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: Board Language Long and short vowel sounds Treasures: Blending Arm Consonants, consonant blends and Phonemic Awareness Lessons Pocket charts vowels Sound cards Soundbox and chips ID how many sounds in word Chunks: ORAL Resources from collaboration: Ideas from collaboration: T: the word is late. Is the Reading Revolution Bean Bag Throw… toss bag in vowel long or short? Powerpoint…show pictures and long/short vowel box (teacher S: long students say sound has clipboard to record..LME) ---Bit vs bite--- Elkonin box Rainbow words…a specific T: /r/ /u/ /n/ what is the Instructional Routine color to represent a specific word? Handbook (blue) S: run sound Phonemic Awareness Teacher’s T: the word is cat…what is Edition (Green) the middle vowel sound? Beginning sound? Final sound? S: /a/…/c/…./t/ Definitions: “list”…what T: The word is is Consonant, blend, segment, vowel, the final consonant blend? consonant blend, syllable, S: /st/ beginning/initial, middle, ending/final “rich” T: sound S: /r/ i/ ch/ (segment sounds in
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)
2014-2015-Unpacked%20RF%201st%20Grade.docx