- English Language Arts and Reading
- Grade 3
- Developing and sustaining foundational language skills
identifying and reading high-frequency words from a research-based list;
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.
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.
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.