Kindergarten
| Can the student demonstrate this skill? If not, implement the aligned instructional routine. |
Instructional Routine | Aligned B.E.S.T. Standard |
|---|---|---|
| The student can identify and produce alliterative and rhyming words. | Phonemic Awareness: Rhyme | ELA.K.F.1.2b |
| The student can identify the initial sound of spoken words. | Phonemic Awareness: Isolation | ELA.K.F.1.2d |
| The student can blend phonemes in single-syllable spoken words. | Phonemic Awareness: Blending | ELA.K.F.1.2f |
| The student can segment phonemes in single-syllable spoken words. | Phonemic Awareness: Segmenting | ELA.K.F.1.2f |
| The student demonstrates knowledge of the most frequent sound for each consonant. | Phonics: Letter-Sound Correspondence | ELA.K.F.1.3a |
| The student can decode consonant-vowel-consonant (CVC) words. | ELA.K.F.1.3c | |
| The student can encode consonant-vowel-consonant (CVC) words. | Phonics: Writing Simple Words | ELA.K.F.1.3d |
| The student can recognize and read with automaticity grade-level high frequency words. | Fluency: High Frequency Word | ELA.K.F.1.4 |
| The student can identify and sort common words into basic categories, relating vocabulary to background knowledge. | Vocabulary: Identify and Sort Common Objects into Categories | ELA.K.V.1.3 |
| The student can describe the main character(s), setting, and important events in a story. | Comprehension: Identify Story Grammar | ELA.K.R.1.1 |
First Grade
| Can the student demonstrate this skill? If not, implement the aligned instructional routine. |
Instructional Routine | Aligned B.E.S.T. Standard |
|---|---|---|
| The student can blend single-syllable spoken words with at least five phonemes. | Phonemic Awareness: Blending | ELA.1.F.1.2c |
| The student can segment single-syllable spoken words with at least five phonemes. | Phonemic Awareness: Segmenting | ELA.1.F.1.2d |
| The student can decode words using knowledge of spelling-sound correspondences for common consonant digraphs, trigraphs, and blends. | Phonics: Decode and Write Words with Blends | ELA.1.F.1.3a |
| The student can decode and encode regularly spelled one-syllable words. | Phonics: Decode and Write Words | ELA.1.F.1.3c |
| The student can decode words that use final –e and vowel teams to make long-vowel sound. | Phonics: Decode and Write Words with the “Silent e” | ELA.1.F.1.3f |
| The student can read grade-level texts with accuracy, automaticity, and appropriate prosody or expression. | Fluency: Reading Text with Proper Expression | ELA.1.F.1.4 |
| The student can identify and use picture clues, context clues, word relationships, reference materials, and/or background knowledge to determine the meaning of unknown words. | Vocabulary: Using Context Clues to Determine Word Meaning | ELA.1.V.1.3 |
| The student can use main story elements at the beginning, middle, and end for a literary text. | Comprehension: Retelling the Main Events of a Story in Sequence | ELA.1.R.3.2a |
Second Grade
| Can the student demonstrate this skill? If not, implement the aligned instructional routine. |
Instructional Routine | Aligned B.E.S.T. Standard |
|---|---|---|
| The student can decode regularly spelled two-syllable words with long and short vowels. | Phonics: Two-Syllable Words | ELA.2.F.1.3b |
| The student can read grade-level texts with accuracy, automaticity, and appropriate prosody or expression. | Fluency: Reading Text with Appropriate Phrasing and Proper Expression | ELA.2.F.1.4 |
| The student can identify and use base words and affixes to determine the meaning of unfamiliar words in grade-level content. | Vocabulary: Base Words and Prefixes | ELA.2.V.1.2 |
| The student can identify and use context clues, word relationships, reference materials, and/or background knowledge to determine the meaning of unknown words. | Vocabulary: Multiple Meaning Words in Context | ELA.2.V.1.3 |
| The student can explain an author’s purpose in an informational text. | Comprehension: Identify and Discuss the Author’s Purpose | ELA.2.R.2.3 |
Third Grade
| Can the student demonstrate this skill? If not, implement the aligned instructional routine. |
Instructional Routine | Aligned B.E.S.T. Standard |
|---|---|---|
| The student can decode words with common Greek and Latin roots and affixes. |
Phonics: Identify Base Words and Suffixes to Read Multisyllabic Words #1 Phonics: Identify Base Words and Affixes to Read Multi-Syllabic Words #2 |
ELA.3.F.1.3a |
| The student can decode multisyllabic words. | Phonics: Words with More Than One Syllable (CV/C) Rule A | ELA.3.F.1.3c |
| The student can read grade-level texts with accuracy, automaticity, and appropriate prosody or expression. | Fluency: Reading Text with Appropriate Phrasing and Proper Expression | ELA.3.F.1.4 |
| The student can identify and apply knowledge of common Greek and Latin roots, base words, and affixes to determine the meaning of unfamiliar words in grade-level content. | Vocabulary: Determine the Meaning of a Word using Knowledge of Base Words and Affixes | ELA.3.V.1.2 |
| The student can use context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the meaning of multiple-meaning and unknown words and phrases, appropriate to grade level. | Vocabulary: Multiple Meaning Words in Context | ELA.3.V.1.3 |
| The student can explain the development of an author's purpose in an informational text. | Comprehension: Identify and Discuss the Author’s Purpose | ELA.3.R.2.3 |
| The student can summarize a text to enhance comprehension: a. Include plot and theme for a literary text. b. Use the central idea and relevant details for an informational text. | Comprehension: Create a Summary from Expository Text | ELA.3.R.3.2 |
| The student can compare and contrast how two authors present information on the same topic or theme. | Comprehension: Compare and Contrast the Topics in Two Texts | ELA.3.R.3.3 |
