In unit 1, students learned the letter names and sounds for t, b, f, n, m, i, u, c, o, a, g, s, d, e, r , p, j. They have been practicing writing these letters as well as hearing these sounds in the beginning of words. This is helpful during writing. The key words are t - top -/t/ b - bat -/b/ f -fun -/f/ n - nut- /n/ m - man -/m/ i -itch - /i/ u - up -/u/ c - cat - /c/ 0 - octopus-/o/ a - apple -/a/ g -game -/g/ s - snake - /s/ d - d0g - /d/ e - Ed - /e/ r - rat -/r/ p -pan -/p/ j - jug - /j/ Students learn the short vowel sounds first. Those are the sounds that do not say their names. They learn how to recognize when that sound is short. Closed syllables always have the short sound. A closed syllable has one vowel and is followed by a consonant. Examples are- it, cat, slip, strict. This helps students understand when to use the short vowel sounds. The key words are to aid students in remembering sounds. The goal is that eventually student will no longer need those key words. We expect students in kindergarten to access these sounds from these key words and use the charts in the room as reminders. We are also working on phonemic awareness. We want students to hear the sounds in words. We begin with the first sound, move to ending sounds and then medial sounds. Example-cat /c/ is the beginning sound, /t/ is the ending sound and /a/ is the medial vowel sound. This skill helps students to encode (write) words. It is normal for students to confuse g/j, a/e, and c/k.
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