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RF.2 Reading Standards for Foundational Skills
- Phonics and Word Recognition
- RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
- RF.2.3.A Identify words with inconsistent but common letter-sound correspondences (e.g., doll/roll, though/cough/rough, love/rove, have/save, some/dome, near/bear, soot/loot, were/here, shall/tall, own/town, hour/tour, want/plant).
- RF.2.3.B Know the letter/sound correspondences, including distinguishing long and short vowel sounds: diphthongs (e.g., oi, oy, ou, ow), r-controlled vowels (e.g., er, ir, ur, ar, or), additional common vowel teams (e.g., ei, ie, igh), regularly-spelled one-syllable words.
- RF.2.3.C Recognize and read grade-appropriate irregularly-spelled words.
- RF.2.3.D Decode words with common prefixes and suffixes.
- RF.2.3.E Decode words that follow the six syllable types: closed syllable, open syllable, vowel-consonant-e, vowel teams, r-controlled vowel, consonant-le.
- RF.2.3.F Decode regularly spelled two-syllable words with long vowels.
- RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
- Fluency
- RF.2.4 Read grade-level text with sufficient accuracy and fluency to support comprehension.
- RF.2.4.A Read grade-level text with purpose and understanding.
- RF.2.4.B Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
- RF.2.4.C Use context in grade-level text to confirm or self-correct word recognition and understanding, rereading as necessary.
- RF.2.4 Read grade-level text with sufficient accuracy and fluency to support comprehension.