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Makes a transition from emergent to “real” reading.
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Reads aloud with accuracy and comprehension any text that is appropriately designed for the first half of grade one.
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Accurately decodes orthographically regular, one-syllable words and nonsense words (e.g.,“sit,”“zot”), using print-sound mappings to sound out unknown words.
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Uses letter-sound correspondence knowledge to sound out unknown words when reading text.
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Recognizes common, irregularly spelled words by sight (“have,”“said,”“where,”“two”).
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Has a reading vocabulary of 300 to 500 sight words and easily sounded-out words.
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Monitors own reading and self-corrects when an incorrectly identified word does not fit with cues provided by the letters in the word or the context surrounding the word.
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Reads and comprehends both fiction and nonfiction that is appropriately designed for the grade level.
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Shows evidence of expanding language repertoire, including increasing appropriate use of standard, more formal language.
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Creates own written texts for others to read.
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Notices when difficulties are encountered in understanding text.
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Reads and understands simple written instructions.
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Predicts and justifies what will happen next in stories.
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Discusses prior knowledge of topics in expository texts.
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Uses how, why, and what-if questions to discuss nonfiction texts.
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Describes new information gained from texts in own words.
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Distinguishes whether simple sentences are incomplete or fail to make sense; notices when simple texts fail to make sense.
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Can answer simple written comprehension questions based on the material read.
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Can count the number of syllables in a word.
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Can blend or segment the phonemes of most one-syllable words.
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Spells correctly three- and four-letter short vowel words.
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Composes fairly readable first drafts using appropriate parts of the writing process (some attention to planning, drafting, rereading for meaning, and some self-correction).
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Uses invented spelling or phonics-based knowledge to spell independently, when necessary.
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Shows spelling consciousness or sensitivity to conventional spelling.
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Uses basic punctuation and capitalization.
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Produces a variety of types of compositions (e.g., stories, descriptions, journal entries) showing appropriate relationships between printed text, illustrations, and other graphics.
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Engages in a variety of literacy activities voluntarily (e.g., choosing books and stories to read, writing a note to a friend).
