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CCSS Reading
Foundational
Skills
What are Foundational Skills?
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Foundational Skills are directed toward fostering
students understanding and working knowledge:
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Concepts of print
Alphabetic principle
Other basic conventions of the English Writing system
Foundational Skills are:
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Necessary and important component of a
comprehensive reading program
Designed to develop proficient readers with the
capacity to comprehend across a range of types and
disciplines
Reading Foundational Skills:
Instruction
 Instruction
should be differentiated
 Good
readers will need much less practice
 Struggling readers will need more practice
 Teach
students what they need to learn
and not what they already know.
 Teachers need to know through
informal/formal assessments which
particular children need more or less
attention with various foundational skills
Print Concepts
KINDERGARTEN
FIRST GRADE
CC.K.R.F.1 Print Concepts:
Demonstrate understanding of
the organization and basic
features of print.
Follow words from left to right, top
to bottom, and page by page.
CC.1.R.F.1 Print Concepts:
Demonstrate understanding
of the organization and basic
features of print.
Recognize the distinguishing
features of a sentence (e.g.,
first word, capitalization,
ending punctuation).
Recognize that spoken words are
represented in written language
by specific sequences of letters.
Understand that words are
separated by spaces in print.
Recognize and name all upperand lowercase letters of the
alphabet.
Phonological Awareness
CC.K.R.F.2 Phonological Awareness:
Demonstrate understanding of spoken
words, syllables, and sounds
(phonemes).
Count, pronounce, blend, and segment
syllables in spoken words.
Blend and segment onsets and rimes of
single-syllable spoken words.
Isolate and pronounce the initial, medial
vowel, and final sounds (phonemes) in
three-phoneme (consonant-vowelconsonant, or CVC) words.*(This does
not include CVCs ending with /l/, /r/,or
/x/.)
CC.1.R.F.2 Phonological Awareness:
Demonstrate understanding of
spoken words, syllables, and sounds
(phonemes).
Distinguish long from short vowel
sounds in spoken single-syllable words
.
Orally produce single-syllable words
by blending sounds (phonemes),
including consonant blends.
Isolate and pronounce initial, medial
vowel, and final sounds (phonemes)
in spoken single-syllable words.
Segment spoken single-syllable words
into their complete sequence of
individual sounds (phonemes).
Phonics and Word Recognition
CC.K.R.F.3 Phonics and Word Recognition: Know and
apply grade-level phonics and word analysis skills in
decoding words.
Demonstrate basic knowledge of letter-sound
correspondences by producing the primary or most
frequent sound for each consonant.
Demonstrate basic knowledge of letter-sound
correspondences by producing the primary or most
frequent sound for each consonant.
Associate the long and short sounds with the common
spellings (graphemes) for the five major vowels.
Read common high-frequency words by sight. (e.g., the,
of, to, you, she, my, is, are, do, does).
Distinguish between similarly spelled words by identifying
the sounds of the letters that differ.
CC.2.R.F.3 Phonics and Word Recognition: Know and
apply grade-level phonics and word analysis skills in
decoding words.
Distinguish long and short vowels when reading regularly
spelled one-syllable words.
Know spelling-sound correspondences for additional
common vowel teams.
Decode regularly spelled two-syllable words with long
vowels.
Decode words with common prefixes and suffixes.
Identify words with inconsistent but common spellingsound correspondences.
Recognize and read grade-appropriate irregularly
spelled words.
CC.1.R.F.3 Phonics and Word Recognition: Know and apply
grade-level phonics and word analysis skills in decoding
words.
Know the spelling-sound correspondences for common
consonant digraphs (two letters that represent one sound).
Decode regularly spelled one-syllable words.
Know final -e and common vowel team conventions for
representing long vowel sounds.
Use knowledge that every syllable must have a vowel
sound to determine the number of syllables in a printed
word.
Decode two-syllable words following basic patterns by
breaking the words into syllables.
Read words with inflectional endings.
Recognize and read grade-appropriate irregularly spelled
words.
CC.3.R.F.3 Phonics and Word Recognition: Know and apply
grade-level phonics and word analysis skills in decoding
words.
Identify and know the meaning of the most common
prefixes and derivational suffixes.
Decode words with common Latin suffixes.
Decode multisyllable words.
Read grade-appropriate irregularly spelled words.
Fluency
CC.K.R.F.4 Read emergent-reader texts
with purpose and understanding.
CC.1.R.F.4 Read with sufficient accuracy and
fluency to support comprehension.
Read grade-level text with purpose and
understanding.
Read grade-level text orally with accuracy,
appropriate rate, and expression.
Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.
CC.2.R.F.4 Read with sufficient
accuracy and fluency to support
comprehension.
Read grade-level text with purpose
and understanding.
Read grade-level text orally with
accuracy, appropriate rate, and
expression.
Use context to confirm or self-correct
word recognition and understanding,
rereading as necessary.
CC.3.R.F.4 Fluency: Read with sufficient
accuracy and fluency to support
comprehension.
Read grade-level text with purpose and
understanding.
Read grade-level prose and poetry orally
with accuracy, appropriate rate, and
expression.
Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.
Differentiation Strategies:
Examples

Intervene When: Despite whole group instruction and teacher modeling of this skill, the
student is unable to identify and blend the letter-sound relationships in words.

Intervention Options:
Diagnostic Assessment: MSV Analysis of running record miscues (errors are mostly visual)
 If the diagnostic assessment and/or observation show a weakness in phonological
awareness, then try using:
 Hand Spelling
 Finger Spelling
 Elkonin Boxes
 If the diagnostic assessment and/or observation show a weakness in letter-sound
correspondence, then try using:
 Alphabet or Consonant Cluster Linking Charts
 Making Words with Magnetic Letters or Letter Cards
 Multi-Sensory Approach
 Prompting Guide
 If the diagnostic assessment and/or observation show a weakness in decoding, then try
using:
 Spot and Dot
 CLOVER
 Structural Analysis
 Polysyllabic Words
 Prompting Guide

Hand Spelling
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Description: Hand spelling is a key
technique for moving children from
Phase 1 to Phase 2 for beginning
reading. It helps students focus
attention on the beginning sound such
as /c/ in words like cat. (Taken from
Breakthrough in Beginning Reading
and Writing by Richard Gentry)
The reference made to the phases of
spelling are based on Gentry’s work:
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Phase 0 – No letters
Phase 1 – Letters without sound
representation
Phase 2 – Beginning and ending sound
represented
Phase 3 – Finger spelling/Representing
a letter for a sound
Phase 4 – Spelling in chunks of phonics
patterns
Procedure:
Introduce Hand Spelling with words that
are easier to discriminate, such as rat, cat,
fat and pat, featuring the thumb up with
the /r/, /k/, /f/, and /p/, respectively.
Practice Hand Spelling with your students.
Once students get the hang of hand
spelling, they can use the technique to
focus attention and hear the beginning
/h/ sound in words featured in a poem:
house, hill, and hole.
Elkonin Boxes
Description: Elkonin boxes can be used to teach
phonemic awareness by having students listen for
individual sounds and marking where they hear
them in the boxes. Each box in an Elkonin box
represents one phoneme, or sound. So the word
sheep, which is spelled with five letters, has only 3
phonemes: /sh/ /ee/ /p/. Segmenting words is one
of the more difficult skills children acquire. It is also
one of the best predictors of future success in
reading. Elkonin boxes are a physical segmentation
of words into phonemes.
Procedure:

Pronounce a target word slowly, stretching it out
by sound.
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Ask the child to repeat the word.
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Draw "boxes" or squares on a piece of paper,
chalkboard, or dry erase board with one box for
each phoneme.
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Have the child count the number of phonemes
in the word, not the number of letters. For
example, wish has three phonemes and will use
three boxes. /w/, /i/, /sh/
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Direct the child to slide one (1) colored chip,
unifix cube, or other small token in each box of
the Elkonin table as he/she repeats the word.
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The example below shows an
Elkonin Box for the word "sheep,"
which consists of three phonemes
(sounds): /sh/ /ee/ /p/
sh
ee
p
Multi-Sensory Approach

Description: This approach
teaches children to blend the
sounds of the letter(s) to say the
written word. As students learn a
new letter or pattern (such as -sh-, t-, -oy- or -tion-), they can carefully
trace, copy, and write the letter(s)
while saying the corresponding
sound. The sound may be made by
the teacher and the letter name(s)
given by the student. Students then
decode (and spell) words, phrases,
and sentences using this new
pattern and previously learned
patterns. Teachers and their
students rely on all three pathways
for learning rather than focusing on
a "sight-word" or memory method, a
"tracing method," or a "phonetic
method" alone.
Example:
R oy al ly
^ ^ ^ ^
Procedure:
Trace the letters and say the sounds.
fig
Underline the letters and say the sounds.
fig
Put in caret marks and say the sounds.
fig
^^^
Loop and say the sounds.
fig
^^^
CLOVER

Description: This strategy focuses on teaching the reader the
different syllable types found within words. The acronym CLOVER for
remembering the six syllable types is:
C
Closed
cs
Syllable that ends with a VC pattern
Vowel usually has a short sound
cat
tur|nip
cy|cle
ta|ble
L
Consonant le
le
Syllable made up of a consonant +
le
Makes a /l/ sound
O
Open
os
Syllable ends in a vowel
Vowel usually has a long sound
be
my|self
V
Vowel Team
vt
Syllable with two or three
vowels that make one sound
buy
beau|ti|ful
E
Final e (silent e)
*e
Syllable that had a vce pattern
e is silent, making the vowel long
make
snake
R
r- Controlled
(bossy r)
rc
Syllable that has v + r
r masks the sound of the vowel
air|plane
car
Structural Analysis
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Description: Structural Analysis refers to using the larger ‘chunks’ within words that
‘carry meaning’ (morphemes) to help recognize (decode) words more quickly
than sounding them out letter by letter. Structural analysis can be introduced as
students are moving beyond the basic sound – letter relationships.
Procedure:
1. Teach student a few common
prefixes and suffixes (If needed,
introduce one affix at a time and
proceed through steps before
adding more or combining them.)
2. Show student how words can be
made (and decoded) by spotting
these chunks (Depending on age
or need, use preprinted
manipulatives to demonstrate how
the words can be assembled and
disassembled.)
3. Teach how affixes change the
meaning of the root words.
Provide student with a brief text
where they can find samples and
practice decoding.
Prefixes
Meaning
un-
not, or opposite of
re-
again, back
in-, im-, ir-, il-
not
disen- em-
reverse of, apart
from
in, into
non-
not
in- , im-
in, into
Suffixes
more
-er
most
-est
able to, can
-able, -ible
full of
-ful
without
-less
Reading Foundational Skills Supplements:
CCSS ELA Appendix A pgs. 17-22