reading - my five senses - division of language arts/reading

Exemplar Texts Text samples provided to demonstrate the

level of complexity and quality the CCSS require (Appendix B)

Choices serve as guideposts in helping teachers select similar complexity, quality and range for their own classrooms

They are not a partial or complete reading list.

Think of the Possibilities Reading Components

Comprehension

Vocabulary

Fluency

Phonological/ Phonemic Awareness

Phonics & Word Work

Cover to cover, prediction chart, little book, senses

sticks, sensory detail chart & sorting cards, the sharing

hand, semantic feature analysis chart, task cards,

making connections chart

Song – head, shoulders, knees & toes, labeling

body parts, sensory details chart & sorting cards,

concept of a definition map

Little book --- reread for different purposes.

Concepts of print activities with text, thumbs up/

thumbs down, happy face card, elkonin boxes

Little book for letter & word search, making

words, AN booklet, graphing letters & HFW’s

Let’s Reflect…

How do you

___?

The picture

of ___ shows

___.

How many

senses__

Which is

these use___

What happen

___

What

does the

author

want

you to

know

about

your

senses?

Ziploc

baggie

HW

Exemplar Text from

CCSS

Concept of a

Definition Map

Little Book – 1st 7

Lines

(Assists w Print

Concepts)

I am

can all

with there

my is

to

Word

Wall:

Label

Body

Parts

Retell, Relationship

illustration & story

Sequence, CC

Ask/answer

questions

an I have an apple.

Yes

Yes

nouns verbs Making

Words

Senses Sticks

Concepts of Print

•How to hold the book

•How do you know it’s

facing the right

direction when reading

•Where the title is

•Where you begin

reading with the capital

letter & ending with the

punctuation mark

•Spacing between

words

•Front/ back of the

book

•Who is the author/

illustrator

Let’s predict based on the… Essential Question

What does the author

want you to know

about your senses

after reading

My Five Senses?

Prediction Chart Title:____________________

BEFORE Reading: AFTER Reading:

The Making of a

LITTLE-BIG BOOK:

1. Preassemble book to start.

2. Type the section of the text using large primary print into

rectangle strips, including page numbers.

3. Have everything ready for students: glue, glue cups,

toothpicks, scissors, and a firm control on classroom

management…

4. Walk the students step by step on cutting and gluing to

assemble the book.

5. Great Speaking & Listening CCSS’s addressed!

LITTLE-BIG Book

My Five Senses By Aliki

This book belongs to: _____________________

LITTLE-BIG Book

I can see!

I see with my eyes.

page: 1

LITTLE-BIG Book

I can hear!

I hear with my ears.

page: 2

LITTLE-BIG Book

I can smell!

I smell with my nose.

page: 3

LITTLE-BIG Book

I can taste!

I taste with my tongue.

page: 4

LITTLE-BIG Book

I can touch!

I touch with my fingers.

page: 5

LITTLE-BIG Book

I do all this with my senses.

I have five senses.

page: 6

LITTLE-BIG Book

I have read this book to:

1. _____________________

2. _____________________

3. _____________________

4. _____________________

5. _____________________

Rereading for Different Purposes:

Senses Sticks

Rereading for Different Purposes:

The Sharing Hand where

who

what

how

why when

aware

police officer

watch dog

look where I am

going

using my senses to

help me understand NOT paying

attention to what is

happening around

me

space cadet

worm

not pay attention

& walk into a wall

yes no

LITTLE-BIG Book



Phonics

c a n

Making Words

AN Little Book

1. __________________ 2. __________________ 3. __________________ 4. __________________ 5. __________________ Teacher’s Name


who

what

how

why when

LITTLE-BIG Book



Ii Graph from My Five Senses

Senses Sticks

Let’s Reflect…

How do you

___?

The picture

of ___ shows

___.

How many

senses__

Which is

these use___

What happen

___

What

does the

author

want

you to

know

about

your

senses?

Ziploc

baggie

HW

Exemplar Text from

CCSS

Concept of a

Definition Map

Little Book – 1st 7

Lines

(Assists w Print

Concepts)

I am

can all

with there

my is

to

Word

Wall:

Label

Body

Parts

Retell, Relationship

illustration & story

Sequence,

Compare/Contrast

Ask/answer

questions

an I have an apple.

Yes

Yes

nouns verbs Making

Words

IS THIS

ENOUGH?

SAT Questions

How do you____? (see, hear, feel, taste, smell)

The picture of ___ shows ____.

Ex., What sense does the picture of the boy and the bunny show?

SAT Questions

How many senses__ Which is these use___

What happened __

My Connection… text

self

world

text -- to --


want you to know

about your senses

after reading

My Five Senses?

What places do you know? Playground

Lunchroom

Home

Beach

Object:

sandwich + _ + + +

2 senses: I use my _____ and _____ when I am at the _____. 3 senses: I use my ___, ___, and ___ when I am at the _____. 4 senses: I use my ___, __, __, and ___ when I am at the _____. 5 senses: I use my __, ___, ___, ___, and ___ when I am at the __.


self

world

text -- to --

Homework

Bring in an object (or

picture of it) that uses

your senses.

Concepts of Print

•How to hold the book

•How do you know it’s

facing the right

direction when reading

•Where the title is

•Where you begin

reading with the capital

letter & ending with the

punctuation mark

•Spacing between

words

•Front/ back of the

book

•Who is the author/

illustrator

Let’s predict based on the… Essential Question

What does the

Author want you

to know about

your senses after

reading My Five

Senses?

LITTLE-BIG Book



LITTLE-BIG Book

I can see!

I see with my eyes.

page: 1

LITTLE-BIG Book

I can hear!

I hear with my ears.

page: 2

LITTLE-BIG Book

I can smell!

I smell with my nose.

page: 3

LITTLE-BIG Book

I can taste!

I taste with my tongue.

page: 4

LITTLE-BIG Book

I can touch!

I touch with my fingers.

page: 5

LITTLE-BIG Book


I have five senses.

page: 6

LITTLE-BIG Book


1. _____________________

2. _____________________

3. _____________________

4. _____________________

5. _____________________

Senses Sticks


who

what

how

why when

yes no

LITTLE-BIG Book



Phonics

c a n

Making Words

AN Little Book

1. __________________ 2. __________________ 3. __________________ 4. __________________ 5. __________________ Teacher’s Name


who

what

how

why when

Ii Graph from My Five Senses

SAT Questions

How do you____?

(see, hear, feel, taste, smell)

The picture of ___ shows ____.

SAT Questions

How many senses__? Which of these use___?

What happened __?


self

world

text -- to --


want you to know

about your senses

after reading

My Five Senses?


Lunchroom

Home

Beach

Object:

sandwich + _ + + +

2 senses: I use my _____ and _____ when I am at the _____. 3 senses: I use my ___, ___, and ___ when I am at the _____. 4 senses: I use my ___, __, __, and ___ when I am at the _____. 5 senses: I use my __, ___, ___, ___, and ___ when I am at the __.


self

world

text -- to --

Homework

Bring in an object (or

picture of it) that uses

your senses.

KINDERGARTEN CCSS AT-A-GLANCE

MDCPS- Division of Language Arts/Reading, July 2011

LITERATURE Key Ideas & Details 1. Ask and answer questions about key details 2. Retell familiar stories with key details 3. Identify character setting, and major events Craft & Structure 4. Ask and answers questions about unknown words 5. Recognize common text types 6. Name author/illustrator & define roles Integration of Knowledge & Ideas 7. Relationship between illustrations & story 8. N/A

9. Compare/contrast adventure/experiences of characters Range of Reading and Text Complexity 10. Engage in group reading activities

WRITING Text Types and Purposes 1. Draw, dictate, & write to compose opinion pieces 2. Draw, dictate, & write to compose informative/explanatory texts 3. Draw, dictate, & write to narrate a single event or several loosely

linked events Production and Distribution of Writing 5. Respond to questions and suggestions, from peers and add details

to strengthen writing as needed. 6. Explore a variety of digital tools to produce and publish writing Research to Build and Present Knowledge 7. Participate in shared research and writing projects 8. Recall information or gather information to answer a question

INFORMATIONAL TEXT Key Ideas & Details 1. Ask and answer questions about key details 2. Identify main topic, retell key details 3. Describe the connection between 2 individuals, events, ideas or pieces

of information. Craft & Structure 4. Ask and answers questions about unknown words 5. Identify front cover, back cover & title page 6. Name author/illustrator & define roles Integration of knowledge & Ideas 7. Relationship between illustrations & texts 8. Reasons an author gives to support his points 9. Basic similarities/differences between 2 texts on the same topic

(illustrations, descriptions, or procedures) Range of Reading and Text Complexity 10.Engage in group reading activities

SPEAKING & LISTENING Comprehension & Collaboration 1. Participate in collaborative conversations about topic and texts

a. Follow agreed upon rules for discussions b. Continue conversation through multiple exchanges

2. Confirm understanding of a text read aloud or information presented orally by asking and answering questions about key details

3. Ask and answer questions in order to seek help, get information or clarify something

Presentation of Knowledge & Ideas 4. Describe familiar people, places, things, and events and with

prompting and support, provide additional detail. 5. Add drawings or other visual displays to descriptions 6. Speak audibly and express thoughts, feelings and ideas

FOUNDATIONAL SKILLS Print Concepts 1. Organization & features of print

a. Left to right, top to bottom & page by page b. Recognize spoken words are represented by written language by

sequence of letters c. Words are separated by spaces d. Recognize/name ALL upper- & lowercase letters

Phonological Awareness/Phonemic Awareness 2. Demonstrate understanding of spoken words, syllables & sounds

a. Recognize & produce rhyming words b. Count, pronounce, blend, and segment syllables c. Blend & segment onsets /rimes of single syllable words d. Isolate, and pronounce the initial, medial vowel, and final sounds in

three–phoneme words Phonics & Word Recognition 3. Know & apply grade-level phonics and word analysis in decoding

words a. Demonstrate basic knowledge of one-to-one letter correspondence

by producing the primary/most frequent sound for each consonant. b. Associate long & short sounds with common spellings for the five

major vowels. c. Read common high frequency words by sight (e.g., of ,the to, you,

she , my, is , are, to, does) d. Distinguish between similarly spelled words by identifying the

sounds of the letters that differ. Fluency 4. Read emergent-reader texts with purpose & understanding.

LANGUAGE STANDARDS Conventions of Standard English 1. Apply standard English grammar and usage with writing or speaking.

a. Print many upper-and lowercase letters. b. Use frequently occurring nouns and verbs. c. Form regular plural nouns orally by adding /s/ or /es/ d. Understand and use question words (who, what where when, why, how)

e. Use frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with)

f. Produce and expand complete sentences in shared language activities.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence and pronoun I b. Recognize and name end punctuation c. Write a letter/s for most consonant and short-vowel sounds d. Spell simple words phonetically, drawing on knowledge of sound-

letter relationships Vocabulary Acquisition & Use 3. Clarify meaning of unknown/multiple meaning words and phrases

a. Identify new meanings for familiar words and apply b. Use frequently occurring inflections and affixes

(e.g. –ed, -s, re, un, pre, -ful,-less)

5. Explore word relationships and nuances in word meaning a. Sort common objects into categories b. Understand frequently occurring verbs and adjectives by relating

them to their opposites c. Identify real-life connections between words and their use d. Distinguish shades of meaning among verbs describing the same

general action 6. Use words and phrases acquired through conversation, reading and

being read to, and responding to texts.

Common Core Task Cards for Kindergarten

Curriculum & Instruction, Division of Language Arts & Reading, September 2011

RL.K.1 Questioning Key Details

Why is the character happy/ sad? What is the character’s problem in the story? What problem does the character have? Where is the problem solved in the story? What words describe the character? What caused ___ to____

R.I.K.1 Questioning

Key Details

Why did the author write the article? (Invitation/ flyer) What happened _____? What caused _____? Where does _____? How does _________? Where are ______ found? Why does _____

RL.K.2 Retell Familiar Stories

Retell what happened in the story/ What happened first? (Beginning/Middle/End)

R.I.K.2 Identify Main Topic; Retell Key Details

Why do you think ____ has the title ____? According to ____, what will the reader learn? What would be a good name for ___ What is the MAIN IDEA of the story? What is the _____ about? Tell what happened first/last?

RL.K.3 Identify Character Setting, & Major Events

How do you know how the character feels about ____? What does the character think about ___? Who is the most important character in the story? What does the main character want? Where does the story take place? How do you know? What is the problem in the story? How is the problem solved?

R.I.K.3 Describe Connection between 2 Individuals, Events, Ideas or Pieces of Information

R.I.K.9 Compare/ Contrast 2 Texts-Topic

How is the information about 2 people/ events/ideas/or pieces of information DIFFERENT in the story?

How is the information about (2 people/ events/ ideas/ or pieces of information ALIKE in the story?

How is _____ BETTER than _____? What is ONE difference between ____ and _____?

R.L.K.4 Ask/Answer Questions about Unknown Words

Listen to this sentence. “ ___________” What does ______ mean?

R.I.K.4 Ask/Answer Questions about Unknown Words

Listen to this sentence. “ ___________” What does ______ mean?

When (phrase containing assessed word), what do you think it means?

R.L.K.6 Name Author/ Illustrator & Define Roles

Who is the author of the story? Why did the author write the story? What job does the illustrator have? How does the illustrator help the reader understand what is happening in the story?

R.I.K.6 Name Author/ Illustrator & Define Roles

Who is the author of the flyer/article/instructions? Why did the author write _____? What does the author want you to know? What job does the illustrator have? How does the illustrator help the reader understand what is happening in the _____?

R.L.K.7 (SESAT 2) Relationship between illustrations & Text

Listen to this sentence. “______________” Which picture in the story shows what the sentence is saying? The illustration shows ______ is happening in the story.

R.I.K.7 (SESAT 2)

Relationship between illustrations & Text

What is the purpose of the photo/ drawing /

chart/diagram at the beginning of the ____?

What does the photo or drawing/

chart/diagram help you to understand? Listen to this sentence.

“______________” Which picture in the flyer/article/instructions shows what the sentence is saying?

R.L.K.9 Compare/ Contrast Adventures & Experiences

How are _______ ALIKE? (characters, setting,

events, ending)

How is ____ DIFFERENT from_____? How does _____ change from ___ BEFORE ___ to AFTER _____?

R.L.K.8 Identify reasons an author gives to support his points

Why does the author think that ______? What are the reasons for the author’s opinion? What did you hear/read that tells you a drawn

conclusion?

Explain why the author thinks that _____ is important?

Common Core Task Cards for Kindergarten


L.K.4a Identify New Meanings for Familiar Words

In this story, what does the word ____ mean? Which picture shows what the word____ means in the story?

L.K.5b Relate Words To Their Opposites

Look at the pictures/words. Find the picture/word that means the OPPOSITE of _______?

L.K.5d

Distinguish Shades of Meaning

Listen Read/ to this story. “___________________._______ _____________________” What did ____ do/say when _______? (Ex., Baby Bob is coloring on the walls in his room. Mother turned around and stopped what she was doing. Mother (whispered, yelled, giggled), “Oh no, Baby Bob!”)


M-DCPS, Curriculum & Instruction, February, 2008 Nanette Raska & Sandra Lopez

Grades 1 & 2 SAT-10 Question Task Cards - Functional

Initial Understanding Ask a question that requires students to simply locate details or identify chronological order. The answers are right there in the poster, chart, flyer, or recipe.

• Who, what, when, where, how many, or how much? • According to the ________, what will the children learn? • What do you do first/last? • What did he/she do first/last? • Where did ____ go before/after _____? • Which ______ was seen first/last? • Step # ___ tells ______. • The story tells you that _______.

Interpretation Ask a question that requires students to draw conclusions from the information given, apply ideas from text to a new situation, or determine the main idea.

• Who, what, when, where, how many, or how much? • Why did _____ have_____? • How did ______ do _____? • What might be funny? (ha ha) • Why do you think _______? • Why should ___________? • About how long will it take to_________? • What makes ______ _______? • To make _____ you will need _______. • Which of these is true?

Critical Analysis and Strategies Ask a question that requires students to determine the author’s purpose/viewpoint, identify text characteristics, or if needed information is within the text.

• The _____ was written mainly to ________. • Which of these is true? • What does the author want you to know?


Grades 1 & 2 SAT-10 Question Task Cards - Informational

Initial Understanding Ask a question that requires students to simply locate explicit details and chronological order that are right there in the expository text.

• Who, what, when, where, how many, or how much? • What does the story say about _______? • The story says that _______. • Which of these happened first/last? • Which of these happened only once? • What happened _______? • At the end of the story, ________?

Interpretation Ask a question that requires students to make inferences to draw conclusions, determine main idea, or cause/effect relationships.

• Which of these is the best name for this story? • What is the main idea of the story? • What is this story about? • Which of these is true? • Which of these is true in the story? • Why does ____have ___? • What causes _____ to happen?

Critical Analysis and Strategies (2nd grade only) Ask a question that requires students to determine the author’s purpose/viewpoint and unknown words in context.

• Which of these does the author probably believe? • The author wrote this story mainly to_____? • How can you tell that________________?


Grades 1 & 2 SAT-10 Question Task Cards - Literary

Initial Understanding Ask a question that requires students to locate explicit details and chronological order that are right there in stories, personal narratives, or poems.

• Who, what, when, where, how many, or how much? • What does the story say about _______.? • The story says that _______. • Which of these happened first/last? • Which of these happened only once? • What happened _______? • At the end of the story, ________?

Interpretation Ask a question that requires students to make inferences in order to draw conclusions, determine main ideas, or cause/effect relationships.

• Which of these is the best name for this story? • What is the main idea of the story? • Why does ____have ___? • _______ probably does ______because _____. • This story is mostly about______. • You can tell that ___ likes ____ because___. • Who had probably___________? • How do you know___________?

Critical Analysis and Strategies (2nd grade only) Ask a question that requires students to determine the author’s purpose/viewpoint, unknown words from context, or identify characteristics of genre.

• In this story, what does the word _______ mean? • The author wrote this story mainly to_____? • How can you tell________________? • Which of these is true? • The story was written to ________. • The story is most like a ________.(joke, song, poem, fairy tale) • You can tell this story is make-believe because _______.

Planning for a Rigorous KINDERGARTEN Reading/Language Arts Lesson… Week of:

MDCPS – Division of Language Arts/ Reading, July 2011

READING Strand: Literature/ Poetry OR Informational AND Listening/Speaking Text Title: Author: Standard/s:

• Primary

• Secondary

• Ongoing

Strategy and/or Graphic Organizer --- Use to Respond to Text

SAT 10 Task Card Question/s:

Essential Question:

Strand: Foundational Skills Strand: Language Standard – Concepts of Print: __ L to R, T to B, P by P__ Spoken words represented by letters __Words separated by spaces __ Recog /name upper & lower case letters __ First word of a sentence/ last word Phonological/ Phonemic Awareness: __Rhyme: Recognition or Production __Alliteration: Initial Sounds __Sentence Segmenting __Syllables Blending/Segmenting/Deletion __Onset/Rimes: Blending __Phoneme: Matching/Isolating Initial Sound, Final Sounds, Medial Sounds __Phoneme Manipulation: Initial/Final Phoneme Deletion Blend Deletion, Phoneme Substitution, Second Phoneme in Blend Deletion

Standard - Phonics: Letter-Sound Correspondences __Consonant Letter Names/Sounds __Vowel Letter Names/ Sounds (short/long) __Hard & Soft Cc & Gg __Multiple Sounds of Xx & Ss Consonant Blends & Diagraphs __Consonant Diagraphs/ Consonant Blends __Silent Letter/ Oddities Variant Vowels _Vowel Digraphs, _ Diphthongs Syllable Patterns _ Closed, _ Open, _VCe, _ R Controlled, _Vowel Team, _Final Stable Structural Analysis __ Compound Words, _ Inflectional Suffixes __ Prefixes, __Base/Root Words __ Derivational/ Chameleon Suffixes

High Frequency Words: Standard: Vocabulary Acquisition

Fluency : Opportunities to Reread • With purpose & understanding • Accuracy (Correctness) • Rate (Speed) • Expression (Tone & Intonation) • Reread to Confirm/Self-Correct

Standard: Conventions

1


This book belongs to ________

I can see!

I see with my eyes. page 1

I can hear!

I hear with my ears. page 2

I can smell!

I smell with my nose. page 3

I can taste!

I taste with my tongue. page 4

I can touch!

I touch with my fingers. page 5

2


I have five senses. page 6


1. ____________________

2. ____________________

3. ____________________

4. ____________________

5. ____________________

The Sharing Hand

where when

what why

who

how

is word:

is not

person:

animal:

action:


Lunchroom

Home

Beach

Continuum of Phonological and Phonemic Awareness

Degree of Difficulty

Type: Subtype: Example:

Phonological Awareness Continuum

Rhyme Recognition Does cat rhyme with hat? (yes)

Production What rhymes with cat? (hat)

Alliteration Recognizing words with the same initial sounds

Daisy duck dances

Sweet Suzie sits on a soft sofa

Sentence Segments

Words in sentences How many words are in this sentence? Mary bakes bread. (3)

Syllables Blending Listen to the two word parts: Side…walk. Say the whole word: (sidewalk)

Listen: yes…ter…day. Say the whole word: (yesterday)

Segmenting Say the two words in sidewalk. (side…walk)

Listen: yesterday. Say each part: yes…ter…day

Deletion Say sidewalk without side. (walk)

Onset and Rimes

Blending What word is this? /c/…/ake/ (cake)

/st/…/and/ (stand), /fl/…/ip/ (flip)

Phonemic Awareness Continuum

Phoneme Matching initial sound Which words begin with the same sound?

Cake, cat, dog (cake & cat)

Isolating initial sound What is the first sound in cake? (/c/)

Final sounds What is the last sound in bat? (/t/)

Medial sounds What is the middle sound in fat? (/a/)

Phoneme Blending What word am I saying? /c/ /a/ /t/ (cat)

Phoneme Segmenting How many sounds do you hear in cat? (3)

What are the sounds in cat? (/c/ /a/ /t/)

Phoneme Manipulation

Initial and final phoneme deletion

Say Sam without the /s/. (am)

Say seat without the /t/. (sea)

Initial phoneme in blend deletion

Say flip without the /f/. (lip)

Phoneme Substitution Say cat. Now say /p/ instead of /c/. What’s the new word? (pat)

Say tan. Now say /p/ instead of /n/. (tap)

Say tap. Now say /o/ instead of /a/. (top)

Second Phoneme in Blend Deletion

Say black without the /l/. (back)

Retyped by D. Pearce, July 2010 From Just Read, Florida!

The Layers of Phonics: A Vertical and Horizontal Continuum

Letter-sound Correspondence

Consonant Blends and Digraphs Variant Vowels Syllable Patterns Structural Analysis

Consonant Letter Names (uppercase and lowercase) Consonant Letter Sounds (/d/, /t/, /m/, /f/, /r/) Vowel Letter Names (uppercase and lowercase) Short and Long Vowel Sounds (/a/, /e/, /i/, /o/, /u/) Hard and Soft c and g (city, cup, giant, gate) Multiple Sounds of x and s (excite, mix, exit, runs)

Consonant Digraphs (sh, th, wh, ch, ph) Consonant Blends (st-, bl-, str-, gr-, -nt, -mp, -nd, -st) Silent Letters/Oddities (-mb, kn-, -lk, qu)

Vowel Digraphs (ea, igh, ue, oo, ie) Diphthongs (oi, oy, ou, ow)

Closed (cat, tent, picnic) Open (he, hi, baby) VCe (Silent e) (tape, like, compete) R controlled (car, for, stir, her) Vowel Team (sail, seem, eight, look) Final Stable (maple, picture, station)

Compound Words (cowboy, cupcake) Inflectional Suffixes (-s, -es, -ing, -ed) Prefixes (pre-, re-, un-, dis-) Base and Root Words (read, ject, port) Derivational Suffixes (-ian, -ity, -ible/able) Chameleon Prefixes (in-, ad-, ob-)

High Frequency Words (Regular and Irregular)

(it, am, was, said, come)

(Adapted from Birsh, 2005; Henry 2003; Moats, 2000)

Layers of Phonics Continuum Details


Letter-sound correspondences:• Consonant letter names With letter names we are focusing on having students be able to

recognize and recall the names of upper and lowercase letters for consonants• Consonant letter sounds refers to consonants that are represented by a one to one

correspondence (e.g., m-> /m/)• Vowel letter names With letter names we are focusing on having students be able to

recognize and recall the names of upper and lowercase letters for vowels.• Short vowel sounds are often the first focus of vowel instruction with long vowel sounds

and the many ways they are represented in letter combinations being introduced later on.• Hard and soft c and g c and g are two letters that have hard and soft sounds. Hard c is

the sound /k/ when it is followed by an a, o, u as in cat, cot, cut and when it is followedby an e, i, y, it is the soft sound or /s/ as in city, cent, cycle and the same three lettersapply for hard g or the /g/ sound (gate, got, gum) and the soft sound is /j/ when followedby e, i, y, like in gem, giant, gym

• Multiple sounds of x and s – The letters x and s have multiple sounds - x has threesounds - /k/ as in excite, /k//s/ as in mix, and /g//z/ as in exit (with /k//s/ being the mostcommon) and s has the voiced and unvoiced sound and when it is voiced it becomes a /z/sound as in runs – when the consonant sound before the s is a voiced sound, then the /s/becomes voiced and makes the /z/ sound as in – bets (t is unvoiced) and then beds (d isvoiced and the s makes the /z/ sound)

Consonant Blends and Digraphs• Consonant digraphs two consonant letters that make one sound (e.g., sh -> /sh/)• Consonant blends two or more consonants adjacent to each other in a word, but each

retains its original sound (e.g., clip or strap)• Silent Letters in English we have some letters that are silent and come in certain patterns

and locations within words for example the kn- pattern has a silent K and usually comesat the beginning of the word or at least beginning of syllable (acknowledgement), anotherpattern with silent letters are –lk as in talk, -mb as in lamb which both usually come at theend of the word or syllable and the ‘h’ in ghost

• Oddities are low frequency patterns, or are exceptions to the typical patterns, somewhatof a “misc.” category – lk as in talk, qu- as in queen

Variant vowelsThis term refers to the various vowel patterns that can represent one vowel sound in morethan one way

• Vowel digraphs are combinations of vowels that represent one vowel sound such as longa (e.g., long a –ai as in rain /ay as in bay/a Consonant e as in cake/eigh as in eight)

• Diphthongs a combination of letters that creates a subtle glide from one vowel to anothersuch as oi/oy (boil/boy) and ou/ow (out/cow)


Syllable Patterns• A Closed syllable ends in at least one consonant; the vowel is short (e.g., pan, shot, milk,

magnet)• An Open syllable ends in one vowel; the vowel is long (e.g. so, he )• A VCe (Silent e) syllable ends in one vowel, one consonant, and a final e. The final e is

silent and the vowel is long. ( e.g. make, pipe, shine)• An R controlled syllable has an r after the vowel; the vowel makes an unexpected sound.

(e.g. car, dirt, turtle)• A Vowel Team syllable has two adjacent vowels. Each vowel team syllable must be

learned individually (e.g. sail, boat, moon, boy)• A Final Stable syllable has a consonant –le combination or a nonphonetic but reliable

unit such as –tion. The accent usually falls on the syllable before the final syllable.(puzzle, candle, contraction, picture).

Structural AnalysisKnowledge of morpheme structures is also a structural analysis skill. It is also referredto as advanced phonics or advanced decoding.

• Compound words sunshine, homesick• Inflectional endings indicate or change tense, possession, comparison or number, e.g. –s,

-ed, -ing (Harris & Hodges, 1995, p. 116 )• Prefixes are important to know for reading, spelling, and vocabulary acquisition. A

prefix is a morpheme attached to the beginning of the base or root word that creates anew word with changed meaning or function.

• Base/root words a word or the main part of a word (struct is the root of destructive) thataffixes are added to form a new word, they are taken from Anglo-Saxon, Latin and Greek(e.g., port meaning ‘to carry’ in Latin)

• Derivational suffixes – a suffix added to a base or root that forms another word that isoften a different part of speech from the base or root such as –ful in hopeful.

• Chameleon Prefixes – a chameleon prefix is a prefix in which the final letter of theprefix changes due to assimilation with the first letter of the base element (e.g. con-becomes a chameleon prefix in collect, correct, and combine) – These are also sometimesreferred to as assimilated prefixes (definition taken directly from Henry, 2003, p.286)

FRY'S 300 INSTANT SIGHT WORDS

First Hundred

a can her many see usabout come here me she veryafter day him much so wasagain did his my some weall do how new take werean down I no that whatand eat if not the whenany for in of their whichare from is old them whoas get it on then willat give just one there withbe go know or they workbeen good like other this wouldbefore had little our three youboy has long out to yourbut have make put twoby he man said up

Second Hundred

also color home must red thinkam could house name right tooanother dear into near run treeaway each kind never saw underback ear last next say untilball end leave night school uponbecause far left only seem usebest find let open shall wantbetter first live over should waybig five look own soon whereblack found made people stand whilebook four may play such whiteboth friend men please sure wishbox girl more present tell whybring got morning pretty than yearcall hand most ran thesecame high mother read thing

Third Hundred

along didn't food keep sat thoughalways does full letter second todayanything dog funny longer set tookaround don't gave love seven townask door goes might show tryate dress green money sing turnbed early grow myself sister walkbrown eight hat now sit warmbuy every happy o'clock six washcar eyes hard off sleep watercarry face head once small womanclean fall hear order start writeclose fast help pair stop yellowclothes fat hold part ten yescoat fine hope ride thank yesterdaycold fire hot round thirdcut fly jump same those

My Connection…

text self

world text -- to --

reading - my five senses - division of language arts/reading

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