Core Content Connectors by Common Core State Standards: English Language Arts-Language Reading Standards for Foundational Skills Grades K-2

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College and Career Readiness Anchor Standards for Reading fluently

1. Print Concepts: Demonstrate understanding of the organization and basic features of print.
2. Phonological Awareness: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
3. Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words.

Reading Standards for Reading Fluently

Kindergarten students:	Grade 1 students:	Grade 2 students:
1. Demonstrate understanding of the organization and basic features of print. 1a. Follow words from left to right, top to bottom, and page by page. 1b. Recognize that spoken words are represented in written language by specific sequences of letters. 1c. Understand that words are separated by spaces in print. 1d. Recognize and name all upper- and lowercase letters of the alphabet.	1. Demonstrate understanding of the organization and basic features of print. 1a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).	1. Not present at grade 2
CCCs
K.RI.b6 During shared reading activities, point to text: from top to bottom of page, left to right, or to match a spoken "orally read" word to written word in an informational text.	1.RI.b5 Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation) in informational texts.	N/A
K.RL.b6 During shared reading activities, point to text: from top to bottom of page, left to right, or to match a spoken "orally read" word to the written word.	1.RL.b5 Recognize the distinguishing features of a sentence (e.g., first word, capitalization).
1.RI.b3 During shared reading activities, point to text: from top to bottom of page, left to right, or to match a spoken "orally read" word to written word in an informational text.
1.RL.b2 During shared reading activities, point to text: from top to bottom of page, left to right, or to match a spoken "orally read" word to the written word.
K.RI.b5 During shared reading activities, indicate need to turn the page for continued reading.
K.RL.b5 During shared reading activities, indicate need to turn the page for continued reading of a story/text.
1.RI.b2 During shared reading activities, indicate need to turn the page for continued reading.
1.RL.b3 During shared reading activities, indicate need to turn the page for continued reading of a story/text.
K.RI.b8 Distinguish individual letters from words; distinguish letters from punctuation marks; and distinguish words from sentences.
K.RL.b8 Distinguish individual letters from words; distinguish letters from punctuation marks; and distinguish words from sentences.
K.RL.b7 Identify familiar written words when spoken (e.g., Show me the word "Tony").
K.RI.b9 Recognize that words are separated by spaces in print.
K.RL.b9 Recognize that words are separated by spaces in print.
1.RI.b4 Recognize that words are separated by spaces in print.
1.RL.b4 Recognize that words are separated by spaces in print.
K.RWL.b1 Identify or name uppercase letters of the alphabet.
K.RWL.b2 Identify or name lowercase letters of the alphabet.
1.RWL.b1 Identify or name uppercase letters of the alphabet.
1.RWL.b2 Identify or name lowercase letters of the alphabet.

Kindergarten students:	Grade 1 students:	Grade 2 students:
2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 2a. Recognize and produce rhyming words. 2b. Count, pronounce, blend, and segment syllables in spoken words. 2c. Blend and segment onsets and rimes of single-syllable spoken words. 2d. Isolate and pronounce the initial, medial vowel, and final sounds 2e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.	2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 2a. Distinguish long from short vowel sounds in spoken single-syllable words 2b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. 2c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. 2d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).	2. Not present at grade 2
CCCs
K.RI.b7 Identify familiar written words when spoken	1.RWL.c6 Identify long or short vowel sounds in spoken single-syllable words.	N/A
K.RWL.b5 Recognize rhyming words.	1.RWL.b7 Produce single-syllable words by blending sounds (phonemes), including consonant blends.
1.RWL.b5 Recognize rhyming words.	2.RWL.b1 Produce single-syllable words by blending sounds (phonemes), including consonant blends.
K.RWL.b6 Produce rhyming words.	1.RWL.b8 Isolate and/or produce initial in consonant-vowel-consonant (CVC) words.
1.RWL.b6 Produce rhyming words.	1.RWL.b9 Isolate and/or produce medial vowel sound in consonant-vowel-consonant (CVC) words.
K.RWL.b7 Count syllables in spoken words.	1.RWL.b10 Isolate and/or produce final sounds in consonant-vowel-consonant (CVC) words.
K.RWL.b9 Blend and segment onsets and rimes of single-syllable spoken words.	2.RWL.b2 Isolate and/or produce initial, medial vowel, and/or final sounds in consonant-vowel-consonant (CVC) words.
K.RWL.b8 Blend and segment syllables in spoken words.	1.RWL.b11 Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
K.RWL.b10 Isolate initial sounds in consonant-vowel-consonant (CVC) words (not including blends).	2.RWL.b3 Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
K.RWL.b11 Isolate final sounds in consonant-vowel-consonant (CVC) words (not including blends).
K.RWL.b12 Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Kindergarten students:	Grade 1 students:	Grade 2 students:
3. Know and apply grade-level phonics and word analysis skills in decoding words. 3a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. 3b. Associate the long and short sounds with the common spellings. 3c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does). 3d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.	3. Know and apply grade-level phonics and word analysis skills in decoding words. 3a. Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). 3b. Decode regularly spelled one-syllable words. 3c. Know final -e and common vowel team conventions for representing long vowel sounds. 3d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. 3e. Decode two-syllable words following basic patterns by breaking the words into syllables. 3f. Read words with inflectional endings. 3g. Recognize and read grade-appropriate irregularly spelled words.	3. Know and apply grade-level phonics and word analysis skills in decoding words. 3a. Distinguish long and short vowels when reading regularly spelled one-syllable words. 3b. Know spelling-sound correspondences for additional common vowel teams. 3c. Decode regularly spelled two-syllable words with long vowels. 3d. Decode words with common prefixes and suffixes. 3e. Identify words with inconsistent but common spelling-sound correspondences. 3f. Recognize and read grade-appropriate irregularly spelled words.
CCCs
K.RWL.b3 Recognize the sound(s) for each letter.	1.RWL.c3 Identify common consonant digraphs using their sound correspondence (e.g., write/state/select "ch" when sounded out).	2.RWL.c2 Identify long and short vowels in regularly spelled one-syllable words.
1.RWL.b3 Recognize the sound(s) for each letter.	1.RWL.c4 Decode regularly spelled CVC words.	2.RWL.c3 Decode regularly spelled one-syllable words with long vowels.
K.RWL.b4 Produce the sound(s) for each letter.	1.RWL.c5 Recognize silent e as the reason the vowel sound is a long vowel sound in a word.	3.RWL.g3 Decode regularly spelled one-syllable words with long vowels.
1.RWL.b4 Produce the sound(s) for each letter.	1.RWL.c7 Read or identify frequently occurring words with inflectional endings.	2.RLW.c4 Decode regularly spelled two-syllable words with long vowels.
K.RWL.c1 Identify words with long and short vowel sounds for the five major vowel sounds	2.RWL.c1 Read or identify frequently occurring root words with and without inflectional endings.	3.RLW.g4 Decode regularly spelled two-syllable words with long vowels.
1.RWL.c1 Identify words with long and short vowel sounds for the five major vowel sounds.	1.RWL.d1 Recognize grade-appropriate irregularly spelled words.	2.RWL.c5 Decode words with common prefixes and suffixes.
K.RWL.d1 Read common Kindergarten high frequency words by sight.		2.RWL.d1 Recognize and/or read grade appropriate irregularly spelled words.
K.RWL.c2 Identify the sound that differs between two similarly spelled words.
1.RWL.c2 Identify the sound that differs between two similarly spelled words.

Reading Standards for Reading Fluently

4. Fluency: Read with sufficient accuracy and fluency to support comprehension

Kindergarten students:	Grade 1 students:	Grade 2 students:
4. Read emergent-reader texts with purpose and understanding.	4. Read with sufficient accuracy and fluency to support comprehension. 4a. Read grade-level text with purpose and understanding. 4b. Read grade-level text orally with accuracy, appropriate rate, and expression. 4c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.	4. Read with sufficient accuracy and fluency to support comprehension. 4a. Read grade-level text with purpose and understanding. 4b. Read grade-level text orally with accuracy, appropriate rate, and expression. 4c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CCCs
K.RWL.d2 Participate in reading emergent-reader texts.	1.RWL.d3 Read grade-level text with accuracy, appropriate rate, and expression (when applicable) on successive readings.	2.RWL.d3 Read grade-level text with accuracy, appropriate rate, and expression (when applicable) on successive readings.
	1.RWL.d2 Identify grade-level words with accuracy and appropriate rate on successive attempts.	2.RWL.d2 Identify grade level words with accuracy and on successive attempts.
	1.HD.e1 Practice self-monitoring strategies to aid comprehension (e.g., reread, use visuals or cueing system, self-correct, ask questions, confirm predictions)	2.HD.e3 Practice self-monitoring strategies to aid comprehension (e.g., reread, use visuals or cueing system, self-correct, ask questions, confirm predictions)
		2.RWL.e3 Use context to confirm or self-correct word recognition.