Reading CVC words. List 39: j, v, w, x, zz.

  • Grade: Kinder
    Activity type: n.a.

Reading CVC words. List 39: j, v, w, x, zz.

Course
English
Grade
Kinder
Section
Learning to Read
Outcome
Reading CVC Words List 39: j, v, w, x, zz
Activity Type
n.a.
Activity ID
32094

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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.

This activity is not included in Australia – Australian Curriculum.

You can go to an overview of all the curricula here.

  • 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.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)

  • 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.2 – Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes