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1-2-PWS-1

Page history last edited by Jami Huck 5 years, 6 months ago

 

Standard 2: Reading Foundations

Students will develop foundational skills for future reading success by working with sounds, letters, and text.

 

PHONICS AND WORD STUDY: Students will decode and read words in context and isolation by applying phonics and word analysis skills.

1.2.PWS.1 Students will decode phonetically regular words by using their knowledge of:

  • single consonants (e.g., c = /k/, c = /s/, s = /s/, s = /z/, x = /ks/, x = /z/)

  • consonant blends (e.g., bl, br, cr)

  • consonant digraphs and trigraphs (e.g., sh-, -tch)

  • vowel sounds:

    • long

    • short

  • r­-controlled vowels (e.g., ar, er, ir or, ur)

  • vowel spelling patterns:

    • vowel digraphs (e.g., ea, oa, ee)

    • vowel-consonant-silent-e (e.g., lake)

Student Actions 

Teacher Actions 

  • Students will decode phonetically regular words using knowledge of consonant sounds, blends, digraphs, trigraphs, short and long vowel sounds, and vowel patterns. 

 

 

 

 
  •  Teachers use phonics to teach sounds of letters and groups of letters.
  • Teachers explain principles that govern the sounds and spelling patterns of regular decodable words.

  • Teachers model using knowledge of phonics and phonics principles to decode words.

  • Teachers provide students opportunities to apply knowledge of phonics and phonics principles to decode words in isolation and in texts.

  • Teachers monitor and provide feedback or interventions as needed to help students successfully decode regular words.0000

Supporting Resources 

Teacher Insights 

Teaching Decoding by Louisa C. Moats (PDF)

Word Work Activities (PDF)

West Virginia Reading First Explicit Phonics Lessons (PDF)

Explicit, Systematic Phonics Lessons, Scope & Sequence Materials (webpage)

Reading Rockets:  Phonics Instruction (webpage)

Reading Rockets:  The Value of a Multisensory Approach (webpage)

 

  • Explicit, systematic approaches to phonics instruction include the following:

    • Preplanned scope and sequence

    • Easy to more difficult

    • Cumulative reviews

    • Guided to independent practice

  • Phonics instruction should begin when students can identify two and three phonemes in a spoken word.

  • Word sorts give students exposure and experience with words that contain a specific spelling pattern.

  • Consonant blends are two to three consonants that appear together in a word.  The consonants in blends retain their original sound and are blended together when decoding a word.  

  • A digraph is a combination of two letters representing one sound, as in ph and ey.

  • A trigraph is a combination of three letters representing one sound, as -tch and sch-.

  • r-controlled - A syllable with er, ir, or, ar, or ur. Pronunciation of the vowel usually changes before /r/.

  • vowel silent e - A syllable with a long vowel, spelled with one vowel + one consonant + silent e.  Com-pete, des-pite

Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.

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