Instant WordsFRYWord Study TechniquesSpacheDaleChallReading Error DiagnosisPhonicsINSTANT WORDS the of and a to in is you that it he was for on are as with his they I at be this have from or one had by word but not what all were we when your can said there use an each which she do how their if will up other about out many then them these so some her would make like him into time has look two more write go see number no way could people my than first water been call who oil now find long down day did get come made may part over Common Suffixes: s, ing, ed First 25 words = approximately 1/3 of all printed material First 100 words = approximately 1/2 of all printed material For additional instant words see: Sakiey, E., & Fry, E. (1984). 3000 Instant Words, 2nd Ed. Jamestown Publications, ProvidenceWORD RECOGNITION CURRICULUM CHART Adapted From: Choate, J.S., Bennett, T.Z., Enright, B.E., Miller, L.J., Poteet, J.A., & Rakes, T.A. (1987). Assessing and Programming Basic Curriculum Skills. Boston: Allyn and Bacon, Inc. pp. 69-80. ----------------------------------------- Typical Text Level for Tasks SUB SKILL K 1 2 3 I SIGHT VOCABULARY I I I I A Basic Vocabulary A.1 Name A.2 Colors A.3 Numbers A.4 Basal PP/P/1 A.5 Basal 2.1/2.2 A.6 Basal 3.1/3/2 B High-Frequency Vocabulary B.1 Upper Letters B.2 Lower Letters B.3 Common Nouns B.4 PP/P/1 B.5 2nd B.6 3rd C Visual Dis-crimination C.1 Shapes C.2 Letters C.3 Words ------------------------------------------------------------------------------------------------------------------- II PHONETIC ANALYSIS II II II II A Single Consonants A.1 Aud.Discr. Initial A.2 Aud.Discr. Final A.3 Initial A.4 Final A.5 Medial B Consonant Blends B.1 Initial Two Letter B.2 Final nd,nt,st B.3 Three Letter C Consonant Digraphs C.1 Initial ch,ph,sh,th,wh C.2 Final ck,ng D Variant Consonants D.1 kn,wr,gn D.2 c,g D.3 s,qu,x,gh D.4 Silent mb,p,t,s E Vowels E.1 Aud.Discr. Rhymes E.2 Long E.3 Short E.4 ai,ay,ea,ee,oa E.5 r-Control E.6 l-Control E.7 oi,oy,ou,ow E.8 oo E.9 schwa F Phonic Generali-zations F.1 CVC F.2 CVCe F.3 CV -------------------------------------------------------------------------------------------------------------------WORD RECOGNITION CURRICULUM CHART Typical Text Level for Tasks SUB SKILL K 1 2 3 III STRUCTURAL ANALYSIS III III III III A Root Words A.1 Basal PP/P/1 A.2 Basal 2.1/2.2 A.3 Basal 3.1/3.2 B Suffixes B.1 s,ed,d,t,ing B.2 er,est B.3 ly,ful B.4 less,ness C Prefixes C.1 a,be,un,re C.2 dis D Compound Words D.1 Basal PP/P/1 D.2 Basal 2.1/2.2 E Contrac- tions E.1 Omit One Letter E.2 Omit Two Letters F Syllabi-cation F.1 Aud.Discr. One and Two Syll. F.2 Two Consonants F.3 Affixes F.4 (c)le F.5 Double Letter F.6 Blends, Digraphs F.7 CV F.8 Primary Accent ------------------------------------------------------------------------------------------------------------------- IV WORD MEANING IV IV IV IV A Basic Vocabulary A.1 Direction Words A.2 Basal PP/P/1 A.3 Basal 2.1/2.2 A.4 Basal 3.1/3.2 B Classifi-cation B.1 Pictures B.2 Nouns B.3 Directions B.4 Basal PP/P/1 B.5 Basal 2.1/2.2 B.6 Basal 3.1/3.2 C Pronoun Referents C.1 they,it,she,he C.2 them,we,him,her D Affixes D.1 Basal PP/P/1 D.2 Basal 2.1/2.2 D.3 Basal 3.1/3.2 E Vocabulary Relation-ships E.1 Descriptions: home and school E.2 Synonyms E.3 Antonyms E.4 Homonyms E.5 Homographs E.6 Multiple Meanings E.7 Descriptives ------------------------------------------------------------------------------------------------------------------- Itemization and placement of word recognition skills, subskills, and tasks are based upon a composite of the following basal reading series: American Readers, D.C. Heath Company, 1983 Keytext Programs, The Economy Company, 1982Basics in Reading, Scott Forseman & Company, 1981 Reading Basics Plus, Harper & Row, 1980 Bookmark Reading Program, Harcourt Brace Houghton Mifflin Reading Program, Houghton Mifflin, 1981 Jovanovich, Inc, 1983 Series r, Macmillian Publishing Company, 1983WORD RECOGNITION CURRICULUM - SKILL OBJECTIVES I. SIGHT VOCABULARY A. Basic Vocabulary - The student: .1 Points to his/her name on a list of names. .2 Orally reads each word from a list of primary color words. .3 Orally reads each word from a list of number words, 0-10. .4- Orally reads each word from a list .6 of basic sight words selected from each level. B. High Frequency Vocabulary - The student: .1- Orally states the name of each .2 letter when given a visual stimulus of upper and/or lower case letters. .3 Orally reads each from a list of common nouns. .4- Orally reads each word from a list .6 of high frequency words appropriate to his/her level. C. Visual Discrimination - The student: .1 Matches like shapes when given pictures of basic shapes. .2 Matches like letters from a visual stimulus of random letters. .3 Matches like words form a visual stimulus of random words. II. PHONETIC ANALYSIS A. Single Consonants - The student: .1 States whether initial consonants are the same or different in each pair of teacher-dictated words. .2 States whether final consonants are the same or different in each pair of teacher-dictated words. .3 Pronounces the single sound, or names another word beginning with the same sound when given a list of words beginning with single consonants. .4 Pronounces the single sound or names another word ending with the same sound when given a list of words ending with single consonants. .5 Pronounces the single sound or names another word with the same sound in medial position when given a list of words containing single consonants in medial position. B. Consonant Blends - The student: .1 Pronounces each word and the target blend from a list of words beginning with two letter blends. .2 Pronounces each word and the target blend from a list of words ending in nd, nt, and st. .3 Pronounces each word and the target blend from a list of words containing three-letter blends. C. Consonant Digraphs - The student: .1 Pronounces each word and the target