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: 2nd for syllables Double consonant Board language Treasures phonics lessons Sound spellings for short and Leveled UA groups Teacher chart long vowels and blends Workshop Phonics workbooks Word families Letter cards Ideas from collaboration: Sound spelling cards Read and spell digraphs: th, sh, Digraph chants Leveled readers ch, tch, wh, (Michelle/Highlands) Triumph books Read 2-4 letter long, short vowel Whiteboards..stuendts write Open court Fluency passages words with/without blends: letter to sound Sight Word worksheets (Teacher “land”, “cake”, “beep”, “sat”, Clear boards (A typed sheet is Share) “bump”, “paint”, including underneath and students have to Teacher Resource Book for word lists (er, ir, ur) fill in the missing sounds) Pinterest- Making Words Folder, velcro Read Long vowel sound spellings, Text code: circle blends, cross (LME) “silent include diphthongs out e” and use arrow to STARFALL Syllabication have parts point to vowel Syllabication chart and each part has a vowel): Instructional Routine Handbook
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
2014-2015-Unpacked%20RF%201st%20Grade.docx