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-hearing/recognizing sounds
-understand words are made up of sounds
-blending CVCs

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Looking at books--making meaning out of words

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Looking at books--making meaning out of words

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Segmenting/blending  (when I hear a word, I can break it up/when I hear sounds, I can put them together)

Even if you see a silly word, you still need to know how to put it together

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Hearing and recognizing sounds and understand that words are made up of sounds

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Students will continue to segment and expand knowledge of letter sounds for reading readiness

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-break sounds apart
-find/identify the BME sounds that match

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High scoring EOU- They're ready to be reading independently

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Understand that words are made up of sounds and when we say a word we can listen to the sounds in the words.

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Understand that words are made up of sounds and when we say a word we can listen to the sounds in the words.

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-Encoding vs. decoding
-all words have a vowel
-relationship btwn written letters and spoken words
-they can write sounds to make words

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Students will be able to identify a say tricky words. They will be able to know that letters in the tricky words cannot be sounded out the way we have been learning them.

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Students showing difficulty- need more practice with letter sounds, more practice blending and segmenting

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oral segmenting, recognizing phonemes, vowel recognition, letter sound recognition, blending

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-distinguish nonsense v. real words
-decoding words
-identifying 1 word out of many by using the sounds

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Students will be able to decode short passages in a story.

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Students are able to blend sounds to make CVC words and then be able to substitute sounds to make new words.

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Students are able to blend sounds to make CVC words and then be able to substitute sounds to make new words.

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Students will need to listen closely for sounds and recognize corresponding letters

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listening to the sounds
recognizing sounds
blend sounds
blend CVC words

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High score- they are able to identify the sounds and the order in which the sounds have to be in order for the sounds to be blended. And can more on to the next level.
Low Score- the student(s) might still need help with the sounds and how the sounds need to stay in order to blend then. Might need more one on one