Integrated Task RF 1.3 e Students need practice with distinguishing and identifying specific sounds. (Lewkowicz 1980). "Children should be familiarized with speech sounds in isolation before they attempt to detect sounds within words" (p. 694). Teachers can introduce new sounds with an anchor picture. Spelling patterns and/or letters can also be associated with the picture but letter(s) sound correspondence and spelling will follow. Possible Anchor Texts: Shared, close reading or interactive read aloud texts and also poetry used during word study from unit of study. This task could be used as a Day 2: Shared/Close reading foundational skills focus lesson or Day 1 whole group instruction during word study. 1. Teacher selects text (book or poem) with words that have different number of syllables. 2. Teacher introduces separating words by syllable using anchor chart in resources. a. The teacher says different words with different number of syllables and asks students to separate the word in syllables and say how many there are in each word. 3. Teacher reads aloud story. a. Throughout the text, the teacher points out words in the text and asks students to separate in syllables. b. Teacher also asks students to point out words with a certain number of syllables. *The teacher can ask comprehension, vocabulary, and foundation skill questions while reading (RL&RI.1.1-10) 4. After reading, the teacher draws or uses a pocket chart to sort word cards by number of syllables. The word cards are made from words selected from the text. a. The teacher reads a word to the students; they separate it into syllables and then the teacher places it in the right spot. b. One student will come up to place the word in the corresponding column. c. Class will continue until all words are sorted. Integrated Task RF 1.3 e *The teacher can use a checklist for a formative assessment during whole group instruction. *The teacher can use a cut and glue word sort for an individual assessment.