Reading Skill Grade level Guide


1	Areas of Learning and Grades in which Students are Working to Achieve Control Over Learning

2	Areas of Learning		Behavior Examples
3	Early Literacy Concepts		-Distinguish and talk about the difference between pictures and print -Understand and talk about the purpose of print in reading -Understand and talk about the purpose of print in writing -Recognize and point to one's name -Use left-to-right directionality of print -Undertand and talk about the concepts of first and last in written language -Understand and demonstrate that one spoken word matches one group of letters
4	Phonological Awareness	Rhyming Words	-Hear and say rhyming words: e.g. new, blue. -Hear and connect rhyming words: e.g. fly, high, buy, sky -Hear and generate rhyming words: e.g. a bug in a ___ (hug, jug, mug, rug)
5		Words	-Hear and recognize word boundaries -Divide sentences into words: (e.g. I - like - to - play.)
6		Syllables	-Hear, say, and clap syllables: (e.g., farm, be/fore, an/i/mal) -Blend syllables: e.g. let/ter -Divide words into syllables: e.g., never, nev/er -Delete a syllable from a word: e.g., a/round, round; be/hind, be.
7		Onsets and Rimes	-Hear and divide onsets and rimes: e.g., m-en, bl-ack -Blend onsets with rimes: e.g., d-og, dog.
8		Phonemes	-Hear and say two phonemes (sounds) in a word: e.g., /a/ /t/. -Divide a word into phonemes: e.g., no, /n/ /ō/ -Hear and say three phonemes in a word: e.g. /r/ /u/ /n/ -Hear and say the beginning phoneme in a word: e.g., sun, /s/ -Hear and say the ending phoneme in a word: e.g. bed, /d/ -Hear and say the same beginning phoneme in words: e.g., run, red, /r/ -Hear and say the same ending phoneme in words: e.g. win, fun, /n/ -Blend 2-3 phonemes in a word: e.g., /l/ /o/ /t/, lot -Add a phoneme to the beginning of a word: e.g., /s/ + it = sit
9	K- Letter Knowledge	Identifying letters	-Recognize and point to distinctive features of letter forms. -Recognize letters and state their name -Recognize and point to uppercase and lowercase letters: e.g. B,b -Categorize letters by features -Recognize and talk about the order of the alphabet
10		Recognizing Letters in Words and Sentences	-Recognize and name letters in the environment (signs, labels, etc.) -Understand and talk about the fact that words are formed with letters -Recognize and name letters in words
11		Forming Letters	-Use efficient and consistent motions to form letters in print with writing tools
12	Letter-Sound Relationships	Consonants	-Understand and talk about the fact that some letters represent consonant sounds: e.g., letter b stands for the first sound in boy. -Recognize and use beginning consonant sounds and the letteres that represent them: b,c,d,f,g,h, etc. -Recognize, point to, and say the same beginning consonant sounds and the letter that represents the sound: e.g., bag, bee. -Recognize and use ending consonant sounds and the letters that represent them: b, d, f, g, k, etc.
13		Vowels	-Understand and talk about the fact that some letters represent vowel sounds -Hear and identify short vowel sounds in words and the letters that represent them -Recognize and use short vowel sounds in the middle of words (CVC) e.g., hat, bed, run
14	Spelling Patterns	Phongram Patterns	-Recognize and use the CVC pattern: e.g., cap, get, pig, got, but, etc. -Recognize and ue more common phonograms with VC pattern: -ab, -ad, -ag, -am, -ed, -et, -id, -ig, -in, -ob, -od, -op, -ub, -ug, etc.
15	High Frequency Words		-Recognize and use high frequency words, with 1-3 letters: e.g. a, I, in, is, of, to, and, the, etc. -Read and write approximately 25 high frequency words -Locate and read high-frequency words in continuous text
16	Word Meaning/ Vocabulary	Concept Words	-Recognize and use concept words: e.g., color names, number words, days of the week, months of the year, seasons
17		Related Words	-Recognize and talk about the fact that words can be related in many ways: --sound: e.g. hear/here --spelling: e.g. kite/bite --category: e.g. hat/coat
18	Word Structure	Syllables	-Hear, say, clap, and identify syllables in 1 or 2 syllable words: e.g., big, lit/tle
19		Contractions	-Recognize contractions with not: e.g. can't, didn't
20		Plurals	-Talk about the fact that a noun can refer to more than one -Recognize plurals that add-s: e.g. cars, dogs
21	Word-Attack Strategies	Using What is Known to Attack Unknown Words	-Recognize and fine names -Use the initial letter in a name to make connections to other words: e.g. Max, Maria, make -Use the initial letter in a name to read and write other words:, e.g., Tom, toy, cat -Recognize and read known words quickly
22		Analyzing Words to Attack Unknown Words	-Say a word slowly to hear the inital/final sound in the word
23		Changing, Adding, or Removing Parts to Attack Words	-Change the beginning sound to make and attack a new word: e.g. he to me -Change the ending sound to make a new word: e.g. bed to bet
24		Spelling Strategies	-Spell known words quickly -make a first attempt to spell an unknown word -Use letter-sound relationships to help spell an unknown word


1	Areas & Grades in which Students are Working to Achieve Control Over Learning

2	Grade	Areas of Learning	Behavior Examples
3	1- Early Literacy Concepts		-Distinguish and talk about the difference between pictures and print -Understand and talk about the purpose of print in reading -Understand and talk about the purpose of print in writing -Understand and talk about the concept of a letter -Recognize and point to one's name -Use left-to-right directionality of print -Undertand and talk about the concepts of first and last in written language -Understand and demonstrate that one spoken word matches one group of letters -Locate the first and last letters of words in continuous text
4	1- Phonological Awareness	Rhyming Words	-Hear and say rhyming words: e.g. new, blue. -Hear and connect rhyming words: e.g. fly, high, buy, sky -Hear and generate rhyming words: e.g. a bug in a ___ (hug, jug, mug, rug)
5		Words	-Hear and recognize word boundaries -Divide sentences into words: (e.g. I - like - to - play.)
6		Syllables	-Hear, say, and clap syllables: (e.g., farm, be/fore, an/i/mal) -Blend syllables: e.g. let/ter -Divide words into syllables: e.g., never, nev/er -Delete a syllable from a word: e.g., a/round, round; be/hind, be.
7		Onsets and Rimes	-Hear and divide onsets and rimes: e.g., m-en, bl-ack -Blend onsets with rimes: e.g., d-og, dog.
8		Phonemes	-Hear and say two phonemes (sounds) in a word: e.g., /a/ /t/. -Divide a word into phonemes: e.g., no, /n/ /ō/ -Hear and say three phonemes in a word: e.g. /r/ /u/ /n/ -Hear and say the beginning phoneme in a word: e.g., sun, /s/ -Hear and say the ending phoneme in a word: e.g. bed, /d/ -Hear and say the same beginning phoneme in words: e.g., run, red, /r/ -Hear and say the same ending phoneme in words: e.g. win, fun, /n/ -Blend 2-3 phonemes in a word: e.g., /l/ /o/ /t/, lot -Add a phoneme to the beginning of a word: e.g., /s/ + it = sit -Change a sound in the middle of a word to make a new word (e.g. hit, hat)
9	1- Letter Knowledge	Identifying letters	-Recognize and point to distinctive features of letter forms. -Recognize letters and state their name -Recognize and point to uppercase and lowercase letters: e.g. B,b -Categorize letters by features -Recognize and talk about the order of the alphabet
10		Recognizing Letters in Words and Sentences	-Recognize and name letters in the environment (signs, labels, etc.) -Understand and talk about the fact that words are formed with letters -Recognize and name letters in words
11		Forming Letters	-Use efficient and consistent motions to form letters in print with writing tools
12	1- Letter-Sound Relationships	Consonants	-Understand and talk about the fact that some letters represent consonant sounds: e.g., letter b stands for the first sound in boy. -Recognize and use beginning consonant sounds and the letteres that represent them: b,c,d,f,g,h, etc. -Recognize, point to, and say the same beginning consonant sounds and the letter that represents the sound: e.g., bag, bee. -Recognize and use ending consonant sounds and the letters that represent them: b, d, f, g, k, etc. -Listen, Match sounds and letters in the middle of a word. -Recognize and use double ending consonants (off, hill) -Recognize and say consonant clusters that blends (bl, cl, sk, scr, etc.) -Recognize and use two consonant letters that represent one sound at the beginning of a word (e.g. ch, ph, sh, th, wh) -Recognize and use two consonant letters that usually represent one sound at the end of a word (e.g. ck, sh, ng, th) -Recognize and use consonant letters that represent two or more different sound at the beginning of a work: (car, city; get, gym, etc.) -Recognize and use consonant letters that represent tow or more different sounds at the end of a word: (hug, cage, rich, stomach, etc.) -Recognize and use consonant clusters at the end of a word: (ct, ft, ld, lf, lp, lt, sp, st, etc.)
13		Vowels	-Understand and talk about the fact that some letters represent vowel sounds -Hear and identify short vowel sounds in words and the letters that represent them -Recognize and use short vowel sounds in the middle of words (CVC) e.g., hat, bed, run -Hear and identify long vowel sounds in words -Recognize and use long vowel sounds in words with silent e -Contrast short and long vowel sounds in words (pet/Pete) -Recognize and use y as a vowel sound (happy)
14		Letter-Sound Representations	-Understand and talk about how to use the computer keyboard
15	1- Spelling Patterns	Phongram Patterns	-Recognize and use the CVC pattern: e.g., cap, get, pig, got, but, etc. -Recognize and ue more common phonograms with VC pattern: -ab, -ad, -ag, -am, -ed, -et, -id, -ig, -in, -ob, -od, -op, -ub, -ug, etc. -Recognize and use less common phonograms with a VC pattern: -ax, eg, em,ix, on, ud, up, etc. -Recognize and use phonograms with a VCe pattern: -ace, -ade, -ice, -ine, -oke, -ose, etc. -Recognize and use phonogrmas that end with a double consonant: -all, -ass, -ell, -ess, etc. -Recognize and use phonograms with a double vowell: -eed, -ood, -oop, etc.
16		Vowel Phonogram Patterns in Single-Syllable Words	-Recognize and use phonogram patterns with a short vowel sound in single syllable words:-ab, -ad, -am, -ed, -en, -ick, -id, -ob, -ock, -ug, etc.
17	1- High Frequency Words		-Recognize and use high frequency words, with 1-3 letters: e.g. a, I, in, is, of, to, and, the, etc. -Read and write approximately 100 high frequency words -Locate and read high-frequency words in continuous text -Recognize and use longer high-frequency words: after, around, very, etc. -Develop and use strategies for acquiring a large core of high frequency words
18	1- Word Meaning/Vocabulary	Concept Words	-Recognize and use concept words: e.g., color names, number words, days of the week, months of the year, seasons
19		Related Words	-Recognize and talk about the fact that words can be related in many ways:--sound: e.g. hear/here,--spelling: e.g. kite/bite--category: e.g. hat/coat -Recognize and use synonyms -Recognize and use antonyms
20		Combined and Created Words	-Recognize and use compound words
21	1- Word Structure	Syllables	-Hear, say, clap, and identify syllables in 1 or 2 syllable words: e.g., big, lit/tle -Understand and talk about the fact that each syllable contains one vowel sound -Hear, say, clap and idenify syllables in words with three or more syllables
22		Compound Words	-Recognize and use common compound words (into, myself, something, etc) -Recognize and use other compound words (airport, blueberry, etc.)
23		Contractions	-Recognize contractions with not: e.g. can't, didn't -Recognize and use contractions with am and are: I'm, we're, you're, etc. -Recognize and use contractions with is or has: he's, it's what's, who's, etc. -Recognize and use constractions with will: I'll, he'll, you'll, etc.
24		Plurals	-Talk about the fact that a noun can refer to more than one -Recognize plurals that add-s: e.g. cars, dogs -Recognize and use plurals that add-es to words that end in ch,sh,x,or z -Recognize and use plurals that add -s to words that end with a vowel and y, (boys)
25		Possessives	-Reconize and use possessives that add an apostrophe and s (town's, boy's, etc.)
26		Suffixes	-Understand and talk about the concept of a suffix -Recognze and use the ending s when making a verb agree with its subject -Recognize and use the ending -ing (live/living, etc) -Recognize and use the ending -ed to show past tense
27		Abbreviations	-Recognize and use common abbreviations and understand the full form of the word they shorten (Mr., Mrs. Dr., Mon., etc)
28	1- Word-Attack Strategies	Using What is Known to Attack Unknown Words	-Recognize and fine names -Use the initial letter in a name to make connections to other words: e.g. Max, Maria, make -Use the initial letter in a name to read and write other words:, e.g., Tom, toy, cat -Recognize and read known words quickly -Identify word that end the same to solve unknown words -Identify words that have the same letter pattern and use them to solve an unknown word (hat/sat, light/night, etc.) -Use know word parts to solve unknown words
29		Analyzing Words to Attack Unknown Words	-Say a word slowly to hear the inital/final sound in the word -Recognize the sequence of letters and the sequence of sounds to read a word -Recognize and use onsets and rimes to read words (b-ag, bag)
30		Changing, Adding, or Removing Parts to Attack Words	-Change the beginning sound to make and attack a new word: e.g. he to me -Change the ending sound to make a new word: e.g. bed to bet
31		Spelling Strategies	-Spell known words quickly -make a first attempt to spell an unknown word -Use letter-sound relationships to help spell an unknown word
32		Using Strategies to Attack Words and Determine their Meaning
33		Using Reference Tools to Attack Words and Find Information about Words
34		Spelling Strategies