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Alphabetic and Print Principals |
Phonemic Awareness |
Phonics |
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Essential Questions
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-What is a letter? -What are the letter names? -What are the letter sounds? -What are the parts of a book? -How do I read a book? -What is a word? |
-What are sounds in words? -What are the parts of words? |
-What can I do to figure out an unknown word? -What are the consonant blend sounds? -What are the vowel combination sounds? -How do I break a word into parts of decode it?
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Content (topics, unit titles)
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A) letter identification B) sound and symbol relationships C) Parts of a book D) Directionality E) Concept of print F) Concept of a word |
A) Rhyme and Alliteration B) Parts of a word (syllables) C) Sequence of sounds (blending) D) Separation of sounds (segmentation) E) Manipulation of sounds
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A) Decoding strategies B) basic decoding skills C) consonant blend and vowel combinations D) decoding multi-syllabic words |
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Skills (verbs)
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1) identify lower and upper case letters of the alphabet 2) identify letter match to sounds 3) Says the most common sound associated with the letter 4) Blends letter sounds and one-syllable words 5) Recognizes some words by sight 6) Identify the front and back of book 7) Points to the title of the book 8) Points from left to right as reads 9) Points to each word as reads 10) Demonstrates a return sweep while reading 11) Can illustrate reading from top to bottom of page |
1) Providing a rhyming word that rhymes with another word 2) Provide a rhyming word when listening in a story 3) Blending and segmenting sounds of a word a) compound words: foot-ball b) syllables: ta-ble c) two sounds: s-o d) three sounds: m-o-p e) four sounds: j-u-m-p 4) Recognizing the beginning, middle, and ending sounds of words 5) Manipulate sounds within words, adding, changing, or deleting sounds to form new word
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1) point to words while reading 2) will identify parts of a word they have seen before 3) smoothly blend sounds together into a word 4) will break the word into parts to decode it 5) will reread the sentence to figure out an unknown word 6) use picture clues to assist in reading an unknown word 7) when a child misreads a word, he/she will change a sound or sounds in the word to make it sound right 8) will make self-corrections |
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Standards/Benchmarks aligned to content/skills |
LA-A1-1 |
LA-A1-1
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LA-A1-1 |
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Activities
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-Small group intervention time PreK-K -Flash Cards -Teach the letters in their name first -Practice blending and segmenting by using CVC words -sight word program in 1st grade -Around the world with flash cards -PALS for K-1-2 -Read Well program K-1
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-Small group intervention time PreK-K -Read Well program K-1 -1st grade dictation -Phonics for Reading program 1-3 -PALS K-1 |
-Read Well program K-1 -Phonics for Reading program 1-3 -PALS program K-2 -Around the World with flash cards -CVC and CCVC Bang! Games -Dictation K-3 |
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Assessments
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-DIBELS -Classroom screenings -Read Well Assessments -Classroom observations
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-IGDI’s -Read Well Assessments -Classroom observations
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-San Diego Quick Screen 2-3 -Read Well Assessments -Daily work/dictation -Classroom observations |
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Resources
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-letter name and sound flash cards -sight word flash cards -PALS program materials -Read Well program materials
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-Read Well program materials -Phonics for reading program materials -PALS program materials |
-Read Well Program materials -Phonics for Reading program materials -PALS program materials -CVC and CCVC flashcards |
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Incorporation: (circle)
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GE HOTS LS CS
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GE HOTS LS CS |
GE HOTS LS CS |
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Comprehension |
Fluency |
Vocabulary |
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Essential Questions
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What is the text about? What meaning can I get from the text? What is my purpose for reading the text? |
How does reading fluently help me? How can I increase the speed at which I read? How can I make my oral reading sound like talking? |
What are the meanings of words that I will read the most often? How can I figure out the meanings of words I don’t know? |
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Content (topics, unit titles)
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A) Question B) Predict C) Drawing Inferences D) Main Idea and Details E) Retell and Summarize F) Compare/Contrast G) Cause and Effect H) Drawing Conclusion I) Sequencing |
A) Fluency Rate B) Intonation C) Inflection D) Phrasing |
A) Basic sight words B) Using context clues C) Multiple meaning words D) Antonyms and Synonyms E) Concept Categorization |
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Skills (verbs)
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1)Activate and use prior knowledge 2) Have a purpose before reading 3) Predict outcomes 4) Use and interpret meaning of positional words 5) Identify narrative elements 6) Place events in order 7) Gain information from a diagram, graph, map, or table 8) Reread to clarify 9) Classifies and organizes details 10) Distinguish fact and fiction 11) Decide importance 12) Locate information 13) Distinguish fact and opinion 14) Monitors comprehension 15) Retells the story 16) Makes connections 17) Uses titles, table of contents, and index to locate information 18) Reads for understanding |
1) Read text in a normal speaking voice with good intonation, phrasing, and inflection 2) Comprehends what read 3) Develops automaticity 4) Show increased fluency through repeated readings 5) Identifies and names Dolch sight words in isolation, content, and specific lists 6) Demonstrates understanding through use of expression 7) Changes reading pace as needed to better comprehend story 8) Groups words together in phrases as reads |
1) Choose correct word to complete a sentence 2) Utilize a dictionary to look up an unknown word 3) Recognize basic sight words automatically 4) Categorizes words into groups 5) Learns new vocabulary through stories and instruction 6) Uses new vocabulary correctly 7) Uses word structure to learn meaning 8) Determines the meaning of a word on its use in a sentence 9) Increases knowledge of vocabulary through independent reading 10) Uses knowledge of prefixes and suffixes to determine word meaning
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Standards/Benchmarks aligned to content/skills
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LA-A2-1 LA-A7-1 LA-A8-1 LA-A3-1
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LA-A1-2 LA-A7-1 |
LA-A1-1 LA-A1-2 LA-A8-1 |
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Activities
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-Harcourt Intervention Books 2-3 -Read Well program K-1 -Reading Power Activities 1-3 -Read Naturally program 1-3 -Phonics for Reading program |
-1st grade Dolch Word lists and flash cards -Read Well repeated readings -Harcourt Fluency Builders -Phonics for Reading program -Quick Reads program 2-3 -Poetry rereading -Read Naturally computer program 1-3
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-Harcourt Intervention Books grades 2-3 -Vocabulary bananas -Read Well program K-1 -Read Naturally computer program 1-3 -Phonics for Reading program |
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Assessments
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-Classroom observations -Daily work/ group discussions -Read Naturally reports -Informal Reading Inventory |
-DIBELS program monitoring -DIBELS assessment -Dolch word lists assessments -Read Naturally reports -Informal Reading Inventory
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-Daily work/group discussions -Informal Reading Inventory
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Resources
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-Harcourt Intervention program materials -Read Well program materials -Reading Power book -Read Naturally SE computer program
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-Harcourt Intervention program materials -Read Well program materials -Phonics for Reading program -Dolch words 1st grade program materials -Quick Reads books -poetry selections
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-Harcourt Intervention program materials -banana patterns to write on -Read Well program materials -Phonics for Reading program materials
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Incorporation: (circle)
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GE HOTS LS CS |
GE HOTS LS CS |
GE HOTS LS CS |
