Reading Kindergarten High Frequency Words

By (date), when given a list of (50) priority high-frequency words, (name) will read (40 out of 50)... target words aloud with fluency, during (4 out of 5) sight word activities, as measured by (teacher- charted records).
  • By (date), when given a set of flash cards containing (50) priority sight words, (name) (40 out of 50) target words aloud with fluency, during (4 out of 5) sight word activities, as measured by (teacher- charted records).
  • By (date), when given a set of flash cards containing (50) priority sight words and a peer coach , (name) will read (40 out of 50) target words aloud with fluency, during (4 out of 5) sight word activities, as measured by (teacher- charted records).
  • By (date), when given a set of flash cards containing (30) priority sight words with picture support and a peer coach , (name) will read (20 out of 30) target words aloud with fluency, during (4 out of 5) sight word activities, as measured by (teacher- charted records).

UDL Strategies About UDL

  • UDL I 1.1 Offer ways of customizing the display of information
    Instead of teachers provide students with a list of words, teachers can write the targeted sight words on flash cards. Using the flash cards, teachers can sit with the student and have the student read each card that is being held up.
  • UDL II 4.1 Vary the methods for response and navigation
    Instead of having teachers providing students with a list of words to read or holding up the targeted words for the student to read, teachers can have students use the flash cards independently with the teacher or peer recording the correct responses. The student can place the words read correctly in one pile and the words the students does not yet know in another pile.
  • Develop self-assessment and reflection
    Instead of teachers only reviewing the goal of how many sight words the student is expected to know and the amount of current correct responses, teachers can have the student graph their number of correct responses after each activity along side the expected number of sight words or the student's goal.

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Common Core Standards

K.RF.3 Phonics and Word Recognition
Know and apply grade-level phonics and word analysis skills in decoding words. 3.b. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. 3.a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. 3.c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does). 3.d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Standard Staircase

Reading Kindergarten High Frequency Words Current Goal

By (date), when given a list of (50) priority high-frequency words, (name) will read (40 out of 50) target words aloud with fluency, during (4 out of 5) sight word activities, as measured by (teacher- charted records).

Letter Patterns Out of Context

By (date), when given a list of (15) words that include consonant blends, long vowel patterns and short vowel patterns, (name) will read (12/15) words aloud correctly producing clear and recognizable words in (4 out of 5 reading activities) as measured by (teacher-charted observations).

Recognize Common Words

By (date) when given (10) pictures of common signs, labels, and their own name, (name) will read each word out loud scoring (8/10) correctly read words in (2 out of 3) common word activities.

Reading First Grade Words with Irregular Spellings

By (date), when given a list of (100) priority first grade words with irregular spellings, (name) will read (80/100) target words aloud with automaticity in (4 out of 5 sight word activities) as measured by (teacher- charted records).

Reading Two-Syllable Words

By (date) when given a list of (20) regular two-syllable words, (name) will decode (16/20) words correctly in (4 of 5 two syllable word reading activities) as measured by (teacher charted work/records student work sample).

Reading Letter Patterns in Context

By (date), when given a text that includes a total of (30) consonant blends, long and short vowel patterns, prefixes and suffixes, (name) will read aloud the text producing recognizable words for (24/30) words containing letter patterns correctly in (4 out of 5 reading activities) as measured by (teacher-charted observations).

Reading 2nd Grade Words with Irregular Spellings

By (date), when given a list of (100) priority second grade words with irregular spellings, (name) will read (80/100) target words aloud with automaticity and in (4 out of 5 sight word activities) as measured by (teacher- charted records).

Reading Affixes

By (date), when given a list of (50) words containing prefixes and suffixes (name) will correctly read aloud (40/50) words in (4 of 5 consecutive trials) as measured by (teacher's running record of correct words read).

Two-Syllable Words with Long Vowels

By (date) when given a list of (20) regular two-syllable words with long vowels, (name) will decode (16/20) words correctly in (4 of 5 two syllable word reading activities) as measured by (teacher charted work/records student work sample).

Reading 3rd Grade Words with Irregular Spellings

By (date), when given a list of (100) priority third grade words with irregular spellings, (name) will read (80/100) target words aloud with automaticity in (4 out of 5 sight word activities) as measured by (teacher- charted records).

Reading Words with Prefixes and Suffixes

By (date), when given a list of (50) words containing prefixes and suffixes (name) will correctly read aloud (40/50) words in (4 of 5 consecutive trials) as measured by (teacher's running record of correct words read).

Reading Multisyllabic Words

By (date), when given (20) multisyllabic words, (name) will read them in a manner that sounds like normal speech and correctly count the number of syllables, scoring (16 out of 20) words, as measured by (teacher-charted records or student work samples).

Decoding Letter Patterns in Context

By (date) when given a text that includes syllabication patterns and morphology (e.g., roots and affixes), (name) will decode the text with no more than (5) errors in (4 out of 5 reading activities) as measured by (teacher running record).

Reading Regular and Irregular Multisyllabic Words

By (date) when given a list of (20) regular and irregular multisyllabic words, (name) will decode (16/20) words correctly in (4 of 5 two syllable word reading activities) as measured by (teacher charted work/records student work sample).

Reading Unfamiliar Multisyllabic Words

By (date) when given a list of (50) regular and irregular unfamiliar multisyllabic words, (name) will decode and count the number of syllables for (40/50) words correctly in (4 of 5 two syllable word reading activities) as measured by (teacher charted work/records student work sample).

Referenced Strategies

  • Illustration

    As an alternative to written or verbal language, students are given the option of producing image-based class work, projects or tests. Commo...

  • Adapted Text

    Adapted text is any text that has been changed from its original print format. This includes a variety of strategies to make traditional tex...

  • Peer Tutoring

    Peer tutoring is having peers actively involved with teaching each other and reinforcing learning of academic skills. With peer tutoring, th...