| Code |
Description |
| ELA.612.F.2.1: | Demonstrate an understanding of spoken words, syllables, and sounds.- Orally produce single-syllable and multisyllabic words by accurately blending sounds.
- Accurately segment single-syllable and multisyllabic words.
Clarifications:
Clarification 1: Phonological awareness only refers to what can be done orally at both the sound and syllabic level. This includes isolating sounds, blending sounds, and orally segmenting words based on syllables. It does not involve print or letter knowledge. - Orally combine c-a-t to make cat/ orally combine trou-ser to make trouser.
- Orally break cat into c-a-t/ orally break trouser into trou-ser.
|
|
| ELA.612.F.2.2: | Know and apply phonics and word analysis skills in decoding words.- Use an array of strategies to decode single-syllable and multisyllabic words.
- Accurately read multisyllabic words using a combined knowledge of all letter-sound correspondences, and syllabication patterns.
Clarifications:
Clarification 1: Phonics refers to the relationship between graphemes (letters or letter combinations) and phonemes (speech sounds). Since morphemes represent the smallest unit of language with meaning, morphology refers to the skill of recognizing morphemes as a unit when decoding and determining meaning. |
|
| ELA.612.F.2.3: | Know and apply phonics and word analysis skills in encoding words.- Use an array of strategies to accurately encode single-syllable and multisyllabic words.
Clarifications:
Clarification 1: Encoding refers to using the written word in order to communicate. It combines the skills of phonological awareness, phonics, and morphology to move from the oral to the written word.
- The process of encoding sounds through letters (s, r), consonant blends (sh, sk), digraphs (ay, ew), or trigraphs (sch, thr) using conventional spelling patterns to form words.
- The process of adding single units of sound with meaning to existing word parts to encode a given word.
|
|
| ELA.612.F.2.4: | Read grade-level texts, at the student’s ability level, with accuracy, automaticity, and prosody or expression using the student’s mode of communication.Clarifications:
Clarification 1: See Fluency Norms for grade-level norms. Norms are expressed as words correct per minute (WCPM), a measure that combines accuracy with rate. The chart stops at 6th grade because it represents sufficient automaticity for proficient reading. For secondary students receiving reading interventions, teachers should use the 6th grade norms as a goal.Clarification 2: Appropriate prosody refers to pausing patterns during oral reading that reflect the punctuation and meaning of a text. See Sample Oral Reading Fluency Rubrics for prosody. |
|
This cluster includes the following access points.
| Access Point Number |
Access Point Title |
| ELA.612.F.2.AP.2a: | Decode single-syllable and multisyllabic words as appropriate to the student’s mode of communication. |
| ELA.612.F.2.AP.2b: | Read multisyllabic words using a combined knowledge of all letter-sound correspondences, and syllabication patterns using to the student’s mode of communication. |
| ELA.612.F.2.AP.3a: | Encode single-syllable and multisyllabic words using the student’s mode of communication. |
| ELA.612.F.2.AP.4: | Read grade-level text at the student’s ability level with accuracy, automaticity, and prosody or expression as appropriate for the student’s mode of communication. |
| ELA.612.F.2.AP.1a: | Combine word parts (blend syllables, attach affixes to root words, fingerspell, etc.) to produce words in the student’s mode of communication. |
| ELA.612.F.2.AP.1b: | Segment single-syllable and multisyllabic words using the student’s mode of communication. |
Vetted resources educators can use to teach the concepts and skills in this topic.
