Reading Street 2008 Scope & Sequence

Birmingham City Schools

Reading, K-5

Concepts of Print and Print Awareness

/ PreK / K / 1 / 2 / 3 / 4 / 5 / 6
Develop awareness that print represents spoken language and conveys and preserves meaning / X / X / X
Recognize environmental print and its purposes / X / X / X / X
Recognize familiar books by their covers / X / X
Hold book right side up / X / X
Identify parts of a book and their functions (front cover, title page/title, back cover, page numbers) / X / X / X / X
Identify author and/or illustrator and what they do / X / X / X / X
Understand the concept of letter and word (including constancy of words and word boundaries) / X / X / X
Understand the concept of sentence, paragraph, and story / X / X
Track print (front to back of book, top to bottom of page, left to right on line, sweep back left for next line) / X / X / X
Match spoken to printed words / X / X / X
Know capital and lowercase letter names and match them / X / X T / X
Know the order of the alphabet / X / X / X
Recognize first name in print in a variety of contexts / X / X / X
Recognize the uses of capitalization and punctuation / X / X / X
Read familiar text emergently, i.e., not necessarily verbatim from the print / X / X
Understand that different texts are used for different purposes / X / X / X
Value print as a means of gaining information / X / X / X

Phonological and Phonemic Awareness

/ PreK / K / 1 / 2 / 3 / 4 / 5 / 6
Phonological Awareness
Identify words that are the same or different and recognize the difference between similar sounding words / X / X
Recognize and produce rhyming words / X / X / X / X
Track and count each word in a spoken sentence and each syllable in a spoken word / X / X / X
Segment and blend syllables in spoken words / X / X
Segment and blend onset and rime in one-syllable words / X / X / X
Recognize and produce words beginning with the same sound / X / X / X
Identify beginning, middle, and/or ending sounds that are the same or different / X / X / X
Understand that spoken words are made of sequences of sounds / X / X / X
Phonemic Awareness
Identify the position of sounds in words / X / X
Identify and isolate initial, final, and medial sounds in spoken words / X / X / X
Blend sounds orally to make words or syllables / X / X
Segment a word or syllable into sounds / X / X
Count phonemes in spoken words or syllables / X / X
Manipulate sounds in words (add, delete, and/or substitute phonemes) / X / X / X
Distinguish long and short vowel sounds in spoken words / X / X

Phonics and Decoding

/ PreK / K / 1 / 2 / 3 / 4 / 5 / 6
Phonics
Understand and apply the alphabetic principle that spoken words are composed of sounds that are represented by letters / X / X / X
Know letter-sound relationships / X / X T / X T / X
Blend sounds of letters to decode / X / X T / X / X
Consonants / X / X T / X T / X
Consonant blends and digraphs / X / X T / X T / X
Short, long, and r-controlled vowels / X / X T / X T / X
Vowel digraphs and diphthongs / X T / X T / X
Common vowel patterns / X T / X T / X
Phonograms/word families / X / X T / X
Word Structure
Decode words with common word parts / X / X T / X / X / X / X / X
Base words and inflected endings / X T / X T / X / X / X T / X T
Contractions and compound words / X T / X T / X T / X / X / X
Suffixes and prefixes / X T / X T / X T / X T / X T / X T
Syllabication and common syllable patterns / X T / X T / X / X / X / X
Greek and Latin roots / X / X / X
Blend syllables to decode words / X T / X / X / X / X / X
Decoding Strategies
Blending strategy: Apply knowledge of letter-sound relationships to decode unfamiliar words / X / X / X / X T
Apply knowledge of word structure to decode unfamiliar words / X / X / X / X T / X / X / X
Use context along with letter-sound relationships and word structure / X / X / X / X / X / X / X
Self-correct / X / X / X / X / X / X
Use knowledge of word order (syntax) and context / X / X / X / X / X / X

Fluency

/ PreK / K / 1 / 2 / 3 / 4 / 5 / 6
Listen to models of fluent reading / X / X / X / X / X / X / X / X
Read aloud fluently / X / X T / X T / X / X / X
With accuracy, comprehension, and appropriate pace/rate / X / X / X T / X / X / X
With expression/intonation (prosody) / X / X / X T / X / X / X
With attention to punctuation and appropriate phrasing / X / X / X T / X / X / X
Practice fluency in a variety of ways, including choral reading, partner/paired reading, Reader’s theater, repeated oral reading, and tape-assisted reading / X / X / X / X / X / X / X
Work toward appropriate fluency goals by the end of each grade / X / X / X T / X / X / X
Read regularly in independent-level material / X / X / X / X / X / X
Read silently for increasing periods of time / X / X / X / X / X / X

Vocabulary (Oral and Written)

/ PreK / K / 1 / 2 / 3 / 4 / 5 / 6
Word Recognition
Recognize regular and irregular high-frequency words / X / X / X T / X T
Recognize and understand selection vocabulary / X / X / X T / X / X / X / X
Understand content-area vocabulary and specialized, technical, or topical words / X / X / X / X / X / X
Word Learning Strategies
Develop vocabulary through direct instruction, concrete experiences, reading, and listening to text read aloud / X / X / X / X / X / X / X / X
Use knowledge of word structure to figure out meanings of words / X / X T / X / X T / X / X
Use context clues to determine meanings of unfamiliar words, multiple-meaning words, homonyms, and homographs / X / X T / X / X T / X T / X T
Use grade-appropriate reference sources to learn word meanings / X / X / X / X / X / X T / X T / X
Use picture clues to help determine word meanings / X / X / X / X / X
Use new words in a variety of contexts / X / X / X / X / X / X / X / X
Examine word usage and effectiveness / X / X / X / X / X / X / X
Create and use graphic organizers to group, study, and retain vocabulary / X / X / X / X / X / X
Identify and use key words / X / X / X / X / X / X
Extend Concepts and Word Knowledge
Academic language / X / X / X / X / X / X / X / X
Classify and categorize / X / X / X / X / X / X / X / X
Antonyms / X / X T / X / X T / X T / X T
Synonyms / X / X T / X / X T / X T / X T
Homographs, homonyms, and homophones / X / X / X / X T / X T / X T
Multiple-meaning words / X / X / X / X T / X T / X T
Derivations / X / X / X / X
Related words / X / X / X / X
Analogies / X / X
Connotation/denotation / X / X / X
Figurative language / X / X / X / X / X / X
Idioms / X / X / X / X / X / X
Descriptive words (location, size, color, shape, number, ideas, feelings) / X / X / X / X / X / X / X / X
High-utility words (shapes, colors, question words, position/directional words, and so on) / X / X / X / X
Time and order words / X / X / X / X / X / X / X / X
Transition words / X / X / X
Word origins: Etymologies/word histories; words from other languages, regions, or cultures / X / X / X / X
Shortened forms: abbreviations, acronyms, clipped words / X / X / X / X / X T

KEY

X = instructional opportunityT = tested in standardized test formatTEScope and Sequence part 1, Reading 1p. 1