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PK Student Proficiency Levels: Standard 2 RdgFnd PA

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

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PK 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 

PK.2.PA.1

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

 

PK.2.PA.1

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

Developing 

PK.2.PA.1

Students will distinguish one-syllable words in 3-4 word sentences with guidance and support. 

 

PK.2.PA.1

Students will distinguish one-syllable words in 2-3 word sentences with guidance and support.

 

 

PK.2.PA.2 

Students will begin to recognize spoken words that rhyme with guidance and support.

 

PK.2.PA.2 

Students sometimes recognize spoken words that rhyme. 

PK.2.PA.2 

Students will recognize spoken words that rhyme. 

 

PK.2.PA.2

Students will recognize spoken words that rhyme. 

 

PK.2.PA.3

Students will begin to recognize syllables in spoken compound words.

 

PK.2.PA.3

Students will begin to recognize syllables in 2-3 syllable words.

PK.2.PA.3

Students will begin to recognize syllables in spoken words (e.g., sunshine= sun + shine).

 

PK.2.PA.3

Students will begin to recognize syllables in spoken words (e.g., sunshine= sun + shine).

 

PK.2.PA.4 

Students will begin to isolate initial sounds in spoken words. 

PK.2.PA.4 

Students will begin to isolate initial or final sounds in spoken words. 

PK.2.PA.4 

Students will begin to isolate initial and final sounds in spoken words. 

PK.2.PA.4

Students will begin to isolate initial and final sounds in spoken words.

  

PK.2.PA.5 

Not Applicable 

PK.2.PA.5 

Not Applicable

PK.2.PA.5 

Students will begin to recognize initial sounds in a set of spoken words (i.e., alliteration).

 

PK.2.PA.5 Students will begin to recognize initial sounds in a set of spoken words (i.e., alliteration).

 

 

PK.2.PA.6 

Students will begin to combine onsets and rimes to form familiar one syllable spoken words with pictorial support (e.g., /c/ + at).

PK.2.PA.6 

Students sometimes combine onsets and rimes to form familiar one syllable spoken words with pictorial support (e.g., /c/ + at).

PK.2.PA.6 

Students will combine onsets and rimes to form familiar one syllable spoken words with pictorial support (e.g., /c/ + at). 

PK.2.PA.6

 Students will combine onsets and rimes to form familiar one syllable spoken words with pictorial support (e.g., /c/ + at). 
    *Once the student demonstrates an understanding of an objective, consider a deeper acquisition of those skills. 

 

 Instructional Guidance 
Developing  Read aloud texts, poems and nursery rhymes with rhyming and alliteration.  Use fingerplays and songs to introduce phonological awareness concepts. Rhyming games
Approaching  Play syllable games and use movement and motion to help students understand syllables (e.g. marching across the room, counting on your fingers, etc).
Understanding  Use pictures and games to help students develop awareness of alliteration and phonemes.  You could include, Head, Waist, Toes and How Now Brown Cow. Play Onset and Rime games with students to help students form one syllable spoken words.  Concept of word games

Deeper

Acquisition 

 Move beyond recognition of skills such as syllables, rhymes, and initial and final sounds moving toward games that require students to produce sounds, syllables, or rhymes alouds.

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PK Proficiency Levels

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