- Recognize rhyming words
- Produce rhyming words
- Count words in a spoken sentence
- Blend compound words
- Blend syllables in spoken words
- Blend onsets and rimes of single-syllable spoken words
- Orally produce single-syllable VC/CV words by blending two phonemes
- Orally produce single-syllable CVC words by blending three phonemes
- Segment compound words
- Segment, count, and pronounce syllables in spoken words
- Segment onsets and rimes of single-syllable spoken words
- Isolate and pronounce the initial phonemes in three-phoneme (CVC) words
- Isolate and pronounce the final sounds in three-phoneme (CVC) words (not including CVCs ending with /l/, /r/, or /x/.)
- Segment spoken two-phoneme single-syllable words into their complete sequence of individual sounds (phonemes)
- Isolate and pronounce the medial vowel sound in three-phoneme (CVC) words
- Segment spoken three-phoneme single-syllable words into their complete sequence of individual sounds (phonemes)
- Orally produce single-syllable CCVC, CVCC, CCVCC, CCCVC, CCCVCC words by blending four or more phonemes
- Isolate and pronounce initial sounds in single-syllable CCVC, CVCC, CCVCC, CCCVC, CCCVCC words, etc
- Isolate and pronounce final sounds in single-syllable CCVC, CVCC, CCVCC, CCCVC, CCCVCC words, etc
- Isolate and pronounce medial sounds in single-syllable CCVC, CVCC, CCVCC, CCCVC, CCCVCC words, etc
- Segment spoken four or more phoneme single-syllable words into their complete sequence of individual sounds (phonemes)
- Distinguish long from short vowel sounds in spoken single-syllable words
- Add, delete, or substitute individual phonemes in simple, one-syllable words to make new words
- Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound for each consonant
- Associate the long and short vowel sounds with their common spellings (graphemes)
- Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does)
- Beginning to decode VC and CVC words by blending individual sounds, and then recoding (e.g. /m/ /a/ /t/, mat)
- Beginning to decode VC and CVC words by blending onset-rimes, and then recoding
(e.g. /m/ /at/, mat)
- Decode VC and CVC words beginning with continuous sounds (e.g. /f/, /m/, /r/)
- Decode CVC words beginning with stop sounds (e.g. /t/, /g/, /c/)
- Read emergent-reader texts (e.g., simple sentences) with purpose and understanding