READING - Word Recognition and Vocabulary, Updated June 24, 2009
K
1
2
3
Six Step
Vocabulary/Target
Words
-N/A
-digraph
-compound words
-contraction
-suffixes
-prefixes
-root words
-antonyms
-synonyms
-homograph
-idiom
-simile
-metaphor
-personification
Complex
While reading grade-level
appropriate materials, the
student enriches his word
recognition by:
*using phonetic analysis to
decode unknown words
(e.g. using common
letter/sound relationships,
beginning/ending
consonants, short vowel
sounds and simple word
patterns)
*recognizing common
words by sight
*attempting to read simple
patterned text, and
predicting texts using lettersound knowledge and
pictures to construct
meaning
While reading grade-level
appropriate materials, the student
enriches his word recognition by:
*using knowledge of phonemic
awareness to read new or unknown
words
*using decoding and word recognition
strategies and skills (e.g. phonics
knowledge, sound letter relationships
including digraphs and “r” controlled
vowels)
*recognizing high frequency words
and common irregularly spelled words
in text
*reading and using simple compound
words and contractions
While reading gradelevel appropriate
materials, the student
enriches his word
recognition by:
*decoding unknown
words using basic
elements of phonetic
analysis (e.g. syllables,
suffixes, prefixes, and
root words)
*recognizing common
synonyms, antonyms
and homonyms in
written text
*reading words using
knowledge of basic
spelling patterns
While reading grade-level
appropriate materials, the
student enriches his word
recognition by:
*using word identification
strategies appropriately and
automatically when
encountering words (e.g.
graphophonic and semantic)
*reading and using figurative
language to increase
vocabulary (e.g. idioms,
onomatopoeia, and
hyperbole)
*using morphology to
determine the meaning of
unfamiliar words (e.g. root
words, morphemes, prefixes,
and suffixes)
While reading grade-level
appropriate materials, the stude
enriches his word recognition by
*using strategies for learning the
meaning of unknown words (e.g.,
uses a 6-step process for learning
new word, paraphrase, ask
questions to clarify meaning)
*using less common roots and wo
parts to analyze the meaning of
complex words (e.g., recognizing
the meaning of the root "mono" a
using this knowledge to decipher
words like: "monotony" and
monogamous")
*using terms such as metaphor,
personification, and simile
Simple
Recognizing and recalling
specific terminology such
as:
- letters
Recognizing and recalling specific
terminology such as:
- consonant
- vowel
- digraph
- compound word
- contraction
While reading grade level
appropriate materials, the
student enriches his word
recognition by:
*applying phonics and structural
analysis to decode words (e.g. less
common vowel patterns, syllable
breaks, and silent letters)
*reading and using more difficult
word families and multi-syllable
words (e.g. “ology” and “cide”
word families)
*reading and using basic
homophones and homographs
(e.g. observing the meanings and
spellings of “die” and “dye”;
different meanings of “arms”)
*reading words using basic
prefixes and suffixes (e.g. prefixes
“pre” and “in”; suffixes “full”
and “ship”)
Recognizing and recalling
specific terminology such as:
- word families
- homographs
Recognizing and recalling
specific terminology such
as:
- graphophonic
- morpheme
- semantic
- onomatopoeia
- hyperbole
- idiom
Recognizing and recalling speci
terminology such as:
- simile
- metaphor
- personification
Performing basic
processes such as:
- using environmental print
- using appropriate nouns to
name objects
- knowing letter names and
sounds
Performing basic processes such as:
- blending phonemes
of one-syllabic words
- segmenting the phonemes of onesyllable words
- manipulating sounds in words (e.g.
changing beginning/middle/end
sounds to produce new words)
- decoding one syllable words
- reading basic high frequency words
- identifying compound words and
contractions
Recognizing and
recalling specific
terminology such as:
- syllables
- suffixes
- prefixes
- root words
- antonyms
- synonyms
- homophones
Performing basic
processes such as:
- self-monitoring
decoding strategies (e.g.
letter sound knowledge
of all consonants and
vowels)
- reading most high
frequency and
1
Recognizing and recalling
isolated details such as:
- identifying more difficult word
families and multi-syllabic words
- identifying basic prefixes and
suffixes
- identifying less common vowel
patterns (e.g. ough, augh, igh,
eigh)
Performing basic processes such
as:
- describing characteristics of
basic homophones and
homographs
5
Recognizing and recalling
isolated details such as:
- understanding how
figurative language can
increase vocabulary
Performing basic processes
such as:
- identifying idioms,
onomatopoeia, and hyperbole
Recognizing and recalling isolat
details such as:
- understanding that various
strategies exist to assist in word
recognition
Performing basic processes suc
as:
- identifying the use of metapho
personification, and simile
READING - Word Recognition and Vocabulary, Updated June 24, 2009
irregularly spelled
words
6
7
8
9 and Pre AP 9
10 and PreAP10
11 and AP 11
12 and AP 12
Six Step
Vocabulary/Target
Words
- hyperbole
-onomatopoeia
- differentiate
-literal meaning
-figurative
meaning
-context
- alternative meaning
-decipher
-N/A
-N/A
-nuances
-semantics
-N/A
complex
While reading
grade-level
appropriate
materials, the
student enriches
his word
recognition by:
*interpreting
words with
multiple meanings
*verifying the
origins and
meanings of
frequently used
prefixes, suffixes,
and base words
*reading and
using figurative
language to
increase
vocabulary (e.g.
onomatopoeia,
hyperbole)
*explaining slight
differences in
meaning in related
words (e.g.
ecstatic vs. happy)
While reading
grade-level
appropriate
materials, the
student enriches
his word
recognition by:
*differentiating
shades of meaning
and multiple
meanings of words
*analyzing
metaphors and
similes to infer
literal and
figurative meanings
of phrases
*verifying the
meaning of a word
in its context
through the use of
restatement
While reading gradelevel appropriate
materials, the student
enriches his word
recognition by:
*interpreting alternative
word meanings
*interpreting meanings of
complex similes and
metaphors
*identifying basic
vocabulary changes that
have occurred in the
English language
*analyzing context to
decipher meaning of
unknown words
While reading grade-level
appropriate materials, the
student enriches his word
recognition by:
*identifying standard usage
vs. nonstandard usage of
words in texts
*using
SAT/ACT vocabulary words
in context
While reading
grade-level
appropriate
materials, the
student enriches his
word recognition by:
*discussing standard
usage vs. nonstandard
usage of words in
texts for a variety of
purposes (e.g.
characterization,
geographical
location)
*studying
SAT/ACT vocabulary
words in context
While reading grade-level
appropriate materials, the
student enriches his word
recognition by:
*discerning the relationship
of word meanings between
pairs of words in analogies
(e.g. synonyms and
antonyms, connotation and
denotation)
*analyzing standard usage
vs. nonstandard usage in a
variety of settings (e.g. job
interviews, academic
environment, public
speaking)
*understanding semantics
and culturally specific
nuances of words
*discussing SAT/ACT
vocabulary words in context
While reading
grade-level
appropriate
materials, the
student enriches
his word
recognition by:
*analyzing the
language
conventions of
authors in different
cultures,
geographical
locations, and/or
time periods
*analyzing
culturally specific
nuances of words
*analyzing
SAT/ACT
vocabulary words
in context
2