Reading 3 letter words
[DOCX File]Houghton Mifflin Anthology Reading List for Grade 3
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LA.1.1.3.3 Segment single syllable words into individual phonemes; LA.1.1.3.4 Manipulate individual phonemes to create new words through addition, deletion, and substitution; LA.1.1.4.1 Generate sounds from all letters and spelling patterns (e.g., consonant blends, long and short (vowel patterns) and blends those sounds into words;
[DOC File]Stage 3 Guided Reading Program - Newcastle Early Career ...
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Demonstrate a specific reading strategy. Focus on grammatical knowledge. Focus on word meanings. Focus on sight words. Focus on sound / letter knowledge. Focus on Punctuation. Discuss different roles of the reader. Students reread the text. Demonstrate phrased and fluent reading and have students practice. Independent Activities. Contract ...
[DOC File]Card #3 - Irregular Words
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Card #3 - Regular Words. pat bag zip fan bad cop dot got fin big it sat Partner Reading - Phonics Library: Dot Got a Big Pot Card #3 - Irregular Words. said have go like my to said is is my for here Card #1 - Letter Recognition (Name) Review. d q K l l g d p a d C v h n b f Card #5 - Phoneme Blending. Card #6 - Phoneme Segmentation
[DOC File]Highland Literacy Project
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Read 3 letter words by segmenting them. Add a missing letter in any position in a 3 letter word. Segment and blend words using the following phonemes/digraphs. oo ee sh ch wh th Read and write bronze common spelling words. T =Taught P =Practised A =assessed
[DOCX File]Houghton Mifflin Anthology Reading List for Grade 3
https://info.5y1.org/reading-3-letter-words_1_22bffa.html
LA.K.3.4.1 Edits for correct use of knowledge of letter/sound relationships to spell simple words LA.K.2.1.1 Identifies familiar literary forms (e.g. fairy tales, tall tales, nursery rhymes, fables) LA.K.1.1.7 Names all upper and lower case letters of the alphabet
[DOC File]INTERVENTION STRATEGY:
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Making Words . Brief Description: Early readers can begin the reading process by learning to decode simple words with letter cards, tiles, or plastic letters. From the work of Cunningham and Cunningham (1992) and Cunningham and Hall (1994), in this strategy the child begins decoding with two- and three-letter phonetically spelled words.
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