2.2.B.vii
The Standard
identifying and reading 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 commonly used words without sounding out each letter. They read the words accurately in isolation and within sentences.
What Mastery Looks Like
- Students read taught words accurately within a few seconds, both alone and in sentences. They recognize the words across books, classroom directions, and writing tasks.
Common Misconceptions
- Students may guess from the first letter or picture instead of checking the whole word. They may also confuse similar words such as “there,” “these,” and “they.”
How to Assess It
- Show ten taught words on cards, then ask the student to read each within three seconds and use one word in a sentence.
Lesson moves
Ways to Teach It
Build taught words with letter tiles, then circle the regular spelling parts and mark the parts students must remember.
Ask students to write a sentence using three target words, then read it aloud to a partner.
Play word card bingo, calling each word in a sentence so students must find and read the matching card.
Give students a classroom notice or lunch menu and have them highlight target words they can read quickly.
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