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Literacy
RF.K.2 – Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.K.2.b – Count, pronounce, blend, and segment syllables in spoken words.
Samples: Words starting with 'k'. Words are made by joining letters - (new letters g,o,c,k). The letter ‘e’ in words.
RF.K.2.c – Blend and segment onsets and rimes of single-syllable spoken words.
Samples: The letter 's' sound. Words starting with 's'. The letter 'a' sound. The letter ‘a’ in words.
RF.K.2.d – Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)
Samples: The letter 's' sound. Words starting with 's'. The letter 'a' sound. The letter ‘a’ in words.
RF.K.2.e – Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
Samples: The letter 's' sound. Words starting with 's'. The letter 'a' sound. The letter ‘a’ in words.
Literacy
RF.K.3 – Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.a – Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant.
Samples: The letter 's' sound. Words starting with 's'. The letter 'a' sound. The letter ‘a’ in words.
RF.K.3.b – Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
Samples: Beginning Sounds: s, a, t, p. Beginning sounds: i, n, m, d. Beginning sounds: g, o, c, k.
RF.K.3.c – Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
Samples: Beginning Sounds: s, a, t, p. Beginning sounds: i, n, m, d. Beginning sounds: g, o, c, k.
RF.K.3.d – Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Samples: Beginning Sounds: s, a, t, p. Beginning sounds: i, n, m, d. Beginning sounds: g, o, c, k.
You can go to an overview of all the curricula here.
They draw on knowledge and skills that include:
Y1.R.1 – Having all concepts about print under control
Samples: Beginning Sounds: s, a, t, p. Beginning sounds: i, n, m, d. Beginning sounds: g, o, c, k.
Y1.R.3 – Using their developing phonemic awareness to aurally identify and distinguish individual phonemes within words, for example, to blend phonemes (for example, by saying m/a/n/ is man) and to segment phonemes (for example, by saying seat is s/ea/t/)
Samples: Beginning Sounds: s, a, t, p. Beginning sounds: i, n, m, d. Beginning sounds: g, o, c, k.
Y1.R.8 – Applying their knowledge of vocabulary in order to understand words as they decode them and to make meaning at the sentence and whole-text level
Samples: Beginning Sounds: s, a, t, p. Beginning sounds: i, n, m, d. Beginning sounds: g, o, c, k.
Y1.R.6 – Decoding unfamiliar words by using their developing knowledge of grapheme-phoneme relationships, which enables them to:
Y1.R.6.a – Identify common graphemes (for example, sh, ch, ow, ai, th, oy) and produce an associated sound for each one
Samples: Word family 'at'. Word family 'ot'. Word Family 'et' reading. Word Family 'an'. Word family 'ad'. Word family 'it'.
Y1.R.6.b – Apply the knowledge that letters can be pronounced in different ways (for example, about, and, apron)
Samples: Beginning Sounds: s, a, t, p. Beginning sounds: i, n, m, d. Beginning sounds: g, o, c, k.
Y1.R.6.c – Apply strategies such as: sounding out words; using knowledge of graphemes (for example, sh, aw, t, p, or); and using analogy to read words that contain familiar chunks (for example, est, en, ump)
Samples: Beginning Sounds: s, a, t, p. Beginning sounds: i, n, m, d. Beginning sounds: g, o, c, k.
KS1.Y1.R.WR – Reading - word reading
Pupils should be taught to:
KS1.Y1.R.WR.2 – Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes
Samples: Beginning Sounds: s, a, t, p. Beginning sounds: i, n, m, d. Beginning sounds: g, o, c, k.
