Reflection: Developing a Conceptual Understanding Contractions With Is - Section 1: Teacher Background Knowledge and Preparation


When I first started teaching, fluency wasn't something that was stressed to teachers as an important aspect of teaching reading.  When the idea of fluency did become stressed as something important to teach, it was always a nebulous idea for me.  How do I teach fluency? What in particular do I need to do as a teacher to make sure my students reach those fluency benchmarks?  It wasn't until I went through Common Core training that I understood the place that fluency serves in reading. Fluency is the bridge between decoding and comprehension. 

Our job as first grade reading teachers is to first and foremost give our students a strong foundation in decoding and sight words.  We do this by teaching students how to segment and blend, and show students how the graphemes (letter representations in our alphabet) relate to spoken sounds.  The more automatically our students can decode with, the more fluent of a reader they become.  Part of this means that we also need to make sure our students can decode contractions, multisyllabic words, and compound words because these kinds of words.  The quicker our students can decode these kinds of words, the more fluent they get in their reading. This is the secret to teaching fluency. Automaticity is the key.

  How Does Knowing Contractions Lead to Fluency?
  Developing a Conceptual Understanding: How Does Knowing Contractions Lead to Fluency?
Loading resource...

Contractions With Is

Unit 13: Grammar and Language Lessons
Lesson 6 of 8

Objective: SWBAT read and write contractions with "is" as well as the two words that comprise the contraction.

Big Idea: Learning contractions help us to decode better. The better we decode the more fluent we get!

  Print Lesson
1 teacher likes this lesson
Similar Lessons
What's in a Name?
1st Grade Math » Inch by Inch, Paperclip by Paperclip
Big Idea: Students love to work with each other's names! In this lesson, students put their names in order from shortest to longest. Then students practice putting sight words in length order.
New Orleans, LA
Environment: Urban
Amanda Cole
1st Grade ELA » Language and Foundational skills
Big Idea: Listen to yourself! ... so that you can fix any words that don't make sense.
Riverside, CA
Environment: Urban
Mariana Robles
The Rope Tug: Initial Reading
1st Grade ELA » Drama
Big Idea: Wide reading includes plays, where your students will learn who the characters are and who the narrator is.
National City, CA
Environment: Suburban
Sarah Collins
Something went wrong. See details for more info
Nothing to upload