1. Phase 1-Letters and Sounds
1.1. 3-4 years NURSERY
1.1.1. Environmental sounds. Instrumental sounds. Body percussion. Rhythm and rhyme. Alliteration. Voice sounds.
1.1.1.1. such as the sound of rain, birds chirping, a car honking, or waves crashing. They are the sounds produced by nature, animals, and objects in our surroundings.
1.1.1.2. musical instruments, such as a piano, guitar, drums, or flute. Each instrument has its own unique sound and can be used to create melodies, rhythms, and harmonies in music.
1.1.1.3. Body percussion involves creating rhythmic sounds using different parts of the body. This can include clapping hands, stomping feet, snapping fingers, or tapping on different body parts like the chest or thighs.
1.1.1.4. Rhythm refers to the pattern of beats and the flow of music or language. It is the arrangement of sounds and silences in a regular and organized manner. Rhyme, on the other hand, is the repetition of similar sounds at the end of words
1.1.1.5. Alliteration is a literary technique that involves the repetition of consonant sounds at the beginning of words in close proximity. It is often used to create a musical or rhythmic effect in writing or speech.Silly Sam sells seashells by the seashore.
1.1.1.6. Voice sounds refer to the different vocalizations and sounds that we can produce using our voices. This includes speaking, whispering, shouting, laughing, crying, singing, and making various vocal sounds
2. Phase 6: Fluency and Advanced Spelling
2.1. Approx. age: 6–7 | Year 2
2.1.1. Developing Fluency
2.1.2. Automatic Reading
2.1.3. Spelling Skills
2.1.3.1. prefixes and suffixes, doubling and dropping letters,
3. Level 2'den başlaması gereken kelimeler var.
4. Sight words için bu flashcards faydalı. Oyun biçiminde de düşünülebilir. CC 3, age 5 bu kelimeleri okuyabilir. Kitap olarak Level 4 olur.
5. LEVEL 2.
6. LEVEL 3.
7. 1- Sound out. Kelimeyi veriyorsun, o parçalara bölüyor. Shell. Sh-e-ll gibi...
8. Phase 2: Introduction to Letter-Sound Correspondences Approx age: 4–5 CCSS.ELA-LITERACY.RF.K.2
8.1. Simple Letter-Sound Correspondences
8.1.1. Set 1: s, a, t, p Set 2: i, n, m, d Set 3: g, o, c, k Set 4: ck, e, u, r Set 5: h, b, f, l, ss
8.1.1.1. Set 1: s: sun, sock, sit, sand a: apple, ant, cat, bat t: top, tree, turtle, ten p: pig, pen, pot, puppy Set 2: i: it, pig, big, sit n: nap, net, nut, pin m: map, moon, mat, mug d: dog, duck, doll, dad Set 3: g: goat, game, girl, bag o: orange, fox, dog, hot c: cat, cup, car, cap k: kite, duck, book, milk Set 4: ck: duck, sock, stick, pick e: egg, bed, pen, red u: bus, sun, drum, cup r: rabbit, jar, car, star Set 5: h: hat, hand, hop, hill b: ball, bed, bat, book f: fish, fan, frog, leaf l: leg, lion, lamp, bell ss: dress, glass, kiss, miss
8.1.1.1.1. Set 1: Max sat in the sun. Mia has a red apple. The cat sat on the mat. The pig is in the pen. Set 2: It is a big pig. Nap on the net. The moon is bright. The duck swims in the pond. Set 3: The goat plays a game. The orange is juicy. The cat sits in the cup. Fly the kite in the park. Set 4: The duck goes quack. Put on your sock. Pick up the stick. The sun is bright. Set 5: Max wears a hat. The ball is red. The fish swims in the pond. The lamp gives light.
8.1.2. CCSS.ELA-LITERACY.L.K.1.A
8.1.2.1. Print many upper- and lowercase letters.
8.2. Recognize and produce rhyming words.
8.2.1. CCSS.ELA-LITERACY.RF.K.2.A
8.2.1.1. The teacher says the word "cat" and asks the students to generate a word that rhymes with it (e.g., "hat"). The students can also identify rhyming words from a set of given words (e.g., cat, mat, hat).
8.2.1.1.1. https://cdn.themeasuredmom.com/wp-content/uploads/2014/12/rhyming-clip-cards.jpg
8.3. Montessori Beginning Sound Cards
8.3.1. CCSS.ELA-LITERACY.RF.K.3.A:
8.3.1.1. basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
8.3.1.2. if the picture card is of a cat, the child would say "cat" and identify the sound "c" as the beginning sound. Similarly, for other objects or picture cards representing words like "dog," "ball," or "sun," the child would identify the beginning sounds as "d," "b," and "s" respectively.
8.3.1.2.1. https://1.bp.blogspot.com/-edfVKufxPAI/W8BXORopk4I/AAAAAAAAQb4/-SHP6LlfzZEZhdNuthPEYlzlX5uN31SdQCLcBGAs/s1600/A.%2BInitial%2BSounds%2BAlphabet%2BMats%2B.png
8.4. Montessori Ending Sound Cards
8.4.1. These cards emphasise ending sounds with visuals or phrases. These items help kids learn phonemic awareness and word structure.
8.4.1.1. Cat (ending sound: /t/) Dog (ending sound: /g/) Hat (ending sound: /t/) Cup (ending sound: /p/) Sun (ending sound: /n/) Pig (ending sound: /g/) Fish (ending sound: /sh/) Duck (ending sound: /k/) Book (ending sound: /k/) Leaf (ending sound: /f/) Bed (ending sound: /d/) Bell (ending sound: /l/) Moon (ending sound: /n/) Top (ending sound: /p/) Fan (ending sound: /n/)
8.5. Montessori Middle Sound Cards
8.5.1. CCSS.ELA-LITERACY.RF.K.2.D
8.5.1.1. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (CVC) words.
8.5.1.1.1. Ask the children to identify and isolate the middle sound of each word. For example: Cat (middle sound: /a/) Dog (middle sound: /o/) Pig (middle sound: /i/) Sun (middle sound: /u/) Bell (middle sound: /e/)
8.6. Sound Out and Blend Words
8.6.1. CCSS.ELA-LITERACY.RF.K.2.C
8.6.1.1. blending and segmenting the sounds in words. Ex: blend the sounds s–a–t to make the word sat
8.6.1.1.1. Set 1: s, a, t, p at, a, sat, pat, tap, sap, as Set 2: i – it, is, sit, pit, tip n – an, in, nip, pan, nap m – am, man, mat, map, Tim d – dad, and, sad, dim, Sid Set 3: g – tag, gag, sag, gas, pig o – got, on, not, top, dog c – can, cot, cop, cap, cod k – kid, kit, Kim, Ken Set 4: ck – kick, sack, dock, sick, pocket e – get, pet, ten, net, pen u – up, mum, run, mug, cup r – rip, ram, rat, rocket, carrot Set 5: h – had, him, his, hot, hut b – but, big, back, bed, bus f, ff – of, if, off, fit, fog, puff l, ll – let, leg, lot, bell, doll ss – less, hiss, mass, mess, boss
8.6.1.2. Oral blending and segmenting are phonemic awareness skills that involve manipulating and manipulating sounds in spoken words. Blending is the ability to combine individual sounds together to form words, while segmenting is the ability to break words down into their individual sounds.Teacher: "Let's blend the sounds /c/ /a/ /t/ together. What word do we make?" Students: "Cat!"
8.7. Tricky words
8.7.1. CCSS.ELA-LITERACY.RF.K.3.C
8.7.1.1. Read common high-frequency words by sight.
8.7.1.1.1. the and is you can see like we my a
8.7.1.1.2. https://i.pinimg.com/564x/70/ea/6f/70ea6f45a158a4fe424aca141eb4a86b.jpg
8.7.2. CCSS.ELA-LITERACY.L.K.1.E
8.7.2.1. to, from, in, out, on, off, for, of, by, with).
9. Phase 3: Building on Letter-Sound Correspondences CCSS.ELA-LITERACY.RF.K.3
9.1. Approx. age: 4–5 | Reception
9.1.1. Simple Letter-Sound Correspondences
9.1.1.1. Set 6: j, v, w, x Set 7: y, z, zz, qu
9.1.1.1.1. Set 6: j: jump, jar, jelly, jacket v: van, vine, violin, visit w: wig, wet, wagon, web x: box, mix, fox, taxi Set 7: y: yes, yellow, yogurt, yo-yo z: zoo, zebra, zip, zero zz: buzz, jazz, fizz, puzzle qu: queen, quick, quiet, quilt
9.1.2. substitute phonemes
9.1.2.1. CCSS.ELA-LITERACY.RF.K.2.E:
9.1.2.1.1. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
9.1.2.1.2. https://i.pinimg.com/564x/cc/0b/aa/cc0baa0fbdf5074321f3ab0f895cd8d3.jpg
9.1.3. Consonant Digraphs
9.1.3.1. Digraph is a combination of two letters that represent a single sound. In the case of consonant digraphs, these pairs of letters come together to create specific consonant sounds.
9.1.3.1.1. ch: This digraph represents the /ch/ sound, as in chop, chat, and chin. sh: The digraph sh represents the /sh/ sound, as in ship, shop, and shell. th: This digraph can represent two different sounds: the voiceless /th/ sound, as in thin, and the voiced /th/ sound, as in this. ng: The digraph ng represents the /ng/ sound, as in ring, sing, and strong.
9.1.3.1.2. https://i.pinimg.com/564x/20/52/5d/20525dfac93a857e2ad73e367b975050.jpg
9.1.4. Vowel digraphs and trigraphs
9.1.4.1. These are combinations of letters that work together to represent specific vowel sounds.
9.1.4.1.1. ai: This digraph represents the long /a/ sound, as in rain, pain, and train. ee: The digraph ee represents the long /ee/ sound, as in tree, bee, and see. igh: This trigraph represents the long /i/ sound, as in high, light, and might. oa: The digraph oa represents the long /o/ sound, as in boat, coat, and float. oo (as in moon): This digraph represents the long /oo/ sound, as in moon, soon, and spoon. oo (as in book): The digraph oo can also represent the short /oo/ sound, as in book, look, and took. ar: This digraph represents the /ar/ sound, as in car, park, and star. or: The digraph or represents the /or/ sound, as in fork, storm, and torn. ur: This trigraph represents the /ur/ sound, as in hurt, surf, and burst. ow: The digraph ow can represent two different sounds: the long /o/ sound, as in snow, blow, and grow, and the /ow/ sound, as in cow, how, and now.
9.1.4.2. long and short sounds
9.1.4.2.1. CCSS.ELA-LITERACY.RF.K.3.B:
9.1.4.2.2. CCSS.ELA-LITERACY.L.K.2.C
9.1.4.3. https://i.pinimg.com/564x/ab/11/a4/ab11a42750b4bde118f3edc0db3f1f4d.jpg
9.1.5. Tricky Words
9.1.5.1. he she we me be was you they all are my her
9.1.5.2. https://i.pinimg.com/564x/de/b2/f2/deb2f253877223ca9c45a27c29d1111e.jpg
9.1.5.3. https://i.pinimg.com/564x/f0/1e/5d/f01e5d75c8e53f4e37425a464123bf78.jpg
10. Phase 4: Consolidation and Adjacent Consonants
10.1. Approx. age: 4–5 | Reception
10.1.1. Knowledge Consonants
10.1.1.1. to help children remember how letters sound and to teach them words with adjacent consonants. In this phase, kids practise blending and splitting words that have two or more consonants next to each other. This is called a "consonant cluster" or "blend."
10.1.1.1.1. Adjacent Consonant
10.1.1.1.2. Consonant Digraphs
10.1.2. Tricky Words
10.1.2.1. said, have, like, so, do, some, come, were, there, little, one, when, out, what
10.1.2.1.1. She said, "I have a little book." I like to play with my toy car. He can do tricks on his skateboard. Some children were playing in the park. Come and see the big tree! I was there when the fireworks exploded. The little dog barked at the mailman. We ate chocolate cake for dessert. The train went whoosh as it passed by. The frog jumped into the pond. What is your favorite color? I saw a bright light in the sky. The whale swam in the deep ocean. Jack wore his backpack on his back. The clock ticked loudly on the wall.
11. Phase 5: New Graphemes and Alternative Pronunciations
11.1. Approx. age: 5–6 | Year 1
11.1.1. New Graphemes for Reading
11.1.1.1. new ways that letters or combinations of letters can represent sounds.
11.1.1.1.1. ay (as in day) ou (as in cloud) ie (as in pie) ea (as in sea) oy (as in toy) ir (as in bird) ue (as in blue) aw (as in paw) wh (as in wheel) ph (as in photo) ew (as in new) oe (as in toe) au (as in Paul) a-e (as in make) e-e (as in these) i-e (as in like) o-e (as in home) u-e (as in rule)
11.1.2. Alternative Pronunciations
11.1.2.1. certain graphemes can have more than one pronunciation.
11.1.2.1.1. ow can be pronounced as /ow/ (as in cow) or /o/ (as in blow) oo can be pronounced as /oo/ (as in boot) or /u/ (as in book) ie can be pronounced as /ie/ (as in tie) or /ee/ (as in field)
11.1.2.2. CCSS.ELA-LITERACY.RF.K.3.D:
11.1.2.2.1. decoding skills
11.1.3. https://i.pinimg.com/564x/52/a3/31/52a331df607f2b703a2e19984780e2af.jpg
11.1.4. https://i.pinimg.com/564x/cc/42/70/cc4270d823c7dfa0a8750f79960ef0e0.jpg
11.1.5. Tricky Words
11.1.5.1. oh their people Mr Mrs looked called asked could