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.
Knowledge and Skills Statement
A knowledge and skills statement is a broad statement of what students must know and be able to do. It generally begins with a learning strand and ends with the phrase “The student is expected to:” Knowledge and skills statements always include related student expectations.
Use a decoding inventory assessment. Ask students to read a list of words. The list of words can include VCV words, VCCV words, VCCCV words, or a combination of the three. Record the number of words they read correctly for each category and use the following scoring guide:
Intervention Needed—59% or less correct
- VCV: camel (cam/el), final (fi/nal), flavor (fla/vor), planet (plan/et), fever (fe/ver), money (mon/ey), moment (mo/ment), finish (fin/ish), behind (be/hind), palace (pal/ace), razor (ra/zor), female (fe/male), lemon (lem/on), salad (sal/ad), model (mod/el)
- VCCV: absent (ab/sent), bandit (ban/dit), forget (for/get), insect (in/sect), helmet (hel/met), window (win/dow), plastic (plas/tic), spelling (spel/ling), getting (get/ting), plotted (plot/ted), pencil (pen/cil), contest (con/test), velvet (vel/vet), picnic (pic/nic)
- VCCCV: hilltop (hill/top), hundred (hun/dred), dolphin (dol/phin), constant (con/stant), kitchen (kit/chen), chalkboard (chalk/board), children (chil/dren), partner (part/ner), hamster (ham/ster), reckless (reck/less)
Glossary Support for ELA.2.2.B.v
Understanding word structure for reading, vocabulary, and spelling requires knowing syllable patterns. Students should understand a new word by sounding it out, breaking longer words into segments if necessary, supplying accents, and relating familiar word parts to meaning when possible. The syllable division patterns students should be working on are VCCV, VCV, and VCCCV. Some examples of words include the following:VCV - camel (cam/el), final (fi/nal), flavor (fla/vor)
VCCV - absent (ab/sent), bandit (ban/dit), forget (for/get)
VCCCV - hilltop (hill/top), hundred (hun/dred), dolphin (dol/phin)
1. International Literacy Association. (2018). Explaining phonics instruction: An educator’s guide [Literacy leadership brief]. Newark, DE: Author. Retrieved from https://literacyworldwide.org/docs/default-source/where-we-stand/ila-explaining-phonics-instruction-an-educators-guide.pdf
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.