Initial sounds- Activity Sheet 2 (Activity Sheet 2)

  • Initial sounds- Activity Sheet 2 (Activity Sheet 2)
  • Course: English
  • Grade: Year 1
  • Section: Spelling and Vocabulary (older adobe flash version)
  • Outcome: Letter Recognition: mixed
  • Activity Type: Printable
  • Activity ID: 20304


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United Kingdom – National Curriculum expand/collapse

  • KS1 – Key Stage 1
    • KS1.En3 – Writing
      • Knowledge, skills and understanding

        • Spelling

          • KS1.En3.4 – Pupils should be taught to:

            • Spelling strategies

              • KS1.En3.4.b – Use their knowledge of sound-symbol relationships and phonological patterns [for example, consonant clusters and vowel phonemes]

    • KS1.En2 – Reading
      • Knowledge, skills and understanding

        • Reading strategies

          • KS1.En2.1 – Pupils should be taught to read with fluency, accuracy, understanding and enjoyment:

            • Word recognition and graphic knowledge

              • They should be taught phonemic awareness and phonic knowledge to decode and encode words, including to:

                • KS1.En2.1.a – Hear, identify, segment and blend phonemes in words in the order in which they occur

                • KS1.En2.1.b – Sound and name the letters of the alphabet

Australia – Australian Curriculum expand/collapse

  • Foundation Year
    • Language
      • Sound and letter knowledge

        • ACELA1440 – Recognise the letters of the alphabet and know there are lower and upper case letters

New Zealand – National Standards expand/collapse

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

        • 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.4 – Identifying all letters by name and being able to produce an associated sound for each letter

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

          • 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)

    • Y1.W – Writing
      • They draw on knowledge and skills that include:

        • Y1.W.3 – Using their developing visual memory to accurately write some key personal words and some high-frequency words1

United States – Common Core State Standards expand/collapse

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

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

          • 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/.)

      • 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.