Content Area
Standard
Strand
Content Statement
Language Arts
3.K Kindergarten
RF. Reading: Foundational Skills
CPI#
Cumulative Progress Indicator (CPI)
ACSSSD
Objectives
Print Concepts
3.RF.K.1
Demonstrate understanding of the organization and basic features of print.
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.
1. Identify a page.
2. Demonstrate the ability to
distinguish left to right and top to
bottom.
3. Using finger, student will track
printed words from left to right.
1. Identify initial sound in a word.
2. Recognize and identify letter
sounds in words.
c.
Understand that words are separated by
spaces in print.
1. Demonstrate the ability to
segment a sentence into words.
d.
Recognize and name all upper- and
lowercase letters of the alphabet.
1. Identify and say letters of the
alphabet.
2. Identify upper and lowercase
letters and their sounds.
Phonological Awareness
3.RF.K.2
a.
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Recognize and produce rhyming words.
1. Recognize words that rhyme.
2. Differentiate one syllable
rhyming words from one syllable
words that do not rhyme.
b.
Count, pronounce, blend, and segment
syllables in spoken words.
c.
Blend and segment onsets and rimes of
single-syllable spoken words.
d.
Isolate and pronounce the initial, medial
vowel, and final sounds (phonemes) in
three-phoneme (consonant-vowelconsonant, or CVC) words. (This does not
include CVCs ending with l, r, or x.)
Add or substitute individual sounds
(phonemes) in simple, one-syllable words
to make new words.
e.
3. Demonstrate the ability to
produce one syllable rhyming
words.
1. Listen to teacher say spoken
word and model number of
syllables.
2. Say word and identify how many
syllables are in word.
3. Teacher models pronunciation of
words, student repeats
pronunciation.
4. Following teacher model, student
blends syllables.
1. Demonstrate the ability to identify
single-syllable words.
2. Identify onsets of single-syllable
words.
1. Isolate and identify each letter in
a 3 letter CVC word.
2. Isolate and identify each sound in
a 3 letter CVC word.
1. Using a simple one-syllable
word, (at) add new sound, (s) to
form a new word (sat).
Phonics and Word Recognition
3.RF.K.3
a.
b.
Know and apply grade-level phonics and word analysis skills in decoding words.
Demonstrate basic knowledge of lettersound correspondences by producing the
primary or most frequent sound for each
consonant.
Associate the long and short sounds with
the common spellings (graphemes) for the
five major vowels.
1. Identify the primary sound for
each consonant.
1. Identify the 5 major vowels.
2. Identify the 5 long vowel sounds.
3. Identify the 5 short vowel sounds.
c.
d.
Read common high frequency words by
1. Identify common high frequency
sight (e.g., the, of, to, you, she, my, is, are,
sight words.
do, does.)
2. Demonstrate the ability to read
high frequency words.
Distinguish between similarly spelled
1. Identify letter sounds.
words by identifying the sounds of the
2. Distinguish between letter sounds
letters that differ.
that differ.
Fluency
3.RF.K.4
Read emergent-reader texts with purpose
and understanding.
1. Read and comprehend emergentreader texts adapted to student
reading level.