Grade 3 Reading Assessment Eligible Texas Essential Knowledge and Skills
3 reading skills grade 2 2013
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READING SKILLS GRADE 2 Learning Objectives (Students should be able to…) Projects 1 2 3 4 5 Phonics Instruct ion Reinforce the 42 sounds of English (See Appendix A) Read CVC and CCVC words. Read two-syllable words. Read polysyllabic words. Revise Tricky Words from 1 to 10) Identify Tricky Words. (See Appendix B) Spelling Write the “No excuses” Spelling Words accurately. (See Appendix C) Practice segmenting phonemes for spelling (CVC and CCVC words). Use the alternative spellings of long vowel phonemes (See Appendix D) Vocabula ry developm ent Use vocabulary from appropriate core sets Use new words in meaningful contexts (Functional routines) Reading Fluency Sight readi a wider range of Tricky Words. Read with increasing speed. Notice commas, full stops, question and exclamation marks in reading aloud. Reading Comprehe nsion Make predictions and anticipate what happens next in a story and how the story may end. Answer basic questions about texts. Scan a page to find where information is located. Answer open-ended questions about stories such as Why? How? What?
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Transcript of 3 reading skills grade 2 2013
READING SKILLS
GRADE 2
Learning Objectives (Students should be able to…)
Projects1 2 3 4 5
Phonics Instruction
Reinforce the 42 sounds of English (See Appendix A)
Read CVC and CCVC words.
Read two-syllable words.
Read polysyllabic words.
Revise Tricky Words from 1 to 10)
Identify Tricky Words. (See Appendix B)
Spelling
Write the “No excuses” Spelling Words accurately. (See Appendix C)
Practice segmenting phonemes for spelling (CVC and CCVC words).
Use the alternative spellings of long vowel phonemes (See Appendix D)
Vocabulary developmen
t
Use vocabulary from appropriate core sets
Use new words in meaningful contexts (Functional routines)
Reading Fluency
Sight readi a wider range of Tricky Words.
Read with increasing speed.
Notice commas, full stops, question and exclamation marks in reading aloud.
Reading Comprehens
ion
Make predictions and anticipate what happens next in a story and how the
story may end.
Answer basic questions about texts.
Scan a page to find where information is located.
Answer open-ended questions about stories such as Why? How? What?
Make simple inferences from the text. Eg: about feelings.
Relate stories to personal experiences.
Identify and describing characters and setting.
Identify and discuss conflict.
Identify sequence of main events in stories (beginning, middle and end).
Use all the information available to make sense of what is read.
Retell stories with appropriate use of story language.
Follow written simple directions.
Read simple books independently (fiction and non-fiction).
Use more reading strategies (See Appendix E)
Share a range of books discussing preferences.
Appendix A
Jolly Phonics
Letter groups
1. s a t i p n
2. c k e h r m d
3. g o u l f b
4. ai j oa ie ee or
5. z w ng v little oo long oo
6. y x ch sh voiced th unvoiced th
7. qu ou oi ue er ar
(See list of model words for the letters of the 42 Sounds of English)
(The Phonics Handbook. Sue Lloyd. Jolly Phonics. Page4)
Appendix B
(The Phonics Handbook. Sue Lloyd. Jolly Phonics. Pages 201,202)
Appendix C
(Comprehensive Literacy Resource for Grades 1-2 Teachers. Miriam P. Trehearne. Page 208)
Appendix D
(The Phonics Handbook. Sue Lloyd. Jolly Phonics. Page11)
Appendix E
Teaching Reading Strategies in the Primary Grades. By Bette S. Bergeron and Melody Bradbury-Wolff. Scholastic.
