

• Teachers provide opportunities for correct letter formation in print.

• Teachers monitor student for correct formation of letters in print provide feedback as need.

• Students will use correct spacing between letters, words, and sentences.

• Teachers demonstrate appropriate spacing between letters, words, and sentences.

• Teachers provide opportunities for students to use appropriate spacing.

• Students will print from left to right and work from top to bottom of page.

• Teachers model writing beginning at the top left side moving to the right side of the page and working towards the bottom of the page in left to right motion.

• Teachers provide daily writing opportunities for students to practice left to right, top to bottom progression.

• Teachers monitor writing progression and provide feedback as needed.

1.2.PC.2 Students will recognize the distinguishing features of a sentence (e.g., capitalization of the first word, ending punctuation, comma, quotation marks).

• Students will know:

• Sentences begin with a capital letter.

• Teachers explain that sentences begin with a capital letter.

• Teachers model writing sentences beginning with a capital letter.

• Teachers point out capital letters at the beginning of sentences in texts.

• Teachers provide opportunities for students to write sentences beginning with capital letters.

• Teachers monitor understanding of sentence features and provide opportunities for students to receive feedback.

• Students will know:

• Sentences end with a period, question mark, or exclamation mark.

• Teachers explain that sentences end with a period, question mark, or exclamation mark to clarify purpose.

• Teachers write sentences modeling which end mark to use for specific purposes.

• Teachers model reading questions and exclamatory sentences with expression.  

• Teachers give students opportunities to locate different end marks in text.

• Teachers give students opportunities to read sentences with expression based on end marks.

• Teachers monitor and provide opportunities for students to receive feedback.

• Students will know:

• Some purposes of commas and quotation marks.

• Teachers explain the purpose of using commas when making lists, in dates, etc, and explain that a comma means to pause before reading the next word.

• Teachers explain that quotation marks mean that a character is talking.

• Teachers model reading texts with commas and quotation marks.

• Teachers provide students with opportunities to locate commas and quotation marks in texts and practice reading, paying close attention to punctuation marks.

• Teachers monitor and provide opportunities for students to receive feedback.

PHONICS AND WORD STUDY: Students will decode and read words in context and isolation by applying phonics and word analysis skills.

Student Actions 

Teacher Actions 

1.2.PWS.1 Students will decode phonetically regular words by using their knowledge of:

• single consonants (e.g., c = /k/, c = /s/, s = /s/, s = /z/, x = /ks/, x = /z/)

• consonant blends (e.g., bl, br, cr)

• consonant digraphs and trigraphs (e.g., sh-, -tch)

• vowel sounds:

• long

• short

• r­-controlled vowels (e.g., ar, er, ir or, ur)

• vowel spelling patterns:

• vowel digraphs (e.g., ea, oa, ee)

• vowel-consonant-silent-e (e.g., lake)

• Students will decode phonetically regular words using knowledge of consonant sounds, blends, digraphs, trigraphs, short and long vowel sounds, and vowel patterns. 

•  Teachers use phonics to teach sounds of letters and groups of letters.

• Teachers explain principles that govern the sounds and spelling patterns of regular decodable words.

• Teachers model using knowledge of phonics and phonics principles to decode words.

• Teachers provide students opportunities to apply knowledge of phonics and phonics principles to decode words in isolation and in texts.

• Teachers monitor and provide feedback or interventions as needed to help students successfully decode regular words.

1.2.PWS.2 Students will decode words by applying knowledge of structural analysis:

• most major syllable patterns (e.g., closed, open, vowel team, vowel silent e, r-controlled)

• inflectional endings (e.g., -s, -ed, -ing)

• compound words

• contractions

• Students will use major syllable patterns to decode words.

• -closed

• -open

• -vowel team

• -vowel silent e

• -r-controlled.

• Teachers explain syllable patterns when teaching words that belong within that pattern.

• Teachers model using syllable patterns to analyze and decode words.

• Teachers give students opportunities to identify syllable patterns and use these patterns to decode words.

• Teachers post syllable patterns when taught and review frequently.

• Teachers monitor student use of syllable patterns to decode words and provide opportunities for students to receive feedback or interventions as needed.

• Students will use knowledge of inflected endings to decode words.  

• Teachers explain word structures when teaching inflected endings.

• Teachers use think alouds to explain how to analyze and decode words using structural analysis.

• Teachers provide students opportunities to decode words using structural analysis, increasing the difficulty of words as students become more skilled.  

• Teachers encourage students to look at word structure when trying to decode an unknown word in texts.  

• Teachers monitor and provide opportunities for students to receive feedback or interventions with structural analysis as needed.

• Students will use knowledge of compound words to decode words.

• Teachers explain word structures when teaching compound words.

• Teachers use think alouds to explain how to analyze and decode compound words.

• Teachers provide students opportunities to decode compound words, increasing difficulty of words as students become more skilled.

• Teachers encourage students to look at word structure when trying to decode an unknown word in texts.

• Teachers monitor and provide opportunities for students to receive feedback or interventions with structural analysis as needed.

• Students will use knowledge of contractions to decode words.

• Teachers explain the structure of contractions.

• Teachers model reading contractions with one syllable.

• Teachers provide opportunities for students to apply knowledge of contractions when reading words with one syllable.

• Teachers encourage students to look at word structure when trying to decode an unknown word in texts.

• Teachers monitor and provide opportunities for students to receive feedback or interventions with structural analysis as needed.

1.2.PWS.3 Students will read words in common word families (e.g., -at, -ab, -am, -in).

• Students will read words in common word families or rimes (e.g., -am, -et, -in, -og, -ut).

• Teachers model analyzing, reading, and sorting word family words.

• Teachers provide students opportunities to read word family words in isolation and in context.

• Teachers provide students opportunities to sort word family words and build additional words that will fit in the target word families.

• Teachers provide students opportunities to use word family words in games, activities, and writing.

• Teachers monitor student progress reading and working using word families and provide opportunities for students to receive feedback and interventions as needed.

FLUENCY: Students will recognize high- frequency words and read grade-level text smoothly and accurately, with expression that connotes comprehension.

Student Actions 

Teacher Actions 

1.2.F.1 Students will read high frequency and/or common irregularly spelled grade-level words with automaticity in text.

• Students will quickly recognize and read regular and common irregularly spelled grade-level sight words.

•  Teachers introduce common regular and irregular high-frequency sight words to students, modeling how to analyze words for decodability or memorization.

• Teachers provide practice reading, spelling, writing, and using decodable and irregular sight words that are common, grade-level words.

• Teachers provide opportunities for students to identify and read sight words in context.

• Teachers monitor acquisition of sight words and provide opportunities for students to receive feedback and interventions (e.g. sight word games or centers).

1.2.F.2 Students will orally read grade-level text at an appropriate rate, smoothly and accurately, with expression that connotes comprehension.

• Students will read grade-level text at an appropriate speed with accuracy, expression, and phrasing that suggests comprehension.  

• Teachers will model reading with accuracy, fluency, and expression.

• Teachers will provide students opportunities to practice reading and rereading for fluency.

• Teachers will monitor and provide opportunities for students to receive feedback and interventions as needed as students are working on fluency in grade-level texts.