1. Unit 2 Sections 3-4

2. Review Example Instructional Sequence for Phonics, Word Analysis, and Spelling

3. Review the Developmental Sequence

4. Grade 1 Phonics and Word Recognition Standards RF.1.3. Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound 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.

5. Syllable Instruction Students begin to read multisyllable words and may need practice orally breaking words into syllables. Remember: Syllable types are all about the vowels! A syllable has one vowel sound that causes the mouth to open. All vowels are voiced.

6. Student Activity 4.10: Repeated Reading Procedure

7. Student Activity 4.15: The Three Sounds of -ed fitted wiped printed walked billed loved Stage Six The inflectional suffix -edhas meaning. It is added to verbs, and can be pronounced three ways: /d/, /t/, and /ed/.

8. Understanding High-Frequency Words Some high-frequency words can be decoded and others cannot. • High-frequency words such as and, be, can, in, that, for, and this can all be sounded out. • High-frequency words that do not follow a decodable pattern are irregular. Words such as of, does, have, and from cannot be sounded out based on patterns or a rule. We need a routine for learning irregular words. Accuracy, fluency, and automaticity are the goal. We want students to learn these words by heart so they do not spend time stumbling over these words.

9. Student Activity 4.16:Irregular Word Routine Stages One Through Six The irregular word routine should include these six steps: • Trace the word written on a page three times with their fingers, saying the word and naming the letters as they trace. • Trace the word written on a page three times with their pencils, saying the word and naming the letters as they trace. • Stand up and skywrite the word three times, saying the word and naming the letters as they trace. • Fold their papers in half vertically. • Write the word from a model three times on the left side of the paper, saying the word and naming the letters each time they write it. • Write the word from memory three times on the right side of the paper, saying the word and naming the letters each time they write it.

10. In the CCSS, reading fluency is defined as “reading with sufficient speed and accuracy to support understanding.” Fluency results from accurate, automaticdecoding, and comprehension of the words’meanings (SVR). A Definition for Reading Fluency

11. Why Is Fluency so Important? fluency Increased fluency leads to: • More reading. • More vocabulary. • Stronger comprehension. Lack of fluency leads to: • Less reading. • Smaller vocabulary. • Limited comprehension. decoding comprehension

12. Student Activity: Fluency Detective Work Stage Four Directions: Revisit a text that students have read once for some “detective work.” Ask students to read a sentence or page to find words that tell why something happened, who did something, how something was done, and so on. When students have found those words in their books, choral read that section with appropriate phrasing.

13. Student Activity: DailyOne-Minute Speed Drills Stage Six Directions: Put six to eight irregular words on a 5x8 grid in random order. Challenge students to read them accurately at a rate of 40–60 words per minute. Touch and name the words in the first row. (Teacher only) Touch the words in the first row as students say them. Start again at the top. Touch words as quickly as possible, working across and down the chart. Time students for one minute and see how many times they can read the chart.

14. Summary (Beck & Juel, 1995) • Learning the code in first grade is extremely important because early decoding reliably predicts reading comprehension in subsequent grades. • Failure to teach the code in the most straightforward manner (e.g., through good, explicit phonics instruction coupled with reasonably constrained texts) would leave many children without the key to unlock the printed message. • Children without this key cannot independently enter the world of quality literature; some may learn to dislike reading entirely.