• By the end of Kindergarten, we want students to be able to:

    • Write their first name without a model
    • Identify at least 40 uppercase/lowercase letters by name
    • Demonstrate left-to-right directionality
    • Follow simple directions
    • Know at least 8 sounds
    • Be working on:
      • Matching one-to-one
      • Controling left-to-right directionality across several lines of print
      • Use meaning, structure, and initial letters to figure out unknown words
      • Form letters correctly
      • Hear & record CVC sounds in sequence
      • Monitor for meaning
      • Read & write sight words
      • Write a simple message about the book with support

    By the end of First Grade, we want students to be able to:

    • Know letters and sounds
    • Learning foundational skills to decode challenging words
    • Learning to write sight words
    • Controls one-to-one matching
    • Uses pictures to support meaning
    • Controls left-to-right directionality
    • Be working on:
      • Monitoring for meaning, structure, and visual
      • Rereading at the point of difficulty
      • Using a variety of strategic actions to solve words
      • Retelling
      • Applying phonetic principles they have learned

    By the end of Second Grade, we want students to be able to:

    • Recognize an increasing number of sight words
    • Struggles with sophisticated vocabulary especially multisyllabic words with complex vowel patterns and endings
    • Be working on:
      • Decoding (use word study activities that target complex vowels and inflectional endings)
      • Comprehending longer, more complex text
      • Retelling a story with details and accuracy
      • Building fluency

    Third Grade and Beyond, we want students to be able to:

    • Have automaticity with word recognition
    • Have efficient & flexible word-solving strategies
    • Recognize when they make an error (which is rare), and use meaning and parts of words to quickly self-correct
    • Be proficient decoders
    • Be working on monitoring comprehension & exploring deeper levels of comprehension:
      • Main idea/details
      • Inferring
      • Summarizing
      • Drawing conclusions
      • Analyzing relationships between characters and ideas
      • Evaluating the author’s purpose