Chariho Regional School District

Knowledge of Letters and Sounds

Recognize and name most letters
Recognize and say common sounds of most letters and write letters that correspond with spoken sounds
Use knowledge of sounds and letters to write phonetically (with support)

Phonemic Awareness

Recognize and produce rhyming words
Isolate initial consonants in words
Identify the onset and rime when a single-syllable word is pronounced (for example, cat /c/ and /at/)
Blend onset and rime to form a word
Begin to blend (with support) separately spoken phonemes to make a meaningful one-syllable word

Reading Words

Use knowledge of letter sounds to decode simple, regularly spelled, single-syllable words (consonant-vowel-consonant)
Read approximately 20 words independently

Accuracy and Fluency

Read “emergently”: “reread” a favorite story, recreating the words of the text with fluent intonation and phrasing, showing through verbal statements or occasional pointing an understanding that the print on the page controls what is said
“Read” up to Level C books making voice-to-print match
Read simple repetitive texts with supporting pictures using voice-to-print match

Self Monitoring and Self-Correcting Expectations

Begin to develop an awareness of looking at the correct page
Begin to develop an awareness of realizing the vocalized word is the one being pointed to
Begin to determine whether what is read makes sense

Listening Comprehension

Reading A Lot
Choose reading as a way to enjoy free time
Listen to and discuss one or two books read aloud each day
“Reread” or read along: alone or with a partner
Experience a variety of types of books

Reading Behaviors

Hold a book right side up and turn pages in the correct direction
Follow text with a finger, pointing to each word as it is read
Recognize that words have meaning

Discussing Books

Give reactions to the book, with backup reasons
Listen carefully to each other
Begin to relate to what others have said
Ask each other questions for clarification
Begin to use newly acquired vocabulary

Vocabulary

Show an interest in learning new words
Begin to talk about words and word meanings encountered in books and conversation
Ask about unfamiliar words

Style and Syntax

Use their oral language in their writing
Use the author’s language for rhythm and phrasing patterns
Begin to use individual voice in their writing

Vocabulary and Word Choice

Spelling

Create text with phonetic spelling using consonant sounds
Pause to reread while writing
Leave spaces between words
Control directionality
Reread their own text using voice to print match

Conventions

Begin to talk about their ideas, learning experiences, new topics, and feelings
Begin to listen to others and comment as appropriate
Begin to give and receive feedback by asking questions or making comments
Begin to confirm understanding by paraphrasing an adult’s direction or suggestions
Begin to talk to themselves out loud to make plans, guide behavior, or monitor thinking
Begin to imitate the language of adults
Begin to solicit others’ contributions to provide clarification
Begin to compare two works by the same author or several books on the same theme
Begin to extend the story: make predictions, talk about the motive of characters, describe causes and effects, retell or summarize, describe new information in their own words, and refer explicitly to parts of the text when presenting or defending a claim
Begin to engage in extended conversations
Begin to independently give a detailed narrative account of an experience in which the actual sequence of events is clear
Begin to engage the listener’s attention before going into the full account
Begin to orient the listener to the setting using concrete details, transition words, and time words
Begin to define characters in discussion
Begin to describe information and evaluate or reflect on it
Begin to seek information and exhibit comprehension, asking questions when needed
Begin to request clarification or provide explanations when necessary
Begin to focus on multiple characteristics when providing descriptions
Begin to use evaluative terms
Begin to share information on a topic which is supported by a visual aid such as show and tell
Begin to use actions, writing, or drawing to augment language
Begin to listen to, comprehend, and carry out directions with two or three simple steps, asking for clarification when needed
Begin to give directions that include several sequence steps, explaining and elaborating when necessary
Begin to evaluate a performance with a simple response or with a critique based on agreed-upon criteria
Begin to give a brief performance
Begin to know and be able to describe rules for school interactions such as using “inside” voices, not pushing in line, taking turns, raising hand to speak
Begin to learns rules for polite interactions such as saying “Excuse me” or “I’m sorry”
Begin to hold self and others accountable to the rules by using verbal reminders such as “Only one person on the slide at a time”
Begin to speak one at a time, look at and listen to the speaker, yield and/or signal for a chance to speak, and adjust volume to the setting
Begin to play with alliteration, tongue twisters, and onomatopoeia
Begin to vary sentence openers and use a range of syntactic patterns
Begin to define words they know using simple categories
Begin to alter word choice based on audience
Begin to increase vocabulary, gain fluency, and exercise options in word choice