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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Students will continue to review and apply earlier grade level expectations for this standard. If these fluency skills are not mastered, students will address skills from previous grades. |
4.2.F.1 Students will read high frequency and/or irregularly spelled grade-level words with automaticity in text. |
Student Actions
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Teacher Actions
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- 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 feedback and interventions as needed.
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Supporting Resources
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Teacher Insights
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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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