Integrated Task
RF 1.3 e
Students need practice with distinguishing and identifying specific sounds.
(Lewkowicz 1980). "Children should be familiarized with speech sounds in isolation
before they attempt to detect sounds within words" (p. 694). Teachers can
introduce new sounds with an anchor picture. Spelling patterns and/or letters can
also be associated with the picture but letter(s) sound correspondence and spelling
will follow.
Possible Anchor Texts: Shared, close reading or interactive read aloud texts and
also poetry used during word study from unit of study.
This task could be used as a Day 2: Shared/Close reading foundational skills focus
lesson or Day 1 whole group instruction during word study.
1. Teacher selects text (book or poem) with words that have different number
of syllables.
2. Teacher introduces separating words by syllable using anchor chart in
resources.
a. The teacher says different words with different number of syllables
and asks students to separate the word in syllables and say how many
there are in each word.
3. Teacher reads aloud story.
a. Throughout the text, the teacher points out words in the text and asks
students to separate in syllables.
b. Teacher also asks students to point out words with a certain number
of syllables.
*The teacher can ask comprehension, vocabulary, and foundation skill
questions while reading (RL&RI.1.1-10)
4. After reading, the teacher draws or uses a pocket chart to sort word cards by
number of syllables. The word cards are made from words selected from the
text.
a. The teacher reads a word to the students; they separate it into
syllables and then the teacher places it in the right spot.
b. One student will come up to place the word in the corresponding
column.
c. Class will continue until all words are sorted.
Integrated Task
RF 1.3 e
*The teacher can use a checklist for a formative assessment during whole group
instruction.
*The teacher can use a cut and glue word sort for an individual assessment.