purpose. I-W-3:HI-4 experimenting with reviewing the draft for errors in conventions including left to right, return sweep, capital letters at the beginning of sentences and names, spaces between words, and ending punctuation. I-W-3:HI-5 finalizing an original piece of writing for an intended audience. 15/15 [ K.R.RF.02b.1] I can count, say, blend, and take apart the number of syllables in a word Count, pronounce, blend, and segment syllables in spoken words. Blend and segment onsets and rimes of spoken words. "I can count, say, blend, and take apart the number of I-R-2:HI-1 segmenting one-syllable words into its phonemes. I-R-2:HI-2 orally producing groups of words that begin with the same initial sounds (alliteration). I-R-2:HI-3 blending two or three spoken syllables to produce words.
syllables in a word." 15/15 Days [ K.R.RF.02b.2] I can put together and take apart the sounds that make up words. Count, pronounce, blend, and segment syllables in spoken words. Blend and segment onsets and rimes of spoken words. "I can put together and take apart the sounds that make up words." I-R-2:HI-1 segmenting one-syllable words into its phonemes. I-R-2:HI-2 orally producing groups of words that begin with the same initial sounds (alliteration). I-R-2:HI-3 blending two or three spoken syllables to produce words. 15/15 Days [ K.R.RF.02c] I can say the beginning sound of a word. I can say the ending sound of a word. I can say the middle sound of a word. Isolate and pronounce the initial, medial vowel, and final sounds I-R-2:HI-1 segmenting one-syllable words into its phonemes. I-R-2:HI-10 decoding common CVC words.
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. expectations for writing types are defined in standards 1–3 above). a. With guidance and support from adults, produce functional writing (e.g., classroom rules, experiments, notes/messages, friendly letters, labels, graphs/tables) in which the development and organization are appropriate to task and purpose. "I can write useful text with my teacher’s help." to describe, explain, or inform. I-W-1:HI-3 writing to provide directions or information related to real world tasks using simple sentences that include sight words, CVC words, and phonetic spelling. I-W-1:HI-4 writing friendly letters or thank you notes using simple sentences that include sight words, CVC words, and phonetic spelling. I-W-3:HI-1 generating or expanding on ideas independently by drawing pictures and using key vocabulary in graphic organizers. (e.g., storyboard) I-W-3:HI-2 experimenting with writing a draft for a specific purpose. I-W-3:HI-4 experimenting with reviewing the draft for
errors in conventions including left to right, return sweep, capital letters at the beginning of sentences and names, spaces between words, and ending punctuation. I-W-3:HI-5 finalizing an original piece of writing for an intended audience. 10/15 Days [ K.R.RF.02b.1] I can count, say, blend, and take apart the number of syllables in a word Count, pronounce, blend, and segment syllables in spoken words. Blend and segment onsets and rimes of spoken words. "I can count, say, blend, and take apart the number of syllables in a word." I-R-2:HI-1 segmenting one-syllable words into its phonemes. I-R-2:HI-2 orally producing groups of words that begin with the same initial sounds (alliteration). I-R-2:HI-3 blending two or three spoken syllables to produce words. 10/15 Days [ K.R.RF.02b.2] I can put together and take apart the sounds that make up words. Count, pronounce, blend, and I-R-2:HI-1 segmenting one-syllable words into its phonemes. I-R-2:HI-2
25/35 Days [ K.W.04] I can write useful text with my teacher's help. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. expectations for writing types are defined in standards 1–3 above). a. With guidance and support from adults, produce functional writing (e.g., classroom rules, experiments, notes/messages, friendly letters, labels, graphs/tables) in which the development and organization are appropriate to task and purpose. "I can write useful text with my teacher’s help." I-W-1:HI-2 writing expository responses using simple sentences that include sight words, CVC words, and phonetic spelling to describe, explain, or inform. I-W-1:HI-3 writing to provide directions or information related to real world tasks using simple sentences that include sight words, CVC words, and phonetic spelling. I-W-1:HI-4 writing friendly letters or thank you notes using simple sentences that include sight words, CVC words, and phonetic spelling. I-W-3:HI-1 generating or expanding on ideas independently by drawing pictures and using key vocabulary in graphic organizers. (e.g., storyboard) I-W-3:HI-2 experimenting with writing a draft for a specific
phonetically." 20/35 Days [ K.W.04] I can write useful text with my teacher's help. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. expectations for writing types are defined in standards 1–3 above). a. With guidance and support from adults, produce functional writing (e.g., classroom rules, experiments, notes/messages, friendly letters, labels, graphs/tables) in which the development and organization are appropriate to task and purpose. "I can write useful text with my I-W-1:HI-2 writing expository responses using simple sentences that include sight words, CVC words, and phonetic spelling to describe, explain, or inform. I-W-1:HI-3 writing to provide directions or information related to real world tasks using simple sentences that include sight words, CVC words, and phonetic spelling. I-W-1:HI-4 writing friendly letters or thank you notes using simple sentences that include sight words, CVC words, and phonetic spelling. I-W-3:HI-1 generating or expanding on ideas independently by drawing pictures and using key vocabulary in graphic organizers. (e.g., storyboard) specific
10/35 Days [ K.W.04] I can write useful text with my teacher's help. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. expectations for writing types are defined in standards 1–3 above). a. With guidance and support from adults, produce functional writing (e.g., classroom rules, experiments, notes/messages, friendly letters, labels, graphs/tables) in which the development and organization are appropriate to task and purpose. "I can write useful text with my teacher’s help." I-W-1:HI-2 writing expository responses using simple sentences that include sight words, CVC words, and phonetic spelling to describe, explain, or inform. I-W-1:HI-3 writing to provide directions or information related to real world tasks using simple sentences that include sight words, CVC words, and phonetic spelling. I-W-1:HI-4 writing friendly letters or thank you notes using simple sentences that include sight words, CVC words, and phonetic spelling. I-W-3:HI-1 generating or expanding on ideas independently by drawing pictures and using key vocabulary in graphic organizers. (e.g., storyboard) I-W-3:HI-2 experimenting with writing a draft for a specific
Read common high- frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). "I can read sight words with fluency. " 12/08/14 10/50 Days [ K.L.02d] I can spell words phonetically. "I can spell words phonetically." N/A 15/50 Days [ K.R.RF.03c] I can read sight words with fluency. I-R-2:HI-7 reading high frequency words with