|
|
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. |
Comments (0)
You don't have permission to comment on this page.