Kentucky Reading and Writing RF.2.3

RF.2.3 is a cluster heading. These are the individual standards under it.

• RF.2.3.d

  Encode regularly spelled two-syllable words with long vowels.

• RF.2.3.e

  Identify, decode, encode and know the meaning of words with the most common prefixes and derivational suffixes.

01

What Students Need to Do

Students read and spell words with short vowels, long vowels, and vowel teams. They split two-syllable words with long vowels to read and spell them. They use prefixes and suffixes to find meaning and recognize common odd spellings.

02

What Mastery Looks Like

A student reads and spells cap, cape, boat, and raincoat by checking the vowel patterns. They explain that re- means again in replay and -less means without in careless. They read said correctly, rather than sounding its ai like rain.

03

Common Misconceptions

Some students read cap and cape alike because they ignore the final e. Others assume ai always sounds like it does in rain and misread said. They may overlook un- and think unhelpful means helpful.

04

How to Assess It

During independent work, ask each student to read cap, cape, raincoat, and said, spell daytime from dictation, and explain what replay means.

1. 01

   Use letter tiles to build cap, cape, rain, said, and raincoat; have students point to each vowel and say its sound.

2. 02

   Ask students to write what unhelpful means and explain how un- and -ful each change the meaning of help.

3. 03

   Put cap, cape, seed, bread, raincoat, and daytime on bingo cards; call a word, then have students read it before covering it.

4. 04

   Show a café menu with pancake and oatmeal; students read each item, split it into syllables, then spell it from dictation.

• RF.5.3

  The 5th Grade version of this standard.

• RF.4.3

  The 4th Grade version of this standard.

• RF.1.3

  The 1st Grade version of this standard.

• RF.3.3

  The 3rd Grade version of this standard.