English Language Arts and Reading.3.2.A.vii

The student is expected to

demonstrate and apply phonetic knowledge by:

 

identifying and reading high-frequency words from a research-based list;

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.

Consider pairing SE 3.2.A.vii with SE 3.2.C and assessing both SEs at the same time. With SE 3.2.C, students alphabetize a series of words to the third letter. After weekly series of high-frequency words have been reviewed as a class, assess identification of high-frequency words as students trace the letters of each word and then read the words aloud. Then, task students with writing the words in alphabetical order.

Further Explanation

This assessment requires students to recognize and correctly pronounce high-frequency words. Although high-frequency words are retained with a visual representation of the word, phonological skills are also called upon when decoding. This knowledge is acquired through practice and experience identifying and reading high-frequency words and is built upon as students become proficient with high-frequency words at lower grade levels.

When students demonstrate phonetic knowledge, they are reviewing content and determining how principles of sound-symbol relations and sound patterns have been put into action. Students will do this when decoding words they encounter in various formats from activities in the classroom to stories they read for pleasure.
High-frequency words are those words that appear frequently in written materials and that students are expected to recognize. High-frequency words can be decoded by students but often follow rules with which they may not be familiar or that are exceptions. Examples of third-grade high-frequency words include always, important, and winner. Students should immediately recognize a high-frequency word as a whole without having to do a word analysis to read it.

Research

Kieffer, M. J., & Lesaux, N. K. (2007). Breaking down words to build meaning: morphology, vocabulary, and reading comprehension in the urban classroom: when it comes to teaching vocabulary, a little knowledge (of root words, prefixes, and suffixes) goes a long way. The Reading Teacher, 61(2), 134+. Retrieved from https://link.galegroup.com/apps/doc/A169960879/PROF?u=tea&sid=PROF&xid=1af4396d 

Summary: The authors describe the challenges faced by students who have limited academic vocabulary. These students struggle with comprehension as texts increase in complexity. When teachers combine explicit instruction with decoding strategies, students will increase vocabulary skills. The authors break down the meaning of morphology and apply it to instructional practices.