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.