Specific Curriculum Outcomes
Solve Unknown Words
Emergent (K)4.5
-use, with support, the various cueing systems and a variety of strategies to construct meaning from text (personal experiences, context, picture cues) to predict, confirm/self-correct b- use knowledge of oral language patterns (syntax) to predict, confirm/self-correct c-begin to use knowledge of sound-symbol relationships as one reading cue (e.g., initial and final consonants) |
Early (1-2)4.10
-use a combination of cues (semantic, syntactic,graphophonic,and pragmatic) to sample, predict, and monitor/self-correct a-predict on the basis of what makes sense, what sounds right, and what the print suggests b- make meaningful substitutions c- attempt to self-correct predictions that interfere with meaning d- begin to monitor their own reading by cross-checking meaning cues with cues from beginning and last letters of the word (Did it make sense? Did it sound right? If it’s tiger, would it start with “p”?) |
Transitional (3-4)4.16
-use and integrate, with support, the various cueing systems (pragmatic, semantic, syntactic, and graphophonic) and a range of strategies to construct meaning 4.16 f -word solve by using analogy with known words; knowledge of affixes, roots, or compounds; and syllabication 4.16g - use blending as one strategy for decoding words |