A. Identify sound-spelling relationships of consonants and vowels (AL COS)

1. recognize letters (a. identify name of letter, b. produce sound of letter, c. supply a word that has the same initial sound (SAT 10)
2. use most consonants and some vowels in approximate spelling of unknown words
3. use first, last, and some medial sounds in spelling (SAT 10)
4. substitute, delete, and add sounds/letters to form new words (SAT 10)
5. recognize and use patterns to form new words (SAT 10)
6. use syllabication to spell words
7. recognize and apply inflectional endings (s, ed, ing) (SAT 10)

Between the Lions:  Exploring Short-Vowel Sounds
This lesson will enhance students' skills in identifying short-vowel sounds and words that contain a short-vowel sound.

The Alphabet of Coins
Students will use letter/sound relationships of initial consonants to complete sentences that follow a given repeating pattern. 

Student of the Day: Create Sound/letter Understanding with Names
Students explore each other's names, making comparisons between initial sounds, ending sounds, syllabication, and letter shape.
 

Picture Dominoes:  Play dominoes by matching the pictures whose names have the same ending sound.

Puppy Letters:  Search for missing letters to build words in an interactive on-line game.  Encourages reinforcement of letter sound and recognition.

LearningPlanet.com - Rats!  This game helps students learn the difference between consonants and vowels. Requires Shockwave Player 10 from Macromedia, Inc.

jazzles.com:  Free MP3 Song Downloads of A-Z Children's Songs and Song Lyrics

Grade 1 Language Arts:  Games and activities for various language arts topics.

Suggestions for English Language Learners (ELLs):
(E/B=Entering/Beginning, D=Developing, E=Expanding)

E/B: Identify and express beginning and ending sounds in one-syllable words.
E/B: Identify symbols and signs within classroom; D: Identify and speak about symbols and signs within classroom and community environment; E: Describe symbols and signs within classroom and community environment.
E/B: Listen selectively for sight words and main ideas; D: Listen for specific purposes to identify sight words and main ideas; E: Listen for specific purposes to identify sight words, main ideas, and supporting details.
E/B: Follow sequence of words from left to right.
E/B: Identify first sound within a spoken word; D: Identify first and last sounds within a word when spoken; E: Identify first and last sounds within a word when spoken.
E/B: Read some high-frequency words, including own name; D: Sort some high-frequency words by category; E: Sort and classify most high-frequency words by category.
E/B: Relate individual letters or groups of letters to a coordinating sound; D: Blend two to four phonemes into recognizable words.
D: Listen and produce some rhyming patterns in language; E: Listen and produce rhyming patterns in language with little error.
E: Blend vowel-consonant sounds orally to make words or syllables.
E: Distinguish between individual sounds and syllables.
E: Count the number of syllables within a word or group of words.
 

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