To save results or sets tasks for your students you need to be logged in. Studyladder is free to join Join Now, Free
What a brilliant site you have!!! I love it, especially as it saves me hours and hours of hard work. Others who haven't found your site yet don't know what they are missing!
Literacy
L.K.6 – Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Samples: I Am Busy - Text. We Love To Jump. I Am Happy -Text. I Can Run -Text. I Think I Can -Text. What Can You See? -Text.
L.K.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
L.K.4.a – Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
Samples: CVC list 1 spelling. CVC list 2 spelling. CVC list 3 spelling. CVC list 4 spelling. CVC list 5 spelling.
L.K.4.c – With guidance and support from adults, explore word relationships and nuances in word meanings.
Samples: CVC list 1 spelling. CVC list 2 spelling. CVC list 3 spelling. CVC list 4 spelling. CVC list 5 spelling.
L.K.4.f – Identify real-life connections between words and their use (e.g., note places at school that are colorful).
Samples: Simple sentences. Adding ‘ed’ and ‘ing’. Plurals - adding s and "es". Parts of a sentence.
Literacy
L.K.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.K.1.f – Produce and expand complete sentences in shared language activities.
Samples: Using capital letters in names: activity 1. Capital Letters. Full Stops and Question Marks. Simple sentences.
L.K.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.K.2.c – Write a letter or letters for most consonant and short-vowel sounds (phonemes).
Samples: CVC list 1 spelling. CVC list 2 spelling. CVC list 3 spelling. CVC list 4 spelling. CVC list 5 spelling.
L.K.2.d – Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
Samples: CVC list 1 spelling. CVC list 2 spelling. CVC list 3 spelling. CVC list 4 spelling. CVC list 5 spelling.
Expressing and developing ideas
ACELA1778 – Know that regular one-syllable words are made up of letters and common letter clusters that correspond to the sounds heard, and how to use visual memory to write high-frequency words
Samples: Split Digraphs Long a sound. Split Digraphs long i sound. Split Digraphs long o sound.
They draw on knowledge and skills that include:
Y1.R.1 – Having all concepts about print under control
Samples: Beginning Sounds: s, a, t, p. Beginning sounds: i, n, m, d. Beginning sounds: g, o, c, k.
Y1.R.3 – Using their developing phonemic awareness to aurally identify and distinguish individual phonemes within words, for example, to blend phonemes (for example, by saying m/a/n/ is man) and to segment phonemes (for example, by saying seat is s/ea/t/)
Samples: Beginning Sounds: s, a, t, p. Beginning sounds: i, n, m, d. Beginning sounds: g, o, c, k.
Y1.R.4 – Identifying all letters by name and being able to produce an associated sound for each letter
Samples: I Am Busy - Text. We Love To Jump. I Am Happy -Text. I Can Run -Text. I Think I Can -Text. What Can You See? -Text.
Y1.R.8 – Applying their knowledge of vocabulary in order to understand words as they decode them and to make meaning at the sentence and whole-text level
Samples: Beginning Sounds: s, a, t, p. Beginning sounds: i, n, m, d. Beginning sounds: g, o, c, k.
Y1.R.6 – Decoding unfamiliar words by using their developing knowledge of grapheme-phoneme relationships, which enables them to:
Y1.R.6.a – Identify common graphemes (for example, sh, ch, ow, ai, th, oy) and produce an associated sound for each one
Samples: Word family 'at'. Word family 'ot'. Word Family 'et' reading. Word Family 'an'. Word family 'ad'. Word family 'it'.
Y1.R.6.b – Apply the knowledge that letters can be pronounced in different ways (for example, about, and, apron)
Samples: Beginning Sounds: s, a, t, p. Beginning sounds: i, n, m, d. Beginning sounds: g, o, c, k.
Y1.R.6.c – Apply strategies such as: sounding out words; using knowledge of graphemes (for example, sh, aw, t, p, or); and using analogy to read words that contain familiar chunks (for example, est, en, ump)
Samples: Beginning Sounds: s, a, t, p. Beginning sounds: i, n, m, d. Beginning sounds: g, o, c, k.
They draw on knowledge and skills that include:
Y1.W.2 – Using their developing phonemic awareness to aurally segment words into syllables (e.g., win-dow, ham-bur-ger) and one-syllable words into individual phonemes (for example, b/a/n/d; sh/i/p)
Samples: CVC list 1 spelling. CVC list 2 spelling. CVC list 3 spelling. CVC list 4 spelling. CVC list 5 spelling.
Y1.W.3 – Using their developing visual memory to accurately write some key personal words and some high-frequency words1
Samples: CVC list 1 spelling. CVC list 2 spelling. CVC list 3 spelling. CVC list 4 spelling. CVC list 5 spelling.
Y1.W.4 – Encoding (spelling) unfamiliar words by using their developing knowledge of phoneme-grapheme relationships, which enables them to:
Y1.W.4.a – Recognise and write most sounds of English in at least one appropriate way (for example, s, t, ch, ow, k, f, oy)
Samples: Using capital letters in names: activity 1. Capital Letters. Full Stops and Question Marks. Simple sentences.
Y1.W.4.b – Recognise that there can be different ways of representing the same sound (for example, phone/father; keep/cat)
Samples: CVC list 1 spelling. CVC list 2 spelling. CVC list 3 spelling. CVC list 4 spelling. CVC list 5 spelling.
Y1.W.4.c – Apply sound-letter relationships in order to write words they want to use (for example, catapulla)
Samples: I Am Busy - Text. We Love To Jump. I Am Happy -Text. I Can Run -Text. I Think I Can -Text. What Can You See? -Text.
You can go to an overview of all the curricula here.
