Related CA Standard
Standard: RF 1.1a
(CONCEPTS OF PRINT)
RW 1.3 ID letter,
words and sentences
Demonstrate understanding of the organization and basic features of print.
RF 1.1a
Recognize the distinguishing features of a sentence (e.g. first word, capitalization, ending punctuation).
Essential Skills/Concepts
Teaching Notes/Strategies
Prerequisites:
- Reading left to right
- Beginning/end
- ID Uppercase and Lowercase
letters
-
Chunks:
- Know that a sentence is a
complete thought (who/what)
- Know that a sentence begins with
a capital letter
- Know that a sentence ends with
punctuation
- Intonation for each ending mark
- Pausing after each sentence
-
Definitions:
- Capitalization, punctuation,
question mark, period,
exclamation point
-
Mentor text (pointing out
complete thoughts written by
author’s…capital letters and
punctuation)
Anchor Chart: complete thought,
punctuation marks
PDIM
Board Language
Ideas from collaboration:
- Reading Around the World
- Echo Reading
- “Catch the Teacher”
- Sentence Strips
- Homework
- Count Words in a sentence
- Stand when they start a
sentence, sit when they end
- Chants…”Do you have a capital…”
(Jade/Heights)
Resources
Treasures:
- Teacher Chart
- Fluency passages
- Decodables
- Triumph
- Leveled Readers
Resources from collaboration:
- Heidi Songs
- Rap from Pinterest
- Teachers Pay Teachers
Related CA Standard
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
RW 1.4, 1.5, 1.8,
1.9
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
a. T: the word is late. Is the
vowel long or short?
S: long
---Bit vs bite--b. T: /r/ /u/ /n/ what is the
word?
S: run
c. 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/
d. T: “rich”
S: /r/ i/ ch/
(segment sounds in order).
Board Language
Blending Arm
Pocket charts
Soundbox and chips
Treasures:
- Phonemic Awareness Lessons
- Sound cards
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
Resources from collaboration:
- Reading Revolution
- Powerpoint…show pictures and
students say sound
- Elkonin box
- Instructional Routine
Handbook (blue)
- Phonemic Awareness Teacher’s
Edition (Green)
Related CA Standard
Standard:
RF 1.3 a-g
(PHONICS STANDARDS)
RW1.10, 1.11, 1.12, 1.14
Know and apply grade level phonics and word analysis skills in decoding words both in isolation and in text.
RF1.3a
RF1.3b
RF1.3c
RF1.3d
RF1.3e
RF1.3f
RF1.3g
Know the spelling-sound correspondences for common consonant digraphs
Decode regularly spelled one-syllable words.
Know final --e and common vowel team convention for representing long vowel sound
Use knowledge that every syllable must have a vowel sound to determine the number of syllables
in a printed word (NEW)
Decode two-syllable words following basic patterns by breaking the words into syllables (NEW)
Read words with inflectional endings
Recognize and read grade-appropriate irregularly spelled words
Essential Skills/Concepts
Prerequisite:
- Double consonant
- Sound spellings for short and
long vowels and blends
- Word families
Chunk:
a. Read and spell digraphs: th, sh,
ch, tch, wh,
b. Read 2-4 letter long, short vowel
words with/without blends:
“land”, “cake”, “beep”, “sat”,
“bump”, “paint”, including rcontrolled (er, ir, ur)
c. Read Long vowel sound spellings,
Teaching Notes/Strategies
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
Resources
2nd grade 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)
include diphthongs
d. Syllabication (words have parts
and each part has a vowel):
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.)
e. Read two-syllable words
(decode by breaking word into
syllables)
f. Read –s, --ing,---ed words
g. K and 1 Sight words
Definitions: decode, endings, consonant
blends, sound spelling patterns, syllable
vowel, silent, digraph
-
-
out “silent e” and use arrow to
point to vowel
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)
-
STARFALL
Syllabication chart
Instructional Routine Handbook
Related CA Standard
Standard:
RW 1.16,
RF1.4 a-c
FLUENCY STANDARDS
RC 2.4 Use context clues to solve word
meaning
RF1.4a
RF1.4b
RF1.4c
Read on-level text with purpose and understanding
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings
Use context to confirm or self-correct word recognition and understanding, re-reading as necessary
Essential Skills/Concepts
Prerequisites:
- Understand that meaning is
contained in text
- Sight words
- Decoding
- Self-monitoring skills
Chunks:
a. Read for pleasure, to hear a
story, to learn about
something, to answer a
question etc.
b. Accuracy, rate and prosody
(intonation)
c. - Use context to decode
unknown words
- Re-reading
Definitions: Fluency, Accuracy,
expression
Teaching Notes/Strategies
-
-
Multiple reading of same
passage
Partner reading
Partner testing (procedures
and modeling)
Build passage levels/reading
levels for students to “test”
out of
A LOT OF PRACTICE!!
Anchor chart for what to do
when you don’t know a word
Ideas from collaboration:
- Circle/underline
“Speedbumps” or words that
they do know
- Dry read, slow read, expert
read
Resources
Treasures:
- Teacher chart for fluency
- Phonics workbook for passages
- Decodable
- Leveled readers
- Triumphs
Resources from collaboration:
- Fluency CDs
- Read Naturally
- Fluency Teacher’s Edition
(green)
- Transparency sheets from
Treasures