Grade k5 Reading Foundational Skills Chart

Kindergarten Reading Foundational Skills Alignment Chart
Print Concepts
RF.K1 Demonstrate understanding of the organization and basic features of print
HMH Lesson Correlations
Common Core
Sub-Skills
Example Activities
(Suggested evidence
Standard
RF.K1a Follow
words from left
to right, top to
bottom, and page
by page.
RF.K1b
Recognize that
spoken words are
Suggested Evidence
lessons)
Demonstrate an
understanding of
book awareness
(e.g., knows the
front of the book,
turns pages from
front to back).
Differentiate
between pictures
and words in a book
when prompted.
Demonstrate an
understanding of
what a letter is.
Demonstrate an
understanding that
words are made up
of letters.
Say the individual
words in a sentence
after it has been
stated orally.
Participate in big
book experiences
led by the teacher
(e.g., teacher reads
a big book pointing
out features of a
book and using
finger to track
print).
Participate in
shared book
experiences at a
teacher--led center.
Engage in shared
writing activities.
HMH Lesson:
Teacher observation of discussions
1, 2, 8, 13, 18, 19, 21, and anecdotal notes

27
PALS
HMH Lesson:
4-30
Reading A-Z assessments

http://www.readingaz.com/assessments/
represented in
written language
Activities from FCRR:
Running records
by specific
sequences of
letters.
RF.K1c
Understand that
words are
Student writing
PA. 013AM1
Distinguish among
letters, words, and
spaces.
separated by
spaces in print.
http://www.fcrr.org/f
oreducators/sca_cc_rfs
_k.asp
Sort letters and
words in appropriate
categories.
Point out spaces
between words
during big book or
shared book
experiences.
Student Recordings
HMH Lesson:
4, 8, 10, 11, 12, 17
Student writing

P.002, P.008,P.009
_k.asp
RF.K1d
Recognize and
name all upper
and lowercase
letters of the
alphabet.
Distinguish
between letters and
other printed
symbols (e.g.,
numbers).
Sort upper and

lower case letters in
appropriate
categories.
Identify and match
letters to a letter
grid.
Name upper and
lower case letters
when prompted
(e.g., using letter
cards).
P.025-P.025,
HMH Lesson:
1-30

Teacher observations
PALS
F.002,F.003, F.004,
F.005, F.006
_k.asp
Reading A-Z phonics
lessons:
http://www.readingaz.com/phonics/
Phonological Awareness
RF.K2 Demonstrate understanding of spoken words, syllables, and sounds(phonemes)
RF.K2a
Recognize and
produce rhyming
words
Identify similar
sounds in oral
speech.
Determine which
part of the word
(rime) is important
for rhyming
Determine if
spoken pairs of
words rhyme (e.g.,
Do these words
rhyme? moon,
spoon).
Produce a spoken
word with the same
rhyme of a spoken
word (e.g., Can you
tell me a word that
rhymes with hat?).
Identify which
spoken words rhyme
(e.g., Which of these
words rhyme? mat,
cat, sun).
PA. 001-PA.009
HMH Lesson:
1
Matching rhyming pictures

PALS
Orally produce rhyming pairs
Online phonemic awareness
assessments
http://teams.lacoe.edu/reading/ass
essments/assessments.html
_k.asp
Reading A-Z activities:
http://www.readinga
-z.com/phonologicalawareness/
RF.K2b Count,
pronounce, blend,
and segment
syllables in
spoken words
Blend spoken words

together
to make compound
words (e.g.,
Put the parts
together to make
a bigger word: cup
cake.).
Segment spoken
compound
words (e.g., Can you
break the
word cupcake into
two smaller
words?).
Pronounce the
syllables in spoken
words (e.g., Clap
and say the parts of
the word tiger.).
Count the syllables
in spoken words
(e.g., Clap the parts
of the word paper.
How many parts?).
Blend syllables into
spoken words (e.g.,
Put the parts
together to make
the whole word:
pic-nic.).
Segment spoken
words into syllables
(e.g., Can you break
the word window
into two smaller
parts?).
PA.016-PA.020
or-
HMH Lesson:
29, 30
Work Samples
Teacher observation
On the Mark assessment
assessments
educators/sca_cc_rfs
_k.asp
RF.K2c Blend and Blend spoken words

segment onsets
and rimes of
single-syllable
spoken words
together to
make compound
words (e.g., Put the
parts together to
make a bigger word:
cup cake.).
Segment spoken
compound words
the word cupcake
into two smaller
words?).
http://www.readinga
Pronounce the
syllables in spoken
words (e.g., Clap
and say the parts of
the word tiger.).
Count the syllables
in spoken words
(e.g., Clap the parts
of the word paper.
How many parts?).
Blend syllables into
spoken words (e.g.,
Put the parts
together to make
the whole word:
pic-nic.).
Segment spoken
words into syllables
the word window
into two smaller
parts?). chin
PA. 021-PA.024
_k.asp
HMH Lesson:
6, 7, 8
Work Samples
On the Mark
assessments
RF.K2d Isolate
and pronounce
the initial, medial
vowel, and final
sounds(phonemes)
in three-phoneme
CVC words
Note: This does
not include CVCs
Ending with /l/, /r/,
or /x/.
Demonstrate an
understanding of
words that denote
sequence
(first, middle, last).
Demonstrate an
understanding that
words are made up
of sounds (e.g.,
count the number
of sounds heard in 2
and 3 phoneme
words.).
http://www.readinga
Detect the initial
sound in spoken
CVC words (e.g., Do
you hear /k/ at the
Beginning of the
word kit? Do you
hear /k/ at the
beginning of the
word sit?).
Identify the initial
sound in spoken
CVC words (e.g.,
What is the first
sound you hear in
the word lip?).
Identify the final
sound in spoken
CVC
words (e.g., What is
the last sound you
hear in the word
met?).
Detect the final
sound in spoken
CVC
words (e.g., Do you
hear /p/ at the end
of the word lip? Do
you hear /p/
at the end of the
word sat?).
HMH Lesson:
Beginning Sound: 2, 3, 4, 5
Final Sound: 11, 12, 13
Medial Vowel: 14, 15, 16

Aligned portion of HMH diagnostic
assessment
On the Mark
assessments
Detect the medial

vowel in spoken
CVC words (e.g., Do
you hear // in the
middle of the word
pan? Do you
hear // in the
middle of the word
pig?).
Identify the middle
sound in spoken
CVC words (e.g.,
What is the middle
sound you hear in
the word rim?).
PA. 036-PA.048,
PA.010-PA.018
_k.asp
RF.K2e Add or
substitute
individual sounds
(phonemes) in
simple, onesyllable words to
Detect initial sound

in spoken
words (e.g., Do you
hear /t/ at
the beginning of the
word top?
Do you hear /t/ at
the beginning
http://www.readinga
Blend the onset
and rime to say a
whole word (e.g.,
Put the parts
together to make a
whole word: /m//ap/.).
Segment the
HMH Lesson:
22, 23, 24, 25, 26,
27, 28

make new words.
of the word hop?).

Identify initial
sound in spoken
words (e.g., What
sound changes in
the words cake,
bake, make?).
Detect rime when
onset is deleted
from a spoken word
(e.g., When /s/ is
removed from
sat, do you hear
at?).
sounds of a spoken
word
into onset and rime
(e.g., Say the word
cat in two partsthe
first sound then the
rest of the word.).
On the Mark
HMH
assessments

PA. 019-PA.025,
PA. 040-PA.049
_k.asp
http://www.readinga
Phonics & Word Recognition

RF.K3 Know and apply grade-level phonics and word analysis skills in decoding words
RF.K3a
Demonstrate
basic knowledge
of one-to-one
letter-sound
correspondences
Identify and name

consonants.
Identify the name

and sound of
targeted letters.
Identify grapheme
(letter) when sound
and name is given
orally.
HMH Lesson:
4, 5, 7, 8, 9, 10, 12, 13, 14,
Letter/picture sort
15, 17, 18, 19, 20, 22, 24,

25, 27, 28, 29

by producing the
primary or many
Running records
of the most
P. 012-P.040
frequent sound
F.004-F.006
for each
_k.asp
consonant.
Student Recordings
Reading A-Z phonics

lessons:
RF.K3b Associate Identify and name

the long and
short sounds with
common spellings
for the five
major vowels.
vowels.
Recognize short
vowel sounds.
Recognize long
vowel sounds.
Orally differentiate
between
long and short vowel
sounds.
Identify if a vowel
is long or short
when spoken (e.g., I
say the sound //.
Is that long or
short?).
Say the short and
long sounds of each
vowel.
Recognize and say
aloud the one to
one correspondence
between short
graphemes (a, e,
i,o,u) and their
sounds (//, //, /,
//, //) in VC
(e.g., am) and CVC
(e.g., sit) words.
Recognize and say
aloud the one to
one correspondence
between common
HMH Lesson:
Word/picture sort
Short Sounds: 6, 10, 11,

15, 16, 20, 21, 23, 25, 26,
30
Long Vowels: NOT IN
HMH

Student writing
long vowel
graphemes (a_e,
e_e, i_e, o_e, u_e)
and their sounds
(//, //,//, //, //).
P.002, P.047,P.048,
P.052, F.007
_k.asp
Reading A-Z phonics
lessons:
RF.K3c Read
common highfrequency words
by sight.
See Kindergarten
RF3a, RF3b.
Read grade--
appropriate high--
frequency words
presented on word
cards in random
order (e.g., the, of,
to, you, she, my, is,
are, do, does).
P.041-P. 046,
F.008- F.022
_k.asp
HMH Lesson:
1-30

HMH high frequency word

lists/resources
Reading A-Z phonics

lessons:
RF.K3d
Distinguish
between similarly
spelled words by
identifying the
sound of the
letters that
differ.
Recognize and
produce the multiple
sounds of vowels
and the consonants
that make more
than one sound
(e.g., c, g, s).
Identify the sound

that changed on
similarly spelled
words (e.g., After
pronouncing cat and
cut identify
that // changed
to //.).
Identify the sound
that changed on
similarly spelled
high frequency
words
(e.g., love/live,
she/he/me).
P. 026-P.040,
_k.asp
Reading A-Z phonics
lessons:
HMH Lesson:
NOT IN HMH
Word/picture sort
Fluency
RF.K.4 Read emergent-reader texts with purpose and understanding.
RF.K.4 Read
emergent- reader
texts with
purpose and
understanding.
Actively listen to
different genres
(e.g., nursery
rhymes, stories)
read aloud fluently.
Demonstrate
understanding of
text that is read
aloud by another
(e.g., answer
questions,
retell story, explain
what text was
about).
Participate in
teacher read alouds
by
reciting patterns
from frequently read
books.
Use pictures to aid
in retelling a story.
Use a graphic
organizer to
illustrate the
beginning, middle,
and end of a story.
HMH Lesson:

F.014-F.022
_k.asp
http://www.readin
ga-z.com/fluency/
Resources:
www.readinga-z.com
Login and click on phonics tab, scroll down and locate activities based on phonics skills
http://www.carlscorner.us.com/
1-30
Running records
Readers Theater
Student Recordings
August 20, 2013

Grade k5 Reading Foundational Skills Chart

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Kindergarten Reading Foundational Skills Alignment Chart

Teacher observation of discussions

1, 2, 8, 13, 18, 19, 21, and anecdotal notes

Reading A-Z assessments

Activities from FCRR:

Activities from FCRR:

Sort upper and

Reading A-Z assessments

Matching rhyming pictures

Reading A-Z activities:

Blend spoken words

RF.K2c Blend and Blend spoken words

Reading A-Z activities:

Reading A-Z assessments

Detect the medial

Detect initial sound

Reading A-Z assessments

make new words.

of the word hop?).

Activities from FCRR:

Phonics & Word Recognition

Identify and name

Identify the name

15, 17, 18, 19, 20, 22, 24,

Reading A-Z assessments

Activities from FCRR:

Reading A-Z phonics

RF.K3b Associate Identify and name

Short Sounds: 6, 10, 11,

Reading A-Z assessments

Reading A-Z assessments

HMH high frequency word

Reading A-Z phonics

Identify the sound

Activities from FCRR:

August 20, 2013

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