Standard 2: Reading Foundations

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

PHONOLOGICAL AWARENESS: Phonological awareness is the ability to recognize, think about, and manipulate sounds in spoken language without using text. 

PRINT CONCEPTS: Students will demonstrate their understanding of the organization and basic features of print, including book handling skills and the understanding that printed materials provide information and tell stories. 

Students will continue to review and apply earlier grade level expectations for this standard.  If print concepts skills are not mastered, students will address skills from previous grades.

Student Actions 

Teacher Actions 

2.2.PC.1 Students will correctly form letters in print and use appropriate spacing for letters, words, and sentences.

• Students will correctly form letters in print.

• Teachers demonstrate correct letter formation in print.

• Teachers provide opportunities for correct letter formation in print.

• Teachers monitor students for correct formation of letters in print provide feedback as need.

• Students will use correct spacing between letters, words, and sentences.

• Teachers demonstrate appropriate spacing between letters, words, and sentences.

• Teachers provide opportunities for students to use appropriate spacing.

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

Student Actions 

Teacher Actions 

2.2.PWS.1 Students will decode one- and two­- syllable words by using their knowledge of:

• single consonants, including those with two different sounds

         (e.g., soft and hard c [cent, cat] and g [gem,goat])

• consonant blends (e.g., bl, br, cr)

• consonant digraphs and trigraphs (e.g., sh-, -tch)

• vowel sounds:

• long

• short

• “r”­ controlled vowels (e.g., ar, er, ir or, ur)

• vowel spelling patterns:

• vowel digraphs (e.g., ea, oa, ee)

• vowel-consonant-silent-e (e.g., lake)

• vowel diphthongs (vowel combinations having two vowel sounds e.g., oi as in boil, oy as in boy)

• Students will decode phonetically regular words using knowledge of consonant sounds, blends, digraphs, trigraphs, short and long vowel sounds, and vowel patterns. 

•  Teachers use phonics to teach sounds of letters and groups of letters.

• Teachers explain principles that govern the sounds and spelling patterns of regular decodable words.

• Teachers model using knowledge of phonics and phonics rules to decode words.

• Teachers provide students opportunities to apply knowledge of phonics and principles to decode words in isolation and in texts.

• Teacher monitor and provide opportunities for students to receive feedback to help students successfully decode regular words.

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

• all major syllable patterns (e.g., closed, consonant +le, open, vowel team, vowel silent e, r-controlled)

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

• compound words

• contractions

• abbreviations

• common roots and related prefixes and suffixes

• Students will use major syllable patterns to decode words.

• closed

• consonant +le

• 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 and provide opportunities for students to receive feedback while using syllable patterns to decode words.

• Students will use knowledge of inflected endings to analyze and 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 analyze and 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 or two syllables.

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

• 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 abbreviations to decode words.

• Teachers explain that abbreviations are a shortened form of a word.

• Teachers model reading abbreviations.

• Teachers provide opportunities for students to apply knowledge of abbreviations when reading words.

• 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 common roots, prefixes, and suffixes to decode words.

• Teachers model decoding words with common roots, prefixes, and suffixes.

• Teachers provide opportunities for students to apply knowledge of common roots, prefixes, and suffixes. to decode words.

• 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.

2.2.PWS.3 Students will read words in common word families (e.g., -ight, -ink, -ine, ow).

• Students will read words in common word families or rimes (e.g., -ight, -ail, -ear, -iddle) 

• Teachers model analyzing, reading, and sorting word family words.

• Teachers provide students opportunities to read word family words in isolation and in context.

• Teachers provide students opportunities to sort word family words and build additional words that will fit in the target word families.

• Teachers provide students opportunities to use word family words in games, activities, and writing.

• Teachers monitor student progress reading and working using word families and provide opportunities for students to receive feedback and interventions as needed.

FLUENCY: Students will recognize high- frequency words and read grade-level text smoothly and accurately, with expression that connotes comprehension.

Student Actions 

Teacher Actions 

2.2.F.1 Students will read high frequency and/or common irregularly spelled grade-level words with automaticity in text.

• Students will quickly recognize and read regular and common irregularly spelled grade-level sight words.

• Teachers introduce common regular and irregular high-frequency sight words to students, modeling how to analyze words for decodability or memorization.

• Teachers provide practice reading, spelling, writing, and using decodable and irregular sight words that are common, grade-level words.

• Teachers provide opportunities for students to identify and read sight words in context.

• Teachers monitor acquisition of sight words and provide opportunities for students to receive feedback and interventions as needed (e.g. sight word games or centers).

2.2.F.2 Students will orally read grade-level text at an appropriate rate, smoothly and accurately, with expression that connotes comprehension.

Students will read grade-level text at an appropriate speed with accuracy, expression, and phrasing that suggests comprehension.  

• Teachers model reading smoothly with accuracy, phrasing, and expression.

• Teachers provide students opportunities to practice reading and rereading for fluency.

• Teachers monitor and provide opportunities for students to receive feedback and interventions as needed as students work on fluency in grade-level texts.