Phonics and Decoding Strategies for Struggling Readers

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PRODUCT DESCRIPTION

Grade Level or Special Area: For all emergent readers and grades k-3
Length of Unit: To be used throughout the year. One session takes about 15-20 minutes a day.

I. ABSTRACT

Core Knowledge Poems are great to teach as a poetry unit. However, there is so much more to them. You can use the Core Knowledge Poems for teaching many reading skills. Not only will your students learn from these poems, but they will learn to love them as they make them a part of a “Personal Reader” which helps boost self-esteem and reading skills. This unit will show you how to use the Core Knowledge Poems as phonics based reading instruction for emergent and struggling readers. Make the poems an important part of your readers’ lives by using the poems to help teach phonics which will help them to improve both their decoding and encoding skills.

II. OVERVIEW

A. Concept Objectives
1. Students will develop an understanding of phonics and other strategies to decode and spell unfamiliar words
2. Students will transfer the phonics and other strategies learned to decode and spell unfamiliar words in their reading and writing.
B. Content
1. Accurately decode phonetically regular one-syllable short vowel CVC words (for example, cat, pig, mud, tot, and set).
2. Accurately decode simple one-syllable nonsense words (for example, mup, fap, chim).

3. Identify and pronounce sounds for consonants, consonant blends (e.g., br, st, fl) and consonant digraphs (e.g., ch, sh wh, th) accurately in words.
4. Accurately decode phonetically one syllable VC-e words (for example, chase, kite, muse, tote, these).
5. Identify and pronounce sounds for short and long vowels, using patterns (e.g., vc, vcv, dvc, cvvc, cvcv, cvc-silent e), and vowel digraphs (e.g., ea, ee, ie, oa, ai, ay, oo, ow) accurately in words. .
6. Identify and pronounce sounds for r-controlled vowels accurately in one-syllable word (e.g., ar, or, er).

7. Identify and blend initial letter sounds with common vowel patterns to pronounce one-syllable words (e.g., /g/…/oa/…/t/, goat).

C. Skill Objectives
1. Upon hearing a single syllable word, students will manipulate letter tiles to spell the word.
2. Upon hearing a single syllable word, students will write the word correctly.
3. Students will manipulate and sort word cards according to vowel patterns, diagraphs, or blends.
4. Students will write words according to vowel patterns, diagraphs, or blends.
5. Students will locate and highlight specific vowel patterns, diagraphs, or blends in poems or written passages including core knowledge poems.
6. Students will read specific poems or written passages including core knowledge poems fluently.
7. Upon hearing a single syllable word, students will identify a vowel pattern, diagraph or blend by playing a bingo game or other game from Words Their Way.
8. Upon hearing a multisyllable word, students will transfer the skills learned by writing the word correctly.

III. BACKGROUND KNOWLEDGE

A. For Students
1. Recognize and write the letters of the alphabet.
2. Vocalize the sounds of the letters of the alphabet.

Total Pages
24
Answer Key
N/A
Teaching Duration
1 Month

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Phonics and Decoding Strategies for Struggling Readers
Phonics and Decoding Strategies for Struggling Readers
Phonics and Decoding Strategies for Struggling Readers
Phonics and Decoding Strategies for Struggling Readers