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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.

Consider pairing SE 3.2.A.vii with SE 3.2.C and assessing both SEs at the same time. With SE 3.2.A.vii, students identify and read high-frequency words from a research-based list. 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 SE requires students to quickly recall the order of the letters of the alphabet and to use the system of alphabetization beyond the first letter position of words (apple, bear, car). Students will need to recognize that when words share the first two letters, the third letter is what determines the order in which words should be alphabetized.

Students should have a strong enough grasp of how the letters of the alphabet are ordered to be able to use the system of alphabetization beyond the first letter position of words (apple, bear, car). Students need to recognize that when words share the first two letters, the third letter is what determines the order in which they will appear. For example, the words tulip, tune, and turtle would appear in that order because the third letter in each (l, n, and r) appear in that order in the alphabet. This skill will allow students to quickly access information that is alphabetized, such as words in an index or dictionary.

Research

Rule, A. C. (2001). Alphabetizing with environmental print. The Reading Teacher, 54(6), 558. Retrieved from https://link.galegroup.com/apps/doc/A71820531/PROF?u=tea&sid=PROF&xid=619f6f53

Summary: Alphabetizing has value, but typical alphabetizing activities do not engage students' interest. The use of  environmental print word sets allow students to concentrate on the alphabetizing task rather than on re-copying words. Instructions are provided for how to create and use environmental print words in the classroom.