English Language Arts and Reading.4.2.A.vi

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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.

Provide a list of grade-level high-frequency words. Using a variety of grade-appropriate texts across various content areas, have students work in pairs to identify high-frequency words in a text. Instruct students to work together to record each high-frequency word they find. Once students have identified these words, they should take turns reading the words aloud to their partners.

Note:  
Depending on the length of the text, students can look for high-frequency words independently in a specific section of the text. Then, they can come together to read the words they found.
 

Further Explanation

This assessment requires students to identify and read high-frequency words. This knowledge is acquired through practice and experience with identifying and reading high-frequency words and is built upon as students becomes proficient with high-frequency words at lower grade levels.

When students demonstrate phonetic knowledge, they are not creating written content that incorporates an understanding of phonetic principles, but rather reviewing content and determining how the principles have been applied. 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 are exceptions to rules. Examples of fourth-grade high-frequency words include unit, several, and numeral. 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 implement a balanced classroom approach that combines explicit instruction with decoding strategies, students will increase vocabulary skills. The authors break down the meaning of morphology and apply it to instruction.