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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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Understanding
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Objectives
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Approaching
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3.2.F.1
Students will read high frequency and/or irregularly spelled grade-level words with automaticity in text.
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3.2.F.1
Students will read high frequency and/or irregularly spelled grade-level words with automaticity in text.
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Developing
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3.2.F.1
Students will read some high frequency and/or common irregularly spelled grade-level words with automaticity in text.
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3.2.F.1
Students will read high frequency and/or common irregularly spelled grade-level words.
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3.2.F.2
Students will orally read grade-level text accurately and at an appropriate rate.
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3.2.F.2
Students will orally read grade-level text at an appropriate rate, smoothly and accurately.
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3.2.F.2
Students will orally read grade-level text at an appropriate rate, smoothly and accurately, with expression that connotes comprehension.
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3.2.F.2
Students will orally read grade-level text at an appropriate rate, smoothly and accurately, with expression that connotes comprehension.
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*Once the student demonstrates an understanding of an objective, consider a deeper acquisition of those skills. |
Instructional Guidance
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| Developing |
Provide instruction and activities to teach and practice reading high-frequency words to improve students automaticity.
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| Approaching |
Use activities to practice phrase reading. Activities such as reader’s theater and poetry reading are also helpful to improving students expression and phrasing.
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| Understanding |
Provide opportunities for students to build fluency by practicing high-frequency words and reading connected text out loud. Repeated reading of the same text and wide reading of grade level texts are both effective ways to build fluency. |
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Deeper
Acquisition
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As students demonstrate fluency with grade level texts, they could move to a higher level, more complex texts to continue their work in fluency.
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