1 Introduction of words
Teacher will display, read and have the students chorally repeat the pronunciation of the list of sight words the students need to learn this week.
2 Direct Instruction
Teacher will show students how to use the SeeSaw app to either type in a note, write in the draw mode, and then record themselves reading their list of words.
3 Guided Practice
Teachers will support their students as they practice the activity.
Students will use the SeeSaw app to either type in a note or write in the draw mode, and record themselves reading their list of words.
Teacher will have students listen to other students' recording of themselves reading the words.
Students will listen to students and see their work. They will be able to 'like' the recording and work and make positive comments.
Key Standards Supported
Reading Foundational Skills
|RF.K: Print Concepts|
|RF.K.1||Demonstrate understanding of the organization and basic features of print.|
|RF.K.1a||Follow words from left to right, top to bottom, and page by page.|
|RF.K.1b||Recognize that spoken words are represented in written language by specific sequences of letters.|
|RF.K.1c||Understand that words are separated by spaces in print.|
|RF.K.1d||Recognize and name all upper- and lowercase letters of the alphabet.|
|RF.K.2||Demonstrate understanding of spoken words, syllables, and sounds (phonemes).|
|RF.K.2a||Recognize and produce rhyming words.|
|RF.K.2b||Count, pronounce, blend, and segment syllables in spoken words.|
|RF.K.2c||Blend and segment onsets and rimes of single-syllable spoken words.|
|RF.K.2d||Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonent-vowel-consonent, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.)|
|RF.K.2e||Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.|
|Phonics and Word recognition|
|RF.K.3||Know and apply grade-level phonics and word analysis skills in decoding words.|
|RF.K.3a||Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.|
|RF.K.3b||Associate the long and short sounds with common spellings (graphemes) for the five major vowels.|
|RF.K.3c||Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).|
|RF.K.3d||Distinguish between similarly spelled words by identifying the sounds of the letters that differ.|
|RF.K.4||Read emergent-reader texts with purpose and understanding.|