RF1.1a Time Assessed: 1st 9 Weeks
Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
Activities to do at home not using technology:
Using a newspaper article, use a highlighter or marker to highlight the capital letters in the text.
Write several simple sentences on a piece of paper. Have your child decide which punctuation mark needs to be placed at the end of the sentence.
Using any book, have your child “frame” a sentence using two fingers. Place one finger at the beginning of the sentence and one at the end of the sentence.
Links to online activities/videos that practice this activity:
Fun Factory-Punctuation and Capitalization
Link to a practice assessment or a very detailed explanation of how this is assessed:
The students will have to complete the following rubric using an assigned reading passage:
*Point to the first word in a sentence.
*Acknowledge the capital letter to begin a sentence.
*Point to the last word in the sentence.
*Name the punctuation marks.
*Frame a sentence using 2 fingers.
RF 1.2:
a: Distinguish long from short vowel sounds in spoken single-syllable words
b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
d.Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
RF 1. 2a: Time assessed: 4th 9 weeks
Distinguish long from short vowel sounds in spoken single-syllable words.
Activities to do at home not using technology:
Short/Long Vowel Stick Puppets-Students can write the vowels on small pieces of paper and attach each vowel to a popsicle stick. Parents can say a word. Students will repeat the word, and hold up the corresponding “vowel stick puppet”. Students will then decide whether the word contains a long or short vowel.
Sand Writing-Put sand on a paper plate (can also use salt or sugar). The parent will say a vowel sound. The student will write the correct letter in the sand. While they are writing the letter, they say the letter name and sound it makes (ex. u says /u/). Once students have mastered this activity, parents can call out short and long vowel sound words. The student will name the vowel used in the word, and write it in the sand.
Magazine Hunt- Give the student a set of household items or pictures from magazines. Have the student name each item out loud. Then, have the student sort the items according to long and short vowel sounds.
Links to online activities/videos that practice this activity:
Short Vowel/Long Vowel Whack-A-Mole
Short Vowel/Long Vowel Quiz Show
5 Short Vowel Sound Activities That Take 5 Minutes (helpful printables for at home activities)
Link to a practice assessment or a very detailed explanation of how this is assessed:
The teacher will assess it by reading words to the student. The student will decode the word, and write L if the word contains a long vowel. The student will write SH if the word contains a short vowel sound.
RF 1. 2b: Time assessed: 2nd 9 weeks
Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
Activities to do at home not using technology:
Word Slider- Write single syllable words with blends on individual index cards. Make an open-ended envelope by folding a piece of paper of construction paper in half. Place the index card inside of the envelope, and reveal one letter of the word at a time. The student will slowly sound out each sound until they are able to read the word.
Stomp and Read- Make a list of single syllable words with blends. Write each letter of each word on a piece of construction paper. Have the student stomp on each letter, sounding it out until they are able to read the word.
Stretch It Out- Use a slinky to discuss segmenting words into individual sounds. Have students choose a word, then stretch out the slinky as they say each sound in the word. Have them identify the beginning, medial (middle), and ending sound in the word.
Race Car Blending- Make a list of single syllable words with blends. Write each letter of each word on individual index cards. Using a toy car, have the student roll the car over the letters while slowly making the letter sounds. Repeat the steps while getting faster until the student is able to read the words.
**Note to parents-
Blends- (ex: bl, cl, fl, gl, pl, sl, br, cr, dr, fr, gr, pr, tr) we teach the students to separate blends into 2 different sounds when using Elkonin boxes and finger tapping.
Digraphs- (ex: ch, ph, qu, sh, th, wh, -ck) we teach the students to keep the letters together in the box and finger tapping.
Links to online activities/videos that practice this activity:
Blending Sounds to Read-Multisensory Activity
Stretchy the Word Snake (Jack Hartmann)
Link to a practice assessment or a very detailed explanation of how this is assessed:
To assess the skill, students will be given a list of single-syllable words (including blends) to read to the teacher. Some examples of possible words are truck, grip, brag, and spot.
RF 1.2c: Time assessed: 1st 9 weeks
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
Activities to do at home not using technology:
Tap it out
Use tap lights to discuss segmenting words into individual sounds. Have students choose a word, then tap each light as they the individual sounds that make up the word. Have them identify the beginning, medial (middle), and ending sound in the word.
Stretch it out
Use a slinky to discuss segmenting words into individual sounds. Have students choose a word, then stretch out the slinky as they say each sound in the word. Have them identify the beginning, medial (middle), and ending sound in the word.
Smash it out
Give your child some playdoh and have them separate it into two, three, or four balls depending on the number of sounds in the word that you are going to use. Then have them “smash” each ball as they make each sound. Have them identify the beginning, medial (middle), and ending sound in the word.
**Note to parents-
Blends- (ex: bl, cl, fl, gl, pl, sl, br, cr, dr, fr, gr, pr, tr) we teach the students to separate blends into 2 different sounds when using Elkonin boxes and finger tapping.
Digraphs- (ex: ch, ph, qu, sh, th, wh, -ck) we teach the students to keep the letters together in the box and finger tapping.
Links to online activities/videos that practice this activity:
Easy and Engaging Phonics Awareness Activities
Phonics Quick Lesson-Middle Sounds
Phonics Quick Lesson-Ending Sounds
Link to a practice assessment or a very detailed explanation of how this is assessed:
The skill will be assessed orally by the teacher. The teacher will say a single-syllable word and ask the student to name the beginning sound. This process will be repeated with medial and ending sounds. The student will also be asked to change initial sounds in words (for example, hat-change the initial sound to /b/ to make the word bat).
RF 1.2d: Time Assessed: 2nd 9 Weeks
Segment spoken single syllable words into their complete sequence of individual sounds (phonemes).
Activities to do at home not using technology:
Push a Sound-Draw 3-4 boxes (known as elkonin boxes). Say a word to your child. Have your child push pom-poms or coins into the squares as they break apart the word (each square represents one sound).
Dab It-Say a word to your child. The child will repeat the word. Using a bingo marker, have your child “dab” the marker each time they say a sound in the word.
Blending Blocks-Give your child 3-4 snap cubes, legos, or some other type of block. Say a single syllable word. Students will repeat the word, and connect their blocks as they say each sound in the word.
Phoneme Manipulation Activity-On a whiteboard or large piece of paper, draw 3-4 boxes (known as elkonin boxes). Then write one word, placing one sound in each box. Using sticky notes, have the student change the beginning, middle or ending sound to create a new word.
Links to online activities/videos that practice this activity:
Elkonin Boxes Video 1
Elkonin Boxes Video 2
Let's Make a Change
Link to a practice assessment or a very detailed explanation of how this is assessed:
During testing, the teacher will say a single-syllable word. The student will segment and produce each individual sound using elkonin boxes and counters. The teacher will also say two words that contain similar sounds. The student will identify which sounds stayed the same (for example, hop and top-op stays the same). This part of the assessment is the most tricky part, so make sure to practice with CVC words.
RF 1.3
a. Know the spelling correspondences for common consonant digraphs
b. Decode regularly spelled one-syllable words
c. Know final -e and common vowel team conventions for representing long vowel sounds
d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
e. Decode two-syllable words following basic patterns by breaking the words into syllables.
f. Read words with inflectional endings.
g. recognize and read grade-appropriate irregularly spelled words
RF 1.3a: Time Assessed: 2nd 9 Weeks
Know the spelling correspondences for common consonant digraphs
Digraphs:
ch-cheese
ph-phone
qu- quarter
-ck- duck
sh- shark
th- think
wh- whale
Activities to do at home not using technology:
Give a digraph sound and have your child form a word with that sound. You can say “sh” and your child may respond with “shark” or “ship”.
Build the robots by matching the digraph sound to the picture. Click the image to download!
Links to online activities/videos that practice this activity:
Link to a practice assessment or a very detailed explanation of how this is assessed:
The students will be expected to read words with the consonant digraphs: sh, ch, ph, th, wh, and ck at the beginning or end of a word. The students will break the word into its sounds. Then the teacher will call out a word containing a consonant digraph, and the student will spell the word by writing it.
Read and break apart the following:
Teacher says: Ship Student says: sh-i-p
Teacher says: back Student says:b-a-ck
Teacher says: Path Student says:p-a-th
Spell the following words:
whip
munch
thin
RF 1.3b: Time Assessed: 1st 9 Weeks
Decode regularly spelled one-syllable words
Activities to do at home not using technology:
Say one syllable words. Have your child repeat the word, then make each sound.
CVC Word Puzzle Build the words and break them into their sounds.
Links to online activities/videos that practice this activity:
Link to a practice assessment or a very detailed explanation of how this is assessed:
The students will be expected to read the word and break it into its initial, medial, and final sounds (beginning, middle, and ending sounds).
Cot c-o-t
Mud m-u-d
Pat P-a-t
Bed b-e-d
RF 1.3c: Time Assessed: 3rd 9 Weeks
Know final -e and common vowel team conventions for representing long vowel sounds
Activities to do at home not using technology:
Say or write words that have the short vowel sound in the middle of the word: “cut” “tap”. Have your student say and write the new word when the magic e is added at the end: “cute” “tape”
Create Vowel Team Members and add words belonging to that team.
Links to online activities/videos that practice this activity:
Magic E Reading Strategy Video
Jack Hartman Vowel Teams Video
Link to a practice assessment or a very detailed explanation of how this is assessed:
The students will be expected to read words with a final -e at the end of the word. The students will be expected to read words containing the following vowel teams in the middle of the word: ee, ea, oa, ai, and ie.
Read the following words:
Hole, cube, lake
Meet, coat, paid
RF 1.3d: Time Assessed: 4th 9 Weeks
Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
Activities to do at home not using technology:
Say words for your child. Have them clap, jump, or hop for each syllable.
Syllable card Match (Pictured Left)
Links to online activities/videos that practice this activity:
Where to separate the words video
Link to a practice assessment or a very detailed explanation of how this is assessed:
Students must know that every syllable in a word must contain a vowel.
Students will circle vowels in words and tell the number of syllables:
Bat (circle the “a”) 1 syllable
Shadow (circle the “a” and “o”.) 2 syllables
RF 1.3e: Time Assessed: 3rd 9 Weeks
Decode two-syllable words following basic patterns by breaking the words into syllables.
Activities to do at home not using technology:
Say words for your child. Have them clap, jump, or hop for each syllable.
Syllable card Match (Pictured Right)
Links to online activities/videos that practice this activity:
Where to separate the words video
Link to a practice assessment or a very detailed explanation of how this is assessed:
Students must know that every syllable in a word must contain a vowel.
Students must divide words into their syllables and read the words:
Biggest big/gest
Trumpet trum/pet
Robot ro/bot
RF 1.3f: Time Assessed: 3rd 9 Weeks
Read words with inflectional endings.
Activities to do at home not using technology:
Say a verb (run). Use the verb in the sentence, but do not say the ending. Let your child think of the correct inflectional ending.
(The boy is ____ to third base.)
Choose the inflectional ending to fit the sentence. (pictured left)
Links to online activities/videos that practice this activity:
What inflectional endings mean video
Choose the word with the correct inflectional ending game
Game Show, What is the inflectional ending?
Link to a practice assessment or a very detailed explanation of how this is assessed:
The students will be expected to read words with the inflectional endings: s, es, ed, and ing:
Wishes, jumps, swimming, hopped
The students will be expected to choose and produce the word with the correct inflectional ending based on the context of the sentence:
Yesterday the cat ______ on the chair. The student would need to circle “jumped”
jumps jumped jumping
She is (run) ______ very fast. The student would need to write “running”
RF 1.3g: Time Assessed: Ongoing
Recognize and read grade-appropriate irregularly spelled words
Activities to do at home not using technology:
Tic-tac-toe with the spelling words. Have the child say the word every time they lay it down.
Twizzler- use Twizzlers to spell the word.
Catch the word- tape a sight word to each ball. Throw the ball to your child and every time they catch it have them read the word aloud. You can keep score with each ball being one point if they can read it without help, and have them try to beat their score each time you play.
Practice your Warrior Word flashcards nightly.
Links to online activities/videos that practice this activity:
Link to a practice assessment or a very detailed explanation of how this is assessed:
RF 1. 4
a: Read on-level text with purpose and understanding
b- Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c: Use context to confirm or self-correct word recognition and understanding, rereading if necessary
RF 1.4a: Time Assessed: Bi-Weekly
Read on-level text with purpose and understanding
Activities to do at home not using technology:
Before reading a book from home or the library make predictions of what you think the book will be about based on the front cover and the title. Throughout the reading answer questions like what do you think will happen next. When you are finished reading, see if your prediction was correct. Why or why not?
Links to online activities/videos that practice this activity:
Pick a story from this website and make predictions.
Link to a practice assessment or a very detailed explanation of how this is assessed:
RF1a is assessed every other week. Before students read for fluency or comprehension, the teacher will ask them to make a prediction of what the story will be about based on the title and picture. After reading, the students will explain if their prediction was correct and why or why not.
RF 1.4b: Time Assessed: Bi-Weekly
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
Activities to do at home not using technology:
Have your child read out loud with someone every day (you, another parent, grandparent, sibling, etc.)
Read stories over and over again. Students love hearing their favorite stories over and over again. This also helps build vocabulary. Point out sight words as you read.
Discuss punctuation marks throughout the story.
Echo Reading - have your child imitate you after you read.
Record your child as he/she reads and let them listen to it. This allows them to hear what they sound like and make corrections to sound better. Break down the passages into sentences and record small segments if needed.
Practice speed reading. Set a timer for one minute and see how many words he/she can read. Challenge them to read more words the next round.
Links to online activities/videos that practice this activity:
List of apps from amazon to help with reading fluency (most are free)
Help the hedgehog (encourages reading rate)
Link to a practice assessment or a very detailed explanation of how this is assessed:
RF4b is assessed every other week. The students are called up individually to read a fiction or nonfiction passage. The teacher sets a timer for 1 minute and the student reads the passage. When the minute is up the teacher counts how many words the student read, subtracting any mistakes or omission that were made.
1st 9 Weeks Goal- 30 Words Per Minute (WPM)
2nd 9 Weeks Goal- 40 WPM
3rd 9 Weeks Goal- 55 WPM
4th 9 Weeks Goal- 70 WPM
RF 1.4c: Time Assessed: Bi-Weekly
Use context to confirm or self-correct word recognition and understanding, rereading if necessary
Activities to do at home not using technology:
While your child is reading, listen to see if they are making corrections. Give them time to self correct if needed. Allow them to go back and reread if needed and use context to help self correct. If your child is struggling with this, record them and see if they notice the way the sentence sounds. One common error students make is they look at the first letter or two and guess the word. Teach them to look at the whole word instead of guessing.
Links to online activities/videos that practice this activity:
Pick a story to read from this website
Link to a practice assessment or a very detailed explanation of how this is assessed:
RF4c is assessed during the reading fluency assessment every other week. The teacher will listen to the student read a passage giving him/her time to self correct if needed.