Developing and sustaining foundational language
skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The
student develops word structure knowledge through phonological awareness, print
concepts, phonics, and morphology to communicate, decode, and spell...
Developing and sustaining foundational language
skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The
student develops word structure knowledge through phonological awareness, print
concepts, phonics, and morphology to communicate, decode, and spell. The
student is expected to:
(1) demonstrate phonological awareness by:
(A) producing a series of rhyming words;
(i) recognizing spoken alliteration or groups of words that
begin with the same spoken onset or initial sound;
(ii) distinguishing between long and short vowel sounds in
one-syllable words;
(iii) recognizing the change in spoken word when a specified
phoneme is added, changed, or removed;
(iv) blending spoken phonemes to form one-syllable words,
including initial and/or final consonant blends;
(v) manipulating phonemes within base words; and
(vi) segmenting spoken one-syllable words of three to five
phonemes into individual phonemes, including words with initial and/or final
consonant blends;
(vii) demonstrate and apply phonetic knowledge by:
(B) decoding words in isolation and in context by applying
common letter sound correspondences;
(i) decoding words with initial and final consonant blends,
digraphs, and trigraphs;
(ii) decoding words with closed syllables; open syllables;
VCe syllables; vowel teams, including vowel digraphs and diphthongs; and
r-controlled syllables;
(iii) using knowledge of base words to decode common compound
words and contractions;
(iv) decoding words with inflectional endings, including -ed,
-s, and -es; and
(v) identifying and reading at least 100 high-frequency
words from a research-based list;
(vi) demonstrate and apply spelling knowledge by:
(C) spelling words with closed syllables, open syllables,
VCe syllables, vowel teams, and r-controlled syllables;
(i) spelling words with initial and final consonant blends,
digraphs, and trigraphs;
(ii) spelling words using sound-spelling patterns; and
(iii) spelling high-frequency words from a research-based
list;
(iv) demonstrate print awareness by identifying the
information that different parts of a book provide;
(D) alphabetize a series of words to the first or
second letter and use a dictionary to find words; and
(E) develop handwriting by printing words, sentences,
and answers legibly leaving appropriate spaces between words.
