Standard(s):
[ELA2015] (0) 35 : 35 ) Add drawings or other visual displays to descriptions as desired to provide additional detail. [SL.K.5]
[ELA2015] (0) 22 : 22 ) Know and apply grade-level phonics and word analysis skills in decoding words. [RF.K.3]
a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. [RF.K.3a]
b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. [RF.K.3b]
c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). [RF.K.3c]
d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. [RF.K.3d]
[ELA2015] (0) 21 : 21 ) Demonstrate understanding of spoken words, syllables, and sounds (phonemes). [RF.K.2]
a. Recognize and produce rhyming words. [RF.K.2a]
b. Count, pronounce, blend, and segment syllables in spoken words. [RF.K.2b]
c. Blend and segment onsets and rimes of single-syllable spoken words. [RF.K.2c]
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) (Words, syllables, or phonemes written in /slashes/ refer to their pronunciation or phonology. Thus, /CVC/ is a word with three phonemes regardless of the number of letters in the spelling of the word.) [RF.K.2d]
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. [RF.K.2e]
[ELA2015] (0) 20 : 20 ) Demonstrate understanding of the organization and basic features of print. [RF.K.1]
a. Follow words from left to right, top to bottom, and page by page. [RF.K.1a]
b. Recognize that spoken words are represented in written language by specific sequences of letters. [RF.K.1b]
c. Understand that words are separated by spaces in print. [RF.K.1c]
d. Recognize and name all uppercase and lowercase letters of the alphabet. [RF.K.1d]
[DLIT] (1) 6 : R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.
[DLIT] (0) 8 : 2) Demonstrate use of input devices.
Examples: Mouse, touch screen, keyboard.
[DLIT] (0) 6 : R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.
[ELA2015] (1) 22 : 22 ) Know and apply grade-level phonics and word analysis skills in decoding words. [RF.1.3]
a. Know the spelling-sound correspondences for common consonant digraphs. [RF.1.3a]
b. Decode regularly spelled one-syllable words. [RF.1.3b]
c. Know final -e and common vowel team conventions for representing long vowel sounds. [RF.1.3c]
d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. [RF.1.3d]
e. Decode two-syllable words following basic patterns by breaking the words into syllables. [RF.1.3e]
f. Read words with inflectional endings. [RF.1.3f]
g. Recognize and read grade-appropriate irregularly spelled words. [RF.1.3g]
[ELA2015] (1) 40 : 40 ) With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. [L.1.5]
a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. [L.1.5a]
b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). [L.1.5b]
c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). [L.1.5c]
d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. [L.1.5d]