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Regularly finish 2R chapter books, at least one a week. HLPGML

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including irregularly spelled words, diphthongs (two vowel sounds in the same syllable: boy), special vowel spellings, common endings, and multisyllabic words.

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Try different sounds for the letters/chunks in an unfamiliar word until the word is recognized from everyday speech. Identify words with inconsistent but common spelling-sound correspondences. HLPGML

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Try different sounds for consonants or consonant/vowel combinations

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Use knowledge of affixes to read and understand multisyllabic words.

Begin to use the affix as a reliable clue for decoding, encoding, and meaning-making.

Recognize the affix (prefix or suffix) and how it changes the meaning of a word (e.g., re-write), its part of speech (e.g., writ-er), or its grammatical relationship (e.g., writ-ing).

Use the affix to expand vocabulary by mapping out words based on common features (e.g., all words that end in -able).

HLPGML

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Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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Follow words from left to right, top to bottom, and page by page. RF.K.1

Organización de lo impreso: Seguir las palabras de izquierda a derecha, de arriba hacia abajo y página por página.

SLA RF.K.1a

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Recognize that spoken words are represented in written language by specific sequences of letters.Student identifies (points to) "letters" and "words" accurately.

Concepto de palabra: Reconocer que el lenguaje oral (palabras habladas) se representa en el lenguaje escrito mediante secuencias específicas de letras.

El/la estudiante identifica (señala) “letras” y “palabras” con precisión. SLA RF.K.1b

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Understand that words are separated by spaces in print. Student uses a finger to point to each word, jumping over the spaces between words. Student says one word for each word on a page (F.K.1b) and corrects for one-to-one correspondence as necessary. RF.K.1

Seguimiento: Entender que las palabras se separan por espacios en blanco en los materiales impresos.

Usar el dedo para señalar cada palabra, saltándose los espacios entre palabras.

Decir una palabra por cada palabra en la página y corregir la correspondencia uno a uno según sea necesario.

SLA RF.K.1b , SLA RF.K.1c

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Recognize and name most upper- and lowercase letters of the alphabet.

Los nombres de las letras: Reconocer y nombrar muchas de las letras mayúsculas y minúsculas del alfabeto.

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Sílabas abiertas (en aislamiento): Demostrar dominio de la mayoría de las familias de sílabas abiertas (CV).

Series con la misma consonante inicial

(ma, me, mi, mo, mu)

Diferentes consonantes iniciales combinadas con la misma vocal

(ma, ta, sa, pa)

Mostradas al azar

(ma, to, pe, si, tu)

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Fonética: Usar el conocimiento de los sonidos de las letras y las sílabas abiertas como la primera y principal estrategia para resolver palabras cuando se encuentre con una nueva palabra. Al principio, esto puede comenzar con la letra/sílaba inicial.

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Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for at least 15 consonants.

Los sonidos de las letras: Demostrar el conocimiento básico de la correspondencia entre letra y sonido al producir el sonido principal o los sonidos más frecuentes para las 5 vocales y la mayoría de las consonantes.

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Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or most frequent sound for each consonant. HLPGMLL

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Use letter-sound knowledge as the first and primary method for word-solving when encountering a new word. This may begin with only the initial consonant at first.

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Acquire an additional 15 high-frequency words. Students do not need to know every 1G word in order to begin working at higher IRLA levels. HLPGMLL

For each high-frequency word known, the student can:

Read the word in and out of context.

Begin to analyze which letters signal which speech sounds in the word.

Spell it with increasing accuracy.

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Monitor Comprehension/Problem Solving- Use context to confirm or self-correct understanding and word accuracy, rereading when necessary. HLPGMLL

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1G Transition                                                                                      Phonics-Based Spelling:                                                                    

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1G Transition                                                                                      Phonics-Based Spelling:                                                                    

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Use letter-sound knowledge when writing words. Spelling may not yet be accurate but will represent the most salient sounds in each word. (Student writing reflects at least Kinsey Developmental Writing Scale Level I)

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Consonant Blends & Digraphs - Know the sound-spelling correspondences for common consonant digraphs and consonant blends. Student should be able to tell you the sound(s) for each of these. Teach these blends and digraphs the way they sound in words (e.g., /br/ as in “brown,” not /br/ as in “brrrrrr”). HLPGMLL

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Continue to acquire high-frequency words.

Students do not need to know every 2G word in order to begin working at higher IRLA levels.
HLPGMLL

For each high-frequency word known, the student can:

Read the word in and out of context.

Analyze which letters signal which speech sounds in the word.

Spell it with increasing accuracy.

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Monitor Comprehension/Problem Solving-Use context to confirm or self-correct understanding and word accuracy, rereading when necessary. HLPGMLL

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Regularly finish Wt chapter books, one per week.

Sustain engagement and comprehension in books with few or no illustrations.

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Use the formulaic structure to rapidly consume multiple books in the same series.

Hábito de series

Usar la estructura predecible para consumir rápidamente varios libros en la misma serie.

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Notice words that are not used in everyday speech and use context clues (e.g., definitions, examples, or restatements in text) to substitute a word or phrase that means the same thing.

Fijarse en las palabras no usadas en el habla cotidiana y usar el contexto como clave para sustituirlas por una palabra o frase que significa lo mismo.

SLA L.4.4a

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Use sentence-level context clues to figure out word meaning and be able to substitute a word or phrase that means the same thing.

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Affixes and Roots: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). CCSS L.4.4b

aqua

bio

graph

hydr

photo

scop

scrib

spec

tele

therm

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Use broader narrative/topical context as clues to figure out word meaning and be able to substitute a word or phrase that means the same thing.

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Vocab & language- Figurative Language, Word Relationships & Nuance in Word Meaning

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Vocab & language- Figurative Language, Word Relationships & Nuance in Word Meaning

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Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

Recognize and explain the meaning of common idioms, adages, and proverbs.

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Prefixes
dis-
un-
re-
mis-
over-
under-
im-/in-/il-/ir

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Demonstrate Ability to Read in a New Genre

Read an Or biography, historical fiction, or science fiction tex

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Three-Syllable Words

Decode any three-syllable word that follows a regular vowel pattern (Washington).

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Suffixes
-able
-tion/-sion
-en
-ant/ent
-ment
-less
-ful

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Demonstrate Command of an Academic Vocabulary of Approximately 3,000 Words

Have approximately 3,000 academic vocabulary words in reading vocabulary available for comprehending Or-level text.

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Use three-letter blends to figure out unfamiliar words.

str-

scr-

spl-

spr-

shr-

squ-

sch-

thr-

-tch

-rst

-rth

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Figurative Language, Nuance in Word Meaning and Word Relationships. HLPGMLL

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Figurative Language, Nuance in Word Meaning and Word Relationships. HLPGMLL

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Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps).

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Read words with common suffixes.

-ed

-er

-ing

-es

-y

-est

-est

-ly

High-Leverage Power Goal for MLLs

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Decode any three-syllable word that follows a regular vowel pattern (Washington).

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Provide examples of facts and opinions in text.

Does the author state any opinions? Show me.

Give me an example of an opinion in the book. Give me an example of a fact.

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Academic Vocabulary in Current Schema: HLPGMLL

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Academic Vocabulary in Current Schema: HLPGMLL

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Demonstrate Command of an Academic Vocabulary of Approximately 1,500 Words- Have approximately 1,500 academic vocabulary words in reading vocabulary available for comprehending Bk-level text.

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History
Science
Biography
Drama/Poetry
Traditional
Contemporary/Historical Fiction
Fantasy
Science Fiction

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Manipulate Onsets and Rimes

-Blend and segment onsets and rimes of spoken words (e.g., /tr/-/ick/).

-Add or substitute individual sounds to make new words (e.g., “at” → /sat/ → /mat/).

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Decode One-Syllable Words using Zone 1 Word Families -

Use 10 Zone 1-word families to decode new words.

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Decode One-Syllable Words using Zone 2 Word Families

Use at least 10 Zone 2 word families to decode new words.

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Read and Spell 15 2G Power Words -

Use sound-spelling correspondences to read and spell at least 15 2G high-frequency words with increasing automaticity, especially those that can be analogized to other words.

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Initial Blends and Digraphs - Know the spelling-sound correspondences for common consonant digraphs (sh-, ch-, th-, wh-) and blends.

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Read multiple books by the same author or with the same characters. Picture books with the same characters and similar plot elements prepare readers at 1R for the move into chapter books at 2R.

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Decode Almost Any Word Familiar From Everyday Speech

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Decode Almost Any Word Familiar From Everyday Speech

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Decode almost any word familiar from speech, including multisyllabic and irregularly spelled words, words with diphthongs, special vowel spellings, common prefixes and suffixes, plurals, and names.

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Demonstrate Command of an Academic Vocabulary of Approximately 6,000 Words

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Demonstrate Command of an Academic Vocabulary of Approximately 6,000 Words

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Have approximately 6,000 academic vocabulary words in reading vocabulary available for comprehending Br level text.