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PK Student Proficiency Levels: Standard 2 RdgFnd PC

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.

 

PRINT CONCEPTS: Students will demonstrate their understanding of the organization and basic features of print, including book handling skills and the understanding that printed materials provide information and tell stories.  

 

 

 

Understanding 

Objectives 
 

Approaching 

 PK.2.PC.1

Students will write the majority of the letters in their first name and some uppercase and lowercase letters with guidance and support. 

PK.2.PC.1

 Students will write the majority of the letters in their first name and some uppercase and lowercase letters with guidance and support.

Developing 

PK.2.PC.1

Students will write the majority of the letters in their first name and some uppercase letters with guidance and support. 

PK.2.PC.1

Students will write some of the letters in their first name with guidance and support.

 

PK.2.PC.2 

Not Applicable 

PK.2.PC.2 

Students will begin to understand that print carries a message by recognizing labels, signs, and other print in the environment with guidance and support.

 

PK.2.PC.2 

Students will understand that print carries a message by recognizing labels, signs, and other print in the environment with guidance and support. 

PK.2.PC.2

Students will understand that print carries a message by recognizing labels, signs, and other print in the environment with guidance and support.

PK.2.PC.3 

Students will begin to demonstrate correct book orientation. 

PK.2.PC.3 

Students will begin to demonstrate correct book orientation and identify the front cover of a book. 

PK.2.PC.3 

Students will begin to demonstrate correct book orientation and identify the front and back covers of a book.

 

PK.2.PC.3

 Students will begin to demonstrate correct book orientation and identify the front and back covers of a book.

PK.2.PC.4 

Students will begin to recognize that written words are made up of letters with guidance and support. 

PK.2.PC.4 

Students will begin to recognize that written words are made up of letters and are separated by spaces with guidance and support.

 

 PK.2.PC.4 

Students will recognize that written words are made up of letters and are separated by spaces with guidance and support. 

 

PK.2.PC.4

 Students will recognize that written words are made up of letters and are separated by spaces with guidance and support.   

PK.2.PC.5 

Not Applicable

PK.2.PC.5 

Not Applicable 

 

PK.2.PC.5 

Students will begin to understand that print moves from top to bottom, left to right, and front to back.

 

PK.2.PC.5

 Students will begin to understand that print moves from top to bottom, left to right, and front to back. 

PK.2.PC.6 

Not Applicable

 

PK.2.PC.6 

Students will begin to recognize ending punctuation marks in print during shared reading or other text experiences with guidance and support.

PK.2.PC.6 

Students will recognize ending punctuation marks in print during shared reading or other text experiences with guidance and support.

PK.2.PC.6

 Students will recognize ending punctuation marks in print during shared reading or other text experiences with guidance and support. 
    *Once the student demonstrates an understanding of an objective, consider a deeper acquisition of those skills. 

 

 Instructional Guidance 
Developing  Read-alouds, environmental print, and independent interaction with text can be used to help students recognize that print holds a message.  An activity such as Name Bags can help students build their names, as they work toward writing their names.
Approaching  As students are developing their Print Awareness, provide many opportunities for interactions with text through predictable texts, patterned texts, and big books.  This will help children understand the relationship between spoken and written language as teachers are emphasizing the correlation between their spoken language and the text. Use pointers or other tracking devices for pointing out words, left to right progression, and top to bottom progression.
Understanding  Provide opportunities for students to interact with big books, predictable and patterned texts so they can begin to demonstrate correct book orientation, identify the front and back covers of a book, and attempt tracking the print on their own. Connect words in print to words students already know (e.g., dog starts just like David in our classroom).  Teach and reinforce book awareness and book handling.  

Deeper

Acquisition 

 Guide students during read-alouds using big books to notice additional distinguishing features of a book (title, title page), sentences and their distinguishing features (capital letters and punctuation), words, and letters.  Allow students opportunities to find and name the distinguishing features.  

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