Ready2Read Level 1 Unit 3
You can see this unit in action at The Moffatt Girls Blog!
This unit contains resources for both sight words and phonics.
Sight Words:
-5 new color-by-number sight words
-color-by-sight word coloring page
-sight word cherrio mats
-5 Read it, Paste it, Trace it pages (both sight words and phonics)
-5 new words for the sight word caterpillar
-sight word tracing page
-crack the sight word code
-Sight word song sheet with new sight words
Phonics:
-2 new word family flowers to review and “build” a garden
-2 new word slides to practice decoding CVC words
-Word Sort that works with the new word families
-CVC box printables
-Word family coloring page
-Circle the correct CVC word worksheet
-Picture/Word match
-2 word family minibooks (both phonics and sight words)
To find out more about the Ready2Read Program click {HERE)
Standards addressed in the Ready2Read Program:
Phonemic Awareness
1.7 Track (move sequentially from sound to sound) and represent the number, sameness/ difference, and order of two and three isolated phonemes (e.g., /f, s, th/, /j, d, j/).
1.8 Track (move sequentially from sound to sound) and represent changes in simple syl lables and words with two and three sounds as one sound is added, substituted, omitted, shifted, or repeated (e.g., vowel-consonant, consonant-vowel, or consonant-vowel consonant).
1.9 Blend vowel-consonant sounds orally to make words or syllables.
1.10 Identify and produce rhyming words in response to an oral prompt.
1.10 Identify and produce rhyming words in response to an oral prompt.
1.11 Distinguish orally stated one-syllable words and separate into beginning or ending sounds.
1.12 Track auditorily each word in a sentence and each syllable in a word.
Decoding and Word Recognition
1.15 Read simple one-syllable and high-frequency words (i.e., sight words).
Here are a few 1st Grade Standards that are briefly addressed in Level 1 but will be more aggressively addressed in Level 2:
Phonemic Awareness
1.4 Distinguish initial, medial, and final sounds in single-syllable words.
1.7 Add, delete, or change target sounds to change words (e.g., change cow to how; pan to an).
1.8 Blend two to four phonemes into recognizable words (e.g.,/c/a/t/ = cat; /f/l/a/t/ = flat).
1.11 Read common, irregular sight words (e.g., the, have, said, come, give, of)
1.15 Read common word families (e.g., -ite, -ate).
I am a certified teacher in California. I hold a Bachelors degree in Language and Literacy Studies from California State University, Long Beach. I have successfully used these resources to teach my own daughter to read.
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Grade Levels: -PreK-K-1st
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