1.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. -- a. Know the spelling-sound correspondences for common consonant blends and digraphs.
1.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). -- b. Orally produce single-syllable words by blending phonemes. c. Isolate and produce initial, medial vowel, and final sounds in spoken one-syllable words. d. Segment spoken one-syllable words into their complete sequence of individual phonemes. e. Add or sub phonemes in simple, one-syllable words to make new words.
2.RL.2 Retell stories, those from diverse cultures, and determine their central message/theme, lesson, or moral.
K.RL.4 With prompting and support, ask and answer questions about unknown words in stories, poems, nursery rhymes, or songs.
3.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. -- a. Identify and know the meaning of common prefixes and derivational suffixes. b. Decode words with common Latin suffixes. c. Decode multi-syllable words. d. Read grade-appropriate high frequency words.
1.RF.1 Demonstrate understanding of the organization and basic features of print. -- a. Recognize sentences are made of words put together in a meaningful sequence. b. Recognize the distinguishing features of a sentence (first word, capitalization, ending punctuation).
3.RI.9 Compare and contrast the main ideas and key details presented in two texts on the same topic.
K.RF.2 Demonstrate understanding of spoken words, syllables, and phonemes. -- b. Count, pronounce, blend, and segment syllables in spoken words.
K.RF.4 Read emergent-reader texts with sufficient accuracy and fluency to support comprehension. -- b. Read grade-level text orally with accuracy, appropriate rate, and prosody (stress, phrasing, intonation, expression).
First, T reads the book "My Name is Yoon" aloud. Then, Ss read the book independently and categorize pieces of information from book by moving slips of paper into different boxes in a graphic organizer. After, Ss use their own words to describe the theme and moral of the book.
T says words aloud and Ss have color coded syllable cards at desk. -- T tells students to grab their yellow cards. T says the word "number" aloud. Ss' yellow syllable cards display "num" on one card and "ber" on the other. They have to arrange the cards to correctly spell the word. Then, Ss count the syllables in "number" and hold up two fingers.
Ss are learning about Abraham Lincoln. They read a letter written by Lincoln as well as a brief biography on Lincoln. To complete a Venn diagram, Ss have to identify the similarities and differences in the information presented in each text.
T says /bl/ out loud. Ss have to write the letters corresponding to /bl/. Then, T ask students to think of words that begin with /bl/ (e.g., blue, black, blend). T continues activity by saying /sh/ out loud.
Ss are reading "The BFG" by Roald Dahl this quarter. Ss are given a list of suffixes and their meanings. They have to find words in The BFG that contain those suffixes and then write what they think the meaning of the entire word is. To elaborate: Ss have a four column-graphic organizer. 1st column = suffix, 2nd column = suffix meaning, 3rd column = word Ss find in BFG, 4th column = Ss' definition of word
Ss are given magnetic letters. They begin with the vowel "e" in the middle of their board. T says "bed" aloud. Ss have to identify the letter-sound relations of the initial and final phoneme to spell "bed" with their magnetic letters (add "b" and "d" to their board). Then Ss decide if "bed" is a real word or nonsense word. T writes and sorts the real vs. nonsense words of front board. The activity continues - T says "zed" and Ss rearrange magnetic letters.
T reads a poem aloud and asks Ss to identify the words that rhyme. Ss match cards of the rhyming words at desks (this is review). Then, T tells Ss to find a specific word and they discuss the meaning of it. After discussing all words, T says the meaning and Ss have to identify the word by finding its card.
At a center, Ss organize sentences by arranging words in a pocket chart. Ss must identify which word comes first or last by paying attention to specific sentence features. The sentence contains only decodable or sight words, so Ss should be able to arrange each sentence independently.
Ss sit in comfortable spaces around the room and work as partners. Ss are each given a basal reader book. They take turns reading their book aloud. If Ss get stuck, they work together to decode the word. Once Ss finish reading their book aloud without getting stuck, they get a new book to read.
