How do learners demonstrate understanding of the deletion of sounds within blends.
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Learners can hear a word like trap and say the word without the /t/ or
without the /r/.
How do students segment phonemes in longer words, phoneme substitution,
phoneme blending and phoneme segmentation
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Learners tap out the different phonemes in a longer word.
, How do students recognize rhymes and changes in phoneme patterns
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A student can identify that in the words "cat", "bat", "sat", and "ball", the
word" ball " does not fit the pattern.
Rhyme Generation
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the ability to produce rhyming words
Directionality
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the awareness and understanding that print is read from left to right.
Students demonstrate understanding of this by gliding their fingers across
the words/sentences as they read.
How do learners demonstrate understanding of the production of rhyme and the
blending of onset and rime.
Give this one a try later!
Give this one a try later!
Learners can hear a word like trap and say the word without the /t/ or
without the /r/.
How do students segment phonemes in longer words, phoneme substitution,
phoneme blending and phoneme segmentation
Give this one a try later!
Learners tap out the different phonemes in a longer word.
, How do students recognize rhymes and changes in phoneme patterns
Give this one a try later!
A student can identify that in the words "cat", "bat", "sat", and "ball", the
word" ball " does not fit the pattern.
Rhyme Generation
Give this one a try later!
the ability to produce rhyming words
Directionality
Give this one a try later!
the awareness and understanding that print is read from left to right.
Students demonstrate understanding of this by gliding their fingers across
the words/sentences as they read.
How do learners demonstrate understanding of the production of rhyme and the
blending of onset and rime.
Give this one a try later!
