3.+Reading+Foundations

=Reading Foundations - Unit 2 - The Amazing Animal World=

Reading Objectives for Print Concepts

 * ====Pause and adapt phrasing in response to periods at the ends of sentences. (RF.1.1a)====

// Model Activities for Print Concepts //

 * ====Before students read sentences or pages aloud, ask them to point to end punctuation. Model phrasing, lead the group, and then call on individuals to reread sentences with appropriate phrasing and intonation.====
 * [[file:PollysPunctuation.pdf]]

Reading Objectives for Phonological Awareness

 * ====Orally blend the first part of a word with a final consonant. (RF.1.2b)====
 * ==== Substitute an initial or final consonant in a word and blend it into a new word. (RF.1.2b) ====

// Model Activities for Phonological Awareness //

 * ====Using the puppet that has trouble finishing his words (introduced in Kindergarten), pronounce words or names (preferably from the stories the students are reading) without the last sound. Ask students to help the puppet say the whole word and say the missing sound clearly in isolation.====
 * ====Play this listening game: The word is (shop). If I change /sh/ to /ch/, what’s the change /sh/ to /ch/, what’s the new word? Chop! The word is ___(bake). If I change /k/ to /s/,what’s the new word? Base!====
 * [|Word Wizard]
 * [[file:Consonant Blend.notebook]]

Reading Objectives for Phonics and Word Recognition

 * ====Learn sound‐spelling associations by means of a see/hear/say/and write sequence: /r/, /f/, /g/, /ŏ, /ks/ spelled x, /ar/, /k/ spelled –k, /ŭ, /z/,/l/, /ĕ spelled e and ea, /y/, /w/, /hw/ spelled wh, /er/ spelled ir, ur, or er. (RF.1.3a,b,c)====
 * ====Apply associations to blending and reading simple words in isolation and in connected text. (RF.1.3a,b,c)====
 * ====Read regular plural nouns formed with “s” and pronounced /s/ or /z/ (e.g., cats, dogs) and explain the meaning of the plural. (RF.1.3g)====

// ﻿ //

 * ====(Note: Introduce about two to three new sounds per week.) Conduct daily quick drills with learned sound‐symbol associations: You say the sound, students say the letter(s); you say the letter(s), students say the sound; you say the sound, students write the letter(s). Automaticity is the goal. (RF.1.3a,b,c)====
 * ==== Teach blending of whole words with three to four sounds, as students watch and follow: 1) write the whole word— f a s t; 2) point to each letter‐sound and say “ound” cuing students to say the sounds in order—f/ /a/ /s/ /t/; 3) sweep your hand from left to right under the letters, saying “lend it” students say the whole word. Quickly use the word in a sentence. (RF.1.3a, b, c) ====
 * ====Blend fifteen to thirty words per day with soundsymbol associations that have been taught; then read in phrases, sentences, and books. Include nouns with the non‐syllabic plural –. (RF.1.3a,b,c,g)====

Reading Objectives for Fluency (RF.1.4a,b,c)

 * ====With modeling, reread phrases and sentences to improve phrasing and intonation. Discriminate between sense and nonsense, and expect that real words will make sense. (RF.1.4a,b,c)====

// Model Activities for Fluency //

 * ====Tell students that reading aloud should sound like talking. After they have read a sentence or passage for accuracy, ask them to read with you and follow your voice. (RF.1.4a,b,c)====

Writing, Handwriting, and Spelling Objectives (L1.1a,j, L1.2b,d,e, W1.3)

 * ====Form the upper‐ and lower‐case versions of the letters r, f, g, o, x, k u, z, l, e, y, w; spell one‐syllable words with sound‐spellings that have been taught. (L1.1a, L1.2d,e)====
 * ====Change statements into questions and questions into statements, with end punctuation. (L1.1j, L1.2b)====

// Model Activities for Writing, Handwriting and Spelling //

 * ====Given directional arrows, lined spaces, and verbal cues, students trace and then write the letters they are learning to read. (L1.1a)====
 * ====As you dictate words and sentences for writing, say the whole sentence and have students make a line for each word. Then, help students segment the sounds in each word as they write, checking against the sound‐spelling cards. (L1.2d,e)====
 * ====Pass out question word cards to students. Give a simple statement, then call on students to create questions with their question words (who, what, when, where, how). Enlist their help as you transcribe the words onto a chart or board. (L1.1j, L1.2b)====