Essential ELA Skills Alignment – Reading Standards for Foundational Skills
Content Source: Tulare County Office of Education – Format Design: OASIS, LLC
Grade: Kindergarten
Grade: First
Grade: Second
Reading Standard for Foundational Skills: RF.K.1
Reading Standard for Foundational Skills: RF.1.1
Reading Standards for Foundational Skills: RF.2.1/2
Demonstrate understanding of the organization and
Demonstrate understanding of the organization and
Standard RF 2.1 and RF 2.2 are not applicable in
basic features of print.
basic features of print.
second grade
RF.K. 1a:
a. Recognize the distinguishing features of a
Follow words from left to right, top to bottom, and
sentence (e.g., first word, capitalization, ending
page by page
punctuation.)
Essential Skills and Concepts:
Follow print from left to right
Follow print from top to bottom
Track each word across the page
Track print across several pages
Reading Standard for Foundational Skills: RF.K.1
Demonstrate understanding of the
organization and basic features of print.
RF. K.1b:
Recognize that spoken words are represented in
written language by specific sequences of letters.
Essential Skills and Concepts:
Distinguish words from letters or groups of
letters
Recognize the relationship between letters and
sounds
Know that the print, not the picture, represents
written language
Reading Standard for Foundational Skills: RF.K.1
Demonstrate understanding of the organization and
basic features of print.
RF.K.1c:
Understand that words are separated by spaces in
print.
Essential Skills and Concepts:
Recognize space
Between/around
Recognize words
Essential Skills and Concepts:
Know that a sentence begins with a capital letter
Know that a sentence conveys a complete
thought
Know that a sentence needs ending punctuation
o question ?
o period .
o exclamation !
Reading Standards for Foundational Skills: RF.2.1/2
Standard RF 2.1 and RF 2.2 are not applicable in
second grade
Essential ELA Skills Alignment – Reading Standards for Foundational Skills
Content Source: Tulare County Office of Education – Format Design: OASIS, LLC
Grade: Kindergarten
Grade: First
Grade: Second
Reading Standard for Foundational Skills: RF.K.1
Demonstrate understanding of the organization and
basic features of print.
RF.K.1d:
Recognize and name all upper-and lowercase letters
of the alphabet.
Essential Skills and Concepts:
Identify, recognize, and name all uppercase
(capital) letters.
Identify, recognize, and name all lowercase
letters.
Grade: Third
Reading Standards for Foundational Skills: RI.3.1/2
Standard RF 3.1 and RF 3.2 are not applicable to third
grade.
Grade: Fourth
Reading Standards for Foundational Skills: RI.4.1/2
Standard RF 4.1 and RF 4.2 are not applicable to third
grade.
Grade: Fifth
Reading Standards for Foundational Skills: RI.5.1/2
Standard RF 5.1 and RF 5.2 are not applicable to third
grade.
Essential ELA Skills Alignment – Reading Standards for Foundational Skills
Content Source: Tulare County Office of Education – Format Design: OASIS, LLC
Grade: Kindergarten
Grade: First
Grade: Second
Reading Standard for Foundational Skills: RF.K.2
Reading Standard for Foundational Skills: RF.1.2
Reading Standards for Foundational Skills: RF.2.1/2
Demonstrate understanding of spoken words,
Demonstrate understanding of spoken words,
Standard RF 2.1 and RF 2.2 are not applicable in
syllables, and sounds (phonemes).
syllables, and sounds (phonemes).
second grade
RF.K.2.a:
a. Distinguish long from short vowel sounds in
Recognize and reproduce rhyming words.
spoken single-syllable words.
b. Orally produce single-syllable words by blending
sounds (phonemes), including consonant blends.
c. Isolate and pronounce initial, medial vowel, and
final sounds (phonemes) in spoken single-syllable
words.
d. Segment spoken single-syllable words into their
complete sequence of individual sound’s
(phonemes).
Essential Skills and Concepts:
Essential Skills and Concepts:
Sound recognition
Know the sound symbol correspondence of all
Word endings
short and long vowel sounds
Sameness/difference of sounds
Identify vowels/vowel sounds within single
Repetition
syllable words (ex. cvc words)
Isolating the sounds at the end of a word
Isolate and blend phonemes in single syllable
words
Identify phonemes in the initial, medial and
final position in spoken single syllable words
Articulate simple decodable words, identifying
all phonemes in the initial, medial and final
position
Segment phonemes in proper order. (ex. c-a-t =
cat)
Reading Standard for Foundational Skills: RF.K.2
Demonstrate understanding of spoken words,
syllables, and sounds (phonemes).
RF.K.2b:
Count, pronounce, blend, and segment syllables in
spoken words.
Essential Skills and Concepts:
Counting
Reproducing sounds
Sequence of sounds
Blending sounds
Segmenting sounds
Essential ELA Skills Alignment – Reading Standards for Foundational Skills
Content Source: Tulare County Office of Education – Format Design: OASIS, LLC
Grade: Kindergarten
Grade: First
Grade: Second
Reading Standard for Foundational Skills: RF.K.2
Demonstrate understanding of spoken words,
syllables, and sounds (phonemes).
RF.K.2c:
Blend and segment onsets and rimes of single-syllable
spoken words.
Essential Skills and Concepts:
Blending sounds to form words
Segmenting sounds
Hearing onsets
Hearing rimes
Determining syllables in words
Reading Standard for Foundational Skills: RF.K.2
Demonstrate understanding of spoken words,
syllables, and sounds (phonemes).
RF.K.2d:
Blend two to three phonemes into recognizable
words.
Essential Skills and Concepts:
Differentiate sounds
Know that words are made up of sounds that
are put together
Sustain the sounds of letters until the next
sound is added
Put the different sounds together quickly
Reading Standard for Foundational Skills: RF.K.2
Demonstrate understanding of spoken words,
syllables, and sounds (phonemes).
RF.K.2e:
Isolate and pronounce the initial, medial vowel and
final sounds (phonemes) in three-phoneme
(consonant-vowel-consonant or CVC) words. (This
does not include CVCs ending with /l/, /r/, or /x/.)
Essential Skills and Concepts:
Hear beginning and final sounds in three
phoneme words
Hear and pronounce the medial vowel sound
in three-phoneme words
Essential ELA Skills Alignment – Reading Standards for Foundational Skills
Content Source: Tulare County Office of Education – Format Design: OASIS, LLC
Grade: Kindergarten
Grade: First
Grade: Second
Reading Standard for Foundational Skills: RF.K.2
Demonstrate understanding of spoken words,
syllables, and sounds (phonemes).
RF. K.2f:
Add or substitute individual sounds (phonemes) in
simple, one syllable words to make new words
Essential Skills and Concepts:
Identify individual sounds
Have the ability to break words into their sounds
Recognize the order of the sounds, and add
sounds to make new words
Recognize if adding a new sound, makes a new
word
Changing a sound while holding on to the rest
of the word
Grade: Third
Reading Standards for Foundational Skills: RI.3.1/2
Standard RF 3.1 and RF 3.2 are not applicable to third
grade.
Grade: Fourth
Reading Standards for Foundational Skills: RI.4.1/2
Standard RF 4.1 and RF 4.2 are not applicable to third
grade.
Grade: Fifth
Reading Standards for Foundational Skills: RI.5.1/2
Standard RF 5.1 and RF 5.2 are not applicable to third
grade.
Essential ELA Skills Alignment – Reading Standards for Foundational Skills
Content Source: Tulare County Office of Education – Format Design: OASIS, LLC
Grade: Kindergarten
Grade: First
Grade: Second
Reading Standard for Foundational Skills: RF.K.3
Reading Standard for Foundational Skills: RF.1.3
Reading Standard for Foundational Skills: RF.2.3
Know and apply grade-level phonics and word analysis Know and apply grade-level phonics and word analysis Know and apply grade-level phonics and word analysis
skills in decoding words both in isolation and in text.
skills in decoding words
skills in decoding words
a. Demonstrate basic knowledge of one-to-one
a. Know the spelling-sound correspondences for
a. Distinguish long and short vowels when reading
letter-sound correspondences by producing the
common consonant digraphs. both in isolation
regularly spelled one-syllable words. both in
primary or many of the most frequent sounds
and in text.
isolation and in text.
for each consonant.
b. Decode regularly spelled one-syllable words.
b. Know spelling-sound correspondences for
b. Associate the long and short sounds with
c. Know final –e and common vowel team
additional common vowel teams.
common spellings (graphemes) for the five major
conventions for representing long vowel sounds.
c. Decode regularly spelled two-syllable words with
vowels.
d. Use knowledge that every syllable must have a
long vowels.
c. Read common high-frequency words by sight
vowel sound to determine the number of
d. Decode words with common prefixes and
(e.g., the, of, to, you, she, my, is, are, do, does).
syllables in a printed word.
suffixes.
d. Distinguish between similarly spelled words by
e. Decode two-syllable words following basic
e. Identify words with inconsistent but common
identifying the sounds of the letters that differ.
patterns by breaking the words into syllables.
spelling-sound correspondences.
f. Read words with inflectional endings.
f. Recognize and read grade-appropriate irregularly
g. Recognize and read grade-appropriate irregularly
spelled words.
spelled words.
Essential Skills and Concepts:
Essential Skills and Concepts:
Essential Skills and Concepts:
Produce sound(s) that correspond to a given
Understand that sometimes two consonant
Understand that meaningful chunks can be
letter
letters make one sound (e.g.,/sn/wh/khl)
added to words to change their meaning
Track across a word and produce the
Read and pronounce the sounds represented in
Understand that prefixes are added to the
corresponding sounds
one –syllable words
beginning of the word
Know the difference between vowels and
Know that in many short words that end in e, the
Know the meaning of common prefixes such as
consonants
vowel has a long sound
re-; un-; dis-; etc.
Understand that vowels have long sounds
Understand that words have parts, and each part
Understand that suffixes are added to the ending
Understand that vowels have short sounds
needs a vowel
of a word
Hear and distinguish the differences between
Use inflectional ending like –ed, -es, -ing, to read
Recognize the derivational suffixes, ly-; -ish; long and short vowel sounds
words
hood; -ful; ness; ment; etc, and how they change
Know a word to automaticity and recall it on
Know the role that inflectional endings play in
the meaning of a word
sight
making words
Recognize common Latin suffixes, such as –ment;
Read high frequency words in text
Know rules for breaking words apart like double
-ation, -ly; -able/ible; etc.
Hear the differences in words that sound alike
consonants, inflected endings
Recognize and use common syllable patterns
such as van and ban, pen and pin, and Pam
Understanding that each syllable must contain a
such as doubles, to help decode multi-syllabic
and pan
vowel sound; use this knowledge to identify
words
Recall the sounds of two words and identify the
syllables within written words
Know and read, fluently, regularly spelled words
differences in the words
Ability to decode simple two syllable words
following the vowel pattern for syllable division
Ability to recognize and read grade 1 irregularly
spelled words/sight words and words with
inflectional endings (look, looked)
Essential ELA Skills Alignment – Reading Standards for Foundational Skills
Content Source: Tulare County Office of Education – Format Design: OASIS, LLC
Grade: Third
Grade: Fourth
Grade: Fifth
Reading Standard for Foundational Skills: RI.3.3
Reading Standard for Foundational Skills: RF.4.3
Reading Standard for Foundational Skills: RF.5.3
Know and apply grade-level phonics and word analysis
Know and apply grade-level phonics and word
Know and apply grade-level phonics and word analysis
skills in decoding words both in isolation and in text.
analysis skills in decoding words.
skills in decoding words.
a. Identify and know the meaning of the most
a. Use combined knowledge of all letter-sound
a. Use combined knowledge of all letter-sound
common prefixes and derivational suffixes.
correspondences, syllabication patterns, and
correspondences, syllabication patterns, and
both in isolation and in text.
morphology (e.g., roots and affixes) to read
morphology (e.g., roots and affixes) to read
b. Decode words with common Latin suffixes.
accurately unfamiliar multisyllabic words in
accurately unfamiliar multisyllabic words in
c. Decode multi-syllable words.
context and out of context.
context and out of context.
d. Read grade-appropriate irregularly spelled
words.
Essential Skills and Concepts:
Understand that meaningful chunks can be
added to words to change their meaning
Understand that prefixes are added to the
beginning of the word
Know the meaning of common prefixes such as
re-; un-; dis-; etc.
Understand that suffixes are added to the ending
of a word
Recognize the derivational suffixes, ly-; -ish; hood; -ful; ness; ment; etc, and how they change
the meaning of a word
Recognize common Latin suffixes, such as
– ment; -ation, -ly; -able/ible; etc.
Recognize and use common syllable patterns
such as doubles, to help decode multi-syllabic
words
Know and read fluently regularly spelled words
Idea.
Essential Skills and Concepts:
Know which letters and sounds are related
Be familiar with syllabication patterns
Use roots, affixes and base words to read
unfamiliar multisyllabic words in context
Combine phonics and word analysis skills to
decode unfamiliar multisyllabic words out of
context
Essential Skills and Concepts:
Know which letters and sounds are related
Be familiar with syllabication patterns
Use roots, affixes and base words to read
unfamiliar multisyllabic words in context
Combine phonics and word analysis skills to
decode unfamiliar multisyllabic words out of
context
Essential ELA Skills Alignment – Reading Standards for Foundational Skills
Content Source: Tulare County Office of Education – Format Design: OASIS, LLC
Grade: Kindergarten
Grade: First
Grade: Second
Reading Standard for Foundational Skills: RF.K.4
Reading Standard for Foundational Skills: RF.1.4
Reading Standard for Foundational Skills: RI.2.4
Read emergent-reader texts with purpose and
Read with sufficient accuracy and fluency to support
Read with sufficient accuracy and fluency to support
understanding.
comprehension.
comprehension.
a. Read on-level text with purpose and
a. Read on-level text with purpose and underunderstanding.
standing.
b. Read on-level text orally with accuracy,
b. Read on-level text orally with accuracy,
appropriate rate, and expression on successive
appropriate rate, and expression on successive
readings.
readings.
c. Use context to confirm or self-correct word
c. Use context to confirm or self-correct word
recognition and understanding , re-reading as
recognition and understanding, re-reading as
necessary.
necessary.
Essential Skills and Concepts:
Essential Skills and Concepts:
Essential Skills and Concepts:
Understand and use concepts of print and book
Bank of known sight words
Set a purpose for reading
handling skills
Understand meaning is contained in text
Use expression when reading
Know that text has meaning and an author’s
Early self monitoring/correcting behaviors
Use strategies for self-correction
message
Use re-reading as a strategy to help understand
Skim text to check for understanding
Use predictable patterns to read text
text
Scan text to confirm understanding
Know and use a corpus of words to make
Re-read for fluency and comprehension
meaning of text
Self-monitor for understanding
Master high frequency words with automaticity
Know how punctuation works to help
comprehension
Grade: Third
Reading Standard for Foundational Skills: RI.3.4
Read with sufficient accuracy and fluency to support
comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with
accuracy, appropriate rate, and expression on
successive readings.
c. Use context to confirm or self-correct word
recognition and understanding, re-reading as
necessary.
Essential Skills and Concepts:
Set a purpose for reading
Use expression when reading
Use strategies for self-correction
Recognize when they become confused or have
lost the meaning of the text
Skim the text
Re-read for fluency and comprehension
Self-monitor for understanding
Grade: Fourth
Reading Standard for Foundational Skills: RF.4.4
Read with sufficient accuracy and fluency to support
comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with
accuracy, appropriate rate, and expression on
successive readings.
c. Use context to confirm or self-correct word
recognition and understanding, re-reading as
necessary.
Essential Skills and Concepts:
Set a purpose for reading
Know when understanding has been lost
Use expression when reading
Self-monitor for understanding
Use strategies for self-correction
Read a variety of fiction text
Re-read for fluency and comprehension
Skim text
Scan text
Grade: Fifth
Reading Standard for Foundational Skills: RF.5.4
Read with sufficient accuracy and fluency to support
comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with
accuracy, appropriate rate, and expression on
successive readings.
c. Use context to confirm or self-correct word
recognition and understanding, re-reading as
necessary.
Essential Skills and Concepts:
Set a purpose for reading
Know when understanding has been lost
Use expression when reading
Self-monitor for understanding
Use strategies for self-correction
Read a variety of fiction text
Re-read for fluency and comprehension
Skim text for information
Scan text to confirm