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Spelling City for additional practice during downtime!

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To further support knowledge learned in classroom and help achieve student reading goals.

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Log in to i-Ready®, online assessment and instruction that helps teachers provide all students a path to proficiency and growth in reading and mathematics.

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The content standards adopted by the California State Board of Education are listed below: Printed publications can be purchased from CDE Press Educational Resources Catalog.

Current Standards

Search the California Content Standards
This application contains the 12 California content standards. The application is designed so educators can quickly find, search, and sort relevant standards across disciplines to aid in instructional planning and assessment. This is a web view of our available mobile application, which we encourage you to download. You can find more information about the mobile application on the CA Standards Mobile Application web page.

English Language Arts

Mathematics

English Language Development

English Language Development 2012

Brochures for Parents/Guardians
These brochures on the ELA/literacy standards provide parents/guardians insights into what their children are learning as they progress through the grade levels. The brochures also offer suggestions for parents/guardians to support their students' learning and a list of additional resources.
Spanish

Career Technical Education

Computer Science

Health Education

History-Social Science

History-Social Science, Adopted October 1998 (PDF)

Brochures for Parents/Guardians
These brochures on the history-social science framework provide parents/guardians insights into what their children are learning as they progress through the grade levels. The brochures also provide a brief summary of the instructional shifts in the framework.

Model School Library

Physical Education

Science

California Next Generation Science Standards

Brochures for Parents/Guardians
These brochures on the science standards provide parents/guardians insights into what their children are learning as they progress through the grade levels. The brochures also offer suggestions for parents/guardians to support their students' learning and a list of additional resources.
Spanish

Arts Education

The State Board of Education (SBE) adopted the California Arts Standards for Public Schools, Prekindergarten Through Grade Twelve ( Arts Standards) on January 9, 2019.To download the publication version of the standards, select the link below:

Information about the 2019 Visual and Performing Arts Content Standards Revision is available on the California Arts Standards Web page.

World Languages

The State Board of Education (SBE) adopted the World Languages Standards for Public Schools, Kindergarten Through Grade Twelve on January 9, 2019. To download the publication version of the standards, select the link below:

Previous Content Standards

Questions: Curriculum Frameworks and Instructional Resources Division | CFIRD@cde.ca.gov | 916-319-0881

Last Reviewed: Wednesday, July 13, 2022

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The content standards adopted by the California State Board of Education are listed below: Printed publications can be purchased from CDE Press Educational Resources Catalog. Current Standards Search the California Content Standards This application contains the 12 California content standards.

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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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CCSS.ELA-Literacy.RF.1.1.a
Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

CCSS.ELA-Literacy.RF.1.2.c
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

CCSS.ELA-Literacy.RF.1.3.d
Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

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English Language Arts Standards " Reading: Foundational Skills " Grade 1

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CCSS.ELA-Literacy.RF.1.1.a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). CCSS.ELA-Literacy.RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. CCSS.ELA-Literacy.RF.1.3.d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

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The PSF assessment allows teachers to monitor student progress and evaluate their ability to correctly identify individual sounds in a word and blend them properly.

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mCLASS with DIBELS 8th Edition: Phonemic Segmentation Fluency (PSF)

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The DIBELS Phoneme Segmentation Fluency (PSF) measure is a standardized, individually administered test of phonological awareness ( Kaminski & Good, 1996). The PSF measure assesses a student's ability to segment three- and four-phoneme words into their individual phonemes fluently. The PSF measure has been found to be a good predictor of later reading achievement ( Kaminski & Good, 1996). The PSF task is administered by the examiner orally presenting words of three to four phonemes. The student then to verbally produces the individual phonemes in each word. For example, if the examiner says "sat," and the student says "/s/ /a/ /t/" he or she receives three possible points for the word. After the student responds, the examiner presents the next word, and the number of correct phonemes produced in one minute determines the final score. The PSF measure takes about 2 minutes to administer and has 20 alternate forms for monitoring progress.

PSF is administered in Kindergarten and 1 st grade. See the DIBELS administration timeline for complete information.

For technical information about the PSF measure see our technical reports and the National Center for Intensive Intervention.

How does PSF link to the Big Ideas in Beginning Reading?

PSF is a measure that assesses phonemic awareness skills.

Phonemic Awareness (PA) is:

1. the ability to hear and manipulate the sounds in spoken words and the understanding that spoken words and syllables are made up of sequences of speech sounds (Yopp, 1992).

2. essential to learning to read in an alphabetic writing system, because letters represent sounds or phonemes. Without phonemic awareness, phonics makes little sense.

3. fundamental to mapping speech to print. If a child cannot hear that "man" and "moon" begin with the same sound or cannot blend the sounds /rrrrrruuuuuunnnnn/ into the word "run", he or she may have great difficulty connecting sounds with their written symbols or blending sounds to make a word.

4. a strong predictor of children who experience early reading success.

To learn more about phonemes, phonemic awareness, and how to design and implement effective phonemic awareness instruction, visit the Big Ideas in Beginning Reading website.

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dynamic indicators of basic early literacy skills

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University of Oregon Center on Teaching and Learning

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DIBELS Phoneme Segmentation Fluency (PSF)

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The DIBELS Phoneme Segmentation Fluency (PSF) measure is a standardized, individually administered test of phonological awareness ( Kaminski & Good, 1996). The PSF measure assesses a student's ability to segment three- and four-phoneme words into their individual phonemes fluently. The PSF measure has been found to be a good predictor of later reading achievement ( Kaminski & Good, 1996).

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This is a fun game I will beginning by letting the children know that I will be stretching out words, saying only the sounds that the letters make. After I stretch out the word, the children will need to guess what I am saying. The website suggests that the game should be played with pictures of the words to help the children guess; I may do this initially, but after playing once or twice, I would hopefully be able to play the game without pictures, and allow the students to write the word on an individual white board, rather than shout out.

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Blending and segmenting games and activities can help students to develop phonemic awareness — the ability to hear the individual sounds in spoken words. Begin with segmenting and blending syllables, and then move to working with individual sounds (phonemes). Learning to blend and segment sounds is key to learning to read.

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This activity will be done one on one or in a small group. The students will work together to say the sounds of a word then blend the sounds, but to help them focus on blending the word they will have a physical object (3 different colored strings) so that as their fingers hit a different color, they re reminded to blend the word.. *important to have students use an item that is helpful, but not distracting*

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Blending Sounds to Read Words- Multisensory Activity

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This activity will also be done in a group. However, instead of the teacher saying the letter sounds, the students will say the sounds as the teacher points, then blend together.

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Blending Sounds: Making Words in Kindergarten

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Ensuring that visuals are incorporated during lesson so that ELS students are able to associate the word and sounds they are learning with a clear image. So, if they are sounding out C/A/T, they are associating the word with the image of a cat (photo presented to them). Students are especially presented with visuals and interactive activities (ex: includes music) in small group settings.