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Once, the vowel lesson is done, students will be reassessed with the same assessment from the beginning of the unit. By doing so, teachers can compare both assessments and look for improvement and/or if students still need extra time practicing.

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Students with Special Needs are often behind on grade level. Review and extra support is always a best way to assist our students.

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Before beginning to introduce short and long vowels, review the alphabet with the students.
Students can sing along to the Alphabet Song.

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ELL students will work in small groups along with the guidance of their teacher.

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Teacher will review alphabet with students by singing along to Alphabet Song
Then students will sing along to Short Vowel song and Long Vowel song.

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Online Resources to use in class and at home

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Online Resources to use in class and at home

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Students can practice more by using:

Teach Your Monster to Read

Starfall

Moby Max

RazKids

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Students will work in small groups for this activity. Students will take turns spinning long vowel spinner.
Long Vowel Spelling Game

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Read sentences at a slow-to-normal speed, using an expressive tone.

Point to the corresponding pictures as you read the text.

Act out the story as you read, and ask students to act along with you.

Use visuals and manipulatives such as flannel board pieces, props, puppets, and "realia." ELL learners especially benefit from any three dimensional objects you bring in to enhance the reading experience.

Verify comprehension of the story by asking students to point to items in the illustrations. Check comprehension with yes/no and either/or questions at first, and then move to fill-in-the-blank or who/what/when/where/why questions when students are more comfortable.

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During small groups, students use a short vowel sound mat and pick pictures from the basket to match the vowel.

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These mats are perfect for practicing short vowel sounds. Just print, laminate, and cut out the short vowel mats and word/picture cards. You can put out as many mats as you want. A few, all, it's up to you! Students place the word/picture cards on the proper mat. Each short vowel comes with many word/picture cards so you can keep switching out the cards. You can also use them all at the same time for a more challenging activity. Answer key is included, to make this activity self-checking. These are perfect for centers, small groups, and RTI.

Here is what's included...

⭐5 Short Vowel Mats

⭐30 Short a Word/Picture Cards

⭐19 Short e Word/Picture Cards

⭐20 Short i Word/Picture Cards

⭐18 Short o Word/Picture Cards

⭐23 Short u Word/Picture Cards

⭐Answer Key

►Click here to see my Beginning Sounds Mats!

►Click here to purchase the Beginning Sounds Mats and Short Vowel Mats in a MONEY SAVING BUNDLE!

I hope you enjoy this resource. If you purchase it, please leave feedback so you can earn TpT Credits.

Lori

❤️Email: lori.rosenberg@outlook.com

❤️Teaching With Love and Laughter Blog❤️Facebook❤️Pinterest❤️Instagram Copyright ©️ 2012-2017 Lori Rosenberg

Purchasing this resource grants permission for use by one teacher in his/her classroom. Please purchase additional licences if you intend to share this resource with others.

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These mats are perfect for practicing short vowel sounds. Just print, laminate, and cut out the short vowel mats and word/picture cards. You can put out as many mats as you want. A few, all, it's up to you! Students place the word/picture cards on the proper mat.

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Cut picture and paste under the matching short vowel sound

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Phonological Awareness: CCSS.ELA-LITERACY.RF.1.2  Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 

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Phonological Awareness: CCSS.ELA-LITERACY.RF.1.2  Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 

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CCSS.ELA-LITERACY.RF.1.2.A
Distinguish long from short vowel sounds in spoken single-syllable words.

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*** EVERYTHING YOU NEED *** for your ELA Common Core Assessment needs- no answer key- all student pages

167 student assessments and 51 binder divider pages-Great Resource - Just print and go. Some assessments are 2 pages- we only counted them as 1 assessment - So there are 280 plus pages in all with this packet.

IMPORTANT- We combined all of our 1st grade ELA Common Core Packets into this one big I WANT IT ALL bundle packet- If you buy this packet there is no need to purchase the 1st grade domain packets separately below.

Thanks and Enjoy :)

✂️ REVISED in 2019-CLICKABLE TABLE OF CONTENTS-22 new assessments added-all new clipart

→→ To see a blog post about this product CLICK HERE ←←

***************************************************************************
Check out our other Common Core Packs available: Click the GREEN links below
⇨** I WANT IT ALL **- 1st GRADE ELA ALL STANDARDS ASSESSMENT PACK- (260 pages) ⇦
1st Grade Common Core ELA Assessments Pack- ** Reading Foundational Skills ** 1st Grade Common Core ELA Assessments Pack- ** Reading Informational Text ** 1st Grade Common Core ELA Assessments Pack- ** Speaking & Listening ** 1st Grade Common Core ELA Assessments Pack- ** Reading Literature ** 1st Grade Common Core ELA Assessments Pack- ** Language ** 1st Grade Common Core ELA Assessments Pack- ** Writing **
☆ ELA- 2nd GRADE ☆

⇨** I WANT IT ALL **- 2nd GRADE ELA ALL STANDARDS ASSESSMENT PACK- (240 pages) ⇦
2nd Grade Common Core ELA Assessments Pack- ** Reading: Foundational Skills ** 2nd Grade Common Core ELA Assessments Pack- ** Reading Informational Text** 2nd Grade Common Core ELA Assessments Pack- ** Speaking & Listening ** 2nd Grade Common Core ELA Assessments Pack- ** Reading Literature** 2nd Grade Common Core ELA Assessments Pack- ** Language ** 2nd Grade Common Core ELA Assessments Pack- ** Writing **
☆ MATH- 1st--2nd--3rd ☆
1st Grade Common Core Math Assessments Packet *130 student pages (All Standards)* 2nd Grade Common Core Math Assessments Packet *160 student pages (All Standards)*
3rd Grade Common Core Math Assessments Packet *184 student pages (All Standards)*READING LITERATURE:

~~~~~~~~~~~~~~~~~~ ALL ELA STANDARDS ~~~~~~~~~~~~~

INCLUDED IN PACKET : 51 Binder/poster pages with standard and the following assessments

4 pgs. - 1.RL.1: Ask and answer questions about key details in a text.

2 pgs. -1.RL.2: Retell stories, including key details, and

demonstrate understanding of their central message or lesson.

4 pgs. -1.RL.3: Describe characters, settings, and major events in

a story, using key details.

4 pgs. -1.RL.4: Identify words and phrases in stories or poems that

suggest feelings or appeal to the senses.

2 pgs. -1.RL.5: Explain major differences between books that tell

stories and books that give information, drawing on a wide reading of a range of text types.

2 pgs. -1.RL.6: Identify who is telling the story at various points in a text.

1 pgs. - 1.RL.7: Use illustrations and details in a story to describe

its characters, setting, or events.

1.RL.8: (Not applicable to literature)
READING INFORMATIONAL TEXT:
2 pgs.- 1.RL.9: Compare and contrast the adventures and

experiences of characters in stories.

2 pgs. -1.RL.10: With prompting and support, read prose and

poetry of appropriate complexity for grade 1.

3 pgs. -1.RI.1: Ask and answer questions about key details in a

text.

3 pgs. - 1.RI.2: Identify the main topic and retell key details of a

text.

3 pgs. -1.RI.3: Describe the connection between two individuals,

events, ideas, or pieces of information in a text.

3 pgs. -1.RI.4: Ask and answer questions to help determine or

clarify the meaning of words and phrases in a text.

1 pgs. -1.RI.5: Know and use various text features to locate key

facts or information in a text.

3 pgs. -1.RI.6: Distinguish between information provided by

pictures or other illustrations and information

provided by the words in a text.

2 pgs. - 1.RI.7: Use the illustrations and details in a text to describe

its key ideas.

3 pgs. -1.RI.8: Identify the reasons an author gives to support

points in a text.
READING FOUNDATIONAL SKILLS:
2 pgs. - 1.RI.9: Identify basic similarities in and differences between

two texts on the same topic.

1 pgs. -1.RI.10: With prompting and support, read informational

texts appropriately complex for grade 1.

2 pgs. 1.RF.1: Demonstrate understanding of the organization and basic features of print. (a) Recognize the distinguishing features of a sentence.

1.RF.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

3 pgs. -(a) Distinguish long from short vowel sounds in spoken single-syllable words.

2 pgs. -(b) Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

2 pgs. -(c) Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

2 pgs. -(d) Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

1.RF.3: Know and apply grade-level phonics and word analysis skills in decoding words.

1 pg. -(a) Know the spelling-sound correspondences for common consonant digraphs.

1 pg. -(b) Decode regularly spelled one-syllable words.

2 pgs. -(c) Know final -e and common vowel team conventions for representing long vowel sounds.

2 pgs. -(d) Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

3 pgs. -(e) Decode two-syllable words following basic patterns by breaking the words into syllables.

3 pgs. -(f) Read words with inflectional endings.

3 pgs. -(g) Recognize and read grade-appropriate irregularly spelled words.
WRITING:
1.RF.4: Read with sufficient accuracy and fluency to support comprehension.

(a) Read grade-level text with purpose and understanding.

(b) Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

3 pgs. -(c) Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

3 pgs. -1.W.1: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

3 pgs. -1.W.2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

4 pgs. -1.W.3: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

1.W.4: (Begins in grade 3)

4 pgs. -1.W.5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

1 pg. -1.W.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

5 pgs.-1.W.7: Participate in shared research and writing projects.

2 pgs. -1.W.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

SPEAKING & LISTENING:

1.SL.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

3 pgs. (a) Follow agreed-upon rules for discussions.

(b) Build on others' talk in conversations by responding to the comments of others through multiple exchanges.

(c) Ask questions to clear up any confusion about the topics and texts under discussion.

3 pgs. - 1.SL.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
LANGUAGE:
2 pgs. -1.SL.3: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

3 pgs. -1.SL.4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

2 pgs. -1.SL.5: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

1 pg. -1.SL.6: Produce complete sentences when appropriate to task and situation.

1.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

3 pgs. -(a) Print all upper- and lowercase letters.

5 pgs. -(b) Use common, proper, and possessive nouns.

2 pgs. -(c) Use singular and plural nouns with matching verbs in

basic sentences.

2 pgs. -(d) Use personal, possessive, and indefinite pronouns.

2 pgs. -(e) Use verbs to convey a sense of past, present, and

future.

2 pgs. -(f) Use frequently occurring adjectives.

2 pgs.-(g) Use frequently occurring conjunctions.

2 pgs.-(h) Use determiners.

2pgs. -(i) Use frequently occurring prepositions.

2 pgs.-(j) Produce and expand complete simple and compound

declarative, interrogative, imperative, and exclamatory

sentences in response to prompts.

1.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

2 pgs. -(a) Capitalize dates and names of people.

2 pgs. -(b) Use end punctuation for sentences.

2 pgs. -(c) Use commas in dates and to separate single words in a

series.

2 pgs. -(d) Use conventional spelling for words with common

spelling patterns and for frequently occurring irregular

words.

3 pgs. -(e) Spell untaught words phonetically, drawing on phonemic

awareness and spelling conventions.

1.L.3: (Begins in grade 2)

1.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

2 pgs. -(a) Use sentence-level context as a clue to the meaning of

a word or phrase.

2 pgs. -(b) Use frequently occurring affixes as a clue to the

meaning of a word.

2 pgs. -(c) Identify frequently occurring root words and their

inflectional forms.

1.L.5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

2 pgs. -(a) Sort words into categories to gain a sense of the

concepts the categories represent.

2 pgs. -(b) Define words by category and by one or more key

attributes.

2 pgs. -(c) Identify real-life connections between words and their

use.

2 pgs. -(d) Distinguish shades of meaning among verbs differing in
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manner and adjectives differing in intensity by defining

or choosing them or by acting out the meanings.

2 pgs. -1.L.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships.

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Thanks and remember to keep learning FUN!! --Kristy & Misty ❤

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Copyright © Teaching Times 2

All rights reserved by author.

Permission to copy for single classroom use only.

Electronic distribution limited to single classroom use only.

If you have any questions about this product please email us at:

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1st Grade ELA Common Core (All Standards) Assessment Pack-281 pages

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EVERYTHING YOU NEED *** for your ELA Common Core Assessment needs- no answer key- all student pages167 student assessments and 51 binder divider pages-Great Resource - Just print and go. Some assessments are 2 pages- we only counted them as 1 assessment - So there are 280 plus pages in all with ...

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ELA Assessments

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Phonological Awareness:

CCSS.ELA-LITERACY.RF.1.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

CCSS.ELA-LITERACY.RF.1.2.A
Distinguish long from short vowel sounds in spoken single-syllable words.

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Short Vowel Assessments