English Language Arts and Reading.1.2.B.iv

The student is expected to

demonstrate and apply phonetic knowledge by:

 

using knowledge of base words to decode common compound words and contractions;

beginning reading writing teks talk image

Knowledge and Skills Statement

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.

Use a Decoding Inventory Assessment

Have a list of words for students to read. One list can be compound words and the other can be contractions, or the teacher can have a mix of words on a list. Record the number of words they read correctly for each category and use the following scoring guide:

Mastery—80%+ correct
Approaching—60%–79% correct
Intervention Needed—50% or less correct

Examples:

  • Compound words: afternoon, homework, grasshopper, fireman, flagpole, bathtub, birthday, spaceship, without, sandbox, inside, whenever, worksheet, railroad, bookcase, everything, lifejacket, barnyard, seashore, airport, something, someone, sometime
  • Contractions: not (couldn't, wouldn't won't, shouldn't, aren't), am/are (I'm, we're, they're, you're), is/has (he's, she's, what's, it's, who's), have (could've, would've, should've, I've, we've), will (he'll, we'll, I'll, they'll, you'll)
a linguistic unit, or word, that can stand on its own and have meaning; it can be modified by adding prefixes and/or suffixes to form related words (e.g., teach in teacher; mark in remarking)
A compound word is a word formed by two or more words that has a single meaning (e.g., afternoon, homework, grasshopper, fireman, flagpole, bathtub, birthday, spaceship, without, sandbox, inside, whenever, worksheet, railroad, bookcase, everything, lifejacket, barnyard, seashore, airport, something, someone, sometime, maybe, cannot).
A contraction is two words combined and shortened by omitting certain letters which are replaced with an apostrophe. In second grade, this may include not (couldn't, wouldn't, won't, shouldn't, aren't), am/are (I'm, we're, they're, you're), is/has (he's, she's, what's, it's, who's), have (could've, would've, should've, I've, we've), and will (he'll, we'll, I'll, they'll, you'll).
Decoding is the process of translating written speech into verbal speech sounds by applying knowledge of letter-sound correspondences. It is the ability to recognize letters, apply their associated sounds, and blend sounds to form words. Decoding applies to reading words, not comprehending word meaning.
Phonetic knowledge is the understanding of sound-symbol relationships and spelling patterns.

Research

1. International Literacy Association. (2018). Explaining phonics instruction: An educator’s guide [Literacy leadership brief]. Newark, DE: Author. Retrieved from https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-explaining-phonics-instruction-an-educators-guide.pdf?sfvrsn=1a16a48e_6

Summary: In this guide from the International Literacy Association, answers to the questions following questions are explored: (1) What is phonics?; (2) When are students ready to learn phonics?; and (3) How is phonics taught?

2. What Works Clearinghouse. (n.d.). Foundational skills to support reading for understanding in kindergarten through 3rd grade: practice guide summary. Washington, DC: Institute of Education Science. Retrieved from https://ies.ed.gov/ncee/wwc/PracticeGuide/21

Summary: This practice guide provides four recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. Each recommendation includes implementation steps and solutions for common obstacles. The recommendations also summarize and rate supporting evidence. This guide is geared towards teachers, administrators, and other educators who want to improve their students’ foundational reading skills.