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Common Core Bridges
part of The Spang Gang Web Program |
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Take the Highway by Grade |
...raising achievement through riveting engagement and consistent practice!
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Take the Crosswalk by Standard
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CCSS
Highway
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 CCSS Crosswalk
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Spang Gang
a K-6 NONPROFIT series of FREEWARE MAPS
Tools
and
Resources
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Standard CC RF 1.0 Grade K |
Grade 1 |
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1. 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.
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c. Understand that words are separated by spaces in print.
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d. Recognize and name all upper- and lowercase letters of the alphabet.
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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).
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Other
Spang
Gang
Programs
K-6
Target
Inter-
vention
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"Old School" Subject Pacers
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| Standard CC RF 2.0 |
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Grade K
CCK- 2 Phonological Awareness |
2.Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
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a. Recognize and produce rhyming words.
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b. Count, pronounce, blend, and segment syllables in spoken words
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c. Blend and segment onsets and rhymes of singlesyllable spoken words.
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d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three phoneme (consonant vowel consonan t,or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)
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e. Add or substitute individual sounds (phonemes) in simple, onesyllable words to make new words.
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Grade 1
CC1- 2 Phonological Awareness |
2. 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).
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| Standard CC RF 3.0 |
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Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text.CA
Grade K
CC K.3
Phonics and Word Recognition |
3 a. Demonstrate basic knowledge of one-to-one letter-sound corresponden-ces by producing the primary sounds or many of the most frequent sounds for each consonant.
b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. (Identify which letters representthe five major vowels [Aa, Ee, Ii, Oo, and Uu] and know the long and short sound of eachvowel. More complex long vowel graphemes and spellings are targeted in the grade 1 phonics standards.) CA
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.
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Grade 1
CC 1.3
Phonics and Word Recognition |
3 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. Decode words with common prefixes and suffixes.
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.
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Grade 2
CC 2.3
Phonics and Word Recognition |
3a. Identify and know the meaning of the most common prefixes and derivational suffixes.
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Know and apply grade-level phonics and word analysis skills in decoding words.
Grade 4
3a. 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.
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Grade 5
3a. 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.
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| Standard CC RF 4.0 |
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Grade K
4. Read emergent-reader texts with purpose and
understanding.
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4. Read with sufficient accuracy and fluency to support comprehension.
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 under-standing, rereading as necessary.
Read Naturally© Reading Practice
(Listen to stories, practice fluency on your own)
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Print Out:
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Grade 2
4. Read with sufficient accuracy and fluency to support compre-hension.
a. Identify and know the meaning of the most
common prefixes and derivational suffixes.
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.
Read Naturally© Reading Practice
(Listen to stories, practice fluency on your own)
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Print Out:
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Grade 3
4. Read with sufficient accuracy and fluency to support com-prehension.
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 under-standing, rereading as
necessary.
Read Naturally© Reading Practice
(Listen to stories, practice fluency on your own)
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Print Out:
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Grade 4
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
Read Naturally© Reading Practice
(Listen to stories, practice fluency on your own)
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Print Out:
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Grade 5
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.
Read Naturally© Reading Practice
(Listen to stories, practice fluency on your own)
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