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Correct Answer: can recognize some sight words.
it seems you're asking for an expanded explanation for the abilities of children in first and second grades regarding literacy skills. here’s a detailed explanation:
children in first and second grade are typically between the ages of 6 and 8. during these formative years, they are developing crucial literacy skills. one of the foundational skills they acquire is the ability to recognize sight words. sight words, also known as high-frequency words, are words that appear frequently in written text but often cannot be easily sounded out using standard phonetic rules. examples include "the", "and", "it", and "what". these words are taught to children as whole units to memorize by sight so that they can read more fluently and quickly without needing to decode each word.
the recognition of sight words is critical at this stage because it supports reading comprehension and fluency. as children become more familiar with these words, they can spend less cognitive energy on decoding and more on understanding the text. this skill is typically appropriate for first and second graders, as it aligns with their developmental capabilities in terms of memory, recognition, and processing speed.
other skills listed, such as using a dictionary, writing for various purposes, expressing personal reading preferences, and writing a response to a story, generally develop later. these skills require more advanced cognitive abilities including higher-level reading comprehension, critical thinking, and more sophisticated motor skills for writing.
using a dictionary, for instance, is a skill that involves not only reading and understanding the definitions of words but also navigating a reference book, which can be challenging for younger children. this skill is more appropriate for children in the third grade or later when they have a stronger grasp of alphabetical order and can understand more complex word definitions.
similarly, writing for various purposes and writing responses to stories demand a higher level of cognitive engagement and language skills. children need to be able to form coherent sentences and structure their thoughts in a more organized manner. these are skills that are typically developed with more exposure to writing tasks and as children's cognitive abilities mature.
expressing personal reading preferences also assumes a level of self-awareness and exposure to a variety of reading materials that younger children may not have. this skill develops as children explore different types of texts and begin to understand what types of stories interest them.
in summary, while children in first and second grade can indeed recognize some sight words, the other skills mentioned generally develop later as children's cognitive, linguistic, and emotional capacities expand. the focus at the early grades is on building a strong foundation in recognizing sight words, which is crucial for their future success in reading and writing.
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