1.FFR.3 Phonics and Word Analysis

The student will apply phonetic principles to read and spell words. 

A. Decode and encode words with short vowels to include blends with digraphs, closed syllables (CVC, CCVC, CVCC, CCVCC). 

B. Decode and encode words with long vowels, open syllables, (CV, CCV) and vowel-consonant-e (CVCE, CCVCE). 

C. Use letter-sound correspondences to decode words containing common vowel teams and r-controlled vowels.  

D. Decode multisyllabic words following basic patterns by breaking the words into syllables.  

E. Read grade-level high-frequency words, including decodable and irregular words with automaticity and accuracy. 

F. Write grade-level high-frequency words with automaticity and accuracy. 

Creative Communicator

Students communicate clearly and express themselves creatively for a variety of purposes using appropriate technologies (including assistive technologies), styles, formats, and digital media appropriate to their goals.

In this standard students will:

A.    learn how to select and use technology to create products or for communicating with others.

B.    use appropriate technologies to create original works. 

C.    share and communicate ideas in a variety of ways—visual, audio, etc.

D.    select and use appropriate technologies to share ideas with different people.

SPED: Phonological Processing

DEFINITION: The ability to "hear," identify, and play with individual sounds (phonemes) within spoken words. 

Instructional Strategies:

• Explicit Phonemic Prep: Use physical tokens (like Elkonin Boxes) to move a marker for every sound heard.

• Multisensory Scaffolding: Use sand writing or finger-tapping to "anchor" invisible sounds to a physical action.

• Visual-Textual Anchors: Always pair a spoken sound with a picture or letter to bridge the gap between hearing and seeing.