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/)
Samples: initial sound a. initial sounds m. initial sounds t. initial sounds s. Letter Recognition: a, m, t, s. Initial Sounds i.
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)
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/.)
Your account will have additional material that tracks students progress to provide individual focused material and reports. Also it includes fun incentives to encourage students to learn more all customised to each students needs.