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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 they read correctly. 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; they are often referred to as sight words because automatic recognition of these words is essential for fluent reading. Typically, a first grader will 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.

Research

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.