RE013.021biii

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Standard 3.021(b)(iii) - Level 1

Hear the similarities of sounds in words and rhythmical patterns in a sequence.

Standard in Kid Friendly Language

Students will hear which sounds in words are the same, and hear patterns in words.

Standard Unwrapped

KNOW Students will identify sounds that are the same and sounds that are different.

Students will identify rhythmical patterns in a sequence.

ABLE TO DO Student will be able to distinguish between same and different sounds in words.

Instructional Strategies

  1. Teacher will say 2 words. Student will tell if words are the same or different.
  2. Teacher will say words. Student will tell if sounds are the same or different;
    • beginning sounds
    • medial sounds
    • final sounds
    • rhyming words
  3. Teacher will utilize Saxon phonics to deliver whole group instruction.
  4. Students will be given opportunities to practice differentiation between same and different sounds.
  5. Homework will provide extra practice.

Assessment Strategies

  • Saxon phonics assessments
  • Informal assessment-teacher says words, student tells if sounds are same or different


Resources

Saxon Phonics
Lesson 1-130, daily seatwork
Picture Deck (cards with pictures representing key words for each sound
Sight Word Deck (cards with sight words)
Coding chart posters
Spelling rules posters

Sites on Rhyming

Click, Clack, Moo-Word Families

Go Away, Big Green Monster from Read Write Think

Seussville

Various reading activities-rhyming, etc.

Lesson on hearing, matching short vowels

Reader Rabbit learning games on computer

Python Path learning game on computer

Projects and Activities

What's the Buzz - integrated lesson plan incorporating various phonics and writing skills using Why Mosquito's Buzz in People's Ears

Teacher says words. Students do anything fun to show they know if words/sounds are same or different. They can stand up, put thumbs up, jump up, do a push up, etc. when words are the same, and stay still when words/sounds are different.

Sound bingo. Determine the sound for which students are listening (ex; the vowel sound). Teacher says a word. If student has that vowel, or another word with that vowel on his board, he marks it.

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