3.5) Reading/word identification. The student uses a variety of word identification strategies.

The following expectations apply to the second language learner at his/her level of proficiency in English.

The student is expected to:

The student is expected to:

The student is expected to:

(A) decode by using all letter-sound correspondences within a word (1-3);

(A) decode by using all letter-sound correspondences within a word (1-3);

(A) decode by using all letter-sound correspondences within a word (1-3);

(B) blend initial letter-sounds with common vowel spelling patterns to read words (1-3);

(B)(ii) decode words using knowledge of all Spanish sounds, letters, and syllables, including consonants, vowels, blends and stress (1-3/SLA);

(B)(i) blend initial letter-sounds with common vowel spelling patterns to read words (1-3/ESL);

(C) identify multisyllabic words by using common syllable patterns (1-3);

(C) identify multisyllabic words by using common syllable patterns (1-3);

(C) identify multisyllabic words by using common syllable patterns (1-3);

(D) use root words and other structural cues such as prefixes, suffixes, and derivational endings to recognize words (3);

(D) use root words and other structural cues such as prefixes, suffixes, and derivational endings to recognize words (3);

(D) use root words and other structural cues such as prefixes, suffixes, and derivational endings to recognize words (3);

(E) use knowledge of word order (syntax) and context to support word identification and confirm word meaning (1-3); and

(E) use knowledge of word order (syntax) and context to support word identification and confirm word meaning (1-3); and

(E) use knowledge of word order (syntax) and context to support word identification and confirm word meaning (1-3); and

(F) read both regular and irregular words automatically such as through multiple opportunities to read and reread (1-3).

(F)(ii) develop automatic recognition of words that use specific spelling patterns such as q/c/k, b/v, s/c/z, y/ll, g/j, x/j, i/y, r/rr, h, ch, gue, and gui) (1-3/SLA).

(F)(i) read both regular and irregular words automatically such as through multiple opportunities to read and reread (1