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1-2-PWS-2

This version was saved 6 years, 5 months ago View current version     Page history
Saved by Jami Huck
on October 20, 2017 at 3:12:28 pm
 

 

Standard 2: Reading Foundations

Students will develop foundational skills for future reading success by working with sounds, letters, and text.

 

PHONICS AND WORD STUDY: Students will decode and read words in context and isolation by applying phonics and word analysis skills.

1.2.PWS.2 Students will decode words by applying knowledge of structural analysis:

  • most major syllable patterns (e.g., closed, open, vowel team, vowel silent e, r-controlled)

  • inflectional endings (e.g., -s, -ed, -ing)

  • compound words

  • contractions

Student Actions 

Teacher Actions 

  • Students will use major syllable patterns to decode words.

    • -closed

    • -open

    • -vowel team

    • -vowel silent e

    • -r-controlled.

 

 

  • Teachers explain syllable patterns when teaching words that belong within that pattern.

  • Teachers model using syllable patterns to analyze and decode words.

  • Teachers give students opportunities to identify syllable patterns and use these patterns to decode words.

  • Teachers post syllable patterns when taught and review frequently.

  • Teachers monitor student use of syllable patterns to decode words and provide opportunities for students to receive feedback or interventions as needed.

  • Students will use knowledge of inflected endings to decode words.  
  • Teachers explain word structures when teaching inflected endings.

  • Teachers use think alouds to explain how to analyze and decode words using structural analysis.

  • Teachers provide students opportunities to decode words using structural analysis, increasing the difficulty of words as students become more skilled.  

  • Teachers encourage students to look at word structure when trying to decode an unknown word in texts.  

  • Teachers monitor and provide opportunities for students to receive feedback or interventions with structural analysis as needed.

  • Students will use knowledge of compound words to decode words.
  • Teachers explain word structures when teaching compound words.

  • Teachers use think alouds to explain how to analyze and decode compound words.

  • Teachers provide students opportunities to decode compound words, increasing difficulty of words as students become more skilled.

  • Teachers encourage students to look at word structure when trying to decode an unknown word in texts.

  • Teachers monitor and provide opportunities for students to receive feedback or interventions with structural analysis as needed.

  • Students will use knowledge of contractions to decode words.
  • Teachers explain the structure of contractions.

  • Teachers model reading contractions with one syllable.

  • Teachers provide opportunities for students to apply knowledge of contractions when reading words with one syllable.

  • Teachers encourage students to look at word structure when trying to decode an unknown word in texts.

  • Teachers monitor and provide opportunities for students to receive feedback or interventions with structural analysis as needed.

Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.

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