1.2.B.vi
The Standard
identifying and reading at least 100 high-frequency words from a research-based list
Texas Essential Knowledge and Skills for English Language Arts and Reading · The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students recognize and read a growing bank of common words without sounding out each one. They read these words both alone and within sentences or books.
What Mastery Looks Like
- Students read common words quickly and correctly on cards, in sentences, and in simple books. They recognize the words without pausing to sound out each letter.
Common Misconceptions
- Students may try to sound out every word, even words they should recognize quickly. They may also confuse similar words such as “where” and “were,” or read a word on a card but miss it in a sentence.
How to Assess It
- Show 10 common-word cards, then give a short sentence containing three of those words. Record whether the student reads each word accurately within three seconds.
Lesson moves
Ways to Teach It
Place word cards around the room, then have students find, read, and record each word on a clipboard.
Ask students to write one sentence using three displayed common words, then read it aloud to a partner.
Play word-card bingo, requiring students to read each covered word aloud before placing a marker.
Give students a simple lunch menu and have them circle and read familiar common words they might see outside school.
Keep exploring
Related Standards
- 3.2.A.vii
identifying and reading high-frequency words from a research-based list;
- K.2.B.iv
identifying and reading at least 25 high-frequency words from a research-based list;
- 4.2.A.vi
identifying and reading high-frequency words from a research-based list;
- 5.2.A.v
identifying and reading high-frequency words from a research-based list;
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