Blending and Segmenting, Tricky Words, and Spelling

Description

This Unit 1 Teacher Guide contains background information and resources that the teacher will need to implement Unit 1, including an alignment chart between this unit and the Common Core State Standards; an introduction including planning tools, a list of strand components, goals and objectives, and an explanation of lesson format, components, and assessment; 32 lesson plans, including objectives, planning charts, procedures and activities, take-home material, and/or assessments; a Pausing Point; teacher resources; a Tens Recording Chart; and the workbook answer key.

By the end of this unit, students will be able to:

1. Ask and answer questions (e.g., who, what, where, when), orally or in writing, requiring literal recall and understanding of the details and/or facts of a fiction text read independently;
2. Recognize the distinguishing features of a sentence (e.g., first word capitalization, ending punctuation);
3. Orally produce single syllable words with various vowel and consonant sounds by blending the sounds;
4. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words;
5. Segment and blend phonemes to form one-syllable words;
6. Read and write the following letter-sound correspondences in words: ‘sh’ > /sh/, ‘ch’ > /ch/, ‘th’ > /th/ (thin), ‘th’ > /th/ (then), ‘ng’ > /ng/, ‘wr’ > /r/, ‘ck’ > /ck/, ‘wh’ > /wh/, ‘kn’ > /n/;
7. Read and/or write one-syllable words that include the letter-sound correspondences taught;
8. Read and/or write Tricky Words: a, I, no, so, of, is, all, some, from, word, are, have, were, one, once, to, do, who, two, the, said, says, was, when, where, why, what, which, here, there;
9. Read decodable text that incorporates the letter-sound correspondences taught with purpose and understanding;
10. Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary;
11. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly;
12. Produce complete sentences when appropriate to task and situation;
13. Write from memory the letters of the alphabet accurately in upper- and lowercase form;
14. Use common, proper, and possessive nouns orally and in own writing;
15. Identify common and proper nouns;
16. Use personal, possessive, and indefinite pronouns orally and in own writing;
17. Use frequently occurring conjunctions (e.g., and, but, or, so, because) orally and in own writing;
18. Use determiners (e.g., the, a, this, that) orally and in writing;
19. Identify and use end punctuation, including periods, question marks, and exclamation points, in writing;
20. Spell and write one-syllable words using the letter-sound correspondences taught in grade 1, using the Individual Code Chart as needed;
21. Spell and write high-frequency Tricky Words;
22. Write phonemically plausible spellings for words that cannot be spelled correctly with current code knowledge (e.g., write bote for boat, sum for some, hunee for honey, etc.); and
23. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including frequently occurring conjunctions to signal simple relationships (e.g., because).