Reading

			Standard 1. Demonstrates competence in the general skills and strategies of the reading process

			Interval Benchmark K-2 Uses the skills and strategies of the print-sound code when reading grade appropriate text

			Grade 1

			Instructional Resources Supporting Knowledge | Instructional Strategies

To understand this Interval Benchmark, a first grade student: Knows the names of the letters of the alphabet and can identify them by name in any context The following elements should go into a lesson plan: VOCABULARY to use - letter - alphabet - upper case - lower case - sound INFORMATION to understand - Knows a written word is a series of letters that represent a series of sounds - Understands the alphabetic principle (the sequence of letters in a written word represents the sequency of sounds) - Knows the names and sounds of all the letters SKILLS to practice  (ITBS/ITED alignment indicated) - Recognizes and names all upper and lower case letters in any context, in isolation, and in common fonts or handwriting, other than cursive - Identifies or writes any letter(s) in any order without an alphabet chart - Recognizes and says the common sounds of all letters and writes a letter that goes with a spoken sound - Uses knowledge of sounds and letters to write phonetically, representing consonant sounds with single letters in the correct sequence To understand this Interval Benchmark, a first grade student: Knows the correspondences between speech sounds and the letters or letter combinations that represent these sounds The following elements should go into a lesson plan: VOCABULARY to use - vowel - consonant - beginning sound - ending sound - long vowel - short vowel - vowel teams - r-controlled vowels INFORMATION to understand - Discriminates between speech sounds - Discriminates between letter symbols - Knows speech sounds are represented with letter symbols - Understands the concept of one-to-one correspondence - Knows sounds are combined (blended) to form spoken words - Knows sound-symbol relationships can be used to decode unknown words - Knows short vowel sounds - Knows long vowel sounds - Understands how short and long vowel sounds change the meaning of words - Knows vowel sounds can be used to decode unknown words - Knows vowels can be combined with another vowel or with "r" to form their own distinct sounds SKILLS to practice  (ITBS/ITED alignment indicated) - Matches single letter vowel (long and short) sounds with the individual letter symbols - Distinguishes between short vowels and long vowels using the "rule of silent e" - Identifies initial and final consonants - Recognizes and pronounces some combinations of vowels (vowel teams) and matches them to their letter combinations - Recognizes and pronounces r-controlled vowels and matches them to their letter combinations - Matches combinations of speech sound (e.g., blends) with letter combinations - Matches some consonant sounds with the most common combinations of two-letter symbols (digraphs) - Identifies and separates the sounds of single-syllable words (the onset and rime) by saying each sound aloud - Blends onsets and rimes to form words by blending separately spoken phonemes to make a meaningful one-syllable word - Recognizes rhyming To understand this Interval Benchmark, a first grade student: Converts written word to spoken word The following elements should go into a lesson plan: VOCABULARY to use - chunk - word families - stretch-out - blend - word patterns - blending INFORMATION to understand - Knows there is a systematic relationship between letters and sounds (e.g., the alphabetic principle) - Knows there are visual features for instant recognition of words - Knows common word patterns can be used to decode unfamiliar words - Knows common word families can be used to decode unfamiliar words - Knows vowels (short, long, vowel teams, r-controlled) can be used to decode unfamiliar words SKILLS to practice  (ITBS/ITED alignment indicated) - Uses knowledge of letter-sound correspondences to recognize or figure out regularly spelled, one- and two-syllable words (c-v-c) - Uses knowledge of vowels (short, long, vowel teams, r-controlled) to figure out unfamiliar words - Reads simple texts containing letter-sound correspondences and high-frequency words - Recognizes by sight a minimum of 100 high-frequency words - Breaks words into chunks ready to be blended - Extracts chunks of several letters (e.g., ing, est, ight, ought) - Recognizes word families and chunks of familiar words when they are present in a new word - Uses familiar word patterns to decode unknown words - Reads the same word in the same way across contexts - Uses onsets and rimes to create new words that include blends and diagraphs

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