Download Standards Reading Specifications Phonemic Awareness Phonics

Grade: Newcomer 1
Subject: ESL
Nine weeks: 1 2 3 4
Unit:
1 2 3
In This Unit: Students will decode and spell words with r-controlled vowels. Students will use present tense verbs to
write a variety of sentences with correct punctuation.
Standards
TEKS
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2.2B(v)- decode words with r-controlled vowels (e.g.,
per-fect, cor-ner)
2.5B- use context to determine the relevant meaning
of unfamiliar words or multiple-meaning words
2.21A(i)- verbs (past, present, and future)
2.22C- recognize and use punctuation marks,
including ending punctuation and apostrophes in
contractions and possessives
2.23B(ii)- spell words with r-controlled vowels
ELPS
Listening: Distinguish common spelling patterns orally with
increasing ease
Speaking: Practice pronouncing words with common spelling
patterns with increasing accuracy
Reading: Decode words in context by distinguishing common
spelling patterns
Writing: Spell English words, and employ English spelling patterns
with increasing accuracy
Write simple and complex sentences using present tense verbs
Reading Specifications
Phonemic Awareness
Phonics
Identifying sounds in:
Reading/spelling:
r-controlled vowels
 ar
 er
 ir
 or
 ur
r-controlled vowels
 ar
 er
 ir
 or
 ur
Vocabulary
Fluency
Comprehension
Pre-Teach Vocabulary
Example:
Teacher says a word
and students slowly
blend together
individual sounds
Example:
In partners, one student
has a list of words with
r-controlled vowels and
calls out words one by
one to partner. The
other student hears
word, repeats, and
writes out word with
correct spelling.
Students check words
and switch roles.
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before
must
through
back
year
where
much
your
may
well
down
should
because
each
just
r-controlled
words from
word list
Vocabulary Strategy
 Teacher says the
word, shows the
written word
 Students repeat the
word three times.
 Teacher gives a
definition of word
and uses it in a
meaningful
sentence.
 Teacher uses the
Read decodable text
with partners chorally
3-5 times to build
fluency. Depending on
text, repeat page by
page or section by
section.
To pair up readers:
Rank readers highest to
lowest, divide the list in
half and match up the
highest of each list and
then make subsequent
pairs moving down the
lists.
For example, with 10
readers, ranked 1 to 10
highest to lowest:
1-6
2-7
3-8
4-9
5-10
English Fluency Goals:
For MOY, Second
Graders will read 40
WPM of End of First
Marzano’s 6 Steps:
1. The teacher explains
a new word
2. Students restate the
word in their owns
words
3. Students create a
non-linguistic
representation
4. Students engage in
activities to deepen
their knowledge of
the new word
5. Students discuss the
new word
6. Students play games
to review new
vocabulary
Context clues:
Students use associated
words, setting, and
other text features to
derive meaning and
understand unknown
words.
Before Reading:
Teachers have students
preview new vocabulary
works, pictures, headings,
and subheadings.
Students and teachers
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word in a variety of
ways and students
give thumbs up or
down to show if
the word is being
used correctly or
not.
Students are asked
to come up with
their own
sentences, share
with a partner and
then share with the
whole group.
Grade Level (Lexile
350L)
develop a set of questions
based on the text preview
to be answered while
reading. Students make a
prediction of the text
based on the preview.
During Reading:
Students monitor their
own comprehension by
answering the
predetermined question
set while reading.
Summary squares or sticky
notes can be used for
students to write short
summaries of sections or
paragraphs to monitor
their comprehension of
the text.
Post Reading:
Students and teachers
review context clues to
decipher the meaning of
unknown vocabulary and
cross check with the
dictionary. Students
validate prediction or
clarify misconceptions.
Students share
paraphrased summaries.
Writing specifications
Students use present tense verbs to write sentences with correct punctuation.
Teaching Strategies:
 Declarative
o Introduce new verbs to word walls
o Introduce some basic modifying words, including commonly used adjectives (big, tall, happy, nice)
 Interrogative
o Explain correct ending punctuation and display examples in classroom
o Model questions beginning with Who, what, when, where, why, how, can, do and does.
 Exclamatory
o Explain and model correct ending punctuation, display examples in classroom
Examples of sentence stems for beginners/intermediates
 I am __________.
 He is _____-ing __________
 He buys a new _____________.
 They see ____________.
 My school _________.
 Do you like _______?
 Do you have_________?
 What time is ___________?
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Can I _________?
How do you ___________?
Differentiated Teaching Strategies
Listening
Beginner
Intermediate
Advanced
Advanced High
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Provide words with
specific sound patterns
before discussions
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Provide time and
opportunities for the
students to seek
clarification: How do you
pronounce this word?
What is the meaning of…?
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Allow extra processing
time
Provide practice in
pronunciation of specific
sound patterns
Provide simple sentence
stems to speak in
complete sentences e.g.,
Do you like___?
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Provide time and
opportunities for the
students to seek
clarification: How do you
pronounce this word?
What is the meaning
of…?
Provide sentence stems
to clarify meaning of
words with specific
patters: A train is a …
Provide sentence stems
to practice grammar
structures and speak in
complete sentences:
What time do you
normally___?
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Provide a large variety of
word examples for the
students
Provide visual support
Provide simplified
language structures
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Allow writing lists of
words with specific
patterns
Provide simple sentence
stems using word family
words and present
simple to write complete
sentences e.g. Do you
like___?
Does she like____?
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Allow grade level reading
for students to decode
words with specific
sound patterns
Pre-teach key vocabulary
before reading
Help the students to
create questions to selfmonitor reading
comprehension
Provide grade
appropriate writing tasks
including sentence stems
and words with specific
sound patterns
Provide sentence stems
to practice grammar
structures and write
complete sentences e.g.,
What do you usually___?
Provide more complex
sentence stems to clarify
meaning of words with
specific patters: the
difference between streets
and squares are…
Provide sentence stems to
practice grammar
structures and speak in
complete sentences e.g.,
Why are you___?
How do you normally___?
Allow abstract grade level
reading for students to
decode words with specific
sound patterns
Pre-teach key vocabulary
before reading
Help the students to
create questions to selfmonitor reading
comprehension
Provide grade appropriate
writing tasks including
sentence stems and words
with specific sound
patterns
Provide sentence stems to
practice grammar
structures and write
complete sentences e.g.,
Why are you___?
How do you normally___?
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Speaking
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Provide clear
pronunciation of sounds
Provide slow
pronunciation of sounds
and words
Model pronunciation of
words
Allow some non
participation
Pronounce simple words
with new sound patterns
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Reading
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Writing
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Explain classroom
environmental print
Use visual support
Model reading high
frequency words with
specific sound patterns
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Model spelling out high
frequency words with
specific sound patterns
Provide lists of highfrequency words and
word family words
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