Reading - Blends 'cl'

  • Grade: Grade 1
    Activity type: Interactive Activity

Reading - Blends 'cl'

Course
English
Grade
Grade 1
Section
Learning to Read
Outcome
Reading - Initial Blends 'cl'
Activity Type
Interactive Activity
Activity ID
25129

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  • K – Kindergarten
    • RF.K – Reading: Foundational Skills
      • Literacy

        • RF.K.2 – Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

          • RF.K.2.b – Count, pronounce, blend, and segment syllables in spoken words.

          • RF.K.2.c – Blend and segment onsets and rimes of single-syllable spoken words.

          • RF.K.2.d – Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)

          • RF.K.2.e – Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

      • Literacy

        • RF.K.3 – Know and apply grade-level phonics and word analysis skills in decoding words.

          • RF.K.3.a – Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant.

          • RF.K.3.b – Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

          • RF.K.3.c – Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

          • RF.K.3.d – Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

  • Year 1
    • Language
      • Expressing and developing ideas

        • ACELA1778 – Know that regular one-syllable words are made up of letters and common letter clusters that correspond to the sounds heard, and how to use visual memory to write high-frequency words

      • Sound and letter knowledge

        • ACELA1459 – Understand the variability of sound --- letter matches

  • Y1 – Year 1
    • Y1.R – Reading
      • They draw on knowledge and skills that include:

        • Y1.R.1 – Having all concepts about print under control

        • Y1.R.3 – Using their developing phonemic awareness to aurally identify and distinguish individual phonemes within words, for example, to blend phonemes (for example, by saying m/a/n/ is man) and to segment phonemes (for example, by saying seat is s/ea/t/)

        • Y1.R.8 – Applying their knowledge of vocabulary in order to understand words as they decode them and to make meaning at the sentence and whole-text level

        • Y1.R.6 – Decoding unfamiliar words by using their developing knowledge of grapheme-phoneme relationships, which enables them to:

          • Y1.R.6.a – Identify common graphemes (for example, sh, ch, ow, ai, th, oy) and produce an associated sound for each one

          • Y1.R.6.b – Apply the knowledge that letters can be pronounced in different ways (for example, about, and, apron)

          • Y1.R.6.c – Apply strategies such as: sounding out words; using knowledge of graphemes (for example, sh, aw, t, p, or); and using analogy to read words that contain familiar chunks (for example, est, en, ump)

  • Y2 – Year 2
    • Y2.R – Reading
      • They draw on knowledge and skills that include:

        • Y2.R.2 – Decoding unfamiliar words by:

          • Y2.R.2.a – Using their knowledge of grapheme-phoneme relationships to identify both consonant sounds (for example, s, t, p, sh, th, ch, ng) and vowel sounds (for example, e, a, o, ai, ow, igh, ou, ee)

  • KS1.Y1 – KS1 Year 1
    • Year 1 programme of study
      • KS1.Y1.R.WR – Reading - word reading

        • Pupils should be taught to:

          • KS1.Y1.R.WR.3 – Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught