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 Church Sheep
Pack Know 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. What is gained by the strategy
Supply
/Return
Modeling
Analyze
On your own
4 strategies to use
Supply the word and go on. Return to the word later and discuss the spelling
Say, “Let’s do it together”. Model how to use the letters to decode the word
Say, “Say as much of it as you can”. What would make sense here? Do you recognize any parts?
Say nothing- Allow time for child to decode. Wait to see if child gets it correct after he/she reads on uses meaning clues
What is gained by the strategy
Maintains flow of meaning. Gives chance to discuss new words in a meaningful context. Reassures meaning is important
Child sees how to pronounce the word based on spelling. Maintains the flow of meaning. Reassures that help will be provided.
Observations are noted on decoding skills. Reminders are provided to use context, word parts, and spelling. Reassures help is provided.
Information gained on child’s independent skills and use of meaning clues. Checking for self monitoring- child knows this is an important strategy. Shows that teacher believes child can read word independently

27. 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

28. What you can say Semantic Syntactic Graphophonic
What would make sense?
Does that sound right?
Sound the 1st letter
Would ___ fit there?
Go back to the beginning of the sentence.
What does __start and end with?
Look at the pictures.
Can you say it that way?
Did the words match what you said?
What happened when____?
Would___fit there?
Point to each word
Read on. What would make sense?
Do those words fit together?
Let’s chunk the word into pieces
You said____. Does it make sense?
What happens with 2 vowels? What happens with the silent e?

29. Read, Read, Read!
Check out the PV Library first grade reading list!