Back to Kindergarten Introduction
Kindergarten Proficiency Levels
Standard 2: Reading Foundations |
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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. |
Instructional Guidance |
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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. |