Name_______________________________

PreK Kindergarten 1 2 3 4 5 6 7 8 9&10 11&12

RTM 1-3Y 1G 2G 1B 2B 1R 2R Wt Bk Or Pu 1Br 2Br Si Gl

Families,

Your child is currently reading and comprehending at the IRLA Reading Level indicated above. Your
child’s current Power Goal is indicated below or on the following pages. Please remember to have
your child read for 15-20 minutes at least 4 times per week. Doing so will have a significant impact on
your child’s learning! We appreciate your partnership!

RTM
 Listen to 500 books, follow a story from page to page – left to right, talk about what I see in the
pictures, sing the alphabet song.

1-3Y
 Track print - follow words from left to right, top to bottom, and page by page.
 Say one word for each word on the page, self-correct without prompting.
 Sustain concentration when reading.
 Isolate and pronounce the initial sound of a spoken word.
 Letter sounds – consonants.
 Say a word that matches the first sound and the picture without help.
 Recognize and name most upper- and lowercase letters of the alphabet.

1G
 Orally produce groups of words that start with the same initial sound.
 Letter sounds – consonants.
 1G Power Words – know all 60 at Flash Speed!
 Read 1G texts fluently with little to no mistakes without help.
 Recall/comprehend what student read.

2G
 Read with expression – recognize and respond to punctuation (commas, periods, question
marks) while reading.
 Initial consonant blends and digraphs.
 2G Power Words – know all 60 at Flash Speed!
 2G Category Words – know all at Flash Speed!
 Read 2G texts fluently with little to no mistakes without help.
 Recall/comprehend what student read.

1B
 Chunking – cover parts of unfamiliar words with finger and look for familiar chunks inside.
 Rhyming – use familiar rhyming words to decode unfamiliar words.
 1-syllable words – decode almost any 1-syllable word without help.
(1B cont.)
 Decode words containing –e and common vowel team conventions for representing long
vowel sounds:
o a_e (sale), e_e (Pete), i_e (smile), o_e (pole), u_e (June), ay (gray), oy (boy), ee (meet),
ea (seal), ai (pain), oa (load), ui (suit), ow (grow), ow (cow)
 Decode words beginning with wr-, kn-, ph-, qu-, wh-
 Use final blends and digraphs to figure out unfamiliar words:
o –sh, -st, -nd, -nt, -lk, -ch, -sk, -ng, -nch, -lf, -th, -ft, -nk, -mp, -lp
 Decode words containing “r”-controlled vowels – ar, er, ir, or, ur.
 1B Tricky Words – know all at Flash Speed!
 Know 1-syllable key words that can be used as a chunk to decode words in 25 of the most
useful word families:
o tail, rain, whale, tank, cap, car, cash, skate, ear, bell, nest, ice, stick, slide, light, ring,
chip, rock, smoke, gold, store, snow, duck, bug, skunk
 Read 1B texts fluently with little to no mistakes without help.
 Recall/comprehend what student read.

2B
 2-syllable words – decode almost any 2-syllable word without help.
o Look for familiar chunks in words, break words into syllables.
 Use single and double constant rule to decode 2-syllable words with long or short vowels.
o –ater / -atter, -eepy / -eppy, -idle / -iddle, -oping / -opping, -uter / -utter
 Decode compound words and use knowledge of individual words to predict meaning.
 Read words with inflectional endings
o –ed, -ing, -es, -y, -er, -est
 2B Tricky Words – know all at Flash Speed!
 Read 2B texts fluently with little to no mistakes without help.
 Recall/comprehend what student read.

1R
 3-syllable words – decode almost any 3-syllable word without help.
 Read words with common suffixes
o –ed, -er, -ing, -es, -y, -est, -ly, -ier, -iest
 Use three-letter blends to decode unfamiliar words
o str-, scr-, spl-, spr-, shr-, squ-, sch-, thr-, tch, -rst, -rth
 Use silent consonants to figure out unfamiliar words
o Kn-, gn-, wr-, -mb, -gh
 Know spelling-sound correspondences for additional common vowel teams
o au, ou (you), ou (out), oo (too), oo (book), oy, oi, ey, ei, ew
 Decode 2-syllable words with long vowels (open, Ruby, biking, etc.)
 Distinguish long and short vowels when reading regularly spelled one-syllable words.
 1R Tricky Words – know all at Flash Speed!
 Read 1R texts fluently with little to no mistakes without help.
 Recall/comprehend what student read.
2R
 Use rule of syllabication to approximate the pronunciation of a word, including difficult names.
o Every syllable must have a vowel
o Closed syllables: End in consonant, Vowel is short (in-sect)
o Open syllables: End in vowel, Vowel is long (ve-to)
 Decode any word familiar from speech.
 Flexibility with letter sounds. Try different sounds for the letters/chunks in an unfamiliar word until
the word is recognized.
 Try splitting the vowels (create, museum, graduate)
 Try different sounds
o ch=k school, si=sh/zh decision, s=sh sure, ti=sh initial, t=tch future, ci=sh official, c=s
certain
 Try making a letter silent
o gn sign, pn pneumonia, gh sigh, wh white, mb thumb
 2R Tricky Words – know all at Flash Speed!
 Prefixes and suffixes
o un-, re-, mis-, -ful, -able, -tion, -ly, -ier, -iest
 Read 2R texts fluently with little to no mistakes without help.
 Recall/comprehend what student read.

Wt
 Read Wt texts fluently with little to no mistakes without help.
 Recall/comprehend what student read.
 Read actively: Activate prior knowledge, survey, make predictions and connections, visualize,
reread, and ask clarifying questions.

Bk
 Use context clues to determine meaning of unfamiliar words.
 Affixes and roots: Use Greek and Latin suffixes and roots as clues to the meaning of a word
o Aqua, bio, graph, hydr, photo, scop, scrib, spec, tele, therm, etc.
 Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
 Recognize and explain the meaning of common idioms, adages, and proverbs.
 Provide synonyms or antonyms for words encountered in text.
 Consult reference materials (dictionaries, glossaries, thesauruses), both print and digital, to find
the pronunciation and determine or clarify the precise meaning of key words and phrases.
 Read Bk texts fluently with little to no mistakes without help.
 Recall/comprehend what student read.