Overview: In this lesson students will listen and match sounds... either rhyming sounds, beginning sounds, ending sounds or vowel sounds.

Overview: While reading the story "Seven Fat Cats", students will listen and match the sounds (rhyming, beginning, ending, and vowel.)

In the previous unit children learned the procedures and routines needed to carry on with some independence as they begin building reading stamina. This unit continues with those routines and building stamina as students begin working on emergent storybook reading in a focused and concentrated way.In this unit children read emergent storybooks. Emergent storybook reading comes from Elizabeth Sulzby’s work on emergent literacy. The premise behind emergent storybook reading is that as students are exposed to the multiple readings of the emergent storybooks they begin to read these books on their own. Through these readings and familiarity of the emergent storybooks students’ begin to develop deeper understandings of the text, a strong sense of language and an increased desire to read independently.The first part of this units focuses on ways readers can read books using all they know to help themselves read. Early strategies like predicting and rereading are introduced. The way students read emergent story books develops over time; some children’s construction of the story will probably first involve looking at and commenting on each picture. Over time, all children learn to approximate and read the way the story sounds as if the child were reproducing the words and cadence of the text.The second part of this unit focuses on how readers study, think and grow ideas about books. They use their partners to talk about their thinking and share their understandings.The unit ends with readers trying different ways to read and share their books through retellings and acting out their favorite parts. This unit supports many of the Common Core State Standards, one of which states thatstudents need to engage in many different ways of reading independently and in partnerships with purpose and understanding.This unit should include the opportunity to introduce book bags and book shopping days. Students should have the chance to keep books until the next time they shop for new books. It is highly recommended that students shop for books (up to ten emergent story books) outside of reading workshop. This helps with management and time. Students may shop for ‘Look Books’ or the teacher can continue to use the tubs from unit 1 (adding new titles as needed). Since students will continue to have time allotted to read “Look Books” like the ones available in unit 1, the teacher should decide how to help students differentiate between emergent story books and Look Books.

In this unit, students will learn about plants/trees and will inquire about the ways all living things need plants.  Students speak from the point of view of animal and will persuade someone not to cut down their tree.

Description: This course pack is designed to meet the learning outcomes for Adult Literacy Fundamental English Level 1 (roughly equivalent to beginner to grade 1.5 in the K-12 system). Every of the nine chapters includes a level-appropriate, high-interest reading of approximately 100 words. The readings are freely available in a separate reader with convenient links to the readings in each chapter of this course pack. The online version of this course pack also contains audio recordings of each story in the reader. These recordings, combined with vocabulary and word pattern exercises, prepare the Level 1 student to read each paragraph-long text with greater independence. Font size and line spacing can be adjusted in the online view, and have been enhanced for the print and PDF versions for easier reading. This course pack has been reviewed by subject experts from colleges and universities.

This reader contains nine original stories about healing, discovery, survival, relationships, justice, and connections to the land explored through the lens of the plant world. These stories, written specifically for adults, are designed to accompany the BC Reads: Adult Literacy Fundamental English - Course Pack 1. This level 1 reader, one of a series of six readers, is roughly equivalent to beginner to grade 1.5 in the K-12 system. Font size and line spacing can be adjusted in the online view, and have been enhanced for the print and PDF versions for easier reading. This reader has been reviewed by subject experts from colleges and universities.

This reader contains nine original stories about healing, discovery, survival, relationships, justice, and connections to the land explored through the lens of the plant world. These stories, written specifically for adults, are designed to accompany the BC Reads: Adult Literacy Fundamental English - Course Pack 1. This level 1 reader, one of a series of six readers, is roughly equivalent to beginner to grade 1.5 in the K-12 system. Font size and line spacing can be adjusted in the online view, and have been enhanced for the print and PDF versions for easier reading. This reader has been reviewed by subject experts from colleges and universities.

Opening A: I can review what I have learned about letters and sounds. (RF.K.2, RF.K.3)
I can look at each consonant and say its sound.
I can look at each vowel and say its short sound.
Opening B: I can review what I have learned about syllables, rhyme, and vowels. (RF.K.2, RF.K.3)
I can listen to a list of words and identify which one does not rhyme.
I can count the syllables in a spoken word.
When given a word, I can create a new rhyming word by changing the first sound in the word.
I can look at each consonant and say its sound.
I can look at each vowel and say its short sound.
Work Time A: I can read and spell CVC words with the phonemes (sounds) /r/, /a/, /t/, /n/, /i/, /b/, /o/, /u/, /t/, /e/, and /p/.
When given a spoken single-syllable word (example: "man"), I can change the initial phoneme (sound) to another phoneme (sound; example: "m" to "p") and then say the new word.
I can say the sound that each consonant letter makes in words.
I can identify the short sound for each vowel.
I can tell what sounds are different when I look at two words that are spelled with some of the same letters.
I can read two words that are spelled with some of the same letters (example: "jump" and "bump"). I can repeat with more words with some of the same letters (example: "lump," "lamp," "limp").

Opening A: I can feel and count the syllables (beats) in the words of a poem. (RF.K.2)
I can count the syllables in a spoken word.
I can segment (break apart) and pronounce separate syllables in a spoken word.
Opening B: I can add or change a phoneme (sound) in a one-syllable spoken word to make a new word. (RF.K.2)
I can listen to a CVC word and pronounce the initial phoneme (sound) in the word.
I can listen to a CVC word and pronounce the middle vowel phoneme (sound) in the word.
I can listen to a CVC word and pronounce the final phoneme (sound) in the word.
When given a spoken CVC word (example: "man"), I can change the final phoneme (sound) to another (example: "n" to "p") and say the new word.
When given a spoken CVC word (example: "man"), I can change the initial phoneme (sound) to another phoneme (sound; example: "m" to "p") and then say the new word.
Work Time A: I can read and spell CVC words with the phonemes (sounds) /m/, /o/, /a/, /i/, /p/, /b/, /t/, /g/, /r/, /h/, and /s/.
I can say the sound that each consonant letter makes in words.
I can identify the short sound for each vowel.
I can tell what sounds are different when I look at two words that are spelled with some of the same letters.
I can read two words that are spelled with some of the same letters (example: "jump" and "bump"). I can repeat with more words with some of the same letters (example: "lump," "lamp," "limp").

Opening A: I can feel and count the syllables (beats) in the words of a poem. (RF.K.2)
I can count the syllables in a spoken word.
I can segment (break apart) and pronounce separate syllables in a spoken word.
Opening B: I can add or change a phoneme (sound) in a one-syllable spoken word to make a new word. (RF.K.2)
I can listen to a single-syllable word and pronounce the initial phoneme (sound) in the word.
I can listen to a single-syllable word and pronounce the middle phoneme (sound) in the word.
I can listen to a single-syllable word and pronounce the final phoneme (sound) in the word.
When given a spoken single-syllable word (example: "man"), I can change the final phoneme (sound) to another (example: "n" to "p") and say the new word.
When given a spoken single-syllable word (example: "man"), I can change the initial phoneme (sound) to another phoneme (sound; example: "m" to "p") and then say the new word.
Work Time A: I can read and spell CVC words with the phonemes (sounds) /e/, /t/, /p/, /n/, /g/, and /b/.
I can say the sound that each consonant letter makes in words.
I can identify the short sound for each vowel.
I can tell what sounds are different when I look at two words that are spelled with some of the same letters.
I can read two words that are spelled with some of the same letters (example: "jump" and "bump").
I can produce words that follow a given pattern and are spelled with some of the same letters (example: "pen," "pin," "pig").

Opening A: I can feel and count the syllables (beats) in the words of a poem. (RF.K.2)
I can count the syllables in a spoken word.
I can segment (break apart) and pronounce separate syllables in a spoken word.
Opening B: I can add or change a phoneme (sound) in a one-syllable spoken word to make a new word. (RF.K.2)
I can listen to a CVC word and pronounce the initial phoneme (sound) in the word.
I can listen to a CVC word and pronounce the final phoneme (sound) in the word.
When given a spoken CVC word (example: "man"), I can change the final phoneme (sound) to another (example: "n" to "p") and say the new word.
When given a spoken CVC word (example: "man"), I can change the initial phoneme (sound) to another phoneme (sound; example: "m" to "p") and then say the new word.
Work Time A: I can read and spell CVC words with the phonemes (sounds) /m/, /i/, /a/, /p/, /t/, /n/, /g/, /r/, /h/, /f/, and /s/.
I can say the sound that each consonant letter makes in words.
I can identify the short sound for each vowel.
I can tell what sounds are different when I look at two words that are spelled with some of the same letters.
I can read two words that are spelled with some of the same letters (example: "jump" and "bump"). I can repeat with more words with some of the same letters (example: "lump," "lamp," "limp").
Ongoing Assessment

Opening A: I can add or change a phoneme (sound) in a one-syllable spoken word to make a new word. (RF.K.2)
I can listen to a single-syllable word and pronounce the initial phoneme (sound) in the word.
I can listen to a single-syllable word and pronounce the final phoneme (sound) in the word.
I can listen to a single-syllable word and pronounce the middle vowel phoneme (sound) in the word.
I can change the initial or final sound in a spoken word and say the new word.
Work Time A: I can read and spell CVC words with the phonemes (sounds) /i/, /o/, /u/, /sh/, /th/, /p/, /d/, and /n/.
I can say the sound that each consonant letter makes in words.
I can identify the short sound for each vowel.
I can tell what sounds are different when I look at two words that are spelled with some of the same letters.
I can read two words that are spelled with some of the same letters (example: "jump" and "bump"). I can repeat with more words with some of the same letters (example: "lump," "lamp," "limp").

Opening A: I can feel and count the syllables (beats) in the words of a poem. (RF.K.2)
I can count the syllables in a spoken word.
I can segment (break apart) and pronounce separate syllables in a spoken word.
Opening B: I can add or change a phoneme (sound) in a one-syllable spoken word to make a new word. (RF.K.2)
I can listen to a CVC word and pronounce the initial phoneme (sound) in the word.
I can listen to a CVC word and pronounce the final phoneme (sound) in the word.
When given a spoken CVC word (example: "man"), I can change the final phoneme (sound) to another (example: "n" to "p") and say the new word.
When given a spoken CVC word (example: "man"), I can change the initial phoneme (sound) to another phoneme (sound; example: "m" to "p") and then say the new word.
Work Time A: I can read and spell CVC words with the phonemes (sounds) /m/, /u/, /p/, /s/, /n/, /g/, /r/, /t/, /f/, and /i/.
I can say the sound that each consonant letter makes in words.
I can identify the short sound for each vowel.
I can tell what sounds are different when I look at two words that are spelled with some of the same letters.
I can read two words that are spelled with some of the same letters (example: "jump" and "bump"). I can repeat with more words with some of the same letters (example: "lump," "lamp," "limp").

Opening A: I can review what I have learned about syllables and rhymes. (RF.K.2, RF.K.3)
I can listen to a list of words and identify which one does not rhyme.
I can listen to the same set of CVC (consonant, vowel, consonant) words and pronounce the final consonant phoneme (sound) in the word.
I can count the syllables in a spoken word.
I can segment (break apart) and pronounce separate syllables in a spoken word.
I can blend separate syllables to form a spoken word.
When given a word, I can create a new rhyming word by changing the first sound in the word.
Work Time A: I can feel and count the syllables (beats) in the words of a poem.
I can segment and blend the onset (beginning sound) and rime (ending chunk) of a one-syllable word. (RF.K.2)
I can count the syllables in a spoken word.
I can segment (break apart) and pronounce separate syllables in a spoken word.
I can blend separate syllables to form a spoken word.
I can blend onset and rime in a single-syllable word.
I can segment onset and rime in a single-syllable word.

Opening A: I can identify the name and sound for the letters "a," "t," "h," "p," "c," "n," "m," "r," "s," and "v." (RF.K.3)
I can identify the name of each uppercase letter.
I can look at each consonant and say its sound.
Work Time A: I can feel and count the syllables (beats) in the words of a poem. (RF.K.2)
I can count the syllables in a spoken word.
I can segment (break apart) and pronounce separate syllables in a spoken word.
I can blend separate syllables to form a spoken word.