Reading Standard 1: Print-Sound Code E1d

 

 

Students will develop an understanding of how words break up into separate sounds, how words are constructed from individual sounds, the alphabet, and how letters stand for sounds in words.

 

Knowledge of Letters and their Sounds

The precise number of letters and sounds kindergartners should know is not important; what is essential is that children grasp the idea of how letters represent sounds.

By the end of kindergarten children should be able to:

á      Recognize and name most capital

         and lower case letters    (90% or 47

         letters)

  • Recognize and say the common sounds of most letters and write a letter that goes with a spoken sound

á      Use knowledge of sounds and letters

         to  write phonetically

 

Phonemic Awareness:  the ability to hear and say separate sounds (phonemes); segmenting and blending sounds.

 

By the end of kindergarten, students will be expected to:

á      Recognize and produce rhyming

         words, and recognize rhyming pairs

         of words

á      Isolate initial consonants in single

        -syllable words (/c/ in ÒcatÓ)

á      Segment words into onset and rime

        (c-at)

á      Separate words into separate

         phonemes (/c/ /a/  /t/)

á      Blend onset and rimes (c-at is ÒcatÓ)

á      Blend phonemes (/c/ /a/ /t/ is ÒcatÓ)

 

Reading Words: 

 

Kindergarten students will:

 

  • Find or match a word in text
  • Use their knowledge of letter sounds to figure out simple consonant-vowel-consonant words
  • Read simple texts containing familiar letter-sound correspondences and high-frequency words, using semantic (meaning) clues, syntactic (structure) clues, and grapho-phonics clues

á      Read some words, including some

         high-frequency sight words (about 20

         for full-day K), taught in context

        (within meaningful print) in a print-rich

         environment.

 

 

 

Reading Standard 2: Getting the Meaning

E1c (from informational text)  E1d (by showing accuracy and fluency in oral reading)  E3b, E5a, E1b (by discussion)

 

 

Students are expected to develop the understanding that print conveys a message.

 

Accuracy and Fluency

 

á      Read patterned emergent level (level A and

     B) books, attending to each word in

    sequence and getting most of them correct

á      Follow the written text as they read and be

    able to point to familiar words

á      Retell a favorite story

 

Self-Monitoring and Self-Correcting Strategies

 

When children are reading a familiar text they will:

á      Look at the correct page

á      Determine whether what they read makes

        sense

á      Give evidence that they are following the

         reading

á      Self-correct and monitor while they read

 

When children are listening to text being read to them, children will:

á      Verbally express knowledge of characters,

         setting, and sequencing of events

á      Explain reasons for characters' actions

á      Monitor whether the story is making sense

         to them

 

 

 

Comprehension

 

When children are reading at their level, they are expected to:

á      Give evidence that they are following the

         meaning of what they are reading

á      Retell the story in their own words

á      Respond to simple questions about the

        story

 

When children are listening to texts that are read aloud, they are expected to be able to:

á      Make sense of texts read to them

á      Use picture clues to gain meaning

á      Use background knowledge / experiences

         to make sense of and talk about the text

á      Participate in discussions about the story

á      Retell the story in their own words in the

         correct sequence

á      Respond to simple questions at the literal,

         interpretive, and critical levels

á      Make predictions based on listening to

á       

         text and observing illustrations

á      Draw conclusions

á      Identify and discuss story elements:

         character, setting, problem, and solution

á      Re-enact the story

á      Create artwork or a written response that

        shows comprehension of a story

 

 

Reading Behaviors, Book Handling Skills, and Concepts of Print

 

Kindergarten children are expected to:

 

á      Hold a book appropriately and turn pages in the correct direction

á      Follow the flow of print from top to bottom, and left to right with a return sweep

á      Be able to follow text with a finger, pointing to each word as it is read demonstrating one- to-one correspondence

á      Understand that letters stand for sounds, that sounds make up words, and that words make up sentences

á      Pay attention to what the words they read are saying

 

 

 

Standard 3: