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Reading (Grade 1) by Mrs. Dore

Instructor Image Dawn Dore
85 Lessons
9 months
27 Student
Free
Enroll In This Course
IITAE Course UpdateGrade 1Primary School Courses

Reading (Grade 1) by Mrs. Dore

Instructor Image Dawn Dore
85 Lessons
9 months
27 Student
Free Enroll In This Course
Introduction

Lessons

READING PASSAGES

Rainbow Readers, Work and Play, Infant Year 2 - Reader 1
- - -
The Family At Home
2 Topics
  • The family at Home - Oral Reading for Fluency
  • The Family at Home and Playing with Rover
The Rainbow
- - -
The Rainbow
- - -
The Rainbow
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The Rainbow
- - -
Homes: Where We Live
- - -
Homes: Where We Live
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Homes: Where We Live
- - -
Homes: Where We Live
- - -
Homes: Where We Live
- - -
Homes: Where We Live
- - -
My Kite
- - -
My Kite
- - -
My Kite
- - -
The Little Seed
- - -
The Little Seed
- - -
The Little Seed
- - -
The Little Seed
- - -
The Talking Toys
- - -
The Talking Toys
- - -
The Talking Toys
- - -
The Talking Toys
- - -
The Talking Toys
- - -
Toys
- - -
Toys
- - -

PHONEMIC AWARENESS

Recognise and produce rhyming words
- - -
Count the words in oral sentences
- - -
Recognise and produce beginning sounds of words
- - -
Blend onsets (/c/) and rimes (-at) to form words (cat)
- - -
Blend phonemes
- - -
Segment, count syllables in spoken words
- - -
Phoneme substitution
- - -
Manipulate phonemes
- - -

PHONOLOGICAL AWARENESS

Count and track the number of sounds in syllables
- - -
Count and track the number of syllables in words (move sequentially from sound to sound)
- - -
Distinguish initial and final sounds spoken in single and multi-syllable words
- - -
Distinguish long and short vowel sounds in spoken single syllable words
- - -
Identify and create words that rhyme with a given word
- - -
Blend two to four phonemes into recognizable words
- - -
Segment single syllable words into their components (initial, medial and final positions)
- - -
Identify sounds that are the same and different
- - -
Substitute initial, final and medial vowel sounds to create new words
- - -

CONCEPTS OF PRINT

Identify the front cover, back cover and title page of a book
- - -
Understand that print conveys meaning
- - -
Understand how print is organised and read (Know directionality: left, right, top-to-bottom, etc.)
- - -
Gain alphabet recognition
- - -
Recognize that sentences in print are made up of separate words
- - -
Distinguish letters from words
- - -
Distinguish letters from words and sentences
- - -
Name and match all uppercase and lowercase letter forms
- - -
Match spoken words to print (One-to-one matching which then leads to running finger under words as fluency develops)
- - -
Note capital letter at the beginning of a sentence
- - -
Recognise use of all capital letters
- - -
Recognise end punctuation
- - -
Identify author, title and title page
- - -
Recognise that words are separated by spaces
- - -
Practise reading print in the environment and at school
- - -
Locate and identify the title, author and illustrator of a book or reading selection
- - -
Identify, locate and interpret simple graphs, charts and diagrams that support text meaning
- - -

PHONICS

Identify and use initial consonants
- - -
Identify and use final consonants
- - -
Identify and use double consonants
- - -
Identify letter-sound correspondence
- - -
Identify and use short vowels
- - -
Understand and apply the alphabetic principle (Games-include examples in appendix)
- - -
Apply phonics/decoding strategy
- - -
Identify simple one syllable words – VC, CV, CVC
- - -
Identify and use CVCe and other word patterns
- - -
Identify and use two-syllable words
- - -
Identify and use three-syllable words
- - -
Read common Word families
- - -
Words with short vowels
- - -
Words with long vowels
- - -
Vowel digraphs/pairs (Use Phonic Wheel – list under material)
- - -
Diphthongs e.g. ‘oi’, ‘oy’
- - -
Consonant clusters e.g. ‘thr’, ‘sp’
- - -
Vowel-Consonant –Vowel Principle
- - -
Read inflectional forms ‘s’, ‘es’, ‘ed’, ‘ing’
- - -
Recognize some words by sight
- - -
Recognize and read one’s name
- - -
Recognize and use rhyming words to reinforce decoding skills
- - -
Know and use common word families to decode unfamiliar words
- - -
Use letter-sound correspondence/knowledge to sound out unknown words when reading text
- - -
Decode unknown words using basic phonetic analysis
- - -

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