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Kdg Student Proficiency Levels: Standard 2 RdgFnd PA

Page history last edited by Danielle Calvin 5 years, 4 months ago

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Kindergarten Proficiency Levels

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. 

 

 

 

Understanding 

Objectives 

 

Approaching 

 K.2.PA.1 

 Students will distinguish spoken words in a sentence.

 

 K.2.PA.1

 Students will distinguish spoken words in a sentence.



 

Developing 

K.2.PA.1 

 Students will distinguish one-syllable spoken words in a sentence.

 

 

K.2.PA.1

 Students will distinguish one-syllable spoken words in a sentence with guidance and support.

 

K.2.PA.2 

 Students will recognize spoken words that rhyme or do not rhyme.

 

 

 

K.2.PA.2

 Students will recognize and produce pairs of rhyming words.


 

 

K.2.PA.2 

 Students will recognize and produce pairs of rhyming words, and distinguish them from non-rhyming pairs.

 

 

K.2.PA.2 

 Students will recognize and produce pairs of rhyming words, and distinguish them from non-rhyming pairs.

 

K.2.PA.3

  Students will isolate the same initial sounds in a set of spoken words (i.e., alliteration) (e.g., “the puppy pounces”).

 

 

K.2.PA.3

  Students will isolate or pronounce the same initial sounds in a set of spoken words (i.e., alliteration) (e.g., “the puppy pounces”).


 

 

K.2.PA.3 

Students will isolate and pronounce the same initial sounds in a set of spoken words (i.e., alliteration)

(e.g., “the puppy pounces”).

 

 

K.2.PA.3 

Students will isolate and pronounce the same initial sounds in a set of spoken words (i.e., alliteration)

(e.g., “the puppy pounces”).

 

K.2.PA.4 Students will begin to recognize the short or long vowel sound in one syllable words.

 

K.2.PA.4 

Students sometimes recognize the short or long vowel sound in one syllable words.

 

K.2.PA.4 

Students will recognize the short or long vowel sound in one syllable words.


 

K.2.PA.4 

Students will recognize the short or long vowel sound in one syllable words.

K.2.PA.5 

Students will count and pronounce syllables in spoken words.

 

K.2.PA.5

  Students will count, pronounce, blend, and segment syllables in spoken words.

 

K.2.PA.5 

Students will count, pronounce, blend, segment, and delete syllables in spoken words.

 

K.2.PA.5 

Students will count, pronounce, blend, segment, and delete syllables in spoken words.

K.2.PA.6 

 Students will blend onset and rime in one syllable spoken words.

(e.g., Blending: /ch/ + at = chat; segmenting: cat = /c/+ at).

 

K.2.PA.6 

 Students will blend or segment onset and rime in one syllable spoken words. (e.g., Blending: /ch/ + at = chat; segmenting: cat = /c/+ at).


 

K.2.PA.6 

 Students will blend and segment onset and rime in one syllable spoken words.

(e.g., Blending: /ch/ + at = chat; segmenting: cat = /c/+ at).

 

K.2.PA.6 

Students will blend and segment onset and rime in one  syllable spoken words.

(e.g., Blending: /ch/ + at = chat; segmenting: cat = /c/+ at).

K.2.PA.7 

 Students will begin to blend phonemes to form one syllable spoken words with 2 to 3 phonemes.

(e.g., /u/ /p/= up).

 

K.2.PA.7

 Students sometimes blend phonemes to form one syllable spoken words with 3 to 4 phonemes.

(e.g.,/c/ /a/ /t/= cat).

 

K.2.PA.7 

 Students will blend phonemes to form one syllable spoken words with 3 to 5 phonemes.

(e.g., /f/ /a/ /s/ /t/= fast).


 

K.2.PA.7 

 Students will blend phonemes to form one syllable spoken words with 3 to 5 phonemes.

(e.g., /f/ /a/ /s/ /t/= fast).

 

K.2.PA.8 

 Students will segment phonemes in one syllable spoken words with 2 to 3 phonemes.

(e.g., “fast” = /f/ /a/ /s/ /t/).

 

K.2.PA.8

 Students will begin to segment phonemes in one syllable spoken words with 3 to 4 phonemes.

(e.g., “fast” = /f/ /a/ /s/ /t/).

 

K.2.PA.8

 Students will segment phonemes in one syllable spoken words with 3 to 5 phonemes.

(e.g., “fast” = /f/ /a/ /s/ /t/).

 

K.2.PA.8 

 Students will segment phonemes in one syllable spoken words with 3 to 5 phonemes

(e.g., “fast” = /f/ /a/ /s/ /t/).

K.2.PA.9 

 Students will add phonemes in one syllable spoken words.

(e.g., “add /c/ to the beginning of “at” to say “cat;”)

K.2.PA.9 

 Students will add and delete phonemes in one syllable spoken words.

(e.g., “add /c/ to the beginning of “at” to say “cat;” “remove the /p/ from “pin,” to say “in;” )

K.2.PA.9 

 Students will add, delete, and substitute phonemes in one syllable spoken words.

(e.g., “add /c/ to the beginning of “at” to say “cat;” “remove the /p/ from “pin,” to say “in;” “change the /d/ in “dog” to /f/ /r/ to say “frog”).

K.2.PA.9 

Students will add, delete, and substitute phonemes in one syllable spoken words.

(e.g., “add /c/ to the beginning of “at” to say “cat;” “remove the /p/ from “pin,” to say “in;” “change the /d/ in “dog” to /f/ /r/ to say “frog”).

    *Once the student demonstrates an understanding of an objective, consider a deeper acquisition of those skills. 

 

 Instructional Guidance 

Developing 

Students will add phonemes in one syllable spoken words.

(e.g., “add /c/ to the beginning of “at” to say “cat;”)

Approaching  Teachers play blending and segmenting games with students. Elkonin Boxes are a helpful strategy for blending and segmenting individual phonemes.
Understanding  Teachers use pictures, movement, motions and read alouds to help students master phonological awareness skills.  Activities such as Robot Talk, Rhyme Chime and reading aloud The Foot Book by Dr. Seuss can be used for this instruction.

Deeper

Acquisition 

Move beyond blending and segmenting one-syllable words to more multisyllabic words and from words with fewer phonemes to those with more phonemes.

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Kindergarten Proficiency Levels

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