less-controlled text. The amount of time spent with decodable text in grade one varied by child. Some
children needed more time to practice their decoding skills with controlled text than others. What
continues to be vital in grades two and three is that
children have sufficient opportunity to apply and practice
their skills with materials that reflect what they are
learning about written language. What is equally vital is
that children are not limited to interactions with decodable
text if they are able to read less-controlled text.
Early in the year in both grades two and three,
teachers assess the extent to which children grasp
the fundamentals of the code and have developed
automaticity with basic decoding. They also observe
children closely during instruction on an ongoing basis
and adjust and pace instruction accordingly. They know
that students vary in their skills and so the starting point
and the pace of instruction will vary. Some students
will enter the grade with considerable skill and continue
to advance quickly. They are provided appropriately
challenging instruction. Others will have a different starting point and may need more slowly
paced instruction. In some cases, additional instruction will need to be provided that addresses the
prerequisite knowledge and skills for achievement of the standards for this grade span. Children
who are experiencing difficulty or making slow progress are closely monitored and direct, intensive
instruction and additional practice is given, as needed. The goal is to facilitate all students’ progress as
swiftly as reasonable for the individual so that all students meet or exceed grade-level standards and
no student falls further behind. The support of specialists may be required. At the same time, teachers
work to ensure that all children are motivated to learn. They do so, in part, by providing texts and
tasks that are interesting and within reach while also being sufficiently challenging.
In grades two and three, children are taught to read multisyllabic words and words with
increasingly complex letter combinations. They recognize and learn the meaning of common prefixes
and suffixes. They learn that the English written system, though complicated, is largely logical.
Instruction in phonics and word recognition during this span includes- Ensuring that students know the sounds of
the individual letters prior to introducing larger
orthographic units (or in the case of children who
use a visual language, know the range of American
Sign Language handshapes prior to introducing larger
orthographic units in American Sign Language and
English) - Teaching advanced phonic-analysis skills explicitly
- Providing initial practice in controlled contexts, such
as word lists and decodable texts and other reading
materials, in which students can apply newly learned
skills successfully - Providing support as children apply their knowledge to new, less-consistent, contexts, such as
trade books
Spelling instruction complements and supports decoding because both spelling and decoding
rely on much of the same underlying knowledge (Joshi, and others 2008-09, Moats 2005-06). In
the transitional kindergarten through grade one span, children developed phonemic awareness and
What continues to be vital
in grades two and three is
that children have sufficient
opportunity to apply and practice
their skills with materials that
reflect what they are learning
about written language. What is
equally vital is that children are
not limited to interactions with
decodable text if they are able to
read less-controlled text.In grades two and three,
children are taught to read
multisyllabic words and words
with increasingly complex letter
combinations. They recognize
and learn the meaning of
common prefixes and suffixes.Grades 2 and 3 Chapter 4 | 311