Demonstrate Understanding of the Organization and Basic Features of Print

Standard: RF 1.1a (CONCEPTS OF PRINT)

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, endingpunctuation).

Essential Skills/Concepts / Teaching Notes/Strategies / Resources
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) / Treasures:
-Teacher Chart
-Fluency passages
-Decodables
-Triumph
-Leveled Readers
Resources from collaboration:
-Heidi Songs
-Rap from Pinterest
-Teachers Pay Teachers

Standard: RF 1.2a-d(PHONEMIC AWARENESS STANDARDS---ORAL!)

Demonstrate understanding of spoken words, syllables, and sounds (phonemes):

RF1.2aDistinguish long from short vowel sounds in spokensingle-syllable words

RF1.2bOrally produce single-syllable words by blending sounds (phonemes), including consonant blends

RF1.2cIsolate and pronounce initial, medial vowel and final sounds in spoken single-syllable words

RF1.2dSegment 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

1. T: the word is late. Is the vowel long or short?

S: long
---Bit vs bite---

1. T: /r/ /u/ /n/ what is the word?

S: run

1. 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/

1. T: “rich”

S: /r/ i/ ch/
(segment sounds in order). / 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

RF1.3bDecode regularly spelled one-syllable words.

RF1.3cKnow final --e and common vowel team convention for representing long vowel sound

RF1.3dUse knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word (NEW)

RF1.3eDecode two-syllable words following basic patterns by breaking the words into syllables (NEW)

RF1.3fRead words with inflectional endings

RF1.3gRecognize 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
Chunk:

1. Read and spell digraphs: th, sh, ch, tch, wh,
2. Read 2-4 letter long, short vowel words with/without blends: “land”, “cake”, “beep”, “sat”, “bump”, “paint”, including r-controlled (er, ir, ur)
3. Read Long vowel sound spellings, include diphthongs
4. 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.)

1. Read two-syllable words (decode by breaking word intosyllables)
2. Read –s, --ing,---ed words
3. K and 1 Sight words

Definitions: decode, endings, consonant blends, sound spelling patterns, syllable vowel, silent, digraph / 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
-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) / 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)
-STARFALL
-Syllabication chart
-Instructional Routine Handbook

Standard:RF1.4 a-cFLUENCY STANDARDS

RF1.4aRead on-level text with purpose and understanding

RF1.4bRead on-level text orally with accuracy, appropriate rate, and expression on successive readings

RF1.4cUse context to confirm or self-correct word recognition and understanding, re-reading as necessary

Essential Skills/Concepts / Teaching Notes/Strategies / Resources
Prerequisites:
-Understand that meaning is contained in text
-Sight words
-Decoding
-Self-monitoring skills
Chunks:

1. Read for pleasure, to hear a story, to learn about something, to answer a question etc.
2. Accuracy, rate and prosody (intonation)
3. - Use context to decode unknown words

-Re-reading
Definitions: Fluency, Accuracy, expression / -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 / 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