Standard 2: Reading Foundations
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Students will develop foundational skills for future reading success by working with sounds, letters, and text.
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FLUENCY: Students will recognize high- frequency words and read grade-level text smoothly and accurately, with expression that connotes comprehension.
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2.2.F.1 Students will read high frequency and/or common irregularly spelled grade-level words with automaticity in text. |
Student Actions
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Teacher Actions
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- Students will quickly recognize and read regular and common irregularly spelled grade-level sight words.
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- Teachers introduce common regular and irregular high-frequency sight words to students, modeling how to analyze words for decodability or memorization.
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Teachers provide practice reading, spelling, writing, and using decodable and irregular sight words that are common, grade-level words.
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Teachers provide opportunities for students to identify and read sight words in context.
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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).
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Supporting Resources
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Teacher Insights
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TPRI: Fluency Activities (webpage)
FCRR: High Frequency Word Activities (PDF)
FCRR: Word Fluency (PDF)
Dolch Words (PDF)
Fry Words(PDF))
Fluent, Automatic Reading of Text (webpage)
Why Are Sight Words Important (webpage)
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Many sight words do not follow basic phonics principles, thus cannot be sounded out.
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If students can read high frequency words with automaticity, their fluency will increase and they can focus on the more challenging task of comprehension.
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Automaticity is the ability to do things without having to think about them at a conscious level.
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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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