Minnesota Department of Education

2010 Minnesota English Language Arts (ELA) Standards

Learning Progressions – Reading Foundational Skills K-5

Introduction

The following pages present the 2010 K-12 Minnesota Academic Standards for English Language Arts and History/Social Studies, Science, and Technical Subjects in an altered format. This format presents each foundational skill proceeded by each of its related grade-level benchmarks. This format allows educators to explore the progression of knowledge and skills over time.

To Learn More

For information about the benefits afforded when educators identify learning progressions across grades as represented by standards and benchmarks and specific activities which utilize these pages, visit the Learning Progressions page of the Minnesota Standards Portal.

To access the complete ELA standards document, visit the Academic Standards (K-12) webpage.

2010 Minnesota ELA Standards – Reading Foundational Skill 1

Foundational Skills Strand: Print Concepts

Note: There are no anchor standards for reading foundational skills.

Grade	Grade-Specific Benchmark
Kindergarten	Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. d. Recognize and name all upper- and lowercase letters of the alphabet.
Grade 1	Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

2010 Minnesota ELA Standards – Reading Foundational Skill 2

Foundational Skills Strand: Phonological Awareness

Note: There are no anchor standards for reading foundational skills.

Grade	Grade-Specific Benchmark
Kindergarten	Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in spoken words. c. Blend and segment onsets and rimes of single-syllable spoken words. 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/.) e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
Grade 1	Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

2010 Minnesota ELA Standards – Reading Foundational Skill 3

Foundational Skills Strand: Phonics and Word Recognition

Note: There are no anchor standards for reading foundational skills.

Grade	Grade-Specific Benchmark
Kindergarten	Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Grade 1	Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled one-syllable words. c. Know final -e and common vowel team conventions for representing long vowel sounds. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. Decode two-syllable words following basic patterns by breaking the words into syllables. f. Read words with inflectional endings. g. Recognize and read grade-appropriate irregularly spelled words.
Grade 2	Know and apply grade-level phonics and word analysis skills in decoding words. a. Distinguish long and short vowels when reading regularly spelled one-syllable words. b. Know spelling-sound correspondences for additional common vowel teams. c. Decode regularly spelled two-syllable words with long vowels. d. Decode words with common prefixes and suffixes. e. Identify words with inconsistent but common spelling-sound correspondences. f. Recognize and read grade-appropriate irregularly spelled words.
Grade 3	Know and apply grade-level phonics and word analysis skills in decoding words. a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode words with common Latin suffixes. c. Decode multisyllable words. d. Read grade-appropriate irregularly spelled words.
Grade 4	Know and apply grade-level phonics and word analysis skills in decoding words. 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.
Grade 5	Know and apply grade-level phonics and word analysis skills in decoding words. 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.

2010 Minnesota ELA Standards – Reading Foundational Skill 4

Foundational Skills Strand: Fluency

Note: There are no anchor standards for reading foundational skills.

Grade	Grade-Specific Benchmark
Kindergarten	Read emergent-reader texts with purpose and understanding.
Grade 1	Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Grade 2	Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Grade 3	Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Grade 4	Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Grade 5	Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

2010 Minnesota English Language Arts (ELA) Standards

Learning Progressions – Reading Foundational Skills K-5

Introduction

To Learn More

2010 Minnesota ELA Standards – Reading Foundational Skill 1

2010 Minnesota ELA Standards – Reading Foundational Skill 2

2010 Minnesota ELA Standards – Reading Foundational Skill 3

2010 Minnesota ELA Standards – Reading Foundational Skill 4

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