1.RF.4.1

Use letter-sound knowledge of single consonants (hard and soft sounds), short and long vowels, consonant blends and digraphs, vowel teams (e.g., ai) and digraphs, and r-controlled vowels to decode phonetically regular words (e.g., cat, go, black, boat, her), independent of context.

Learning Outcome:

Develop an understanding of the five components of reading (print concepts, phonemic awareness, phonics, vocabulary, and fluency and comprehension) to build foundational reading skills.

I Can Statements Question Stems
-I can decode words using consonant sounds.
-I can decode words using short and long vowel sounds.
-I can decode words using consonant blends and diagraphs.
-I can decode words using vowel teams and diagraphs.
-I can decode words using r-controlled vowels.
-I can decode words.

-What sounds do the consonants make in the word?
-What sound do the vowels make in the word?
-Is there a blend in the word? What sound does the blend make?
-Is there a digraph in the word? What sound does the digraph make?
-Is there a vowel team? What sound does the vowel team make?
-Is there an r-controlled vowel? What sound does it make?

Academic Vocabulary

blend
consonant
decode
diagraph
long vowel
r-controlled vowel
short vowel

Practical Examples, Standards, and Digital Resources

Reading Examples Writing Examples Speaking and Listening Examples
-Students circle all of the consonants in a given sentence and underline vowels in words.

-Students sort picture or word cards by blends and digraphs.

-Students sort common vowel teams from short vowels.

-Students find r-controlled vowels when reading, then sort by type (ir, ar, or).

 -Students search for words around the classroom with consonant blends and write on whiteboards or in notebooks.

-Using a T chart, have students write words they encounter by short and long vowels or by digraphs and blends.

-Using a three column chart, have students write r-controlled vowel words by type (ir, ar, or).

-With a partner, students practice identifying and reading words with consonant digraphs or blends.

-Students "read the room" looking for words that have vowel teams and read them to partner.

Reading Standards Writing Standards Speaking and Listening Standards
1.RV.2.4 1.W.2.1 1.W.6.2.c  1.SL.2.1
Digital Resources
Pearson Long and Short Vowel Sort https://www.pearsonhighered.com/assets/samplechapter/0/1/3/5/013514843X.pdf

Make, Take, Teach Digraph and Blend Sorts http://blog.maketaketeach.com/teaching-blends-and-digraphs/

Jack Hartmann Digraph Song https://www.youtube.com/watch?v=NK8_Tvu6bJk

Jack Hartman Bossy R Song https://www.youtube.com/watch?v=bp8arskkcXg

English Learner Considerations

The English Learner considerations, which were written by Indiana EL teachers, are meant to increase engagement and support growth for ELs.They are designed to support the standards and curriculum you are currently using. The following are recommendations of best practices to assist educators in making language more accessible for English Learners. Educators should adapt strategies based upon a student’s proficiency level and ensure that content is age-appropriate.

Additional strategies and the guiding principles regarding literacy instruction for English Learners.

Beginning Intermediate Advanced

Special Education Considerations

The special education considerations, which were written by Indiana special education teachers, are meant to increase engagement and support growth for students in special education. This is not an exhaustive list of strategies, but these supports will help you make literacy instruction more accessible for students. Remember to adapt these to the needs of your students and ensure that you are creating opportunities for all students to engage with rigorous content.

Guiding principles regarding literacy instruction for students in special education.

Strategy  Examples
In development In development

Please provide feedback on this draft.

 

Return to List