Ireland

Receptiveness to language

• 1.2 developing strategies

  • 1.2.1 continue to experience the reading process being modelled

  • 1.2.2 engage in shared reading activities

  • 1.2.3 visit the school library and the local library

  • 1.2.4 continue to build a sight vocabulary of common words from books read and from personal experience

  • 1.2.5 engage in activities designed to increase awareness of sounds

    • 1.2.5.a focusing on the sounds associated with letters and letter-clusters, patterns of sounds in word

  • 1.2.6 learn about the sounds associated with the part of a word or syllable that allows it to rhyme with another word or syllable

    • 1.2.6.a d - ock

    • 1.2.6.b t - able

    • 1.2.6.c s - ock

    • 1.2.6.d c - able

    • 1.2.6.e cl - ock

    • 1.2.6.f f - able

  • 1.2.7 learn about the sounds associated with the beginning of a word or syllable

  • 1.2.8 learn to connect the beginnings of words and syllables with their rhyming parts as an auditory and visual exercise

    • 1.2.8.a 'onset and rime': r - at c - at m - at

    • 1.2.8.b different onsets

      • 1.2.8.b.1 single consonants r - at

      • 1.2.8.b.2 consonant blends pl - an

      • 1.2.8.b.3 digraphs ch - at

    • 1.2.8.c different rimes

      • 1.2.8.c.1 vowel digraphs tr - ee

      • 1.2.8.c.2 vowel-consonant

      • 1.2.8.c.3 combinations h - and

  • 1.2.9 learn about common word endings, word families and roots of words

    • Identify base words, prefixes and suffixes (2-AA.2)
    • Determine the meaning of a word with pre-, re- or mis- (2-AA.3)
    • Use the prefixes pre-, re- and mis- (2-AA.4)
    • Determine the meaning of a word with -ful or -less (2-AA.5)
    • Prefixes and suffixes: review (2-AA.6)

  • 1.2.10 use knowledge of letter-sound relationships (grapho/phonic cues), grammar and syntax (syntactic cues) and surrounding text (contextual cues) when attempting to identify unfamiliar words

    • Identify base words, prefixes and suffixes (2-AA.2)
    • Determine the meaning of a word with pre-, re- or mis- (2-AA.3)
    • Use the prefixes pre-, re- and mis- (2-AA.4)
    • Determine the meaning of a word with -ful or -less (2-AA.5)
    • Prefixes and suffixes: review (2-AA.6)
    • Form and use compound words (2-BB.2)
    • Find synonyms in context (2-DD.2)
    • Which sentence uses an antonym? (2-DD.4)
    • Find antonyms in context (2-DD.5)
    • Which sentence has the same meaning? (2-DD.6)
    • Homophones with pictures (2-EE.1)
    • Identify homophones (2-EE.2)
    • Use the correct homophone (2-EE.3)
    • Which word is a noun? (2-LL.2)
    • Identify nouns (2-LL.3)
    • Identify common and proper nouns (2-LL.5)
    • Identify plurals, singular possessives and plural possessives (2-LL.11)
    • Identify and correct errors with plural and possessive nouns (2-LL.13)
    • Identify personal pronouns (2-MM.1)
    • Identify possessive pronouns (2-MM.7)
    • Identify action verbs (2-NN.2)
    • Identify helping verbs (2-NN.3)
    • Identify verbs in the regular past tense (2-PP.2)
    • Identify the irregular past tense I (2-PP.5)
    • Identify the irregular past tense II (2-PP.6)
    • Identify the adjective that describes the noun (2-RR.3)
    • Identify adjectives (2-RR.4)
    • Identify adverbs (2-RR.7)

  • 1.2.11 self-correct reading errors when what he/she reads does not make sense

  • 1.2.12 develop reading skills through engaging with reading material appropriate to his/her stage of development

  • 1.2.13 adapt his/her reading style for different purposes

    • 1.2.13.a browsing, simple scanning and skimming.