The phrase "words commonly found in third grade level text" is vague unless those texts are specified by the state. Whatever meaning of sight words you use, spelling expectations are specified differently. Since these are not initially acquired through decoding, they are said to be taught as sight words. The confusion arises because it is often recommended that students memorize the spelling of some high frequency words, especially those which vary from the dominant sound to letter (combination) spelling pattern. For fluent readers, most words they read have attained this status. Is that sight words are those that can be recognized instantly with no need to decode. Our new state framework binders are confusing - can you tell this has been on my mind a lot lately?! in the first benchmark, is that where the sight words come in (although there are only 41 words)? There is also a list of "Fry Instant Word Lists" - is that more sight words (there are 1,000 of them!)? So, should the spelling words come from the Dolch Sight Word list, or should I just use the spelling words from the basal since I know it's 3rd grade level text? And. *spell words commonly found in third grade level text. *Read 300 to 400 high frequency and/or irregularly spelled words in connected text (a third grader should read between 100 and 115 words correctly per minute in connected text by the end of third grade). The 2 spelling-related benchmarks (for 3rd grade) say: They're the Dolch Sight Word List, and that's where I'm having a hard time. Our state (MS) gives us a list of words per grade that the students should know. What is the difference between a "sight word" and a "spelling word"? Is a sight word just to be able to read it without sounding it out? That's how I always understood it, but now I'm questioning it. Now my question is about the actual benchmark. I thought about posting this with the other spelling topic, but it has a different angle.
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