
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.