Pittsburg Unified School District



Related CA StandardRW 1.3 ID letter, words and sentencesStandard: 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, ending punctuation).Essential Skills/ConceptsTeaching Notes/StrategiesResourcesPrerequisites:Reading left to rightBeginning/endID Uppercase and Lowercase lettersChunks:Know that a sentence is a complete thought (who/what)Know that a sentence begins with a capital letterKnow that a sentence ends with punctuation Intonation for each ending markPausing after each sentenceDefinitions:Capitalization, punctuation, question mark, period, exclamation pointMentor text (pointing out complete thoughts written by author’s…capital letters and punctuation)Anchor Chart: complete thought, punctuation marksPDIMBoard LanguageIdeas from collaboration:Reading Around the WorldEcho Reading“Catch the Teacher”Sentence StripsHomeworkCount Words in a sentenceStand when they start a sentence, sit when they endChants…”Do you have a capital…” (Jade/Heights)Treasures:Teacher ChartFluency passagesDecodablesTriumphLeveled ReadersResources from collaboration:Heidi SongsRap from PinterestTeachers Pay TeachersRelated CA StandardRW 1.4, 1.5, 1.8, 1.9Standard: 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 spoken single-syllable wordsRF1.2bOrally produce single-syllable words by blending sounds (phonemes), including consonant blendsRF1.2cIsolate and pronounce initial, medial vowel and final sounds in spoken single-syllable wordsRF1.2dSegment spoken single-syllable words into their complete sequence of individual soundsEssential Skills/ConceptsTeaching Notes/StrategiesResourcesPrerequisites: Long and short vowel sounds Consonants, consonant blends and vowelsID how many sounds in wordChunks: ORALT: the word is late. Is the vowel long or short?S: long---Bit vs bite---T: /r/ /u/ /n/ what is the word?S: runT: 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 order). Board LanguageBlending ArmPocket chartsSoundbox and chipsIdeas 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 soundDefinitions:Consonant, blend, segment, vowel, consonant blend, syllable, beginning/initial, middle, ending/final soundTreasures:Phonemic Awareness LessonsSound cardsResources from collaboration:Reading RevolutionPowerpoint…show pictures and students say soundElkonin boxInstructional Routine Handbook (blue)Phonemic Awareness Teacher’s Edition (Green)Related CA StandardRW1.10, 1.11, 1.12, 1.14Standard: 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 digraphsRF1.3bDecode regularly spelled one-syllable words.RF1.3cKnow final --e and common vowel team convention for representing long vowel soundRF1.3dUse 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 endingsRF1.3gRecognize and read grade-appropriate irregularly spelled wordsEssential Skills/ConceptsTeaching Notes/StrategiesResourcesPrerequisite:Double consonantSound spellings for short and long vowels and blendsWord familiesChunk: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 r-controlled (er, ir, ur)Read Long vowel sound spellings, include diphthongsSyllabication (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.)Read two-syllable words (decode by breaking word into syllables)Read –s, --ing,---ed wordsK and 1 Sight wordsDefinitions: decode, endings, consonant blends, sound spelling patterns, syllable vowel, silent, digraphBoard languageLeveled UA groupsWorkshopIdeas from collaboration:Digraph chants (Michelle/Highlands)Whiteboards..stuendts write letter to soundClear 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 vowelFinger 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 syllablesTreasures phonics lessonsTeacher chartPhonics workbooksLetter cardsSound spelling cardsLeveled readersTriumph booksOpen court Fluency passagesSight Word worksheets (Teacher Share)Teacher Resource Book for word listsPinterest- Making Words Folder, velcro (LME)STARFALLSyllabication chartInstructional Routine HandbookRelated CA StandardRW 1.16, RC 2.4 Use context clues to solve word meaningStandard:RF1.4 a-cFLUENCY STANDARDSRF1.4aRead on-level text with purpose and understandingRF1.4bRead on-level text orally with accuracy, appropriate rate, and expression on successive readingsRF1.4cUse context to confirm or self-correct word recognition and understanding, re-reading as necessaryEssential Skills/ConceptsTeaching Notes/StrategiesResourcesPrerequisites: Understand that meaning is contained in textSight wordsDecodingSelf-monitoring skillsChunks: Read for pleasure, to hear a story, to learn about something, to answer a question etc.Accuracy, rate and prosody (intonation)- Use context to decode unknown wordsRe-readingDefinitions: Fluency, Accuracy, expressionMultiple reading of same passagePartner readingPartner testing (procedures and modeling)Build passage levels/reading levels for students to “test” out ofA 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 knowDry read, slow read, expert readTreasures:Teacher chart for fluencyPhonics workbook for passagesDecodableLeveled readersTriumphsResources from collaboration:Fluency CDsRead NaturallyFluency Teacher’s Edition (green)Transparency sheets from Treasures ................
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