At Parris South, we use a vertical progression guide published by Battelle for Kids. This guide shows educators the progression of the Standards within a grade level and helps them to develop an in-depth understanding of how the Standards for each year lay the foundation for instruction in the next. The staircases facilitate collaboration between grade levels as they work to develop curriculum that aligns with the Standards. This vertical progression guide is used in Reading/Language and Math.
There are “Anchor Standards” that build up from each grade, in order to progress the students from one point forward, building their knowledge as they move from one grade to another. The “Anchor Standards for ELA include: Reading Foundational Skills, Reading Literature, Reading Informational Text, Writing, Speaking, Listening, and Language. Staircases for Reading and Writing, Social Studies, and Science are also included.
Below is and example of one of the staircases for Foundational Skills for you, as a parent, to see how the skill begins in Kindergarten and this staircase will continue all the way through twelfth grade. This example shows how the students begin to learn to read and continue to become more fluent as they move up to the next grade. You are welcome to come to Parris South to see the entire vertical progression guide at any time.
Across the country, states are focused on intervening at the first signs of academic challenges—often called a Response to Intervention (RTI) method—to address deficits in student learning. In Tennessee, we have Response to Instruction and Intervention (RTI²), which is Tennessee’s academic three tiered framework for teaching and learning that begins with high-quality, differentiated instruction throughout the day and emphasizes intervening with students when they first start to struggle to avoid prolonged academic difficulties.
Our RTI team will work to identify students who may have needs that require intervention. Intervention is given through small group instruction with teachers and assistants specifically trained to use research-based programs. The goal is to use strategies to fill in gaps that are preventing a student from working on grade level, and getting them back on target. RTI is available for Reading and Math.
Kindergarten and First Grade- The students are taught the organization and basic features of print. (Following words from left to right, top to bottom on a page, and to recognize features of a sentence such as punctuation, capitalization, etc.)
*These concepts are taught in these grades and followed through all upcoming grades.
Phonics and Word Recognition
Kindergarten- These students are taught to know and apply grade-level phonics and word analysis skills to decode words.
(Produce sounds for each consonant and for long and short vowels, know sight words, and distinguish between similarly spelled words by identifying the letters that differ)
First Grade- These students are taught to know and apply grade-level phonics and word analysis skills to decode words.
(Know the spelling-sound correspondences for common consonant diagraphs, decode one-syllable words, learn about final –e, vowel teams, learn that every syllable must have a vowel, break apart syllables to decode words, learn inflected endings, and read appropriate irregularly spelled words)
Second Grade- These students are taught to know and apply grade-level phonics and word analysis skills to decode words.
(Distinguish long and short vowels when reading, know common vowel teams, decode regularly spelled two syllable words with long vowels, decode words with prefixes and suffixes, identify words with inconsistent but common spelling-sound correspondences, and recognize and read grade- appropriate words)
Third Grade Through Fifth Grade- These students are taught to know and apply grade-level phonics and word analysis skills to decode words.
(Identify and know meaning of prefixes, suffixes, and root words, decode words with common Latin suffixes, decode multi-syllabic words, and read grade appropriate irregularly spelled words)
Kindergarten- The students should be able to read emergent-reader texts with purpose and understanding by the end of the year to prepare them for grade 1.
First Grade Through Fifth Grade- The students should build on reading with sufficient accuracy and fluency to support comprehension. The student should read on-level text with purpose and understanding. They should read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
***Other Reading /Language skills progress in the same way. They start in Kindergarten and progress to a higher skill level each year. There are many other standards. You may find these at you may go to www.corestandards.org
Kindergarten- The students are taught the understanding on spoken words, syllables, and sounds:
(Rhyming words, syllables, blending letters to make words, add or substitute individual sounds to make new words, etc.)
First grade- The students are taught the understanding on spoken words, syllables, and sounds:
(Distinguishing between long from short vowel sounds, orally produce words by blending, isolate and pronounce the beginning, middle, and ending sounds in CVC words, and substitute individual sounds)
* These concepts are taught in these grades and followed through all upcoming grades.