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