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It defines essential understandings and essential questions for phonics, word analysis, multisyllabic decoding, and academic word meaning in context. The curriculum specifies student mastery targets, performance tasks, teacher observation tools, and sample classroom activities, including interventions, response to intervention, universal design supports, and technology resources. It also lists instructional materials supporting phonics, vocabulary, and word study.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/nrs-level-3-model-curriculum-foundational-skills-alphabetics-fs-vocabulary-acquisition-and-usage-va/496664/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/nrs-level-3-model-curriculum-foundational-skills-alphabetics-fs-vocabulary-acquisition-and-usage-va/496664.png","ImageObject",300,407,{"name":92,"@type":93},"Ivy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-02",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the core goals of the NRS Level 3 Foundational Skills / Alphabetics (FS) strand?","Question",{"text":112,"@type":113},"Students develop decoding ability using phonics and word analysis, apply appropriate phonics rules and strategies, and accurately read unfamiliar multisyllabic words by using letter-sound correspondences, syllabication patterns, and morphology.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the curriculum recommend assessing learning for FS objectives?",{"text":117,"@type":113},"Assessment evidence includes performance tasks through graded homework, worksheets, rubrics, quizzes, tests, and formal assessments, plus other evidence such as teacher observation and checklist tools.",{"name":119,"@type":110,"acceptedAnswer":120},"What strategies support Vocabulary Acquisition and Usage (VA) learning in context?",{"text":121,"@type":113},"Students determine or clarify word meanings using context clues such as definitions, examples, and restatements, and by using Greek and Latin affixes and roots; the curriculum also recommends consulting print and digital references like dictionaries and thesauruses.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},496664,1791343621,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},549758252649,"https://ap-avatar.wpscdn.com/avatar/8000253669c5317157?_k=1778319167496531819","Illinois Community College Board Adult Education & Literacy  \nIllinois ABE/ASE Language Arts  \nModel Curriculum  \nNRS Level 3  \nApril 2017  \nAcknowledgements  \nThe Illinois ABE/ASE Language Arts Model Curriculum was adapted from curriculum developed by the Black Hawk College Adult Education and Family Literacy program.  \nThank you to the following for their contributions:  \nProfessor Connie Kappas, Adult Education Department Chair Assistant Professor Theresa Bries  \nInstructor Michael Coziahr  \nInstructor Gail Grigg  \nAdjunct Instructor Mary Lou Lohman  \nAdjunct Instructor Ann O’Leary  \nFor the purpose of compliance with Public Law 101-166 (The Stevens Amendment), approximately 100%  \nfederal funds were used to produce this document.  \nFOUNDATIONAL SKILLS / ALPHABETICS (FS)  \n3. R. FS.1 / 3. R. FS.2  \nEssential Understanding:  \n• Phonics and word analysis aid in decoding words.  \nEssential Questions:  \n• How can letter sounds and syllable patterns help decode words?  \n• Why can some words be sounded out and others cannot?  \nStudents will be able to:  \n(What does mastery look like)  \n• Apply appropriate phonics rules and word analysis strategies in decoding words.  \n• Accurately read unfamiliar multisyllabic words in and out of context by applying all letter-sound correspondences, syllabication patterns, and morphology (e.g. , roots and affixes) .  \nEvidence for Assessing Learning  \nPerformance Tasks:  \nDemonstrate mastery of objectives through the assessment of graded: homework, worksheets, quantitative (numerically graded) rubrics, quizzes, tests, and other formal assessments. Including but not limited to:  \n• Decode level-appropriate text [from](from www.readinga-z.com)[ ](from www.readinga-z.com)[www.readinga-z.com](from www.readinga-z.com)  \n• Read list of common words from [https://www.flocabulary.com/3rd-grade](https://www.flocabulary.com/3rd-grade)vocabulary-word-list/  \n• Identify roots and affixes in a given list from [www.ixl.com](www.ixl.com) Lessons OO. 1, 2, 3  \nOther Evidence:  \n• Teacher observation/checklist  \nBuilding the Learning Plan  \nSample Classroom Activities and/or Lesson Plans:  \nGiven website, text, or teacher-generated lists:  \n• Categorize words with similar affixes  \n• Separate the affix(es) and base word  \n• Recognize negative prefixes  \n• Match words with possible affixes  \n• Highlight vowel teams in a controlled reading  \n• Match vowel teams that have similar sounds  \n• Recognize and read level-appropriate irregularly-spelled words  \n• Syllabicate unfamiliar words with both prefixes and suffixes  \nLearning Activities:  \n(interventions for students who are not progressing, instructional strategies, differentiated instruction, re-teaching options)  \n• One-on-one tutors with individualized instruction/support such as using echo reading (p.241) in Interventions for Reading Success  \n• Response to Intervention Model (Tier 2 or 3) such as assisting and decreasing assistance as competency is reached such as choral reading or repetition (p.  \n243) and poetry theater-phonics focus (p. 246) in Interventions for Reading Success  \n• Universal Design for Learning protocols such as additional time, modified lesson for disabilities (i.e. , enlarged print, drills, flashcards and games)  \n• Interactive technology: quizlet app, Study Stack app  \n• EBRI reading instruction  \nList of Instructional Materials:  \n• Fry, Edward. (2000) . How to Teach Reading to Adults. Contemporary Books, Lincolnwood, IL  \n• Blevins, Wiley. (2001) . Teaching Phonics and Word Study in the Intermediate Grades. Scholastic Professional Books, NYC.  \n• Broderick, B. & Langan, J. (2008) . Groundwork for College Reading with Phonics (4th ed.) . West Berlin, NJ: Townsend Press.  \n• Tompkins, G. E. & Blanchfield, C. (2004) . Teaching Vocabulary: Fifty Creative Strategies. Columbus, OH: Pearson.  \n• Word Power: Spelling and Vocabulary in Context- Introductory. (1997) . Lincolnwood, IL: Contemporary Books.  \nList of Technology Resources:  \n• [www","cbCaihS5d5bhN9VP","https://ap.wps.com/l/cbCaihS5d5bhN9VP","pdf",1130541,43,"English","# Illinois ABE/ASE Language Arts Model Curriculum\n## NRS Level 3\n## Foundational Skills / Alphabetics (FS)\n## Evidence for Assessing Learning\n## Building the Learning Plan\n## Vocabulary Acquisition and Usage (VA)","[{\"question\":\"What are the core goals of the NRS Level 3 Foundational Skills / Alphabetics (FS) strand?\",\"answer\":\"Students develop decoding ability using phonics and word analysis, apply appropriate phonics rules and strategies, and accurately read unfamiliar multisyllabic words by using letter-sound correspondences, syllabication patterns, and morphology.\"},{\"question\":\"How does the curriculum recommend assessing learning for FS objectives?\",\"answer\":\"Assessment evidence includes performance tasks through graded homework, worksheets, rubrics, quizzes, tests, and formal assessments, plus other evidence such as teacher observation and checklist tools.\"},{\"question\":\"What strategies support Vocabulary Acquisition and Usage (VA) learning in context?\",\"answer\":\"Students determine or clarify word meanings using context clues such as definitions, examples, and restatements, and by using Greek and Latin affixes and roots; the curriculum also recommends consulting print and digital references like dictionaries and thesauruses.\"}]","NRS Level 3 - Model Curriculum - Foundational Skills / Alphabetics (FS) & Vocabulary Acquisition and Usage (VA) | PDF",1790937856,108]