Pre-Kindergarten Exit
Standard
Reading Foundational Skills
Progression
BEGIN-OF-YEAR
MIDDLE-OF-YEAR
END-OF-YEAR
Kindergarten
Exit Standard
RF.1 Print Concepts - Demonstrate understanding of the organizations and basic features of print.
PK.RF.1.a Identify book parts and
pretend to read a book
Hold book right-side-up,
turning pages one at a
time from front to back.
PK.RF.1.b Recognize spoken
words can be written and read to
communicate an idea or provide
information.
PK.RF.1.c Begin to understand
how to read print from top-tobottom and from left-to-right.
PK.RF.1.d Begin to understand
how alphabet letters are special
forms that are used to create
words that contain different
sounds. (For example, recognize
first name in print)
PK.RF.1.e Recognize and name
15 alphabet letters
We are still deciding on how many
letters based on research
PK.RF.1.f Begin to understand
uppercase letters when they are
used for special names of people,
places, things or events
Point to title page and repeat
the name of the book
Point to identify pictures
in the book
Point to parts of book:
front and back cover and
first page while
pretending to read a
book by turning page by
page
Point to identify pictures
versus printed words
Point to show how print is
read from top-to-bottom
and left-to-right
Model and tell how print
is read from top-tobottom and left-to-right
Read name by pointing to
letters and tracing from left-toright while saying name aloud.
Point to identify letters
versus shapes on table.
Tell how letters are used
to make words that can
be spoken
With support, begin to
understand how letters
represent sounds used to say,
read and write words
Point to and name 5
alphabet letters
Point to and name 10
alphabet letters
Point to and name 15 alphabet
letters
Point to and name 5
commonly used
uppercase letters
We need to change these
to match our standard.
Point to and name 10
commonly used
uppercase letters
Point to and name 18
commonly used uppercase
letters. Begin to understand
that uppercase letters are used
for special names of people,
places, things or events
Point to words that are printed
in a familiar book
a. Follow words
from left to right,
top to bottom, and
page by page.
b. Recognize that
spoken words are
represented in
written language by
specific sequences
of letters.
c. Understand that
words are separated
by spaces in print.
d. Recognize and
name all upper- and
lowercase letters of
the alphabet.
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RF.2 Phonological Awareness – Begin to understand the meaning and the use of spoken words, syllables, and sounds (phonemes)
a. Recognize and
PK.RF.2.a Use oral language for
Participate in oral
Participate by repeating
With prompting, recite part of a
simple word play and sound
language activities that
words from story or
familiar nursery rhyme or finger produce rhyming
words.
recognition.
include repeating simple during teacher-led word
play
b. Count,
sound patterns. (for
play in whole and small
Examples from ELG page 17
pronounce, blend,
example, rhymes and
group
and segment
syllables)
syllables in spoken
words.
PK.RF.2.b Identify and count the Clap hands to copy
Identify how many single- Clap and count how many
c. Blend and
number of syllables in a spoken
teacher’s sound pattern
syllable words are heard
sound parts or syllables are
word
(for example, clap 3
in a 3-4 word sentence
heard in a 2-3 syllable word (for segment onsets and
rimes of singleExamples on page 22 of elg
times if teacher clapped 3 spoken by adult
example, bicycle has 3
syllable spoken
times)
syllables, clap 3 times) add
words.
names as example
d. Isolate and
PK.RF.2.c Listen to and
Listen and copy teacher’s Signal to identify when
Repeat a nonsense or real
pronounce the
recognize rhyming words.
model, repeating two
two words spoken by
word that sounds like a word
initial, medial
words that sound the
teacher sound the same
spoken by teacher
vowel, and final
same (for example,
(for example. cat/hat)
sounds (phonemes)
rip/tip)
in three-phoneme
PK.RF.2.d Begin to identify and
Listen and copy teacher
Copy teacher’s model
Produce beginning sound of 5
(consonant-vowelproduce the beginning sound of model for beginning
and produce beginning
familiar words that begin with
consonant, or
words
sound in common words
sound of 3 common
continuous sounds (for
CVC) words.*
(for example, man, sun,
words using continuous
example, nap, sit, map, run,
(This does
face)
sounds (for example, sip, leg)
not include CVCs
night, mom)
ending with /l/, /r/,
*Continuous sounds are
or /x/.)
sounds that can be held
e. Add or substitute
until the breath runs out.
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PK.RF.2.e Begin to identify and
produce simple onset and rimes
by substituting beginning sound
in common word families.
For example
c-at Very
cool!
Onset
rime
Copy teacher’s model
repeating simple
onset/rimes, substituting
beginning sound in
common word families
(for example -at, bat, cat,
fat, hat, mat, pat, sat)
With less teacher
support, begin to
substitute beginning
sound in word play using
onsets/rimes to name 3
words with different
beginning sounds (for
example, at, bat, mat,
pat)
Produce 4 words in word play
using onset/rimes that include
familiar CVC words (for
example, bun, fun, run, sun)
individual sounds
(phonemes) in
simple, onesyllable
words to make new
words.
PK.RF.2.f Begin to isolate
individual sounds (phonemes)
in a CVC word.
consonant-vowel-consonant
With guidance and
Copy teacher’s model
Begin to blend sounds to form
support, begin to
and isolate, then blend
common CVC words using
understand that a word is continuous sounds
continuous sounds for the
made up of sounds
together to say a CVC
beginning sound in word (for
represented by alphabet
word (for example,
example, man, run, net)
letters
/m//a//n/ …/man/)
PK.RF.3 Phonics and Word Recognition -With guidance and support, recognize that words are made up of sounds represented by
letters
a. Demonstrate
PK.RF.3.a Identify first name as
Point to first name in print Point to first name in print Begin to print letters in first
a collection of alphabet letters
to demonstrate
and say name aloud,
name using uppercase letter at basic knowledge of
one-to-one
that can be read aloud and
understanding the word
beginning of name and
printed using uppercase and
represents child’s name.
lowercase letters for remainder letter-sound
lowercase letters.
of name unless name is spelled correspondences by
producing
with more than one capital
the primary sound
letter such as LaDonna.
or many of the
PK.RF.3.b Identify that printed
Respond to question by
Tell how signs that
Name two ways that
most
words can be used for multiple
pointing to common icons include environmental
environmental print is used to
frequent sounds for
purposes such as providing
or signs that include
print help people know
direct people to places (for
each consonant.
information, telling a story or
environmental print (for
where to go (for example, example, naming a building,
describing details.
example, which sign tells Restroom, Men, Women, riding in a car, entering room or b. Associate the
long and short
where to leave room,
Exit)
building)
sounds with
Exit)
common spellings
(graphemes) for the
PK.RF.3.c Begin to understand
Listen and copy teacher’s Listen and repeat word
Use correct plural form of
that words can sound differently model using plural form
using plural noun adding
nouns when talking about more five
by adding a letter /s/ to the
of words that name
‘s’ to word to mean more
than one object (for exampleon major vowels.
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ending sound to mean more
than one object. What about
irregular forms? Child/children?
objects, or nouns (e.g.,
dog, dogs, block, blocks)
than one
places that currently say e.g.,
point to picture of one dog and
say, dog, then point to picture
with more than one dog and
use plural form of word, dogs)
PK.RF.3.d Model procedures for
pretend reading using details
and information from a story or
details from informational text.
What do you all think about
taking this standard out
because we covered pretend
reading in concepts of print and
covered the details part in
informational text and
literature? I’d take it out.
PK.RF.3.e Begin to understand
that a single phoneme (sound)
can be represented by an
individual grapheme (symbol).
Copy teacher model,
pretending to look at
book, turn pages to view
illustrations, and point to
print as if reading words
Pretend to read a familiar
story; naming key details
in illustrations or pointing
to a familiar word while
retelling events, but not
in correct order
Turn pages in familiar story and
identify details in illustrations or
printed words in story that
support story retell
Listen and look when
teacher makes a sound
and displays an alphabet
letter, beginning to
understand
sound/symbol
relationships
Listen and copy teacher
model to repeat isolated
sound that is visually
represented by an
alphabet letter
Name sound represented by an
alphabet letter making a
continuous sound (e.g., m, n, s,
a, f)
PK.RF.3.f Isolate and produce 13
continuous sounds explain
somewhere represented by
alphabet letters.
Copy teacher’s model
and produce continuous
sound for letters a, f, m,
o, s need to specify for
short vowel sounds
Copy teacher’s model
and produce stop sounds
for letters c (as /k/ or /s/)
and t
Produce continuous
sounds for letters a, f, m,
n, o, s, v, i when teacher
shows child letter?or
when?
Produce stop sounds for
letters: c, d, t
Produce and point to letter
associated with sound for 13
letters: a, e, f, i, l, m, n, o, r, s,
u, v, z
PK.RF.3.g Isolate and produce 5
stop soundsexplain represented
by alphabet letters.
c. Read common
high-frequency
words by sight
(e.g., the, of, to,
you, she, my, is,
are, do, does).
d. Distinguish
between similarly
spelled words by
identifying the
sounds of the
letters that differ.
Produce and point to letter
associated with sound for 5
letters: b, c, d, p, t K,G,J/?
b,d,p,q are so commonly confused
because position of shape
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determines what the letter/sound
are.
PK.RF.4 Fluency
PK.RF.4a
Copy teacher model,
Pretend to retell
Displays emergent reading
pretending to read story
sequence of events from
behaviors with purpose and
by turning pages and
a story while turning
understanding (e.g., such as
naming objects in
pages and describing
turning the pages and
illustrations.
events using illustrations
describing the pictures)
Kindergarten Standards
b. Associate the long and short sounds with
common spellings (graphemes) for the five
major vowels.
d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Retell familiar story by turning
pages and describing
characters and events
Read emergentreader texts with
purpose and
understanding.
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