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-Aligned Strategies About UDL

  • 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.
  • 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.
  • 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. .

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Common Core Standards

RF.1.3 Phonics and Word Recognition
RF.1.3 Phonics and Word Recognition
Know and apply grade-level phonics and word analysis skills in decoding words.
  1. Know the spelling-sound correspondences for common consonant digraphs.
  2. Decode regularly spelled one-syllable words.
  3. Know final -e and common vowel team conventions for representing long vowel sounds.
  4. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
  5. Decode two-syllable words following basic patterns by breaking the words into syllables.
  6. Read words with inflectional endings.
  7. Recognize and read grade-appropriate irregularly spelled words.

Standard Staircase

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.

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.

Produce Individual Consonant Sounds

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By (date) when given a list of (10) consonants, (name) will correctly produce the primary sound of each consonant with direct teacher support (e.g. modeling, prompting, visual cues) for (8 out of 10) consonants for (4 out of 5) trials.

Make Requests Using Core Vocabulary Words

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By (date), while participating in a classroom activity (e.g. shared reading, snack time, art), (name) will make (1) request to an adult or peer using a core vocabulary word (i.e. words that have a functional and academic purpose) through a preferred mode of communication (e.g. vocally, icons, sign language, eye gaze toward word cards), for (4 out of 5) classroom activities.

Match A Letter to Complete a Word

By (date), given at least (5) picture cards of a simple CVC word (e.g. pictures of: cat, pan, tub, bug) with a partially filled Elkonin box underneath (e.g. _-at), (5) corresponding initial consonant letter cards (e.g. c added to -at to make the word cat), and (1) verbal prompt (e.g. Teacher asks “This is a cat, what letter goes with cat?”), (name) will correctly choose the corresponding initial letter card for (4 out of 5) words, with no more than (1) gestural or verbal redirection (e.g. Teacher repeats prompt), in (4 out of 5) letter-word matching activities.

Produce Letter Sounds

(By date), when given an alphabet line and a verbal prompt (i.e. Teacher says “What sound does the letter 'B' make?”), (name) will verbally respond by producing the sound of the phoneme, provided with a picture of an object/animal that starts with the target sound (e.g. Teacher points to a picture of a bee for the letter 'B'), for (4 out of 5) letter-sound activities.

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).

Reading Kindergarten High Frequency Words

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

Make Requests Using Core Vocabulary Words

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By (date), while participating in a classroom activity (e.g. shared reading, snack time, art), (name) will make (1) request to an adult or peer using a core vocabulary word (i.e. words that have a functional and academic purpose) through a preferred mode of communication (e.g. vocally, icons, sign language, eye gaze toward word cards), for (4 out of 5) classroom activities.

Read CVC and CVCe Words

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By (date), when given a list of (10) short or long vowel regularly spelled one-syllable words (i.e. CVC or CVCe), (name) will read each word aloud by sounding out each letter with tracking supports (e.g.

Match A Letter to Complete a Word

By (date), given at least (5) picture cards of a simple CVC word (e.g. pictures of: cat, pan, tub, bug) with a partially filled Elkonin box underneath (e.g. _-at), (5) corresponding initial consonant letter cards (e.g. c added to -at to make the word cat), and (1) verbal prompt (e.g. Teacher asks “This is a cat, what letter goes with cat?”), (name) will correctly choose the corresponding initial letter card for (4 out of 5) words, with no more than (1) gestural or verbal redirection (e.g. Teacher repeats prompt), in (4 out of 5) letter-word matching activities.

Produce Letter Sounds

(By date), when given an alphabet line and a verbal prompt (i.e. Teacher says “What sound does the letter 'B' make?”), (name) will verbally respond by producing the sound of the phoneme, provided with a picture of an object/animal that starts with the target sound (e.g. Teacher points to a picture of a bee for the letter 'B'), for (4 out of 5) letter-sound activities.

Reading Two-Syllable Words

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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 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 out of 100) target words aloud with automaticity in (4 out of 5) sight-word activities as measured by (teacher-charted records).

Read Two-Syllable Words

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By (date), when given a list of (15) instructional-level, regularly spelled two-syllable words, (name) will read each word aloud by first dividing into syllables with manipulative support (e.g. split flashcards, letter tiles) and/or direct teacher support (e.g. modeling, verbal prompting, pre-teaching), for (12 out of 15) words for (4 out of 5) word lists.

Make Requests Using Core Vocabulary Words

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By (date), while participating in a classroom activity (e.g. shared reading, snack time, art), (name) will make (1) request to an adult or peer using a core vocabulary word (i.e. words that have a functional and academic purpose) through a preferred mode of communication (e.g. vocally, icons, sign language, eye gaze toward word cards), for (4 out of 5) classroom activities.

Produce Letter Sounds

(By date), when given an alphabet line and a verbal prompt (i.e. Teacher says “What sound does the letter 'B' make?”), (name) will verbally respond by producing the sound of the phoneme, provided with a picture of an object/animal that starts with the target sound (e.g. Teacher points to a picture of a bee for the letter 'B'), for (4 out of 5) letter-sound activities.

Match A Letter to Complete a Word

By (date), given at least (5) picture cards of a simple CVC word (e.g. pictures of: cat, pan, tub, bug) with a partially filled Elkonin box underneath (e.g. _-at), (5) corresponding initial consonant letter cards (e.g. c added to -at to make the word cat), and (1) verbal prompt (e.g. Teacher asks “This is a cat, what letter goes with cat?”), (name) will correctly choose the corresponding initial letter card for (4 out of 5) words, with no more than (1) gestural or verbal redirection (e.g. Teacher repeats prompt), in (4 out of 5) letter-word matching activities.

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 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 correctly producing recognizable words for (24 out of 30) words containing letter patterns in (4 out of 5 reading activities) as measured by (teacher-charted observations).

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).

Apply Word Analysis Skills to Decode Words

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By (date), when given a list of (12) teacher-selected, unfamiliar, instructional-level words (e.g. words with common prefixes and suffixes, multisyllable, or irregularly spelled words), (name) will read and decode the teacher-selected words with (80%) accuracy.

Make Requests for Objects by Name

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By (date), when a preferred object in the classroom is out of reach and given a verbal prompt (e.g. "What do you want?"), (name) will request for the object by its name (e.g. verbally, illustrated icons, AAC device), for (4 out of 5) highly-preferred objects.

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).

Read Single Syllable Words for Early Emergent Readers

By (date), given an instructional level text of at least (50) words and comprised of only single-syllable words (e.g. CVC or common sight words), (name) will read each word correctly with no prompting (e.g. verbally or AAC device), with (80)% accuracy.

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).

Read a Simple Sentence

By (date), given a typed simple sentence on a preferred topic (e.g. "The boy went to the lake.") with at least (3) familiar sight words and (1) unfamiliar word, (name) will read aloud the sentence, within (2) minutes of being presented with the sentence, using a picture or photo of the context, in (4 of 5) sentences.

Decode Familiar Words in Context

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By (date), when given an unfamiliar, instructional-level passage with (15) familiar (e.g. words that have been explicitly taught in previous lessons), teacher-selected words (e.g. words with common prefixes and suffixes, multisyllabic words, or irregularly spelled words), (name) will read the passage aloud and correctly decode the selected words, with (80%) accuracy (i.e. 12 out of 15 words).

Make Requests for Objects by Name

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By (date), when a preferred object in the classroom is out of reach and given a verbal prompt (e.g. "What do you want?"), (name) will request for the object by its name (e.g. verbally, illustrated icons, AAC device), for (4 out of 5) highly-preferred objects.

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).

Decode 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).

Read a Simple Sentence

By (date), given a typed simple sentence on a preferred topic (e.g. "The boy went to the lake.") with at least (3) familiar sight words and (1) unfamiliar word, (name) will read aloud the sentence, within (2) minutes of being presented with the sentence, using a picture or photo of the context, in (4 of 5) sentences.

Decode Unfamiliar Words in Context

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By (date), given an unfamiliar instructional-level passage with (15) teacher-selected words (e.g. words with common prefixes and suffixes, multisyllabic, or irregularly spelled words), (name) will read the passage aloud and correctly decode the selected words with (80)% accuracy (i.e. 12/15 words).

Make Requests for Objects by Name

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By (date), when a preferred object in the classroom is out of reach and given a verbal prompt (e.g. "What do you want?"), (name) will request for the object by its name (e.g. verbally, illustrated icons, AAC device), for (4 out of 5) highly-preferred objects.

Read 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).

Read a Simple Sentence

By (date), given a typed simple sentence on a preferred topic (e.g. "The boy went to the lake.") with at least (3) familiar sight words and (1) unfamiliar word, (name) will read aloud the sentence, within (2) minutes of being presented with the sentence, using a picture or photo of the context, in (4 of 5) sentences.

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...

  • Visual Aids

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

  • 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...