RF.1.3.B.iv: Decode VC and CVC Words Beginning with Continuous Sounds (e.g. /f/, /m/, /r/)
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Skill
RF.1.3.B.iv: Decode VC and CVC Words Beginning with Continuous Sounds (e.g. /f/, /m/, /r/)
Standard
: Decode regularly spelled one-syllable words.
Description
- Mastery: Student silently decodes sounds and blends the whole word (whole word reading).
- Acquiring: Student segments each sound before reading the whole word (sound by sound blending). Student may make mistakes.
Probes
T:Read the following words: ram, hut, men, vin, nut, fed, rod, sin, lot, sad.
Or Use DIBELS NWF. Do a deeper probe analysis to see if students had any recurring errors.
Activities and Resources
Small Group Instruction – Direct Instruction
During Transition
Reinforce Skills/Independent Work Time – Independent/Small Group Center Activity
Display (e.g. Anchor Chart):
| *Apply this strategy with words that begin with continuous sounds. Source: |
| *Use only words that begin with continuous sounds (see words circled). Source: |
Considerations & Reminders
- Teachers should be very careful to correctly pronounce letter sounds and not inadvertently add the schwa sound – adding the schwa sound makes it more difficult for students to blend sounds into a whole word.
- Charts/posters that are displayed in the classroom do not have to be word lists; however you may display word families, if helpful for your students. When decoding, it may help for a student to have visuals that show/remind them the process for decoding or sounding out words.
- Teachers should be well versed in the levels of phonemic difficulty of words. Students should be taught to decode word types that are simple, to words that become more progressively complex, e.g. CVC, CCVC, CVCC, etc.
- It may help students to elongate sounds in order to blend them into whole words (e.g. rrrrrrrraaaaaaaammmmmm, ram).