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October In-Service First Grade

This guide provides an overview of phonemic awareness skills for first-grade students, including examples and strategies for teaching and practicing these skills. It also discusses the difference between phonemic awareness and phonics, as well as common concepts such as vowels, consonants, blends, digraphs, compound words, contractions, root words, prefixes, suffixes, and plurals. Additionally, the guide covers strategies for decoding unknown words using semantic, syntactic, and graphophonic cues, and emphasizes the importance of reading regularly to improve writing skills.

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October In-Service First Grade

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  1. October In-Service First Grade

  2. Phonemic Awareness • Hearing individual sounds that make up words • Understanding that speech is made up of individual sounds • Example: • What word is this /m/ /o/ /p/ ? • What is the 1st sound you hear in mop? • What is the last sound you hear in mop? • Tell me all the sounds you hear in mop • Tell me what rhymes with mop • Phonemic Awareness does not involve print

  3. Phonics • Phonics involves teaching children to connect the sounds of spoken English with letters or groups of letters (e.g., that the sound /k/ can be represented by c, k, or ck spellings) and teaching them to blend the sounds of letters together to produce approximate pronunciations of unknown words. • Words that do not follow the rules of phonics are called sight words. Sight words are words that must be memorized (who, you, were). • High Frequency Words are often decodable, but we have children memorize them to improve reading fluency.

  4. Vowels a,e,i,o,u, and sometimes y and w Vowels can be long or short

  5. Short Vowels • Rule: If a word or syllable has only 1 vowel and it comes at the beginning or between 2 consonants the vowel is usually short. am dog bed mitt tug

  6. Long Vowels(Long Vowels always say their name) • Rule #1: If two vowels go walking together, the first one does the talking and the second one listens Rain Jeep Read Boat

  7. Long Vowels • Rule #2: If a word or syllable ends in a Vowel-Consonant-E (V-C-E), the “e” tells that vowel to say it true name. This is called the Magic E Rule Bike Kate Note Hide

  8. Long Vowels • Rule #3: If a word or syllable has only one vowel and it comes at the end of the word or syllable, the vowel is usually long. We Go She Me

  9. Y as a Vowel • Rule #1: If Y is the only vowel at the end of a one-syllable word, Y takes the sound of the long I. Fly Sky By

  10. Y as a Vowel • Rule #2: If Y is the only vowel at the end of a word or more than one syllable, Y takes the sound of the long E. Baby Funny

  11. Consonants All letters but a-e-i-o-u

  12. Consonant Blend • Two or more consonants sounded together in such a way that each is heard Black Train Crib Swim Spring

  13. Consonant Digraph • Two consonants together that represent one sound When Thing ChurchSheep PackKnow Write

  14. Compound Word • One word made up of two or more words. The words in a compound word do not change their spelling Doghouse Sandbox Milkman

  15. Contractions • One word made up of two words that have letters left out marked by an apostrophe. The apostrophe takes the place of the missing letter(s) can not=can’t He will= he’ll

  16. Root Words • Also known as a base word • Is a word to which a prefix or suffix can be added Print Pack Like

  17. Prefix • Syllable added to the beginning of a root word reprint unpack dislike

  18. Suffix • Syllable added to the end of a root word Prints packing liked

  19. Plurals • Adding ‘S’ to a word to make it mean more than one Dogs Kites Jackets

  20. Plurals • Rule #1: If a word ends in x, z, ss, sh, or ch, you usually add an ‘es’. peaches glasses foxes

  21. Plurals • Rule #2: If a word ends in ‘Y’and has a consonant before it, change the Y to an I and add and ‘ES’ Baby-Babies Fairy-Fairies

  22. Adding an ‘ing’ and ‘ed’ • Rule #1: When the short vowel word ends in a single consonant, usually double the consonant before adding ‘ing’ or ‘ed’ Run- Running Swim-Swimming Hum- Humming

  23. Adding an ‘ing’ and ‘ed’ • Rule #2: When the word ends with an ‘E’, drop the ‘E’ and add ‘ing’ or ‘ed’ Bake-Baking, Baked Tape- Taping, Taped

  24. Adding an ‘ing’ and ‘ed’ • Rule #3- When a word has a consonant and then a ‘Y’ , change the Y to an ‘I’ before adding a suffix other than ‘ing’ Cry- Cried - Crying Try- Tried - Trying

  25. What to do when a child comes to an unknown word

  26. Three main Cues to make sense of print • Semantic Cues: hints based on meaning that help readers decode and comprehend • I am going to run to the store. • She will run in the race. • Syntactic Cues: hints based on syntax (way words are put together) to help readers decode and comprehend • Once upon a ____ • Graphophonic Cues: hints based letter/sound relationship

  27. What you can say

  28. 6 Traits of Writing

  29. Read, Read, Read! • Check out the PV Library first grade reading list on my website!

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