RF-Phonics+&+Word+Recognition

RF.1.3. Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). b. Decode regularly spelled one-syllable words. c. Know final -e and common vowel team conventions for representing long vowel sounds. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. Decode two-syllable words following basic patterns by breaking the words into syllables. f. Read words with inflectional endings. g. Recognize and read grade-appropriate irregularly spelled words. || ===‍**Anchor Standard/Mathematical Practice(s)**=== There are no Anchor Standards for Reading Foundational Skills || **Applying** - solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way
 * ===**Common Core Standard**===
 * ===‍**Information Technology Standard**===
 * 1.TT.1.1 Use a variety of technology tools to gather data and information (e.g web based resources, e-books, online communication tools, etc)**
 * 1.TT.1.2 Use a variety of technology tools to organize data and information (e.g word processor, graphic organizer, audio and visual recording, online collaboration tools, etc)**
 * 1.TT.1.3 Use technology tools to present data and information (multimedia, audio and visual recording, online collaboration tools, etc)** || ===‍**Revised Bloom's Level of thinking**===
 * apply, build, choose, construct, develop, experiment with, identify, interview, make use of, model organize, plan, select, solve, utilize
 * Product/Outcome- ** diary, model, illustration, map diagram ||

‍**I can...**

 * demonstrate the sounds of diagraphs (sh, ch, th, wh) in a word
 * decide if the word sounds right, looks right, and makes sense
 * read words with final –e and long vowel combinations
 * identify the number of syllables in a word
 * clap the syllables in the word
 * read words with –s, -ed, and –ing endings
 * recognize and read words

‍**Essential Vocabulary**
diagraph, syllable, suffix

‍**Sample Assessments**

 * **Phonemic Awareness Assessments (Change to fit standards)**

‍**Intervention:**

 * DIBELS Interventions
 * Strategies
 * Games & Activities
 * Diagraphs
 * Syllables
 * Word Endings

‍**Enrichment:**

 * Advanced Phonics Activities this archeology lessonstudents find word spelling patterns and look at capitalization and punctuation
 * Syllable Split Game

‍**Instructional Resources**

 * ===Phonics word lists samples===
 * Activitiesfor parent
 * ===Read, Write, Think===
 * MCSWiki

‍**Notes and Additional Information**
Students continue learning specific strategies for decoding words in texts. Learning suffixes and vowel patterns enhances decoding, spelling ability, and vocabulary development. Use questions and prompts such as: Look at the beginning of that word, can you get it started?
 * Does that sound right?
 * Does that look right?
 * Does that make sense?
 * Look at the word, does it look like…? You said…does it look like…?
 * What do these two letters sound like together (sh, th, ch) in this word?
 * Can you clap the syllables in this word?
 * What does this final e tell you about this word?