Consonant Digraphs (even though these have 2 letters – th, wh, sh, ch, ck – they make 1 sound, so the 2 letters go in one box.(This is not my video.) Word lists are below, as well. Here is an AMAZING activity! Watch the video clip below. In my reading support group, we practice reading each row rapidly and repeatedly, pointing under each word. Students should become automatic at reading and spelling these chunks: short vowel rimes. Teach tapping out and blending 3 sounds to form consonant-short vowel-consonant words or CVC words, such as bat, bit, tub, pet, pot. My Wilson Fundationspage will give you even more information! Check out phonics by grade level.ģ. Also, follow the Wilson Fundations Scope & Sequence for kindergarten. Print and follow this! If children cannot hear and manipulate sounds in their heads, they won’t be able to read!Ģ. Master phonological and phonemic awareness. Grades 2 and up should retell, state the author’s lesson, and describe the most important event and why.ġ. Grades K and 1 should retell the story, make a connection to their life or another book, and tell their favorite part and why.
No more than 10 errors per 100 words, including words you had to tell your child, are acceptable.All children must have phonemic awareness and know letter names and sounds before learning to read.Types of Assessments, Goal Writing, Accommodations.
Close Reading / Complex Texts / Test Taking.Best Practices for Comprehension, Decoding, & Fluency.Reading Comprehension & Interactive Learning Games.Family Engagement Activities in English & Spanish.
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