REK3.011dii
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Reading Standard 3.01dii - Level K
Apply knowledge of letter-sounds to decode single syllable words (e.g., dog, cat).
Standard in Kid Friendly Language
Students will read three and four letter words.
Standard Unwrapped
KNOW
Kindergarten students will apply knowledge of letter sounds to decode single syllable words.
ABLE TO DO
When presented with a leveled reader, kindergarten students will read orally single syllable vc and cvc words.
Instructional Strategies
Direct Reading instruction- using Lindamood-Bell, Seeing Stars and Harcourt Brace Phonics and Reading Program.
Modeling: Read Big Books and leveled readers, stopping to make a connection to the words they have heard and the sounds that make up those words.
Reading Aloud to Children: teacher reads to students.
Shared Reading: teacher will read with students.
Guided Reading: students work in group to read a book with the teacher as a guide.
Independent Reading: students will read alone or with peer.
Homework and Practice: Throughout the year the teacher will send home leveled readers for students to practice at home with family.
Writing: students will be given time daily to compose and write independently. Teacher will encourage students to experiment with using letters to spell words phonetically and read their writing.
Decoding Strategies:
Reference Site: Reading Strategies
1. Match The Word It is important, especially for young readers, to use their finger to match up each word as they read across the page. This also helps teach the child one-to-one correspondence.
2. Check The Picture Many of the emergent level texts contain illustrations that correspond directly with the written text. Encourage the reader to look for clues in the pictures that might help them on a difficult word.
3. Go Back and Read Again Once the reader figures out the difficult word it is important that they go back to the beginning of the sentence and read it through completely.
4. Get My Mouth Ready Otherwise known as "sounding it out". Have the reader focus on individual letters and/or letter clusters. Work through the word slowly and try to verbalize as many sounds as possible.
5. Self Monitor While reading, encourage the reader to use their eyes and ears to make sure what they are reading makes sense. Ask: Does it sound right? Does it look right? Does it make sense?
6. Find Chunks I Know "Chunks" is a term we use for letter clusters. There are many letters that when combined with other letters form one sound. Also, there are many smaller/easier words that the reader may already know hiding inside the larger difficult word. i.e. about, speaking, there.
7. CRASH! When all of the previous strategies fail it's time to move on. Don't let a few words ruin an entire story for the reader.
8. Skip and Read On This is quite possibly the most difficult task for a beginning reader to master. Have the reader cover up the difficult word and read to the end of the sentence. Hopefully the majority of the sentence will contain enough clues to help figure out the difficult word.
READING DECODING STRATEGIES: Reference site
Assessment Strategies
Bear- Reading Assessment
DIBElS Assessment
Teacher Teacher Observation
Resources
On-line Games from Sesame Street
Readwritethink: resource of Alphabet Books
A resource of Alphabet Books and Teacher Resources
Projects and Activities
Alphabet letter sorts: letter sorts
Picture Sorts: Picture/Sound Sorts
"-ill" Word Family Activities: Word Families
Big Word of the Day Reference
ACTIVITY: All day each day, students hunt for a "big word" they think is the best big word. Each student may find one best big word each day. Students write their name and nomination for "big word of the day" on a piece of paper and put the nomination in the ballot box.
At the end of the day, the teacher reads big word nominations to the class. Students who nominated the words talk to the class about why they think their big word is interesting or special . The class votes on the best big word. Each day's big word is added to a word-wall or bulletin board so students can see and practice saying the big words every day.
Making Words: Reference
ACTIVITY: Assemble letters in a pocket chart to make a simple regular word (e.g. MINT). Have students read the word with you. Show them how you can change one letter of the word to make another regular word (e.g. LINT). When students start to see the regular pattern, show them that the same pattern is not always pronounced the same (e.g. PINT). Emphasize the fact that most words follow the pattern, but some words do not. (e.g. HOME, DOME, ROME, SOME, COME or ROOT, HOOT, BOOT, SHOOT, FOOT).
Rhyming Word Families Reference
ACTIVITY: Write word families on a chart (e.g. work with children with common words that have the same rime but different onsets, such as RUG, BUG, HUG, etc.). Encourage students to read the words aloud. Illustrate that words that are spelled similarly (after the onset) usually rhyme (e.g. RAY, PLAY, HAY, BAY, DAY, PAY, MAY, etc). Show students that sometimes words rhyme even though they are spelled differently than the rhyming pattern (HEY, SLEIGH, WEIGH, etc). Ask students to practice saying the rhyming words and matching them to the written forms.
Vowel Sound Work Reference
ACTIVITY: For this activity, you will need a pocket chart with the vowels arranged at the top of the chart, and you will need a stack of cards with vocabulary words (with the vowels missing) on them. Provide students with a small stack of word cards -- remember, vowels are missing from each word (e.g., CH_KE, T_GHT, P_NT. Students decide what the word is, and place it under the appropriate vowel on the pocket chart. Students should then use each word to construct a sentence. As a challenge, irregular words can be mixed into the word set (e.g. CHO_R, MIN_TE, ISL_ND).
Notes: As a modification, divide the class into two teams. Teams score a point for each correct word. Throughout the activity, remind students that some words can be placed under more than one vowel on the pocket chart (e.g. P_NT could be placed under A, I, or U). Discuss word meanings to stimulate vocabulary development.
Word Ladders Reference
ACTIVITY: Write a word on the board that the students know how to spell and read. Tell students to come to the board and write a new word which is identical to the old word except for one letter (added, removed or changed). For example, if you start with the word IN, the first student could add a P to make PIN; the next student could change the I to an E to make PEN. Then it could become OPEN, and then OPENS, then OVENS, etc. Tell students not to go back to words that have already been used.
Notes: Variation: Tell students the first and last word in a ladder. Ask them to construct the words in the middle. Example: Provide the words, GO and KNOW; students would construct a pathway, such as GO, GOT, NOT, KNOT, KNOW.
This could also be turned into a game, like baseball. Each team takes a swing at adding a word, and when one team can not add any more words, they are "out."
Decoding Games Decoding
Using CVC Poems: CVC Poem Ideas
Print and Do Activities Sheets: CVC Word Activities
I Know That Word: Environmental Print Activities
Environmental Print: Print
