Standard: RF 1.2a-d (PHONEMIC AWARENESS STANDARDS---ORAL!) Demonstrate understanding of spoken words, syllables, and sounds (phonemes): RF1.2a Distinguish long from short vowel sounds in spoken single-syllable words RF1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends RF1.2c Isolate and pronounce initial, medial vowel and final sounds in spoken single-syllable words RF1.2d Segment spoken single-syllable words into their complete sequence of individual sounds Essential Skills/Concepts Teaching Notes/Strategies Resources Prerequisites: Long and short vowel sounds Consonants, consonant blends and vowels ID how many sounds in word Chunks: ORAL T: the word is late. Is the vowel long or short? S: long ---Bit vs bite--- T: /r/ /u/ /n/ what is the word? S: run T: the word is cat…what is the middle vowel sound? Beginning sound? Final sound? S: /a/…/c/…./t/ T: The word is “list”…what is the final consonant blend? S: /st/ T: “rich” S: /r/ i/ ch/ (segment sounds in Board Language Blending Arm Pocket charts Soundbox and chips Ideas from collaboration: Bean Bag Throw… toss bag in long/short vowel box (teacher has clipboard to record..LME) Rainbow words…a specific color to represent a specific sound Definitions: Consonant, blend, segment, vowel, consonant blend, syllable, beginning/initial, middle, ending/final sound Treasures: Phonemic Awareness Lessons Sound cards Resources from collaboration: Reading Revolution Powerpoint…show pictures and students say sound Elkonin box Instructional Routine Handbook (blue) Phonemic Awareness Teacher’s Edition (Green)
Standard: RF 1.3 a-g (PHONICS STANDARDS) Know and apply grade level phonics and word analysis skills in decoding words both in isolation and in text. RF1.3a Know the spelling-sound correspondences for common consonant digraphs RF1.3b Decode regularly spelled one-syllable words. RF1.3c Know --e and common vowel team convention for representing long vowel sound RF1.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word (NEW) RF1.3e Decode two-syllable words following basic patterns by breaking the words into syllables (NEW) RF1.3f Read words with inflectional endings RF1.3g Recognize and read grade-appropriate irregularly spelled words Essential Skills/Concepts Teaching Notes/Strategies Resources Prerequisite: Double consonant Sound spellings for short and long vowels and blends Word families Read and spell digraphs: th, sh, ch, tch, wh, Read 2-4 letter long, short vowel words with/without blends: “land”, “cake”, “beep”, “sat”, “bump”, “paint”, including (er, ir, ur) Read Long vowel sound spellings, include diphthongs Syllabication have parts and each part has a vowel): Board language Leveled UA groups Workshop Ideas from collaboration: Digraph chants (Michelle/Highlands) Whiteboards..stuendts write letter to sound Clear boards (A typed sheet is underneath and students have to fill in the missing sounds) Text code: circle blends, cross out “silent e” and use arrow to point to vowel 2nd for syllables Treasures phonics lessons Teacher chart Phonics workbooks Letter cards Sound spelling cards Leveled readers Triumph books Open court Fluency passages Sight Word worksheets (Teacher Share) Teacher Resource Book for word lists Pinterest- Making Words Folder, velcro (LME) STARFALL Syllabication chart Instructional Routine Handbook
T: “lip” has one syllable therefore it has only one vowel. “Water” has syllables and should have two vowels (It’s not what you see, it’s what you hear…all oral.) Read two-syllable words (decode by breaking word into syllables) Read –s, --ing,---ed words K and 1 Sight words Definitions: decode, endings, consonant blends, sound spelling patterns, syllable vowel, silent, digraph Finger slap count, chin drop, looking at mirrors to count syllables “taste it” does it sound right? Sight Word games: BINGO, “One Breath” …read as many words as you can in one breath, “Oops” or “Bang” (Myrna/LME, Suzanne/Coach) Standard: RF1.4 a-c FLUENCY STANDARDS RF1.4a Read on-level text with purpose and understanding