Standard set
Reading Standards for Foundational Skills
Standards
Showing 73 of 73 standards.
RF1
Print Concepts
RF2
Phonological Awareness
RF3
Phonics and Word Recognition
RF4
Fluency
RF.K.1
Demonstrate understanding of the organization and basic features of print.
RF.1.1
Demonstrate understanding of the organization and basic features of print.
RF.K.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.1.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.K.3
Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. CA
RF.1.3
Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. CA
RF.2.3
Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. CA
RF.3.3
Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. CA
RF.4.3
Know and apply grade-level phonics and word analysis skills in decoding words.
RF.5.3
Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.4
Read emergent-reader texts with purpose and understanding.
RF.1.4
Read with sufficient accuracy and fluency to support comprehension.
RF.2.4
Read with sufficient accuracy and fluency to support comprehension.
RF.3.4
Read with sufficient accuracy and fluency to support comprehension.
RF.4.4
Read with sufficient accuracy and fluency to support comprehension.
RF.5.4
Read with sufficient accuracy and fluency to support comprehension.
RF.K.1.a
Follow words from left to right, top to bottom, and page by page.
RF.K.1.b
Recognize that spoken words are represented in written language by specific sequences of letters.
RF.K.1.c
Understand that words are separated by spaces in print.
RF.K.1.d
Recognize and name all upper- and lowercase letters of the alphabet.
RF.1.1.a
Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
RF.K.2.a
Recognize and produce rhyming words.
RF.K.2.b
Count, pronounce, blend, and segment syllables in spoken words.
RF.K.2.c
Blend and segment onsets and rimes of single-syllable spoken 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.* (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.2.e
Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
RF.K.2.f
Blend two to three phonemes into recognizable words. CA
RF.1.2.a
Distinguish long from short vowel sounds in spoken single-syllable words.
RF.1.2.b
Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.2.c
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
RF.1.2.d
Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
RF.K.3.a
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sounds or many of the most frequent sounds for each consonant.
RF.K.3.b
Associate the long and short sounds with common spellings (graphemes) for the five major vowels. (Identify which letters represent the five major vowels [Aa, Ee, Ii, Oo, and Uu] and know the long and short sound of each vowel. More complex long vowel graphemes and spellings are targeted in the grade 1 phonics standards.) CA
RF.K.3.c
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.3.d
Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.1.3.a
Know the spelling-sound correspondences for common consonant digraphs.
RF.1.3.b
Decode regularly spelled one-syllable words.
RF.1.3.c
Know final -e and common vowel team conventions for representing long vowel sounds.
RF.1.3.d
Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
RF.1.3.e
Decode two-syllable words following basic patterns by breaking the words into syllables.
RF.1.3.f
Read words with inflectional endings.
RF.1.3.g
Recognize and read grade-appropriate irregularly spelled words.
RF.2.3.a
Distinguish long and short vowels when reading regularly spelled one-syllable words.
RF.2.3.b
Know spelling-sound correspondences for additional common vowel teams.
RF.2.3.c
Decode regularly spelled two-syllable words with long vowels.
RF.2.3.d
Decode words with common prefixes and suffixes.
RF.2.3.e
Identify words with inconsistent but common spelling-sound correspondences.
RF.2.3.f
Recognize and read grade-appropriate irregularly spelled words.
RF.3.3.a
Identify and know the meaning of the most common prefixes and derivational suffixes.
RF.3.3.b
Decode words with common Latin suffixes.
RF.3.3.c
Decode multi-syllable words.
RF.3.3.d
Read grade-appropriate irregularly spelled words.
RF.4.3.a
Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
RF.5.3.a
Use combined knowledge of all lettersound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
RF.1.4.a
Read on-level text with purpose and understanding.
RF.1.4.b
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.1.4.c
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.2.4.a
Read on-level text with purpose and understanding.
RF.2.4.b
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.2.4.c
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.3.4.a
Read on-level text with purpose and understanding.
RF.3.4.b
Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
RF.3.4.c
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.4.4.a
Read on-level text with purpose and understanding.
RF.4.4.b
Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
RF.4.4.c
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.5.4.a
Read on-level text with purpose and understanding.
RF.5.4.b
Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
RF.5.4.c
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Framework metadata
- Source document
- CCSS for ELA - Content Standards (CA Dept of Education)
- License
- CC BY 4.0 US