1.RF.4.2

Decode one-syllable words in the major syllable patterns (CVC, CVr, V, VV, VCe), 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 one-syllable words with the CVC pattern.
-I can decode one-syllable words with the CVr pattern.
-I can decode one-syllable words with a short vowel.
-I can decode one-syllable words with the VV pattern.
-I can decode one-syllable words with the VCe pattern.

-Can you sound out the word?
-Are there parts of the word you know?
-Does the word follow a pattern? What pattern?
-What sound do these vowels make together? (VV pattern)
-What sound does the vowel make? (V, CVr pattern)
-How does the final-e change the vowel sound? What sound does the vowel make? (VCe pattern)

Academic Vocabulary

decode
syllable

Practical Examples, Standards, and Digital Resources

Reading Examples Writing Examples Speaking and Listening Examples
-Show students five words at a time and have them identify syllable patterns on dry erase board. Together say word parts, then put the parts together to form a word.

-Play syllable games, blending and segmenting games, and phonemic awareness activities.

-Have students underline syllables in a word.

-Given a word, have students break into syllables, identify vowel sound(s), and decode word.

-Give students notecards with individual syllables to match to form words.

-Sort words based on syllable patterns and discuss reasons for sorting them.

-Use anchor charts to model and display breakdown of multisyllabic words.

-Build a word wall of multisyllabic words as they are found and discussed in everyday whole group reading.

-Dictate words for students to spell based on explicitly taught syllable rules.

-Encourage students to spell by syllables following patterns and identify patterns using marking.

-Identify number of syllables of spoken words. Identify number of syllables of spoken words.
Reading Standards Writing Standards Speaking and Listening Standards
1.RV.2.4 1.W.6.2c 
Digital Resources

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