Secondary Literacy Guide

Secondary Literacy Intervention Standards

Skill-Based Standards Standards developed by Reading Academy around Utah Core foundational standards and IES recommendations for struggling secondary readers.

Phonemic Awareness

Demonstrate understanding of spoken words, syllables and sounds (phonemes) A. Distinguish long from short vowel sounds in spoken single and multi-syllable words. B. Isolate and pronounce initial medial vowel and final sounds (phonemes) in spoken single syllable words. C. Segment spoken single syllable words into their complete sequence of individual sounds (phonemes). Know and apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g. Roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context (Utah Core Standards for ELA, Reading Standards: foundation Skills K-5). Demonstrate the ability to read a variety of grade-level texts in a connected, rapid, smooth, effortless, and automatic manner, with prosody. A. Accuracy (98%) B. Automaticity C. Expression D. Speed (150 wcpm, correlating to rate of speech) Demonstrate understanding of word meanings in multiple context including: A. Words parts (e.g. morphemes) and syllables B. Multiple meanings C. Repeated exposures to words D. Word history (etymology) E. Strategies for learning words Ability to use a variety of strategies for understanding complex text,such as: A. Activating background knowledge B. Questioning C. Visualizing D. Making inferences E. Determining importance F. Summarizing G. Synthazing new information H. Identifying key ideas and details I. Identifying text and using features J. Self-monitor comprehension and address confusion with strategies Students demonstrates understanding of a text:

Phonics and Word Skills

Fluency

Vocabulary

Comprehension