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Kdg Student Proficiency Levels: Standard 2 RdgFnd PWS

Page history last edited by Danielle Calvin 3 years, 2 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.

 

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

 

 

 

Understanding 

Objectives 

 

Approaching 

K.2.PWS.2 

 Students will identify all uppercase and lowercase letters.

 

K.2.PWS.1

 Students will identify all uppercase and lowercase letters.


 

Developing 

K.2.PWS.2 

 Students will identify many uppercase and lowercase letters.



 

 

K.2.PWS.2 

 Students will identify many uppercase and lowercase letters with guidance and support.

K.2.PWS.2 

 Students will sequence a few of the letters of the alphabet.

 

K.2.PWS.2 

 Students will sequence some of the letters of the alphabet.


 

K.2.PWS.2 

 Students will sequence the letters of the alphabet.


 

K.2.PWS.2 

 Students will sequence the letters of the alphabet.

 

K.2.PWS.3 

 Students will produce the primary or most common sound for each consonant (e.g., c = /k/, c = /s/, s = /s/, s = /z/, x = /ks/, x = /z/).

 

K.2.PWS.3 

 Students will produce the primary or most common sound for each consonant, short or long vowel sound (e.g., c = /k/, c = /s/, s = /s/, s = /z/, x = /ks/, x = /z/).


 

K.2.PWS.3 

 Students will produce the primary or most common sound for each consonant, short and long vowel sound (e.g., c = /k/, c = /s/, s = /s/, s = /z/, x = /ks/, x = /z/).

K.2.PWS.3 

Students will produce the primary or most common sound for each consonant, short and long vowel sound (e.g., c = /k/, c = /s/, s = /s/, s = /z/, x = /ks/, x = /z/).

 

K.2.PWS.4 

Students will begin to blend letter sounds to decode simple Vowel / Consonant (VC) words (e.g., VC words= at, in, up).

K.2.PWS.4 

Students will begin to blend letter sounds to decode simple Vowel / Consonant (VC) and Consonant / Vowel / Consonant (CVC) words (e.g., VC words= at, in, up; CVC words = pat, hen, lot).

K.2.PWS.4 

Students will blend letter sounds to decode simple Vowel / Consonant (VC) and Consonant / Vowel / Consonant (CVC) words (e.g., VC words= at, in, up; CVC words = pat, hen, lot).

K.2.PWS.4 

Students will blend letter sounds to decode simple Vowel / Consonant (VC) and Consonant / Vowel / Consonant (CVC) words (e.g., VC words= at, in, up; CVC words = pat, hen, lot).

 

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

 

 Instructional Guidance 

Developing 

Explicitly teach uppercase and lowercase letter names, and consonant sounds transitioning to short vowel sounds when students demonstrate they are ready.  Use various multisensory activities such as alphabet books, real-world objects, pictures, matching activities, sorts, poetry etc.  Provide many tactile and visual experiences with uppercase and lowercase letters. Some of the activities could include building with various manipulatives (playdough, blocks, paper, letter beads, tactile trays of sand, sugar, salt or shaving cream, paint or dot paint, rainbow, or mosaic names etc.).  


Develop the explicit awareness of sounds and words by modeling the sounds of the word, then blend the sounds together and say the word of simple vowel consonant words.  Provide many activities and time to practice this skill.


Model and provide hands-on, tactile experiences with sequencing some of the letters of the alphabet. 

Approaching 

Continue to explicitly teach uppercase and lowercase letters and sounds, including short and long vowel sounds through various formats such as alphabet books, real-world objects, pictures, matching activities, sorts, poetry etc.  Provide many tactile and visual experiences with uppercase and lowercase letters. Some of the activities could include building with various manipulatives (playdough, blocks, paper, letter beads, tactile trays of sand, sugar, salt or shaving cream, paint or dot paint, rainbow, or mosaic names etc.).


Develop the explicit awareness of sounds and words by modeling the sounds of the word, then blend the sounds together and say the word of simple vowel consonant (VC=up) and consonant, vowel, consonant (CVC=cat)  words.  Provide many activities and time to practice this skill.


Model and provide hands-on, tactile experiences with sequencing letters of the alphabet. 

Understanding 

Continue to explicitly teach uppercase and lowercase letters and sounds, including short and long vowel sounds through various formats such as alphabet books, real-world objects, pictures, matching activities, sorts, poetry etc.  Provide many tactile and visual experiences with uppercase and lowercase letters. Some of the activities could include building with various manipulatives (playdough, blocks, paper, letter beads, tactile trays of sand, sugar, salt or shaving cream, paint or dot paint, rainbow, or mosaic names etc.).


Provide opportunities for specific practice of blending simple vowel consonant (VC=up) and consonant, vowel, consonant (CVC=cat)  words.  Provide many activities and time to practice this skill.


Model and provide hands-on, tactile experiences with sequencing letters of the alphabet. 

Deeper

Acquisition 

Provide opportunities for reading simple vowel consonant (VC=up) and consonant, vowel, consonant (CVC=cat) words within a text.  Provide many activities and time to practice this skill moving on to other phonics patterns as needed.

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Kindergarten Proficiency Levels

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