YEAR 5 COMPREHENSION - Five Senses Education - Five Senses ...
Reading - My Five Senses - Division of Language Arts/Reading
Transcript of Reading - My Five Senses - Division of Language Arts/Reading
Exemplar Texts Text samples provided to demonstrate the
level of complexity and quality the CCSS require (Appendix B)
Choices serve as guideposts in helping teachers select similar complexity, quality and range for their own classrooms
They are not a partial or complete reading list.
Think of the Possibilities Reading Components
Comprehension
Vocabulary
Fluency
Phonological/ Phonemic Awareness
Phonics & Word Work
Cover to cover, prediction chart, little book, senses
sticks, sensory detail chart & sorting cards, the sharing
hand, semantic feature analysis chart, task cards,
making connections chart
Song – head, shoulders, knees & toes, labeling
body parts, sensory details chart & sorting cards,
concept of a definition map
Little book --- reread for different purposes.
Concepts of print activities with text, thumbs up/
thumbs down, happy face card, elkonin boxes
Little book for letter & word search, making
words, AN booklet, graphing letters & HFW’s
Let’s Reflect…
How do you
___?
The picture
of ___ shows
___.
How many
senses__
Which is
these use___
What happen
___
What
does the
author
want
you to
know
about
your
senses?
Ziploc
baggie
HW
Exemplar Text from
CCSS
Concept of a
Definition Map
Little Book – 1st 7
Lines
(Assists w Print
Concepts)
I am
can all
with there
my is
to
Word
Wall:
Label
Body
Parts
Retell, Relationship
illustration & story
Sequence, CC
Ask/answer
questions
an I have an apple.
Yes
Yes
nouns verbs Making
Words
Senses Sticks
Concepts of Print
•How to hold the book
•How do you know it’s
facing the right
direction when reading
•Where the title is
•Where you begin
reading with the capital
letter & ending with the
punctuation mark
•Spacing between
words
•Front/ back of the
book
•Who is the author/
illustrator
Let’s predict based on the… Essential Question
What does the author
want you to know
about your senses
after reading
My Five Senses?
Prediction Chart Title:____________________
BEFORE Reading: AFTER Reading:
The Making of a
LITTLE-BIG BOOK:
1. Preassemble book to start.
2. Type the section of the text using large primary print into
rectangle strips, including page numbers.
3. Have everything ready for students: glue, glue cups,
toothpicks, scissors, and a firm control on classroom
management…
4. Walk the students step by step on cutting and gluing to
assemble the book.
5. Great Speaking & Listening CCSS’s addressed!
LITTLE-BIG Book
My Five Senses By Aliki
This book belongs to: _____________________
LITTLE-BIG Book
I can see!
I see with my eyes.
page: 1
LITTLE-BIG Book
I can hear!
I hear with my ears.
page: 2
LITTLE-BIG Book
I can smell!
I smell with my nose.
page: 3
LITTLE-BIG Book
I can taste!
I taste with my tongue.
page: 4
LITTLE-BIG Book
I can touch!
I touch with my fingers.
page: 5
LITTLE-BIG Book
I do all this with my senses.
I have five senses.
page: 6
LITTLE-BIG Book
I have read this book to:
1. _____________________
2. _____________________
3. _____________________
4. _____________________
5. _____________________
Rereading for Different Purposes:
Senses Sticks
Rereading for Different Purposes:
The Sharing Hand where
who
what
how
why when
aware
police officer
watch dog
look where I am
going
using my senses to
help me understand NOT paying
attention to what is
happening around
me
space cadet
worm
not pay attention
& walk into a wall
Phonological/ Phonemic Awareness
yes no
LITTLE-BIG Book
My Five Senses By Aliki
This book belongs to: _____________________
Phonics
c a n
Making Words
AN Little Book
1. __________________ 2. __________________ 3. __________________ 4. __________________ 5. __________________ Teacher’s Name
The Sharing Hand where
who
what
how
why when
LITTLE-BIG Book
My Five Senses By Aliki
This book belongs to: _____________________
Ii Graph from My Five Senses
Senses Sticks
Let’s Reflect…
How do you
___?
The picture
of ___ shows
___.
How many
senses__
Which is
these use___
What happen
___
What
does the
author
want
you to
know
about
your
senses?
Ziploc
baggie
HW
Exemplar Text from
CCSS
Concept of a
Definition Map
Little Book – 1st 7
Lines
(Assists w Print
Concepts)
I am
can all
with there
my is
to
Word
Wall:
Label
Body
Parts
Retell, Relationship
illustration & story
Sequence,
Compare/Contrast
Ask/answer
questions
an I have an apple.
Yes
Yes
nouns verbs Making
Words
IS THIS
ENOUGH?
SAT Questions
How do you____? (see, hear, feel, taste, smell)
The picture of ___ shows ____.
Ex., What sense does the picture of the boy and the bunny show?
SAT Questions
How many senses__ Which is these use___
What happened __
My Connection… text
self
world
text -- to --
What does the author
want you to know
about your senses
after reading
My Five Senses?
What places do you know? Playground
Lunchroom
Home
Beach
What places do you know? Playground
Lunchroom
Home
Beach
Object:
sandwich + _ + + +
2 senses: I use my _____ and _____ when I am at the _____. 3 senses: I use my ___, ___, and ___ when I am at the _____. 4 senses: I use my ___, __, __, and ___ when I am at the _____. 5 senses: I use my __, ___, ___, ___, and ___ when I am at the __.
My Connection… text
self
world
text -- to --
Homework
Bring in an object (or
picture of it) that uses
your senses.
Concepts of Print
•How to hold the book
•How do you know it’s
facing the right
direction when reading
•Where the title is
•Where you begin
reading with the capital
letter & ending with the
punctuation mark
•Spacing between
words
•Front/ back of the
book
•Who is the author/
illustrator
Let’s predict based on the… Essential Question
What does the
Author want you
to know about
your senses after
reading My Five
Senses?
Prediction Chart Title:____________________
BEFORE Reading: AFTER Reading:
LITTLE-BIG Book
My Five Senses By Aliki
This book belongs to: _____________________
LITTLE-BIG Book
I can see!
I see with my eyes.
page: 1
LITTLE-BIG Book
I can hear!
I hear with my ears.
page: 2
LITTLE-BIG Book
I can smell!
I smell with my nose.
page: 3
LITTLE-BIG Book
I can taste!
I taste with my tongue.
page: 4
LITTLE-BIG Book
I can touch!
I touch with my fingers.
page: 5
LITTLE-BIG Book
I do all this with my senses.
I have five senses.
page: 6
LITTLE-BIG Book
I have read this book to:
1. _____________________
2. _____________________
3. _____________________
4. _____________________
5. _____________________
Senses Sticks
The Sharing Hand where
who
what
how
why when
Phonological/ Phonemic Awareness
yes no
LITTLE-BIG Book
My Five Senses By Aliki
This book belongs to: _____________________
Phonics
c a n
Making Words
AN Little Book
1. __________________ 2. __________________ 3. __________________ 4. __________________ 5. __________________ Teacher’s Name
The Sharing Hand where
who
what
how
why when
Ii Graph from My Five Senses
SAT Questions
How do you____?
(see, hear, feel, taste, smell)
The picture of ___ shows ____.
SAT Questions
How many senses__? Which of these use___?
What happened __?
My Connection… text
self
world
text -- to --
What does the author
want you to know
about your senses
after reading
My Five Senses?
What places do you know? Playground
Lunchroom
Home
Beach
What places do you know? Playground
Lunchroom
Home
Beach
Object:
sandwich + _ + + +
2 senses: I use my _____ and _____ when I am at the _____. 3 senses: I use my ___, ___, and ___ when I am at the _____. 4 senses: I use my ___, __, __, and ___ when I am at the _____. 5 senses: I use my __, ___, ___, ___, and ___ when I am at the __.
My Connection… text
self
world
text -- to --
Homework
Bring in an object (or
picture of it) that uses
your senses.
KINDERGARTEN CCSS AT-A-GLANCE
MDCPS- Division of Language Arts/Reading, July 2011
LITERATURE Key Ideas & Details 1. Ask and answer questions about key details 2. Retell familiar stories with key details 3. Identify character setting, and major events Craft & Structure 4. Ask and answers questions about unknown words 5. Recognize common text types 6. Name author/illustrator & define roles Integration of Knowledge & Ideas 7. Relationship between illustrations & story 8. N/A
9. Compare/contrast adventure/experiences of characters Range of Reading and Text Complexity 10. Engage in group reading activities
WRITING Text Types and Purposes 1. Draw, dictate, & write to compose opinion pieces 2. Draw, dictate, & write to compose informative/explanatory texts 3. Draw, dictate, & write to narrate a single event or several loosely
linked events Production and Distribution of Writing 5. Respond to questions and suggestions, from peers and add details
to strengthen writing as needed. 6. Explore a variety of digital tools to produce and publish writing Research to Build and Present Knowledge 7. Participate in shared research and writing projects 8. Recall information or gather information to answer a question
INFORMATIONAL TEXT Key Ideas & Details 1. Ask and answer questions about key details 2. Identify main topic, retell key details 3. Describe the connection between 2 individuals, events, ideas or pieces
of information. Craft & Structure 4. Ask and answers questions about unknown words 5. Identify front cover, back cover & title page 6. Name author/illustrator & define roles Integration of knowledge & Ideas 7. Relationship between illustrations & texts 8. Reasons an author gives to support his points 9. Basic similarities/differences between 2 texts on the same topic
(illustrations, descriptions, or procedures) Range of Reading and Text Complexity 10.Engage in group reading activities
SPEAKING & LISTENING Comprehension & Collaboration 1. Participate in collaborative conversations about topic and texts
a. Follow agreed upon rules for discussions b. Continue conversation through multiple exchanges
2. Confirm understanding of a text read aloud or information presented orally by asking and answering questions about key details
3. Ask and answer questions in order to seek help, get information or clarify something
Presentation of Knowledge & Ideas 4. Describe familiar people, places, things, and events and with
prompting and support, provide additional detail. 5. Add drawings or other visual displays to descriptions 6. Speak audibly and express thoughts, feelings and ideas
FOUNDATIONAL SKILLS Print Concepts 1. Organization & features of print
a. Left to right, top to bottom & page by page b. Recognize spoken words are represented by written language by
sequence of letters c. Words are separated by spaces d. Recognize/name ALL upper- & lowercase letters
Phonological Awareness/Phonemic Awareness 2. Demonstrate understanding of spoken words, syllables & sounds
a. Recognize & produce rhyming words b. Count, pronounce, blend, and segment syllables c. Blend & segment onsets /rimes of single syllable words d. Isolate, and pronounce the initial, medial vowel, and final sounds in
three–phoneme words Phonics & Word Recognition 3. Know & apply grade-level phonics and word analysis in decoding
words a. Demonstrate basic knowledge of one-to-one letter correspondence
by producing the primary/most frequent sound for each consonant. b. Associate long & short sounds with common spellings for the five
major vowels. c. Read common high frequency words by sight (e.g., of ,the to, you,
she , my, is , are, to, does) d. Distinguish between similarly spelled words by identifying the
sounds of the letters that differ. Fluency 4. Read emergent-reader texts with purpose & understanding.
LANGUAGE STANDARDS Conventions of Standard English 1. Apply standard English grammar and usage with writing or speaking.
a. Print many upper-and lowercase letters. b. Use frequently occurring nouns and verbs. c. Form regular plural nouns orally by adding /s/ or /es/ d. Understand and use question words (who, what where when, why, how)
e. Use frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with)
f. Produce and expand complete sentences in shared language activities.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence and pronoun I b. Recognize and name end punctuation c. Write a letter/s for most consonant and short-vowel sounds d. Spell simple words phonetically, drawing on knowledge of sound-
letter relationships Vocabulary Acquisition & Use 3. Clarify meaning of unknown/multiple meaning words and phrases
a. Identify new meanings for familiar words and apply b. Use frequently occurring inflections and affixes
(e.g. –ed, -s, re, un, pre, -ful,-less)
5. Explore word relationships and nuances in word meaning a. Sort common objects into categories b. Understand frequently occurring verbs and adjectives by relating
them to their opposites c. Identify real-life connections between words and their use d. Distinguish shades of meaning among verbs describing the same
general action 6. Use words and phrases acquired through conversation, reading and
being read to, and responding to texts.
Common Core Task Cards for Kindergarten
Curriculum & Instruction, Division of Language Arts & Reading, September 2011
RL.K.1 Questioning Key Details
Why is the character happy/ sad? What is the character’s problem in the story? What problem does the character have? Where is the problem solved in the story? What words describe the character? What caused ___ to____
R.I.K.1 Questioning
Key Details
Why did the author write the article? (Invitation/ flyer) What happened _____? What caused _____? Where does _____? How does _________? Where are ______ found? Why does _____
RL.K.2 Retell Familiar Stories
Retell what happened in the story/ What happened first? (Beginning/Middle/End)
R.I.K.2 Identify Main Topic; Retell Key Details
Why do you think ____ has the title ____? According to ____, what will the reader learn? What would be a good name for ___ What is the MAIN IDEA of the story? What is the _____ about? Tell what happened first/last?
RL.K.3 Identify Character Setting, & Major Events
How do you know how the character feels about ____? What does the character think about ___? Who is the most important character in the story? What does the main character want? Where does the story take place? How do you know? What is the problem in the story? How is the problem solved?
R.I.K.3 Describe Connection between 2 Individuals, Events, Ideas or Pieces of Information
R.I.K.9 Compare/ Contrast 2 Texts-Topic
How is the information about 2 people/ events/ideas/or pieces of information DIFFERENT in the story?
How is the information about (2 people/ events/ ideas/ or pieces of information ALIKE in the story?
How is _____ BETTER than _____? What is ONE difference between ____ and _____?
R.L.K.4 Ask/Answer Questions about Unknown Words
Listen to this sentence. “ ___________” What does ______ mean?
R.I.K.4 Ask/Answer Questions about Unknown Words
Listen to this sentence. “ ___________” What does ______ mean?
When (phrase containing assessed word), what do you think it means?
R.L.K.6 Name Author/ Illustrator & Define Roles
Who is the author of the story? Why did the author write the story? What job does the illustrator have? How does the illustrator help the reader understand what is happening in the story?
R.I.K.6 Name Author/ Illustrator & Define Roles
Who is the author of the flyer/article/instructions? Why did the author write _____? What does the author want you to know? What job does the illustrator have? How does the illustrator help the reader understand what is happening in the _____?
R.L.K.7 (SESAT 2) Relationship between illustrations & Text
Listen to this sentence. “______________” Which picture in the story shows what the sentence is saying? The illustration shows ______ is happening in the story.
R.I.K.7 (SESAT 2)
Relationship between illustrations & Text
What is the purpose of the photo/ drawing /
chart/diagram at the beginning of the ____?
What does the photo or drawing/
chart/diagram help you to understand? Listen to this sentence.
“______________” Which picture in the flyer/article/instructions shows what the sentence is saying?
R.L.K.9 Compare/ Contrast Adventures & Experiences
How are _______ ALIKE? (characters, setting,
events, ending)
How is ____ DIFFERENT from_____? How does _____ change from ___ BEFORE ___ to AFTER _____?
R.L.K.8 Identify reasons an author gives to support his points
Why does the author think that ______? What are the reasons for the author’s opinion? What did you hear/read that tells you a drawn
conclusion?
Explain why the author thinks that _____ is important?
Common Core Task Cards for Kindergarten
Curriculum & Instruction, Division of Language Arts & Reading, September 2011
L.K.4a Identify New Meanings for Familiar Words
In this story, what does the word ____ mean? Which picture shows what the word____ means in the story?
L.K.5b Relate Words To Their Opposites
Look at the pictures/words. Find the picture/word that means the OPPOSITE of _______?
L.K.5d
Distinguish Shades of Meaning
Listen Read/ to this story. “___________________._______ _____________________” What did ____ do/say when _______? (Ex., Baby Bob is coloring on the walls in his room. Mother turned around and stopped what she was doing. Mother (whispered, yelled, giggled), “Oh no, Baby Bob!”)
Curriculum & Instruction, Division of Language Arts & Reading, September 2011
M-DCPS, Curriculum & Instruction, February, 2008 Nanette Raska & Sandra Lopez
Grades 1 & 2 SAT-10 Question Task Cards - Functional
Initial Understanding Ask a question that requires students to simply locate details or identify chronological order. The answers are right there in the poster, chart, flyer, or recipe.
• Who, what, when, where, how many, or how much? • According to the ________, what will the children learn? • What do you do first/last? • What did he/she do first/last? • Where did ____ go before/after _____? • Which ______ was seen first/last? • Step # ___ tells ______. • The story tells you that _______.
Interpretation Ask a question that requires students to draw conclusions from the information given, apply ideas from text to a new situation, or determine the main idea.
• Who, what, when, where, how many, or how much? • Why did _____ have_____? • How did ______ do _____? • What might be funny? (ha ha) • Why do you think _______? • Why should ___________? • About how long will it take to_________? • What makes ______ _______? • To make _____ you will need _______. • Which of these is true?
Critical Analysis and Strategies Ask a question that requires students to determine the author’s purpose/viewpoint, identify text characteristics, or if needed information is within the text.
• The _____ was written mainly to ________. • Which of these is true? • What does the author want you to know?
M-DCPS, Curriculum & Instruction, February, 2008 Nanette Raska & Sandra Lopez
Grades 1 & 2 SAT-10 Question Task Cards - Informational
Initial Understanding Ask a question that requires students to simply locate explicit details and chronological order that are right there in the expository text.
• Who, what, when, where, how many, or how much? • What does the story say about _______? • The story says that _______. • Which of these happened first/last? • Which of these happened only once? • What happened _______? • At the end of the story, ________?
Interpretation Ask a question that requires students to make inferences to draw conclusions, determine main idea, or cause/effect relationships.
• Which of these is the best name for this story? • What is the main idea of the story? • What is this story about? • Which of these is true? • Which of these is true in the story? • Why does ____have ___? • What causes _____ to happen?
Critical Analysis and Strategies (2nd grade only) Ask a question that requires students to determine the author’s purpose/viewpoint and unknown words in context.
• Which of these does the author probably believe? • The author wrote this story mainly to_____? • How can you tell that________________?
M-DCPS, Curriculum & Instruction, February, 2008 Nanette Raska & Sandra Lopez
Grades 1 & 2 SAT-10 Question Task Cards - Literary
Initial Understanding Ask a question that requires students to locate explicit details and chronological order that are right there in stories, personal narratives, or poems.
• Who, what, when, where, how many, or how much? • What does the story say about _______.? • The story says that _______. • Which of these happened first/last? • Which of these happened only once? • What happened _______? • At the end of the story, ________?
Interpretation Ask a question that requires students to make inferences in order to draw conclusions, determine main ideas, or cause/effect relationships.
• Which of these is the best name for this story? • What is the main idea of the story? • Why does ____have ___? • _______ probably does ______because _____. • This story is mostly about______. • You can tell that ___ likes ____ because___. • Who had probably___________? • How do you know___________?
Critical Analysis and Strategies (2nd grade only) Ask a question that requires students to determine the author’s purpose/viewpoint, unknown words from context, or identify characteristics of genre.
• In this story, what does the word _______ mean? • The author wrote this story mainly to_____? • How can you tell________________? • Which of these is true? • The story was written to ________. • The story is most like a ________.(joke, song, poem, fairy tale) • You can tell this story is make-believe because _______.
Planning for a Rigorous KINDERGARTEN Reading/Language Arts Lesson… Week of:
MDCPS – Division of Language Arts/ Reading, July 2011
READING Strand: Literature/ Poetry OR Informational AND Listening/Speaking Text Title: Author: Standard/s:
• Primary
• Secondary
• Ongoing
Strategy and/or Graphic Organizer --- Use to Respond to Text
SAT 10 Task Card Question/s:
Essential Question:
Strand: Foundational Skills Strand: Language Standard – Concepts of Print: __ L to R, T to B, P by P__ Spoken words represented by letters __Words separated by spaces __ Recog /name upper & lower case letters __ First word of a sentence/ last word Phonological/ Phonemic Awareness: __Rhyme: Recognition or Production __Alliteration: Initial Sounds __Sentence Segmenting __Syllables Blending/Segmenting/Deletion __Onset/Rimes: Blending __Phoneme: Matching/Isolating Initial Sound, Final Sounds, Medial Sounds __Phoneme Manipulation: Initial/Final Phoneme Deletion Blend Deletion, Phoneme Substitution, Second Phoneme in Blend Deletion
Standard - Phonics: Letter-Sound Correspondences __Consonant Letter Names/Sounds __Vowel Letter Names/ Sounds (short/long) __Hard & Soft Cc & Gg __Multiple Sounds of Xx & Ss Consonant Blends & Diagraphs __Consonant Diagraphs/ Consonant Blends __Silent Letter/ Oddities Variant Vowels _Vowel Digraphs, _ Diphthongs Syllable Patterns _ Closed, _ Open, _VCe, _ R Controlled, _Vowel Team, _Final Stable Structural Analysis __ Compound Words, _ Inflectional Suffixes __ Prefixes, __Base/Root Words __ Derivational/ Chameleon Suffixes
High Frequency Words: Standard: Vocabulary Acquisition
Fluency : Opportunities to Reread • With purpose & understanding • Accuracy (Correctness) • Rate (Speed) • Expression (Tone & Intonation) • Reread to Confirm/Self-Correct
Standard: Conventions
Prediction Chart Title:____________________
BEFORE Reading: AFTER Reading:
1
My Five Senses By Aliki
This book belongs to ________
I can see!
I see with my eyes. page 1
I can hear!
I hear with my ears. page 2
I can smell!
I smell with my nose. page 3
I can taste!
I taste with my tongue. page 4
I can touch!
I touch with my fingers. page 5
2
I do all this with my senses.
I have five senses. page 6
I have read this book to:
1. ____________________
2. ____________________
3. ____________________
4. ____________________
5. ____________________
The Sharing Hand
where when
what why
who
how
is word:
is not
person:
animal:
action:
What places do you know? Playground
Lunchroom
Home
Beach
Continuum of Phonological and Phonemic Awareness
Degree of Difficulty
Type: Subtype: Example:
Phonological Awareness Continuum
Rhyme Recognition Does cat rhyme with hat? (yes)
Production What rhymes with cat? (hat)
Alliteration Recognizing words with the same initial sounds
Daisy duck dances
Sweet Suzie sits on a soft sofa
Sentence Segments
Words in sentences How many words are in this sentence? Mary bakes bread. (3)
Syllables Blending Listen to the two word parts: Side…walk. Say the whole word: (sidewalk)
Listen: yes…ter…day. Say the whole word: (yesterday)
Segmenting Say the two words in sidewalk. (side…walk)
Listen: yesterday. Say each part: yes…ter…day
Deletion Say sidewalk without side. (walk)
Onset and Rimes
Blending What word is this? /c/…/ake/ (cake)
/st/…/and/ (stand), /fl/…/ip/ (flip)
Phonemic Awareness Continuum
Phoneme Matching initial sound Which words begin with the same sound?
Cake, cat, dog (cake & cat)
Isolating initial sound What is the first sound in cake? (/c/)
Final sounds What is the last sound in bat? (/t/)
Medial sounds What is the middle sound in fat? (/a/)
Phoneme Blending What word am I saying? /c/ /a/ /t/ (cat)
Phoneme Segmenting How many sounds do you hear in cat? (3)
What are the sounds in cat? (/c/ /a/ /t/)
Phoneme Manipulation
Initial and final phoneme deletion
Say Sam without the /s/. (am)
Say seat without the /t/. (sea)
Initial phoneme in blend deletion
Say flip without the /f/. (lip)
Phoneme Substitution Say cat. Now say /p/ instead of /c/. What’s the new word? (pat)
Say tan. Now say /p/ instead of /n/. (tap)
Say tap. Now say /o/ instead of /a/. (top)
Second Phoneme in Blend Deletion
Say black without the /l/. (back)
Retyped by D. Pearce, July 2010 From Just Read, Florida!
The Layers of Phonics: A Vertical and Horizontal Continuum
Letter-sound Correspondence
Consonant Blends and Digraphs Variant Vowels Syllable Patterns Structural Analysis
Consonant Letter Names (uppercase and lowercase) Consonant Letter Sounds (/d/, /t/, /m/, /f/, /r/) Vowel Letter Names (uppercase and lowercase) Short and Long Vowel Sounds (/a/, /e/, /i/, /o/, /u/) Hard and Soft c and g (city, cup, giant, gate) Multiple Sounds of x and s (excite, mix, exit, runs)
Consonant Digraphs (sh, th, wh, ch, ph) Consonant Blends (st-, bl-, str-, gr-, -nt, -mp, -nd, -st) Silent Letters/Oddities (-mb, kn-, -lk, qu)
Vowel Digraphs (ea, igh, ue, oo, ie) Diphthongs (oi, oy, ou, ow)
Closed (cat, tent, picnic) Open (he, hi, baby) VCe (Silent e) (tape, like, compete) R controlled (car, for, stir, her) Vowel Team (sail, seem, eight, look) Final Stable (maple, picture, station)
Compound Words (cowboy, cupcake) Inflectional Suffixes (-s, -es, -ing, -ed) Prefixes (pre-, re-, un-, dis-) Base and Root Words (read, ject, port) Derivational Suffixes (-ian, -ity, -ible/able) Chameleon Prefixes (in-, ad-, ob-)
High Frequency Words (Regular and Irregular)
(it, am, was, said, come)
(Adapted from Birsh, 2005; Henry 2003; Moats, 2000)
Layers of Phonics Continuum Details
Layers of Phonics Continuum Details
Letter-sound correspondences:• Consonant letter names With letter names we are focusing on having students be able to
recognize and recall the names of upper and lowercase letters for consonants• Consonant letter sounds refers to consonants that are represented by a one to one
correspondence (e.g., m-> /m/)• Vowel letter names With letter names we are focusing on having students be able to
recognize and recall the names of upper and lowercase letters for vowels.• Short vowel sounds are often the first focus of vowel instruction with long vowel sounds
and the many ways they are represented in letter combinations being introduced later on.• Hard and soft c and g c and g are two letters that have hard and soft sounds. Hard c is
the sound /k/ when it is followed by an a, o, u as in cat, cot, cut and when it is followedby an e, i, y, it is the soft sound or /s/ as in city, cent, cycle and the same three lettersapply for hard g or the /g/ sound (gate, got, gum) and the soft sound is /j/ when followedby e, i, y, like in gem, giant, gym
• Multiple sounds of x and s – The letters x and s have multiple sounds - x has threesounds - /k/ as in excite, /k//s/ as in mix, and /g//z/ as in exit (with /k//s/ being the mostcommon) and s has the voiced and unvoiced sound and when it is voiced it becomes a /z/sound as in runs – when the consonant sound before the s is a voiced sound, then the /s/becomes voiced and makes the /z/ sound as in – bets (t is unvoiced) and then beds (d isvoiced and the s makes the /z/ sound)
Consonant Blends and Digraphs• Consonant digraphs two consonant letters that make one sound (e.g., sh -> /sh/)• Consonant blends two or more consonants adjacent to each other in a word, but each
retains its original sound (e.g., clip or strap)• Silent Letters in English we have some letters that are silent and come in certain patterns
and locations within words for example the kn- pattern has a silent K and usually comesat the beginning of the word or at least beginning of syllable (acknowledgement), anotherpattern with silent letters are –lk as in talk, -mb as in lamb which both usually come at theend of the word or syllable and the ‘h’ in ghost
• Oddities are low frequency patterns, or are exceptions to the typical patterns, somewhatof a “misc.” category – lk as in talk, qu- as in queen
Variant vowelsThis term refers to the various vowel patterns that can represent one vowel sound in morethan one way
• Vowel digraphs are combinations of vowels that represent one vowel sound such as longa (e.g., long a –ai as in rain /ay as in bay/a Consonant e as in cake/eigh as in eight)
• Diphthongs a combination of letters that creates a subtle glide from one vowel to anothersuch as oi/oy (boil/boy) and ou/ow (out/cow)
Layers of Phonics Continuum Details
Syllable Patterns• A Closed syllable ends in at least one consonant; the vowel is short (e.g., pan, shot, milk,
magnet)• An Open syllable ends in one vowel; the vowel is long (e.g. so, he )• A VCe (Silent e) syllable ends in one vowel, one consonant, and a final e. The final e is
silent and the vowel is long. ( e.g. make, pipe, shine)• An R controlled syllable has an r after the vowel; the vowel makes an unexpected sound.
(e.g. car, dirt, turtle)• A Vowel Team syllable has two adjacent vowels. Each vowel team syllable must be
learned individually (e.g. sail, boat, moon, boy)• A Final Stable syllable has a consonant –le combination or a nonphonetic but reliable
unit such as –tion. The accent usually falls on the syllable before the final syllable.(puzzle, candle, contraction, picture).
Structural AnalysisKnowledge of morpheme structures is also a structural analysis skill. It is also referredto as advanced phonics or advanced decoding.
• Compound words sunshine, homesick• Inflectional endings indicate or change tense, possession, comparison or number, e.g. –s,
-ed, -ing (Harris & Hodges, 1995, p. 116 )• Prefixes are important to know for reading, spelling, and vocabulary acquisition. A
prefix is a morpheme attached to the beginning of the base or root word that creates anew word with changed meaning or function.
• Base/root words a word or the main part of a word (struct is the root of destructive) thataffixes are added to form a new word, they are taken from Anglo-Saxon, Latin and Greek(e.g., port meaning ‘to carry’ in Latin)
• Derivational suffixes – a suffix added to a base or root that forms another word that isoften a different part of speech from the base or root such as –ful in hopeful.
• Chameleon Prefixes – a chameleon prefix is a prefix in which the final letter of theprefix changes due to assimilation with the first letter of the base element (e.g. con-becomes a chameleon prefix in collect, correct, and combine) – These are also sometimesreferred to as assimilated prefixes (definition taken directly from Henry, 2003, p.286)
FRY'S 300 INSTANT SIGHT WORDS
First Hundred
a can her many see usabout come here me she veryafter day him much so wasagain did his my some weall do how new take werean down I no that whatand eat if not the whenany for in of their whichare from is old them whoas get it on then willat give just one there withbe go know or they workbeen good like other this wouldbefore had little our three youboy has long out to yourbut have make put twoby he man said up
Second Hundred
also color home must red thinkam could house name right tooanother dear into near run treeaway each kind never saw underback ear last next say untilball end leave night school uponbecause far left only seem usebest find let open shall wantbetter first live over should waybig five look own soon whereblack found made people stand whilebook four may play such whiteboth friend men please sure wishbox girl more present tell whybring got morning pretty than yearcall hand most ran thesecame high mother read thing
Third Hundred
along didn't food keep sat thoughalways does full letter second todayanything dog funny longer set tookaround don't gave love seven townask door goes might show tryate dress green money sing turnbed early grow myself sister walkbrown eight hat now sit warmbuy every happy o'clock six washcar eyes hard off sleep watercarry face head once small womanclean fall hear order start writeclose fast help pair stop yellowclothes fat hold part ten yescoat fine hope ride thank yesterdaycold fire hot round thirdcut fly jump same those
My Connection…
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