Standard 1: 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. 

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. 

Student Actions 

Teacher Actions 

3.2.PC Students will correctly form letters in print and cursive and use appropriate spacing for letters, words, and sentences.

• Students will correctly form letters in print and cursive.

• Teachers demonstrate correct letter formation in print and cursive.

• Teachers provide opportunities for correct letter formation in print and cursive.

• Teachers monitor student for correct formation of letters in print/cursive and 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.

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

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

Student Actions 

Teacher Actions 

3.2.PWS.1 Students will decode multisyllabic words using their knowledge of:

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

• vowel diphthongs (vowel combinations having two vowel sounds e.g., oi as in boil, oy as in boy)

• Students will decode words with more than one syllable that have “r” controlled vowels (e.g. “er” in hermit). 

•  Teachers explain how to decode words with more than one syllable that have “r” controlled vowels (e.g., “er” in hermit).

• Teachers model decoding words with more than one syllable that have “r” controlled vowels (e.g., “er” in hermit).

• Teachers provide opportunities for students to practice decoding words with more than one syllable that have “r” controlled vowels (e.g., “er” in hermit).

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

• Students will decode words with more than one syllable that have vowel diphthongs (combinations with two vowel sounds e.g., “oi” in checkpoint, or “oy” in cowboy).

• Teachers explain how to decode words with more than one syllable that have vowel diphthongs (combinations with two vowel sounds e.g., “oi in checkpoint, or “oy” in cowboy).

• Teachers model decoding words with more than one syllable that have vowel diphthongs (combinations with two vowel sounds e.g., “oi in checkpoint, or “oy” in cowboy).

• Teachers provide opportunities for students to practice decoding words with more than one syllable that have vowel diphthongs (combinations with two vowel sounds e.g., “oi in checkpoint, or “oy” in cowboy).

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

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

• all major syllable patterns

• contractions

• abbreviations

• common roots and related prefixes and suffixes

• Students will use all major syllable patterns to decode words with more than one syllable.

• closed

• consonant +le

• open

• vowel team

• vowel silent e

• r-controlled

• Teachers explain the major syllable patterns.  

• Teachers model decoding words using the major syllable patterns.  

• Teachers provide opportunities for students to apply knowledge of major syllable patterns to decode words.

• Teachers monitor student use of syllable patterns to decode words and give feedback or interventions as needed.

• Students will use the understanding of contractions to decode words with more than one syllable (e.g., haven’t).

• Teachers explain the structure of contractions.

• Teachers model reading contractions with more than one syllable.

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

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

• Teachers monitor and provide feedback or interventions with structural analysis as needed.

• Students will use the understanding of abbreviations to decode words with more than one syllable (e.g., Dr. = doctor, U.S. = United States).

• Teachers explain that abbreviations are a shortened form of a word.

• Teachers model reading abbreviations with more than one syllable.  

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

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

• Teachers monitor and provide feedback or interventions with structural analysis as needed.

• Students will use common roots, prefixes, and suffixes to decode words with more than one syllable.

• Teachers model decoding words with common roots, prefixes, and suffixes that have more than one syllable.  

• Teachers provide opportunities for students to apply knowledge of common roots, prefixes, and suffixes. to decode words with more than one syllable.

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

• Teachers monitor and provide feedback or interventions with structural analysis as needed.

3.2.PWS.3 Students will use decoding skills and semantics in context when reading new words in a text, including multisyllabic words.

• Students will use decoding (phonics) skills and word meaning in context to read new words in a text, including words with more than one syllable.

• Teachers provide opportunities for students to apply their decoding skills to understand words in context.

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

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

Student Actions 

Teacher Actions 

3.2.F.1 Students will read high frequency and/or 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 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 feedback and interventions as needed.

3.2.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 smoothly with accuracy, phrasing, and expression.

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

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