secondary reading intervention framework: Granite School District
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1.1 Indicators Tier 2: Does not apply

1.1 Indicators: Tier 3

a. Recognize, distinguish and manipulate sounds in words

b. Segment and blend sounds in CVC words

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Framework
Texts

 

Enduring UnderstandingLanguage is continually evolving as a reflection of human evolution.

Essential Questions Why does language change?
How do word parts create meaning? What are some spelling generalizations?

Standard 1Students will apply knowledge of word parts to effectively decode words and determine word meaning.

Benchmarks(roll mouse over each benchmark to view tiers)

1.1

1.2

1.3

1.3 Indicators: Tier 2

a. Use knowledge of all syllable types to decode words

b. Identify and read words with prefixes and suffixes

c. Read two to four syllable words

d. Identify, separate and read base words with prefixes and suffixes

1.3 Indicators: Tier 3

a. Identify the number of syllables in spoken and written words

b. Use understanding of open and closed syllables to decode words

c. Read two-syllable words

d. Identify, separate and read base words with suffixes

1.4

1.4 Indicators: Tier 2

a. Write and spell one, two and three syllable words correctly [Dolch list, frequently misspelled words, homophones, academic language]

b. Keep a word study notebook

c. Record word meanings and rules associated with word parts

d. Reflect and set goals

1.4 Indicators: Tier 3

a. Write and spell one and two syllable words correctly  [Dolch List, frequently misspelled words, homophones]

b. Keep a word study notebook

c. Record word meanings and rules associated with word parts(e.g., illustrations, graphic organizers)

d. Reflect and set goals

1.2 Indicators: Tier 2

a. Decode words with inflectional endings

b. Decode words with variant vowel sounds

1.2 Indicators: Tier 3

a. Identify, read and spell words with short and long vowel patterns with one and two syllable words

b. Identify, read and spell words with consonant digraphs and blends

c. Decode words with Inflectional endings –s, -ed, -ly