States’ Reading Standards – Parents As Tutors

Reading Foundation [Parent Guide and Workbook]

RF.K.1.D.: Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.2.D.: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes)
RF.K.3.A.: Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
RF.K.3.B.: Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
RF.1.2A.: Distinguish long from short vowel sounds in spoken single-syllable words.
RF.1.2B.: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.2C.: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
L.K.1.A.: Print many upper- and lowercase letters.
L.K.2.C.: Write a letter or letters for most consonant and short-vowel sounds (phonemes).

Blending and Segmenting [Parent Guide and Workbook]

RF.K.2.B.: Count, pronounce, blend, and segment syllables in spoken words.
RF.K.2.C.: Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2.D.: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words
RF.K.3.C.: Read common high-frequency words by sight.
RF.1.2.D.: Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
RF.1.3.A.: Know the spelling-sound correspondences for common consonant digraphs
RF.1.3B.: Decode regularly spelled one-syllable words.
RF.1.3C.: Know final -e and common vowel team conventions for representing long vowel sounds.
RF.2.3.B.: Know spelling-sound correspondences for additional common vowel teams.

Understanding Word [Full Guide]

RF.1.1A.: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
RF.1.3D.: Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
RF.1.3E.: Decode two-syllable words following basic patterns by breaking the words into syllables.
RF.1.3F.: Read words with inflectional endings.
RF. 2.3.C.: Decode regularly spelled two-syllable words with long vowels.
RF.2.3.D.: Decode words with common prefixes and suffixes.
RF.3.3.A.: Identify and know the meaning of the most common prefixes and derivational suffixes.
RF. 3.3.B.: Decode words with common Latin suffixes
RF.3.3.C.: Decode multi-syllable words
RF.4.3.A.: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
LK.4.B.: Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
LK.5.B.: Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
L.K.1.B.: Use frequently occurring nouns and verbs.
L.K.1.C.: Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes)
L.K.1.D.: Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
L.K.1.E.: Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
L.K.1.F.: Produce and expand complete sentences in shared language activities.
L.K.2.A.: Capitalize the first word in a sentence and the pronoun
L.K.2.B.: Recognize and name end punctuation.
L.1.1.B.: Use common, proper, and possessive nouns.
L.1.1.C.: Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
L.1.1.D.: Use personal, possessive, and indefinite pronouns
L.1.1.E.: Use verbs to convey a sense of past, present, and future.
L.1.1.F.: Use frequently occurring adjectives.
L.1.1.G.: Use frequently occurring conjunctions (e.g., and, but, or, so, because).
L.1.1.I.: Use frequently occurring prepositions (e.g., during, beyond, toward).
L.1.1.J.: Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
L.2.1.A.: Use collective nouns (e.g., group).
L.2.1.B.: Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
L.2.1.C.: Use reflexive pronouns (e.g., myself, ourselves).
L.2.1.D.: Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
L.2.1.E.: Use adjectives and adverbs, and choose between them depending on what is to be modified.
L.3.1.F.: Ensure subject-verb and pronoun-antecedent agreement.
L.3.1.G.: Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
L.3.1.H.: Use coordinating and subordinating conjunctions.
L.5.1.A.: Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
L.5.1.C.: Use verb tense to convey various times, sequences, states, and conditions
L.5.1.D.: Recognize and correct inappropriate shifts in verb tense.
L.5.1.E.: Use correlative conjunctions (e.g., either/or, neither/nor).
L.6.1.A.: Ensure that pronouns are in the proper case (subjective, objective, possessive).
L.6.1.B.: Use intensive pronouns (e.g., myself, ourselves)
L.6.1.C.: Recognize and correct inappropriate shifts in pronoun number and person

Comprehension Intervention [Full Guide]

RF.K.1.A.: Follow words from left to right, top to bottom, and page by page.
RL.1.1.: Ask and answer questions about key details in a text.
RL.1.2.: Identify the main topic and retell key details of a text.
RL.1.3.: Describe the connection between two individuals, events, ideas, or pieces of information in a text.
RL.1.4.: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text
RL.1.5.: Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
RL.1.6.: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
RL.1.7.: Use the illustrations and details in a text to describe its key ideas.
RL.1.8.: Identify the reasons an author gives to support points in a text.
RL.1.9.: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
RL.2.1.: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL.2.2.: Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
RL.1.2.5.: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
RL.1.3.2.: Determine the main idea of a text; recount the key details and explain how they support the main idea.
RL.3.2.: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
RL.3.3.: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
RL.3.7.: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
RL.3.8.: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
RL.3.9.: Compare and contrast the most important points and key details presented in two texts on the same topic.
RL.4.1.: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.4.5.: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
RL.4.6.: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
RL.5.2.: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
RL.5.3.: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
RL.6.1.: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2.: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RL.6.3.: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
RL.6.4.: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
RL.6.6.: Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
CCRA.R.1.: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCRA.R.2.: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCRA.R.3.: Analyze how and why individuals, events, or ideas develop and interact over the course of a text.