Letter Patterns: Consonant blends, Short and Long Vowels

By (date), when given a text that includes (15) consonant blends and long and short vowel patterns, (name) will read aloud the... text producing recognizable words for (12/15) words containing letter patterns correctly in (4 out of 5 reading activities) as measured by (teacher-charted observations).
  • By (date), when given a text that includes (15) consonant blends and long and short vowel patterns and a poster that shows students a list of letter patterns and a corresponding symbol for the correct pronunciation, (name) will read aloud the text producing recognizable words for (12/15) words containing letter patterns correctly in (4 out of 5 reading activities) as measured by (teacher-charted observations).
  • By (date), when given sentences written on sentence strips that contain the targeted letter patterns of (15) consonant blends and long and short vowel patterns, (name) will read aloud the text producing recognizable words for (12/15) words containing letter patterns correctly in (4 out of 5 reading activities) as measured by (teacher-charted observations).
  • By (date), when given sentences written on sentence strips that contain the targeted letter patterns of (15) consonant blends and long and short vowel patterns, (name) and a partner will listen to and read aloud the text producing recognizable words for (12/15) words containing letter patterns correctly in (4 out of 5 reading activities) as measured by (teacher-charted observations).

UDL Strategies About UDL

  • UDL I 2.3 Support decoding text, mathematical notation, and symbols
    Instead of students reading the text without visual support, teachers can provide a poster that shows students a list of letter patterns and a corresponding symbol for the correct pronunciation of each specific pattern.
  • UDL II 4.1 Vary the methods for response and navigation
    Instead of using a text that has (15) words containing letter patterns for students to read, teachers can give students sentences written on sentence strips that contain the targeted letter patterns for the student to read aloud.
  • Promote expectations and beliefs that optimize motivation
    Instead of having students independently complete the reading activity, teachers can provide students with the opportunity to with a partner. Teachers can designate clear roles for each partner (i.e. 1 reader, 1 listener) and students can take turns reading parts of a selected text to each other.

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Common Core Standards

1.RF.2 Phonological Awareness
Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 2.a. Distinguish long from short vowel sounds in spoken single-syllable words . 2.b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. 2.c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. 2.d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Standard Staircase

Segmenting Sounds

By (date), when given a list of (10) CVC words (e.g. cat, man, sad), (name) will segment the sounds (e.g. c/a/t) correctly scoring (8 out of 10) in (4 out of 5 consecutive trials) as measured by (teacher-charted observations).

Blending

By (date), when given (10) words with up to three sounds, (name) will blend the sounds orally into words (e.g. cat, man, sad) stating (8/10) words correctly in (4 out of 5 blending activities) as measured by (teacher-charted observations).

Recognize and Produce Rhyming Words

By (date), when given (5) sets of (3) words that rhyme, (name) will produce a rhyming word for each set correctly in (4 out of 5 sets of rhyming words) as measured by (teacher-charted observations).

Sound Substitution and Adding

By (date), when given (10) real and nonsense CVC words, (name) will be able to add or substitute individual sounds to create new words correctly scoring (8 out of 10) in (4 of 5 trials) as measured by (teacher-charted observations).

Recognizing Rhyming Words

By (date), when given (10) flashcards that each contain a word and supporting picture, composed of 5 pairs of rhyming words (e.g. cat, hat), (name) will correctly match each pair of rhyming flashcards, scoring (4 out of 5), during (2 out of 3) rhyming activities, as measured by (teacher-charted observations).

Clapping Syllables

By (date), when listening to the teacher read each word from a list of (10) words, (name) will properly clap the syllables within each spoken word and then state the correct number of syllables for each word, scoring (8 out of 10), for (4 out of 5) activities, as measured by (teacher-charted observations).

Counting Syllables

By (date), when listening to a list of (10) words, (name) will count syllables for each orally read word, verbally stating the correct number of syllables for each word for (8/10) words in (4 of 5) words lists.

Phoneme Isolation

By (date), when given (10) one-syllable cue words, (name) will change a targeted sound (initial sound, medial sound and end sounds) for each cue word and produce the new word correctly for (8/10) in (4 out of 5 consecutive trials) as measured by (teacher-charted records) .

Short and Long Vowel Recognition

By (date), when given a list of (15) single syllable short and long vowel words, (name) will be able to distinguish long vowel and short vowel words by circling the short vowel words and underlining the long vowel words scoring (12/15 correct responses) in (4 of 5 long and short vowel activities) as measured by (student work samples).

Recognize, Blend and Segment Sounds

By (date), when given (10) words in picture form , (name) will identify and segment, beginning, middle, and ending sounds and verbally blend the sounds together to make a recognizable word with (8/10) correct responses in (4 out of 5 sound activities) as measured by (teacher-made tests/charted records).

Letter Patterns: Consonant blends, Short and Long Vowels Current Goal

By (date), when given a text that includes (15) consonant blends and long and short vowel patterns, (name) will read aloud the text producing recognizable words for (12/15) words containing letter patterns correctly in (4 out of 5 reading activities) as measured by (teacher-charted observations).

Referenced Strategies

  • Adapted Text

    Adapted text is any text that has been changed from its original print format. This includes a variety of strategies to make traditional tex...

  • Partner Reading

    Rather than reading independently, students can be divided into pairs or small groups and read the text aloud together or take turns reading...

  • Visual Aids

    Visual aids involve adding pictures and images to support learning. In math, this includes adding pictures to make word problems more concre...