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Language Arts Curriculum Guide - page 9 / 70

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g

got

h

hat

k

kit

frequent

w

wet

j

job

x (ks)

box

consonants

qu (kw)

quit

y

yes

z

zig

ch

chin

sh

s hip

_y (e) g (j)

funny gym

s (z)

his

ee _ay _ow tr gr sk dr fl pl tw

feet day tow trip green skip drive flop play twin

fr sp cr sw sn gl bl

free spell crop swim snow globe blow

_nt _st

ant post

_lf _mp

shelf camp

er ur

her fur

ir

sir

A SUGGESTED PLAN FOR TEACHING PHONICS

th

thin

wh (hw)

when

_y (i)

my

c (s)

city

x (gs)

exam

ea

meat

ai

pain

oa

boat

pr

prize

st

step

br

brain

sc

scan

sm

small

sl

slow

cl

clip

str

street

_ld

cold

_mb

lamb

_nk

ink

ar

far

or

for

The following is a suggested order for teaching phonics in the first grade. After first grade, students should be assessed to determine their knowledge and application of phonics. Start with a review of sounds and phonemes, then teach students based on the their assessment needs.

Initial Consonant Digraphs Y Vowels Consonant (soft or second sound) Long Vowel Digraphs

Initial Consonant Blends

Final Consonant Blends

R-Vowels

go

t

tap

l

lap

c (hard)

cat

r

rat

m

mat

b

bat

s

sat

v

vet

a

cat

e

let

o

hot

u

cut

ae

lake

ee

here

o

me

Letter(s) Example Letter(s) Example Letter(s) Example

n

nap

p

pat

d

dog

Long Vowel “open syllable at the end of a word”

e

Long Vowels “silent e”

fire

High frequency consonants

Short Vowels

i

bit

i_e

use

_ u_e

oe _ _

joke

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