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Identify a printed word.
Access Point #: ELA.K.F.1.AP.1a
Access Point Standards

Visit the specific benchmark webpage to find related instructional resources.

  • ELA.K.F.1.1: Demonstrate knowledge of the basic concepts of print.
    1. Locate a printed word on a page.
    2. Distinguish letters from words within sentences. 
    3. Match print to speech to demonstrate that language is represented by print. 
    4. Identify parts of a book (front cover, back cover, title page). 
    5. Move top to bottom and left to right on the printed page; returning to the beginning of the next line. 
    6. Identify all upper- and lowercase letters of the alphabet. 
    7. Recognize that print conveys specific meaning and pictures may support meaning.
    Clarifications:Clarification 1: Matching print to speech involves making a one-to-one correspondence between a spoken word and the print on the page. This can be accomplished by having the child point to each word in a sentence as it is read by an adult.
Access Point Information
Number:
ELA.K.F.1.AP.1a
Category:
Access Points
Date Adopted or Revised:
03/22
Standard:
Learning and Applying Foundational Reading Skills
Access Point Courses
  • Basic Skills in Reading-K-2 (#5010020): This course supports students who are struggling to read and write or speak about what they have read in core instruction. Instruction will use explicit, systematic, and sequential approaches to reading instruction addressing all components of reading including phonological awareness, phonics, vocabulary, fluency, and reading comprehension. 

    Teachers will use the listed standards that correspond to student need based on diagnostic assessments and adjust according to ongoing progress monitoring data. 

    Effective instruction matches instruction to the need of the students in the group and provides multiple opportunities to practice the skill and receive feedback. The additional time allotted is in addition to core instruction. The intervention includes materials and strategies designed to supplement core instruction.

  • Functional Basic Skills in Communications-Elementary (#5010030): This course may be composed of a multilevel classroom with learners from diverse backgrounds at varying proficiency levels using a standards-based curriculum. This course supports students who are struggling with written and oral communication. Each student's curriculum should be defined using the most appropriate standards from those listed below to meet the individual's needs.
  • Language Arts - Kindergarten (#5010041): This course defines what students should understand and be able to do by the end of kindergarten. The standards emphasize explicit, systematic phonics instruction as the foundation of literacy. Decoding and fluency are essential to creating proficient readers.  Knowledge acquisition should be the primary purpose of any reading approach as systematic building of a wide range of knowledge across domains is a prerequisite to higher literacy. 

    The benchmarks in this course are mastery goals that students are expected to attain by the end of the year. To build mastery, students will continue to review and apply earlier grade-level benchmarks and expectations. 

  • Access Language Arts - Kindergarten (#7710011): Access Courses:

    Access courses are for students with the most significant cognitive disabilities. Access courses are designed to provide students access to grade-level general curriculum. Access points are alternate academic achievement standards included in access courses that target the salient content of Florida’s standards. Access points are intentionally designed to academically challenge students with the most significant cognitive disabilities. 

  • Library Skills/Information Literacy Kindergarten (#5011000):
  • Functional Reading Skills K-2 (#5010022): This course is designed for students with a substantial deficiency in reading for whom interventions have not been effective. Instruction will use explicit, systematic, and sequential approaches to reading instruction addressing all components of reading including phonological awareness, phonics, vocabulary, fluency, and reading comprehension. 

    Teachers will use the listed standards that correspond to student need based on diagnostic assessments and adjust according to ongoing progress monitoring data. 

    Effective implementation requires the support to be matched to student need and is provided by the most experienced, and/or specialized expert. Instruction is individualized and targeted to the skills that pose the greatest barrier to learning and is characterized by the greatest number of minutes of instruction with the narrowest focus for an individual or a very small group of students. Individualized diagnostic data, as well as instructional time, are in addition to those provided in Basic Skills in Reading K-2 and core instruction. Formative assessments occur more frequently and focus on the learning barriers to success and are based on intensity of needs. The larger the gap, the more frequent the progress monitoring with more extensive opportunities for guided practice, error correction, and feedback. The expected outcome is for the student to achieve grade-level proficiency.

  • English for Speakers of Other Languages Kindergarten (#5010011): This course supports English Language Learners' acquisition of English in order to learn and to read, write, and speak in English, including the use of appropriate forms of English for different purposes, the importance of culture in various communicative modes, and the importance of active oral language participation within the classroom setting. 

    This course defines what students should understand and be able to do by the end of kindergarten. The standards emphasize explicit, systematic phonics instruction as the foundation of literacy. Decoding and fluency are essential to creating proficient readers.  Knowledge acquisition should be the primary purpose of any reading approach as systematic building of a wide range of knowledge across domains is a prerequisite to higher literacy. 

    The benchmarks in this course are mastery goals that students are expected to attain by the end of the year. To build mastery, students will continue to review and apply earlier grade-level benchmarks and expectations.