Rhyming Words Sports Theme

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PRODUCT DESCRIPTION

A sports themed matching activity that includes short and long vowels, blends and digraphs, diphthongs.

Covers the Following Common Core Elements:
Kindergarten:
CCSS.ELA-Literacy.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-Literacy.RF.K.2.a Recognize and produce rhyming words.
CCSS.ELA-Literacy.RF.K.2.b Count, pronounce, blend, and segment syllables in spoken words.
CCSS.ELA-Literacy.RF.K.2.c Blend and segment onsets and rimes of single-syllable spoken words.

CCSS.ELA-Literacy.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-Literacy.RF.K.3.c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

First Grade:
CCSS.ELA-Literacy.RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
CCSS.ELA-Literacy.RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
CCSS.ELA-Literacy.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-Literacy.RF.1.3.b Decode regularly spelled one-syllable words.
CCSS.ELA-Literacy.RF.1.3.c Know final -e and common vowel team conventions for representing long vowel sounds.
CCSS.ELA-Literacy.RF.1.3.g Recognize and read grade-appropriate irregularly spelled words.

Second Grade:
CCSS.ELA-Literacy.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-Literacy.RF.2.3.a Distinguish long and short vowels when reading regularly spelled one-syllable words.
CCSS.ELA-Literacy.RF.2.3.b Know spelling-sound correspondences for additional common vowel teams.



Covers the following TEKS for Texas Based Curriculum:

Kindergarten:
(3) Reading/Beginning Reading Skills/Phonics.
(A) identify the common sounds that letters represent
(B) use knowledge of letter-sound relationships to decode regular words in text and independent of content (e.g., VC, CVC, CCVC, and CVCC words)
(C) recognize that new words are created when letters are changed, added, or deleted; and
(D) identify and read at least 25 high-frequency words from a commonly used list.

FIRST GRADE:
(2) Reading/Beginning Reading Skills/Phonological Awareness.
(A) orally generate a series of original rhyming words using a variety of phonograms (e.g., -ake, -ant, -ain) and consonant blends (e.g., bl, st, tr)
(B) distinguish between long- and short-vowel sounds in spoken one-syllable words (e.g., bit/bite)
(C) recognize the change in a spoken word when a specified phoneme is added, changed, or removed (e.g.,/b/l/o/w/ to/g/l/o/w/)
(D) blend spoken phonemes to form one- and two-syllable words, including consonant blends (e.g., spr)
(3) Reading/Beginning Reading Skills/Phonics.
(A) decode words in context and in isolation by applying common letter-sound correspondences, including:
(i) single letters (consonants) including b, c=/k/, c=/s/, d, f, g=/g/ (hard), g=/j/ (soft), h, j, k, l, m, n, p, qu=/kw/, r, s=/s/, s=/z/, t, v, w, x=/ks/, y, and z
(ii) single letters (vowels) including short a, short e, short i, short o, short u, long a (a-e), long e (e), long i (i-e), long o (o-e), long u (u-e), y=long e, and y=long i (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
(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

(D) decode words with common spelling patterns (e.g., -ink, -onk, -ick)

SECOND GRADE:
(2) Reading/Beginning Reading Skills/Phonics.
(A) decode multisyllabic words in context and independent of context by applying common letter-sound correspondences including:
(i) single letters (consonants and vowels)
(ii) consonant blends (e.g., thr, spl)
(iii) consonant digraphs (e.g., ng, ck, ph)
(iv) vowel digraphs (e.g., ie, ue, ew) and diphthongs (e.g., oi, ou)
Total Pages
41
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Rhyming Words Sports Theme
Rhyming Words Sports Theme
Rhyming Words Sports Theme
Rhyming Words Sports Theme