Kentucky Reading and Writing RF.K.4

RF.K.4 is a cluster heading. These are the individual standards under it.

• RF.K.4.a

  Read decodable text with purpose and understanding.

• RF.K.4.b

  Read irregularly spelled high-frequency words with automaticity and accuracy.

01

What Students Need to Do

Students read short decodable texts aloud, saying words correctly at a steady pace. They group words so sentences make sense and tell what they read. They recognize common words, including tricky ones like the and was, without stopping to sound them out.

02

What Mastery Looks Like

A student reads a short decodable passage with few errors and without long pauses. They read the and was on sight and answer a simple question about the passage.

03

Common Misconceptions

Some children guess from a picture or the first letter instead of checking the whole word. Others expect every part of the to follow regular sound rules, or read too fast to understand the sentence.

04

How to Assess It

Show the on a word card, then give each student a card that reads, 'The cat can sit. The cat can run.' Ask them to read aloud and tell two things the cat can do.

1. 01

   Give pairs letter tiles to build cat, sit, and run, then have them read a four-line card that uses those words and the.

2. 02

   After reading a short cat story, ask, 'What can the cat do?' Have students point to the sentence that answers.

3. 03

   Play word-card snap with the, is, and was; students read each card on sight, then read it in a sentence.

4. 04

   Post 'The bus is here' as a pretend school announcement; students read it and tell what the message means.

• RF.4.4

  Read fluently (accuracy, speed and prosody) on grade-level text to support comprehension.

• RF.3.4

  Read fluently (accuracy, speed and prosody) on grade-level to support comprehension.

• RF.1.4

  Read fluently (accuracy, speed and prosody) on grade-level to support comprehension.

• RF.2.4

  Read fluently (accuracy, speed and prosody) on grade-level to support comprehension.