20 reading, writing, and phonics activities all connected to Eric Carle's literature and CCSS aligned! Many activities include various levels of difficulty for differentiation! Printables, gameboards, and everything you need to use right away with your students! Included in this bundle:
•Eric Carle Animal Digraph Sentences
•Eric Carle Book Review
•The Very Busy Spider CVC Web
•Eric Carle Character Phonics Talk
•Eric Carle CVC Silly Sentences
•Eric Carle Digraph Spinner Race
•DRAW ME A STAR Tap to Read
•LITTLE CLOUD Digraph Sentences
•LITTLE CLOUD Tap to Spell
•Eric Carle Memory Book
•Eric Carle Missing Glued Sounds Sentences
•Eric Carle Paper Bag Character Riddles
•Eric Carle's Scrambled Sentences
•Eric Carle Sight Word Sentences
•Eric Carle Sound Spinner Game
•Eric Carle Phonics Games: A 5-Game Bundle
(Including HAVE YOU SEEN MY CAT Vowel and Consonant Race, THE GROUCHY LADYBUG Building Words Game, PAPA, PLEASE GET THE MOON FOR ME Race to the Moon Digraph Game, THE VERY HUNGRY CATERPILLAR Scramble to Make Real Words Game, FROM HEAD TO TOE Plurals Game)
**This product is included in our Eric Carle Author Study--a Complete Integrated Unit! Check out this bundle and save a bundle:
Link-Eric Carle Author Study Unit: Integrated, Differentiated, CCSS Aligned
CCSS Standards Addressed
Reading: Foundational Skills
• CCSS.ELA-Literacy.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
◦ CCSS.ELA-Literacy.RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable words.
◦ CCSS.ELA-Literacy.RF.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
◦ CCSS.ELA-Literacy.RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
◦ CCSS.ELA-Literacy.RF.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
Phonics and Word Recognition
• CCSS.ELA-Literacy.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
◦ CCSS.ELA-Literacy.RF.1.3a Know the spelling-sound correspondences for common consonant digraphs.
◦ CCSS.ELA-Literacy.RF.1.3b Decode regularly spelled one-syllable words.
◦ CCSS.ELA-Literacy.RF.1.3c Know final -e and common vowel team conventions for representing long vowel sounds.
◦ CCSS.ELA-Literacy.RF.1.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
◦ CCSS.ELA-Literacy.RF.1.3e Decode two-syllable words following basic patterns by breaking the words into syllables.
◦ CCSS.ELA-Literacy.RF.1.3f Read words with inflectional endings.
◦ CCSS.ELA-Literacy.RF.1.3g Recognize and read grade-appropriate irregularly spelled words.
• CCSS.ELA-Literacy.RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
◦ CCSS.ELA-Literacy.RF.1.4a Read grade-level text with purpose and understanding.
◦ CCSS.ELA-Literacy.RF.1.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
CCSS.ELA-Literacy.RF.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Vocabulary Acquisition and Use
• CCSS.ELA-Literacy.L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
◦ CCSS.ELA-Literacy.L.1.4a Use sentence-level context as a clue to the meaning of a word or phrase.
◦ CCSS.ELA-Literacy.L.1.4b Use frequently occurring affixes as a clue to the meaning of a word.
◦ CCSS.ELA-Literacy.L.1.4c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).