FOUNDATIONAL READING SKILLS
Blends and segments syllables/sounds in spoken words.
High achievers
Consistently blends and
segments all beginning,
middle, and ending sounds
in one-syllable words
including common blends
and digraphs.
Consistently blends and
segments all beginning,
middle, and ending sounds
in multisyllabic words
including common blends
and digraphs.
Consistently blends and
segments all beginning,
middle, and ending sounds
in multisyllabic words
including common blends
and digraphs.
Decodes multisyllabic
words in context and in
isolation using knowledge
of phonics with
automaticity and fluency.
Decodes multisyllabic
words In context and in
isolation using knowledge
of phonics with
automaticity and fluency.
Decodes multisyllabic
words in context and in
isolation using knowledge
of phonics with
automaticity and fluency.
READING
Asks and answers questions about key details in a text.
Identifies and retells the characters, setting and main events.
High achievers
Answers all questions
correctly. All answers make
sense.
Middle Achievers
Blends and segments
beginning, middle and
ending sounds in one-
syllable words.
Most of the time blends and
segments all beginning,
middle, and ending sounds
in one-syllable words
including common blends
and digraphs.
Most of the time, blends
and segments all beginning,
middle, and ending sounds
in multisyllabic words
including common blends
and digraphs.
Uses decoding strategies to
determine unknown words
in and out of context:
Consonant letters and short
vowel
sounds
CVC/word families
Consonant digraphs
Uses decoding strategies to
determine unknown words
in and out of context:
Consonant letters and short
vowel
sounds
CVC/word families
Consonant digraphs
Root (base) words and
suffixes
Consonant blends
Glued sounds
Uses decoding strategies to
determine unknown words
in and out of context:
Consonant letters and short
vowel
sounds
CVC/word families
Consonant digraphs
Root (base) words.
Middle Achievers
Answers most questions
about a text. Most answers
make sense.
Low achievers
Blends and segments
beginning and ending
sounds in one-syllable
words.
Some of the time, blends
and segments beginning,
middle, and ending sounds
in one-syllable words
including common blends
and digraphs.
Some of the time, blends
and segments beginning,
middle, and ending sounds
in multisyllabic words
including common blends
and digraphs.
Uses decoding strategies to
determine unknown words
in and out of context:
Consonant letters and short
vowel
sounds
CVC/word families
Uses decoding strategies to
determine unknown words
in and out of context:
Consonant letters and short
vowel
sounds
CVC/word families
Root (base) words and
suffixes
Uses decoding strategies to
determine unknown words
in and out of context:
Consonant letters and short
vowel
sounds
CVC/word families
Consonant digraphs
Low achievers
Answers some questions
about a text. Some answers
make sense. Some answers
are incomplete.
Below level
Does not blend or segment
either the beginning or
ending sounds in one-
syllable words.
Blends or segments
beginning or ending sounds
in one-syllable words.
Blends or segments
beginning and ending
sounds in one-syllable
words.
Does not use decoding
strategies to determine
unknown words in and out
of context:
Consonant letters and short
vowel
sounds
CVC/word families
Does not use decoding
strategies to determine
unknown words in and out
of
context:
Consonant letters and short
vowel sounds
CVC/word families
Root (base) words and
suffixes
Does not use decoding
strategies to determine
unknown words in and out
of context:
Consonant letters and short
vowel
sounds
CVC/word families
Below level
Does not answer questions
correctly about a text.
Answers do not make
sense. Answers are

Identifies characters,
settings, and events in a
story.
Retells the beginning,
middle, and end of a story
and includes important
events using character
names, setting, details, and
relevant vocabulary.
Identifies characters,
setting, and events in a
story.
Retells a story in proper
sequence, and includes
important events using
character names, setting,
details, relevant vocabulary
and inferential thinking.
Identifies characters,
setting, and events in a
story.
Retells a story in proper
sequence, and includes
important events using
character names, setting,
details, relevant vocabulary
and inferential thinking,
while making connections
and predictions.
Identifies characters,
settings, and events in a
story.
Retells or acts out main
events from a story.
Identifies characters,
setting, and events in a
story.
Retells or acts out the
beginning, middle, and end
of a story using character
names, setting, and details.
Identifies characters,
setting, and events in a
story.
Retells beginning, middle,
and end of a story and
includes important events
using character names,
setting, details, and relevant
vocabulary.
Identifies at least one of the
following in a story:
characters, setting, and/or
events. Retells or acts out
main events from a story
with teacher prompts.
Identifies at least two of the
following in a story:
characters, setting, and/or
events. Retells or acts out
main events from a story.
Identifies characters,
setting, and events in a
story with one or two
teacher prompts. Retells or
acts out main events from a
story in proper sequence
using characters and
setting.
incorrect or no response at
all.
Does not identify the
following in a story:
characters, setting, and/or
events.
Does not retell or act out
main events
from a story even with
teacher prompts.
Identifies at least one of the
following in a story:
characters, setting, and/or
events. Retells or acts out
main events from a story
with teacher prompts.
Identifies at least two of the
following in a story:
characters, setting, and/or
events. Retells or acts out
main events from a story
out of order.

Adds details and descriptive vocabulary (to strengthen writing)

Writing is organized with a Writing is organized with a Writing has a beginning or Writing is unorganized and
beginning and an ending beginning and ending and an ending, but does not yet does not include any
and includes two or more includes one relevant detail. include any relevant details. relevant details.
relevant details. Uses some descriptive May use descriptive words Does not use descriptive
Uses descriptive words to words to add details or to add details or clarity. words to add details or
add details or clarity. clarity. clarity.
Writing is organized with a Writing is organized with a Writing is organized with a Writing has a beginning or
beginning and an end and beginning and ending and beginning and ending and an ending, but does not
includes three or more includes two relevant includes one relevant detail. include any relevant details.
relevant details. details. Uses descriptive Occasionally uses Does not use descriptive
Consistently uses words to add details or descriptive words to add words to add details or
descriptive words to add clarity. details or clarity. clarity.
details or clarity.
Writing is organized with a Writing is organized with a Writing is organized with a Writing is organized with a
beginning and an end and beginning and ending and beginning and ending and beginning and ending and
includes four or more includes three relevant includes two relevant includes one relevant detail.
relevant details. details. Uses descriptive details. Occasionally uses Does not use descriptive
Consistently uses words to add details or descriptive words to add words to add details or
descriptive words to clarity. details or clarity. clarity.
add details or clarity.

Writes in complete sentences.

High achievers Middle Achievers Low achievers Below level

Writes sentences that Writes sentences that Writes a simple sentence{s) Uses sentence fragments -
include details pertaining to include the who and the that includes the who and includes the who or what.
 the 5 W's (who, what,
where, when, and why).
Writes sentences using a
variety of sentence
beginnings.
Puts spaces between each
word.
Writes sentences that sound
right, make sense, and
contain relevant
information.
Writes sentences that
include details pertaining to
the 5 W's (who, what,
where, when, and why).
Writes sentences using a
variety of sentence
beginnings.
Puts spaces between each
word.
Writes sentences that sound
right, make sense, and
contain relevant
information. Uses
descriptive language to
enhance sentences.
Uses a variety of
punctuation to add
meaning and voice to
writing.
Uses correct punctuation and capitalization.
High achievers
Capitalizes all proper
names. Capitalizes the
pronoun "I".
Capitalizes the first letter in
a sentence. Uses end
punctuation consistently.
Listens attentivity while others speak.
High achievers
Consistently listens to
others, restates information,
and comments in complete
sentences.
what.
Puts spaces between each
word.
Writes sentences that sound
right, make sense, and
contain relevant
information.
Writes sentences that
include details pertaining to
the 5 W's (who, what,
where, when, why).
Writes sentences using a
variety of sentence
beginnings.
Puts spaces between each
word.
Writes sentences that sound
right, make sense, and
contain relevant
information. Begins to use
descriptive language to
enhance sentences.
Begins to use a variety of
punctuation to
add meaning and voice to
writing.
Middle Achievers
Capitalizes most proper
names. Capitalizes the
pronoun "I".
Capitalizes the first letter in
a sentence. Uses end
punctuation most of the
time.
Middle Achievers
Consistently listens to
others and takes turns
speaking.
what.
Puts spaces between each
word with support.
Some sentences sound
right, make sense, and/or
contain relevant
information.
Writes simple sentences
that include the who and
what.
Puts spaces between each
word.
Writes sentences that sound
right, make sense, and
contain relevant
information.
Low achievers
Capitalizes some proper
names Capitalizes the
pronoun "I" or capitalizes
the first letter in a sentence.
Uses end punctuation
occasionally.
Low achievers
Occasionally listens to
others and takes turns
speaking.
Does not put spaces
between words. Sentences
do not make sense, sound
right, and/or contain
relevant information.
Writes a simple sentence(s)
that includes the who and
what.
Puts spaces between each
word with support.
Some sentences sound
right, make sense, and/or
contain relevant
Information.
Below level
Rarely capitalizes proper
nouns, the pronoun "I", or
the first letter in a sentence.
Rarely uses end
punctuation.
Below level
Rarely listens to others and
takes turns speaking.