CALIFORNIA CONTENT STANDARDS - Pearson Education



CALIFORNIA CONTENT STANDARDS

LANGUAGE ARTS, Grades K-12

Correlated to

AGS Sounds and Symbols Early Reading Program

KINDERGARTEN

READING (Kindergarten)

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development (Kindergarten)

Students know about letters, words, and sounds. They apply this knowledge to read simple sentences.

Concepts About Print (Kindergarten)

1.1 Identify the front cover, back cover, and title page of a book.

(While this is not formally taught, Storybooks 1 and 2 can easily be used to teach this

concept.

1.2 Follow words from left to right and from top to bottom on the printed page.

(See specifically Lesson 1, although this skill is emphasized throughout.

1.3 Understand that printed materials provide information.

(Throughout

1.4 Recognize that sentences in print are made up of separate words.

(Examples: “Reading Sentences” activities in Lessons 14, 17, 18, 20, and corresponding

worksheets.

1.5 Distinguish letters from words.

(Throughout. Examples: Lessons 5, 7, 11 and corresponding worksheets.

1.6 Recognize and name all uppercase and lowercase letters of the alphabet.

(Flash cards show symbols of the modified alphabet used in the program. Each card is

numbered to correspond with the lesson and activities in which the sound/symbol is

introduced. Students become familiar with letters of the alphabet in this way.

(California Language Arts Content Standards/AGS Sounds and Symbols Early Reading Program, Kindergarten, Cont.)

Phonemic Awareness (Kindergarten)

1.7 Track (move sequentially from sound to sound) and represent the number, sameness/

difference, and order of two and three isolated phonemes (e.g., /f, s, th/, /j, d, j/).

(Throughout. Examples: Lessons 2, 3, 4 and corresponding worksheets.

1.8 Track (move sequentially from sound to sound) and represent changes in simple syllables

and words with two and three sounds as one sound is added, substituted, omitted, shifted, or

repeated (e.g., vowel-consonant, consonant-vowel, or consonant-vowel-consonant).

(Throughout. Examples: Lessons 5, 6, 7 and corresponding worksheets.

1.9 Blend vowel-consonant sounds orally to make words or syllables.

(Throughout. Examples: Lessons 5, 6, 7 and corresponding worksheets.

1.11 Distinguish orally stated one-syllable words and separate into beginning or ending sounds.

(See “Discriminating Sounds and Symbols,” “Identifying the First Sound in Words,”

“Discriminating Sounds in Words,” “Listening for Sounds in Words and Syllables,” and

similar activities throughout. Examples in Lessons 9, 10, 11, 12 and corresponding

worksheets.

1.12 Track auditorily each word in a sentence and each syllable in a word.

(Examples in Lessons 14, 16, 17, 24, and corresponding worksheets.

Decoding and Word Recognition (Kindergarten)

1.14 Match all consonant and short-vowel sounds to appropriate letters.

(Each lesson throughout introduces a consonant or vowel sound and its corresponding

alphabet symbol. Examples in Lessons 4, 6, 9, 14, and corresponding worksheets.

1.15 Read simple one-syllable and high-frequency words (i.e., sight words).

(Throughout. Examples in Lessons 16, 18, 21, 22, and corresponding worksheets.

1.16 Understand that as letters of words change, so do the sounds (i.e., the alphabetic principle).

(Throughout. Examples in Lessons 17, 18, 22, 24, and corresponding worksheets.

(California Language Arts Content Standards/AGS Sounds and Symbols Early Reading Program, Cont.)

GRADE ONE

READING (Grade One)

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development (Grade One)

Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.

Concepts About Print (Grade One)

1.1 Match oral words to printed words.

(Throughout. Examples in Lessons 13, 15, 19, 20, 22, and corresponding worksheets.

1.3 Identify letters, words, and sentences.

(Throughout. Examples in Lessons 2, 4, 8, 11, 12, and corresponding worksheets.

Phonemic Awareness (Grade One)

1.4 Distinguish initial, medial, and final sounds in single-syllable words.

(Throughout. See specifically sections entitled “Identifying the Positions of Sounds in

Words.” Examples in Lessons 5, 6, 7, 11, 12, 16

1.5 Distinguish long- and short-vowel sounds in orally stated single-syllable words (e.g.,

bit/bite).

(Throughout. See specific instructions on long and short vowels in Lessons 3, 5, 8, 10,

12, 14, 16, 20, 22, 25.

1.7 Add, delete, or change target sounds to change words (e.g., change cow to how; pan to an.)

(Throughout. See specifically sections entitled “Blending Sounds.” Examples in

Lessons 12, 13, 14, 18, 19.

1.8 Blend two to four phonemes into recognizable words (e.g., /c/a/t/ = cat; /f/l/a/t/ = flat).

(See “Blending Sounds” sections throughout.

1.9 Segment single syllable words into their components (e.g., /c/a/t/ = cat; /s/p/l/a/t/ = splat;

/r/i/c/h/ = rich).

(Throughout. Examples in Lessons 8, 9, 13, 18, 19, 21

(California Language Arts Content Standards/AGS Sounds and Symbols Early Reading Program, Grade One, Cont.)

Decoding and Word Recognition (Grade One)

1.10 Generate the sounds from all the letters and letter patterns, including consonant blends and

long- and short-vowel patterns (i.e., phonograms), and blend those sounds into recognizable

words.

(Throughout. See specifically “Blending Sounds” activities in almost every lesson.

Examples in Lessons 20, 22, 23, 25, 26, 28

1.11 Read common, irregular sight words (e.g., the, have, said, come, give, of).

(Throughout. Examples in Lessons 16, 17, 18, 19, 20, and corresponding worksheets.

1.12 Use knowledge of vowel digraphs and r-controlled letter-sound associations to read words.

(Throughout. Specific lessons on these topics include Lessons 3, 5, 7, 8, 10, 12, 27, 29,

32, 34, 35, 36, 37 and corresponding worksheets.

1.15 Read common word families (e.g., -ite, -ate).

(Examples in Lessons 18, 21, 22, 24, and corresponding worksheets.

GRADE TWO

READING (Grade Two)

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development (Grade Two)

Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.

Decoding and Word Recognition (Grade Two)

1.1 Recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel spellings)

when reading.

(Throughout. Examples in Lessons 27, 30, 31, 32, 36, 37, 38, 39, 40 and corresponding

worksheets.

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