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1. Phonemic Awareness:
Activities:
Students practice identifying, isolating, and manipulating individual sounds (phonemes) in words. This can involve games like rhyming, sound identification, and sound blending.
Example:
"What sound do you hear at the beginning of the word 'cat'?" or "Can you blend the sounds /c/, /a/, /t/ to make a word?"
2. Letter-Sound Correspondences:
Instruction: Teachers introduce each letter and its corresponding sound(s).
Activities: Students practice identifying letters, naming them, and associating them with their sounds. This can involve using visual aids like flashcards or magnetic letters.
Example: "What sound does the letter 'B' make?" or "What letter makes the /s/ sound?"
3. Blending and Segmentation:
Blending: Students learn to combine individual sounds to form words.
Segmentation: Students learn to break words into their individual sounds.
Activities: This can be practiced with word cards, manipulatives, or by saying the sounds of a word aloud.
Example: "Let's blend the sounds /c/, /a/, /t/ to make the word 'cat.'" or "What sounds are in the word 'dog'?"
4. Reading and Writing:
Decodable Texts:
Students read simple, decodable texts that use words they have learned to decode.
Dictation and Spelling:
Students practice writing words based on their sounds, reinforcing the connection between spelling and pronunciation.
Activities:
This can involve writing words from flashcards, dictating sentences, or reading decodable books.
Example:
"Let's read this sentence: 'The cat sat on the mat.'" or "Can you write the word 'dog'?"
5. Review and Reinforcement:
Regular review sessions help students retain and apply their phonics skills.
This can involve revisiting previously learned sounds and words, practicing blending and segmentation, and reading decodable texts.
1. Review and Warm-up: Begin with a review of previously taught phonics concepts to activate prior knowledge and prepare students for the new skill. This can include activities like flashcards, word building, or phoneme blending.
2. Introduce a New Phonics Skill: Explicitly teach a new letter-sound correspondence, sound-spelling pattern, or word pattern. This involves direct instruction, modeling, and student participation using "I do," "We do," and "You do" approaches.
3. Application: Word Blending & Decoding: Provide opportunities for students to practice blending sounds together to read words and decode new words using the newly learned phonics skill. This can involve activities like word mapping, blending boards, or reading simple decodable texts.
4. Application: Writing & Encoding: Have students practice writing words and sentences using the new phonics skill. This can include dictation, word building, or creating short stories using decodable texts.
5. Application in Meaningful Texts: Encourage students to read and apply their phonics knowledge in meaningful texts, such as decodable books or short stories. This reinforces the skills and shows the purpose of learning phonics.
6. Assessment: Periodically assess student progress to monitor their understanding and adjust instruction accordingly. Use informal assessments like observations, word lists, or short quizzes.
Flow
Review genre anchor chart
At the beginning of the unit, create a anchor chart with students. Review the anchor chart daily and transition into a student going over the anchor chart with the class.
Review parts of the book
Before reading your mentor text review the following: title, author, publisher, front cover, back cover, page number, spine, picture/illustration, and nonfiction text features.
Activate prior knowledge
~Discuss the general topic of the book.
~Ask students why, as a follow up to the general discussion about the book topic.
~Ask students what might happen if they don’t do something related tot he general topic of the book.
~Ask if they have ever had a life experience based on the topic of the book.
Activate a ongoing comprehension skill
~Make Text to Text, Text to Self, and Text to World Connections
~Make Inferences or Predictions With Evidence
~Evaluate Details
~Synthesize Information
~Respond Using Acquired Vocabulary
~Oral, pictorial, or written response to text
Read with questioning
~Ask questions specific to the book and TEK.
~Who, what, when, where, why.
Check for understanding
~Turn and Talk to a Partner
~Complete a graphic organizer
~Share out
~Written Response
~Exit Ticket
~Jot It Out
~Kahoot
~Quiz/Test
Kindergarten
TEKS: K.2B(iv) identifying and reading at least 25 high‐frequency words from a research‐based list
Dolch List-CLICK HERE
First Grade
TEKS: 1.2B(vi) identifying and reading at least 100 high‐frequency words from a research‐based list
Dolch List-CLICK HERE
Second Grade
TEKS: 2.2B(vii) identifying and reading high‐frequency words from a research‐ based list
Dolch List-CLICK HERE
Kindergarten TEKS:
K.11(A) dictate or compose literary texts, including personal narratives
K.11(B) dictate or compose informational texts (R)
First Grade TEKS:
1.12(A) dictate or compose literary texts, including personal narratives and poetry
1.12(B) dictate or compose informational texts, including procedural texts (R)
1.12(C) dictate or compose correspondence such as thank you notes or letters
Second Grade TEKS:
2.12(A) compose literary texts, including personal narratives and poetry
2.12(B) compose informational texts, including procedural texts and reports (R)
2.12(C) compose correspondence such as thank you notes or letters
Resources:
Writing City Unit Overview-Click Here
Bright Thinker Pacing Guide-Upon Request
Kindergarten TEKS:
K.2(E) develop handwriting by accurately forming all uppercase and lowercase letters using appropriate directionality
Tracing Worksheet Set #1-CLICK HERE
Tracing Worksheet Set #2-CLICK HERE
Tracing Worksheet Set #2-CLICK HERE
First Grade TEKS:
1.2(F) develop handwriting by printing words, sentences, and answers legibly leaving appropriate spaces between words
Tracing Worksheet Set #1-CLICK HERE
Print Handwriting Lesson Plan-CLICK HERE
Print Handwriting Lesson Worksheets- CLICK HERE
Second Grade TEKS:
2.2(E) develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters
Cursive Handwriting Lesson Plan- CLICK HERE
Cursive Student Pages Pt. 1- CLICK HERE
~Anchor charts should be student centered and student created ~
Tips From Current Teachers:
~Teachers prep the main anchor chart ahead of time with pencil to make sure they are hitting all the components.
~Teachers have students create an anchor chart on their own to have a personal anchor chart folder as a resource.
~For a literacy station teachers have 1 station be where the group makes a anchor chart. Then during the lesson, each group shares their anchor chart with class discussion.