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).
  • By (date) when given a list of (20) regular two-syllable words that are separated into one syllable parts, (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).
  • By (date) when given (20) regular two-syllable words that are separated into one syllable parts on two separate flash cards and a poster that displays the appropriate strategy for blending each syllable together, (name) will put the correct parts together to decode (16/20) words correctly in (4 of 5 two syllable word reading activities) as measured by (teacher charted work/records student work sample).
  • By (date) when given (20) regular two-syllable words that are separated into one syllable parts on two separate flash cards and a poster that displays the appropriate strategy for blending each syllable together, (name) will work with a partner to put the correct parts together to decode (16/20) words correctly in (4 of 5 two syllable word reading activities) as measured by (teacher charted work/records student work sample).

UDL Strategies About UDL

  • UDL I 3.2 Highlight patterns, critical features, big ideas, and relationships
    Instead of teachers giving students two syllable words in standard written form, teachers can provide students a list that separates each word into distinct separate syllables ( i.e. sand-which) to guide students in blending multiple syllables to form the word in a manner that sounds like normal speech. .
  • UDL II 5.3 Build fluencies with graduated levels of support for practice and performance
    Instead of teachers having students read from a list of words, teachers can have students physically put together syllables that are separated to create a real two syllable word ( i.e. lap-,-pack,, back-,-top,). Students would put together the syllables then read them aloud to check their work by seeing if the word makes sense.
  • Develop self-assessment and reflection
    To guide the student in decoding two-syllable words, teachers can construct a poster that displays the appropriate "chunking" or splitting of words into separate syllables to then put together in a manner that sounds like normal speech.

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Common Core Standards

1.RF.3 Phonics and Word Recognition
Know and apply grade-level phonics and word analysis skills in decoding words. 3.b. Decode regularly spelled one-syllable words. 3.f. Read words with inflectional endings. 3.a. Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). 3.c. Know final -e and common vowel team conventions for representing long vowel sounds. 3.d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. 3.e. Decode two-syllable words following basic patterns by breaking the words into syllables. 3.g. Recognize and read grade-appropriate irregularly spelled words.

Standard Staircase

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).

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 Current Goal

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

  • 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...

  • Partner Reading

    Rather than reading independently, students can be divided into pairs or small groups and read the text aloud together or take turns reading...

  • Visual Aids

    Visual aids involve adding pictures and images to support learning. In math, this includes adding pictures to make word problems more concre...