Teaching phonogram sounds can be helpful when learning to read.
This little packet will "Pump you up!" (saying it with an accent helps haha)
Included in this 33 page packet:
-44 phonogram sounds on mini anchor chart WITH space to add more words that have those sounds
-4 different cover pages to create student books
-2 versions of whole sheet reference pages for student journals or at home reference.
-Parent letter to send home with a copy of cards or reference sheet
-Ideas for use information page
110.12. English Language Arts and Reading, Grade 1:
(2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to:
(D) blend spoken phonemes to form one- and two-syllable words, including consonant blends (e.g., spr);
(3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
(A) decode words in context and in isolation by applying common letter-sound correspondences, including:
(iii) consonant blends (e.g., bl, st);
(iv) consonant digraphs including ch, tch, sh, th=as in thing, wh, ng, ck, kn, -dge, and ph;
(v) vowel digraphs including oo as in foot, oo as in moon, ea as in eat, ea as in bread, ee, ow as in how, ow as in snow, ou as in out, ay,ai, aw, au, ew, oa, ie as in chief, ie as in pie, and -igh; and
(vi) vowel diphthongs including oy, oi, ou, and ow;
(B) combine sounds from letters and common spelling patterns (e.g., consonant blends, long- and short-vowel patterns) to create recognizable words;
(C) use common syllabication patterns to decode words, including:(v) vowel digraphs and diphthongs (e.g., boy-hood, oat-meal); and
(vi) r-controlled vowel sounds (e.g., tar); including er, ir, ur, ar, and or)
Could also be a good review for beginning of year second grade.