accounts
Analyze
“Explain
RF.01.3a. Know the spelling-sound correspondences for common consonant digraphs.
R.WS.02.04 - use structural cues to recognize and decode words with long and short vowels, consonan
Reading
“Compare
alphabet
graphemes
RF.01.2c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-
R.CS.05.01 - develop, discuss, and apply\nindividual and shared\nstandards using student/class\ncrea
c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).
accuracy
apply
....
RF.01.3d. Use knowledge that every syllable must have a vowel sound to determine the number of sylla
RF.01.2a. Distinguish long from short vowel sounds in spoken single-syllable words.
RF.00.1b. Recognize that spoken words are represented in written language by specific sequences of l
alphabetic
audiences.
identify attainment\nof intended purpose to\ninterpret authors’ viewpoints\nand determine effect on
RF.00.1d. Recognize and name all upper- and lowercase letters of the alphabet.
RF.00.1a. Follow words from left to right, top to bottom, and page by page.
RF.00.1c. Understand that words are separated by spaces in print.
adults
Associate
Assessment
L.00.2c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).
R.WS.00.03 - understand the alphabetic principle, that sounds in words are expressed by the letters
RF.01.3b. Decode regularly spelled one-syllable words.
[e.g.
alphabetical
attainment
RF.00.3d. Distinguish between similarly spelled words by identifying the sounds of the letters that
RF.00.3b. Associate the long and short sounds with common spellings (graphemes) for the five major v
RF.01.3e. Decode two-syllable words following basic patterns by breaking the words into syllables.
about
alphabet.
phonemes.
RF.01.2d. Segment spoken single-syllable words into their complete sequence of individual sounds (ph
RF.00.3c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, d
RF.01.3c. Know final -e and common vowel team conventions for representing long vowel sounds.
additional
assess
phonemes
R.CS.00.01 - recognize how to assess\npersonal writing and the\nwriting of others with teacher\nsupe
RF.01.2b. Orally produce single-syllable words by blending sounds (phonemes), including consonant bl
RF.00.3a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the pr
#accounts
#Analyze
#“Explain
#RF.01.3a.Knowthespelling-soundcorrespondencesforcommonconsonantdigraphs.
#R.WS.02.04-usestructuralcuestorecognizeanddecodewordswithlongandshortvowels,consonan
#Reading
#“Compare
#alphabet
#graphemes
#RF.01.2c.Isolateandpronounceinitial,medialvowel,andfinalsounds(phonemes)inspokensingle-
#R.CS.05.01-develop,discuss,andapply\nindividualandshared\nstandardsusingstudent/class\ncrea
#c.Writealetterorlettersformostconsonantandshort-vowelsounds(phonemes).
#accuracy
#apply
#....
#RF.01.3d.Useknowledgethateverysyllablemusthaveavowelsoundtodeterminethenumberofsylla
#RF.01.2a.Distinguishlongfromshortvowelsoundsinspokensingle-syllablewords.
#RF.00.1b.Recognizethatspokenwordsarerepresentedinwrittenlanguagebyspecificsequencesofl
#alphabetic
#audiences.
#identifyattainment\nofintendedpurposeto\ninterpretauthors’viewpoints\nanddetermineeffecton
#RF.00.1d.Recognizeandnameallupper-andlowercaselettersofthealphabet.
#RF.00.1a.Followwordsfromlefttoright,toptobottom,andpagebypage.
#RF.00.1c.Understandthatwordsareseparatedbyspacesinprint.
#adults
#Associate
#Assessment
#L.00.2c.Writealetterorlettersformostconsonantandshort-vowelsounds(phonemes).
#R.WS.00.03-understandthealphabeticprinciple,thatsoundsinwordsareexpressedbytheletters
#RF.01.3b.Decoderegularlyspelledone-syllablewords.
#[e.g.
#alphabetical
#attainment
#RF.00.3d.Distinguishbetweensimilarlyspelledwordsbyidentifyingthesoundsofthelettersthat
#RF.00.3b.Associatethelongandshortsoundswithcommonspellings(graphemes)forthefivemajorv
#RF.01.3e.Decodetwo-syllablewordsfollowingbasicpatternsbybreakingthewordsintosyllables.
#about
#alphabet.
#phonemes.
#RF.01.2d.Segmentspokensingle-syllablewordsintotheircompletesequenceofindividualsounds(ph
#RF.00.3c.Readcommonhigh-frequencywordsbysight(e.g.,the,of,to,you,she,my,is,are,do,d
#RF.01.3c.Knowfinal-eandcommonvowelteamconventionsforrepresentinglongvowelsounds.
#additional
#assess
#phonemes
#R.CS.00.01-recognizehowtoassess\npersonalwritingandthe\nwritingofotherswithteacher\nsupe
#RF.01.2b.Orallyproducesingle-syllablewordsbyblendingsounds(phonemes),includingconsonantbl
#RF.00.3a.Demonstratebasicknowledgeofone-to-oneletter-soundcorrespondencesbyproducingthepr