University of Oregon
Grade One Power Phonics Lessons
Grade One Power Phonics Lessons
• Phonemic Awareness Warm-Up
• Review sound/spelling with explicit use of the s/sp card
• Blending (explicit)
• Word Reading
• Decodable Text
• Dictation and/or Word Work
Sound and Word Work -- skill practice
Phonemic Awareness warm up:
Blending, segmenting, phoneme substitution and deletion using the target sound(s).
Card 5 -- blending phonemes
Card 6 -- segmenting phonemes
Introduce or review sound/spellings (explicit use of the s/sp cards)
Card? Sound? Spelling?
Card 7 -- Sound review
Blending (explicit)
Card 8 -- Sound by Sound blending
Word Reading
Separate charts for high frequency (irregular) and blended (regular) words
Card 3 -- Word Reading
Decodable Text Application
Read decodable text focusing on accuracy and then fluency
Cards 11, 12, 13, 14
Dictation/Word Work -- Application
Dictation -- Not a spelling test, but a much scaffolded analysis of the spelling of a word using s/sp cards. Start with a sound analysis of the word and link sounds up with the visual sound/spelling to encode the word.
Lines of Practice -- Phonics Library Story from previous day. Distribute strips to each child and have them practice in a whisper voice their strip SIMULTANEOUSLY. Have students repeat strip multiple times. Listen for errors and correct individuals. “That words is....What word?....
Fluency Practice -- Use Phonics Library stories (from previous days) that have been typed onto one page (without pictures) to practice fluency and to increase text endurance. Students read for accuracy first and then rate.
Lesson Plans: HM Power Phonics Lessons
(For Students who failed HM Phonics Screener Task 5A)
|Day: |Phonemic Awareness Warm-Up |Teach Sound/Spelling |Blending Practice |Word Reading |Apply to Decodable Text |Dictation |Lines of Practice |
| |Templates 5 or 6 |Template 7 |Template 8 |Regular and Irregular |Templates | |(or) |
| | | | |Template 3 |11, 12, 13, 14 | |Fluency Practice |
| |
|Day 1 |Card 5 |Sound/Spelling Card : |sat, sap, Sam, ham |Regular: |Phonics Library: |
| |m/a/d f/i/g |short a |bat, tab, van, rat |(same as blending words) |Kinder - T5W1D2 |
| |n/u/t b/e/t | |mat, sad, nag, hat |Irregular: |Nat, Pat, and Nan |
| |t/e/n f/u/n |t b n h | |to, see, I, my | |
| |p/a/n s/i/p |v c s m | |my, like, see, to | |
| | |r t b n | | | |
| | |t b n h | | | |
|Day: |
|Day 4 |Card 5 |Sound/Spelling Card : |hit, bit, fit, it, |Regular: |Phonics Library: |
| |r/a/n s/u/n |short i |pit, can, pan, van |(same as blending words) |Kinder - T6W1D2 |
| |h/o/t h/o/t | |vat, pat, fat, pit |Irregular: |Can It Fit? |
| |w/i/n/d b/i/g |l i a g | |go, and, I, like | |
| |Card 6 |f h l i | |my, to, see, and | |
| |ice, fog, heat, sleet |i l p c | |like, my, to, I | |
| | |l i a g | | | |
|Day: |
|Day 7 |Card 5 |Sound/Spelling Card : |pot, tot, hot, dot |Regular: |Phonics Library: |
| |r/u/g s/a/n/d |short o |lot, not, big, rat |(same as blending words) |Kinder - T8W1D2 |
| |f/u/n o/n | |ran, rim, tab, fit |Irregular: |Dot Got a Big Pot |
| |s/o/k/s |z d m r | |said, for, here, go | |
| |Card 6 |a z b n | |have, see, my, said | |
| |rug, sand, beach, fun |z h c p | |said, like, is, and | |
| |on, we, box, socks |i l p c | | | |
|Day: |
|Day 10 |Card 5 |Sound/Spelling Card : |wet, vet, pet, met |Regular: |Phonics Library: |
| |n/ew/z l/o/g |short e |net, get, hot, jet, |(same as blending words) |Kinder - T9W1D2 |
| |th/a/t b/r/u/sh | |ran, bin, pan, zig |Irregular: |Get Set! Play! |
| |d/e/n b/a/t |l i a g | |play, said, here, go | |
| |Card 6 |f h l i | |the, see, my, play | |
| |chip, mime, bug, tack |i l p c | |play, like, to, and | |
| |shine, dad, nut, game |l i a g | | | |
|Day: |
|Day 13 |Card 5 |Sound/Spelling Card : |bug, jug, rug, yet |Regular: |Phonics Library: |
| |n/ew/z l/o/g |short u |sun, rip, get, zip |(same as blending words) |Kinder - T10W1D2 |
| |th/a/t d/e/n | |rub, jam, jut, dot |Irregular: |Ken and Jen |
| |w/i/th k/a/p |j u w y | |are, is, said, go | |
| | |e j u o | |like, see, my, are | |
| |Card 6 |x d z i | |play, are, to and | |
| |chip, mime, bug, tack |l k q p | | | |
| |shine, dad | | | | |
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