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PK-2-F-1

Page history last edited by Jami Huck 5 years, 6 months ago

Standard 2: Reading Foundations
Students will develop foundational skills for future reading success by working with sounds, letters, and text.

FLUENCY: Students will recognize high- frequency words and read grade-level text smoothly and accurately, with expression that connotes comprehension.
PK.2.F.1 Students will read first name in print.
Student Actions	Teacher Actions
Students will recognize first name in print. Students will identify first name among other names or words in print.	Teachers provide students’ names for them to view. Teachers instruct students to narrow down their choices by the first letter then pay attention to the remaining letters when trying to identify their name. Teachers provide students with opportunities to interact with their name. Examples: building name, puzzle with name, stamping letters to form name, etc. Teachers monitor and provide feedback as students are learning to recognize and read their first name in print. Teachers monitor and provide feedback as students identify their first name among other names or words in print.

Supporting Resources

First, they learn to recognize the shape and form of the first letter. Consequently, when they see the initial letter of their name, they may think the word is their name.
With repeated exposure to their names in print, students then begin to take notice of the rest of the letters in their name and learn to spell names orally.
Finally, students begin to develop the ability to “write” their names.

During the first stage of initial letter recognition, it is important to post names in many different places, such as cubbies, snack charts, helper charts, birthday charts, name walls, etc. Daily practice is beneficial and necessary.
During the second stage, begin to compare names during interactive activities and centers.
Students need to use multisensory activities to “write” names as they build recall of proper spelling of names and strengthen fine motor skills for writing.
Students may be able to spell their name orally, but may not have fine motor skills needed to write letters yet.
Students need multisensory activities to build name spelling/letter knowledge, and fine motor skills help prepare students for writing with developmentally appropriate writing utensils like triangular pencils, fat crayons, or short markers and pencils.