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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 word reading inventory assessment. Provide students with a list of words to read and count the percentage correct. With this type of assessment, show students a list of words and make note of the types of errors they make. If students answer incorrectly, write the word they said instead. Use the following scoring guide:

Mastery—80%+ correct
Approaching—60%–79% correct
Intervention Needed—59% or less correct

High-frequency words are a group of 300–500 words that account for a large percentage of words in print that are often referred to as sight words because automatic recognition of these words is essential for fluent reading. Typically, a second grader should learn a minimum of 100 words per year (e.g., Dolch & Fry word lists).
Phonetic knowledge is the understanding of sound-symbol relationships and spelling patterns.

Related 2009 Student Expectation

This student expectation is related to the following SE from the 2009 reading/language arts TEKS.

(2)  Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
(G)  identify and read at least 300 high-frequency words from a commonly used list; and