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K-2 Scope and Sequence (Mattes / Minier) Page 1 8/10/2011

K-2 Scope and Sequence Summer 2011

Reading Foundational Skills

Respectfully Submitted by

Jennifer Mattes Kimberly Minier


K-2 ELA Scope and Sequence

Respectfully shared by Jennifer Mattes and Kimberly Minier August 2011

Purpose: To provide teachers with a resource to use as a guide for providing rigorous and relevant instruction to actively engage students, while building foundational literacy skills along a developmental continuum. Before a student can put the work and effort into decoding, one must build the necessary foundation with items such as language, phonological awareness, and print concepts. Some students will develop some of the essential skills naturally if given the right environment. Yet, as with any learning objective, if you can recognize what needs to be learned, you can emphasize those formal and informal learning opportunities, and maximize the learning outcome. As just a single example, phonological awareness has been shown to be a crucial predictor of reading success, and the lack of this skill has been linked to reading delays. It begins prior to a child learning the alphabet and is developed without ever looking at a printed word. Yet, it is a skill that can be taught, if a teacher purposefully takes the time. The Common Core Standards (CCS) set requirements for English Language Arts. They lay out a broad vision for what it means to be a literate person and represent the overall goals for every language arts curriculum (National Governors Association Center for Best Practices and Council of Chief State School Officers, 2010). They are listed in the left hand column of this document for your ease and awareness. The focus of this work will be on CCS Reading Standard Three: Foundational Skills. The emphasis is directed toward fostering a student’s understanding and working knowledge of concepts about print, the alphabetic principles and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an


effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend text across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know - to discern when particular children or activities warrant more or less attention (Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects / K-5). In this document, we attempted to include approximate grade levels, broad goals supported with detailed examples and specific statements of behaviors and understandings for print concepts, phonological awareness and phonics/word study. Every effort was made to consider Common Core Standard Three – Foundational Skills. The expectations from the New York State ELA Performance Indicators, Penfield Central School District’s Early Literacy Profile (ELP), district curriculum maps, & NWEA skills were also considered. The areas of learning focused upon in the following document include:

• Early Literacy Concepts

• Phonological Awareness

• Letter Identification

• Letter Sound Knowledge

• Spelling Patterns / Phonograms

• High-Frequency Word Recognition



Print Concepts


Reading Foundational Skills Print Concepts

Common Core Standard (CCS) The Kindergarten reader will develop

concepts about print to

The Kindergarten reader will

demonstrate competence in concepts of print by

Possible resources, explanations and

instructional strategies include

1. Demonstrate understanding of the organization and basic features of print.

a. Follow words from left to right, top to bottom, and page by page.

b. Recognize that spoken words are represented in written language by specific sequences of letters.

c. Understand that words are separated by spaces in print.

d. Recognize and name all upper- and lower case letters of the alphabet.

• Distinguishing between print and pictures

• Understanding the purpose of print in reading and writing

• Reading left-to-right, top-to-bottom and return sweep (return to the left in reading and writing)

• Using one-to-one correspondence when reading

• During shared reading – increase awareness that print carries the meaning /message along with supporting pictures

• Sort pictures, letters and words

• Interactive Writing – the teacher and the students create a text together about a shared experience (for example: thank you note after a field trip and retelling field trip events) This text can then be used for future rereading

• Morning Message teaches students about spacing, punctuation, and directionality. Seeing the teacher write the words helps the student understand that words are separated by spaces and that when writing you must go to the beginning of the next line when you run out of space (return sweep.) This strategy









• Understanding the concepts of first and last in written language (first/last letter of a word and first/last word in a sentence)

• Distinguishing between letters and words

• Identifying parts of a book and their functions

reinforces the concepts of one-to-one word matching, the beginning and ending of words/sentences, and distinguish the difference between letters/words/sentences.

• Talk about first/last letter of one’s name

• Create a sentence using the student’s name. Model framing the first/last word in the sentence

• Sort letter and picture cards

• During shared reading – increase awareness about the functions of a book (front of book, title, author, etc. depending on genre)


Reading Foundational Skill Print Concepts







• Recognizing word boundaries when reading and using spacing between letters and words when writing

• Recognizing one’s name

• Recognizing all upper case letters

• Recognizing all lower case letters

• Use spaceman or popsicle stick to count or make spaces between words

• Handwriting Without Tears (HWT) – Rock, Rap, Tap, and Learn CD –“Sentence Song”

• Model writing a sentence with and without spacing – Ask, “Which is easier to read?”

• Use of students’ names (ex: name wall)

• Reinforcers for name recognition: name poems, name puzzles, tissue paper names, and making names using tactile materials (sand/salt tray)

• Upper case/lower case match

• Magnetic letters – sort upper vs. lower letter formation features

• Words Their Way (WTW), Letter and Picture Sorts for Emergent Spellers, Letter sorts (p. 57-70)



Common Core Standard (CCS)

The First Grade reader will develop concepts about print skills to

The First Grade reader will demonstrate competence with

concepts about print by


instructional strategies include 1. Demonstrate understanding of

the organization and basic features of print.

a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

• Ensure students recognize all upper and lower case letters

• Recognizing one’s first and last name in isolation and in continuous text

• Using one’s name to learn about words and make connections to words.

• ABC books – published and student created

• The students say the name of the letter; name the picture and then the sound of the letter. For example: A a, apple /a/

• Go Fish, Memory and “I Have, Who Has”

• Alphabet and Font Sorts – by features

• Alphabet charts

• Find their own names on charts (name walls, helper charts and attendance charts)

• Magnetic Letters – write student’s name on a card and have him/her use magnetic letters to make his/her name

• Notice one of “their” letters in their name in another word during interactive writing

• Teacher-made easy patterned books using the student’s name (Joe’s cat. Joe’s dog.)









• Demonstrating one-to-one correspondence while reading and writing

• Consistently incorporating spaces between words when writing

• Understanding the concepts of first and last in written language (first/last letter of a word and first/last word in a sentence) in continuous text

• Teacher models 1-to-1 pointing during shared reading

• Write a sentence on a strip & cut each word apart. Child reassembles the sentence & points to each word as he/she reads the sentence.

• Use the white space to show readers each word in the sentence. Make white space concrete using a popsicle stick or bingo chip. “Feel the white space with your finger.”

• Morning Message - invite students to use a spaceman or object to model writing a word and leaving a space

• Cut-up sentence – written words on cards and blank cards to represent spaces

• Talk about first/last letter of their name

• Talk about first/last word in a sentence







Possible resources, explanations and instructional strategies include

• Automatically distinguish between a letter and a word

• Understanding the concept of sentence (as a group of words with ending punctuation)

• Providing the meaning of a period

• Providing the meaning of an exclamation mark

• Have students “frame” one/two letters and one/two words in continuous text

• Sort cards with letters and words

• Create and reread simple sentences about their lives using cut-up sentences to reinforce that a sentence is a group of words that make sense

• Interactive Read Aloud - vary your intonation to interpret the author’s use of punctuation in reading with expression (Robin Pulver’s Punctuation Takes a Vacation)

• Guided Writing Groups – teach mechanics strategically

• Period – use punctuation

magnets or create a stop sign

• Exclamation Mark – write simple sentences together and talk about the meaning of punctuation mark (I love cats!)








instructional strategies include • Providing meaning of quotation

marks

• Providing the meaning of a comma

• Quotation Marks – use elbow macaroni to bring to their attention “talking marks” in text rich in dialogue

• Comma – rubber stamps

represent commas to separate long lists of things



Phonological Awareness


Reading Foundational Skills Phonological Awareness

Common Core Standards (CCS) The Kindergarten reader will develop

phonological awareness skills to

The Kindergarten reader will demonstrate competence in

phonological and phonemic awareness by


1. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

a. Recognize and produce rhyming words.

b. Count, pronounce, blend, and segment syllables in spoken words.

c. Blend and segment onset and rimes of single-syllable spoken words.

d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. This does not include CVCs ending with /l/, /r/, or /x/. Words, syllables, or phonemes written in /slashes/ refer to their pronunciation.

e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Phonological Awareness – an awareness of language/ words “Readiness Skills”

• Distinguishing individual words in spoken sentences (hear and recognize words boundaries)

• Identifying syllables in a word

• Move a chip to stand for each word in a spoken sentence. For example: The dog barks. (3), The black dog barks. (4), The black dog barks loudly. (5)

• Take a step for each word in this sentence. The cat climbs. (1st step and say The, 2nd step and say cat, 3rd step and say climbs.)

• A spoken syllable is a unit of speech organized around a vowel sound. Say the word, say each syllable, and feel the jaw drop on the vowel sound: park (1), paper (2), yesterday (3)

• Clap for each syllable of a student’s name, for example: Jasmine ~Jas (clap) mine (clap) – (2 claps), Nicholas ~ Nich



Common Core Standards (CCS) The Kindergarten reader will develop


The Kindergarten reader will demonstrate a competence in



(clap) o (clap) las (clap)- (3 claps) –Words Their Way Syllables in child’s names (pg. 124)

• Syllable Graph – create a graph using the number of syllables in each person’s name

• Words Their Way Letter and Picture Sorts for Emergent Spellers Word Sorts (pg. 38 & 39 and 53 & 54)

• Phonics Lessons, Letters, Words, and How They Work, Fountas and Pinnell, pg 125

Suggestions for recognizing syllables

in spoken words:

1. Syllable “cheerleader” – model using compound words (cup/cake), put your right hand up and say “cup”, put your left hand up and say “cake.” Then say the whole word “cupcake.”








2. Sentence strip name cards – Say the child’s name and have the class or child say it back while clapping the syllables. The teacher makes the name card and cuts it into syllables for reassembly.

3. Clap, tap, stomp, or take steps for the syllables in your favorite nursery rhyme or song.

4. Use objects such as unifix cubes, coins and counters to represent each syllable. Say each word slowly, putting down or pushing a manipulative for each syllable. Then count how many objects were used to see how many syllables were in the word.

5. Cut out pictures from magazines and have students group the pictures by the number of syllables heard in the words.








• Determining whether two spoken words rhyme

• Producing spoken words that rhyme

• Rhyme Recognition during Word Play – Say “yes” if the words have the same last sound (rhyme). Say “no” if they do not have the same sound at the end. For example: clock/dock (yes), red/said (yes), down/boy (no).

• Daily read alouds, Shared readings, Nursery Rhymes and Songs

• When reading nursery rhymes or singing songs containing rhyming words, exaggerate the words that rhyme. See if students can tell you which words rhyme.

• Leave out the rhyming words and let the student fill in the blanks. For example: say “Humpty Dumpty sat on a ___.”

• Read Dr. Seuss books and other books with multiple examples of rhyming words. Help students listen, find, or








• Onset and Rime/Rhyming

• Connect words by the sounds (fat, fun)

highlight rhyming words.

• Help students think of words that rhyme with his/her name, days of the week, pets/animals etc.

• Detect, say, connect and generate rhyming words (fly/sky/by/pie)

• Within a single syllable, onset is the consonant sound or sounds that may precede the vowel; rime, is the vowel and all other consonant sounds that may follow the vowel. (sit – onset - /s/; rime - /it/, bit – onset - /b/; rime /it/

• Repetition and Creation of

Alliteration during Word Play – For example: Nice, neat Nancy








Phonemes- are individual speech sounds that are combined to create words in a language system. Phoneme Awareness- requires progressive differentiation of spoken words and the ability to think about and manipulate those sounds. Activities should lead to the pairing of phonemes (speech combinations that represent those sounds) for the purposes of word recognition and spelling.

• Isolating an individual sound in

a word; initial, final and medial sounds

• What is the first sound in the word “sat?” /s/

• What sound do you hear at the end of the word “sat” /t/

• What sound do you hear in the middle of the word “sat” /a/

Suggested activities for isolating initial

sounds. • Start collecting objects that

begin with the same sound and store them in bags or bins. For example: For the sounds of “F”








• Identifying that a target sound is the same in different words

• Categorizing - recognizing that words in a set belong together and sometimes identifying which one doesn’t fit it the category

you may have football, fence, frog, fish, and phone.

• Say short words, emphasizing the last sound heard. Ask the student what the last sound is. For example: “hat,” Ask, What do you hear at the end of the word hat?” The student should answer with /t/ NOT the letter name, pronounced “tee.”

• What is the first sound in these words? (fast, fat, phone) /f/

• Words Their Way, Picture sort (p.331-345)

• Words Their Way, Letter and Picture Sorts for Emergent Spellers (p. 129-147)

• Which word doesn’t belong based on initial sound: dig, dirt, cat, dog? cat because it starts with the /c/ and the other words start with /d/.








• Combining/Blending phonemes to make a word

• Segmenting /Orally breaking a word into individual phonemes

• Deleting a phoneme from a word

• What word is /ch/ /a/ /t/? chat

• What are the sounds in slam? /s/ /l/ /a/ /m/ (manipulatives or counters can be used with this task)

• Picture sorts by the number of phonemes in words. For example: Two phoneme picture cards (bee, hay, egg), Three phoneme picture cards (bat, cup, boat), Four phoneme picture cards (tent, plane, baby), Five phoneme picture cards (plant, candy, rainbow)

• Words Their Way, Sound boxes (Elkonin Boxes) p. 123. See comprehensive explanation at the end of the section of the document with visuals.

• Say “cab” without the /c/? ab

• Say “smart” without the /s/? mart








• Adding a sound to a word

• Substituting /Creating a new word by changing one of the phonemes of an existing word

• Recognize with one’s ear, a few easy phonograms with a VC (vowel consonant) pattern

• Recognize with one’s ear, a few CVC (consonant vowel consonant) patterns

• What do you have if you add /f/ to the beginning of in? fin

• What do you have if you add /s/ to the beginning of mile? smile

• Say “fun” – change /f/ to /s/. What is the new word? sun

• Say “bug” - change the /g/ to /n/. What is the new word? bun

• Examples: -ad, -ag, -an, -at, -ig, -in, -it, -ut, -og, -op, -ot, -ed, -en, -et

• Examples: tab, mad, sap

• Teaching the Concept of Sorting Words Their Way (WTW) Letter and Picture Sorts for Emergent Spellers, pgs.7-30








Concept Sort 1. Begin with “people” sorts. For

example: boy/girl, hair color, eye color and clothes.

2. Progress to “real object” sorts. For example: sort by size, color, shape. Use buttons, keys, pasta, pattern blocks, unifix cubes, rocks etc.

3. Progress to “picture” sorts. For example farm/zoo animals, animals that fly/swim/walk, night/day, fruits/vegetables, happy/sad, or letter/number/word

• Word families using pictures: a. –at /–an b. –ad / –ab / –ag c. –op / –ot / –og d. –et / -eg / -en e. –ug /- ut / -un

• Words Their Way, Sorting rhyming patterns (p. 104, 119-122)








• Phonics Lessons, Letters, Words, and How They Work, Grade K, Fountas and Pinnell, pgs. 105-113



Common Core Standards (CCS)

The First Grade reader will develop phonological awareness skills to

The First Grade reader will demonstrate phonological awareness

by



2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

a. Distinguish long from short sounds in spoken single-syllable words.

b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Phonological Awareness – an awareness of language/ words

• Distinguishing individual words in spoken sentences (hear and recognize words boundaries)

• Identifying syllables in a word

• Move a chip or marker to stand for each word in a spoken sentence. For example: The dog barks. (3), The black dog barks. (4), The black dog barks loudly. (5)

• A spoken syllable is a unit of speech organized around a vowel sound. Repeat the word, say each syllable, and feel the jaw drop on the vowel sound: park (1), paper (2), yesterday (3)

• Take a step for each word in this sentence. The cat climbs. (1st step and say The, 2nd step and say cat, 3rd step and say climbs.)

• Clap for each syllable of a student’s name, for example: Jasmine ~ Jas (clap) mine (clap) – (2 claps), Nicholas ~ Nich (clap) o (clap) las (clap) -






by



• Determining whether two spoken words rhyme

• Producing spoken words that rhyme

(3 claps) Words Their Way, Syllables in children’s names (p. 124)

• Hopping & tapping - to the syllables in nursery rhymes or songs

• Picture Sorts representing words with varying numbers of syllables

• Phonics Lessons, Teaching Resources, Grade 1, (binder) Fountas, and Pinnell, pgs. 553-563 for words cards to use orally with students.

• Letter and Picture Sorts for Emergent Spellers Syllable Activities (p. 38&39, 53&54)

• Rhyme Recognition during Word Play – Say “yes” if the words have the same last sound (rhyme). Say “no” if they do not have the same sound at the end. For example: clock/dock (yes), red/said (yes), down/boy (no).






by



• Onset and Rime/Rhyming (blending /s/ and the rime /it/ sit, /s/ and the rime /at/ sat

• Connecting words by the beginning sounds and ending sounds

• Daily read alouds, shared readings, nursery rhymes and songs

• Detect, say, connect and generate rhyming words (fly/sky/by/pie)

• Within a single syllable, onset is the consonant sound or sounds that may precede the vowel; rime, is the vowel and all other consonant sounds that may follow the vowel. (sit – onset - /s/; rime - /it/, bit – onset - /b/; rime /it/

• Example: fat/fun • Example: get/sit






by



Phonemes- are individual speech sounds that are combined to create words in a language system. Phoneme Awareness- requires progressive differentiation of spoken words and the ability to think about and manipulate those sounds. Activities should lead to the pairing of phonemes (speech combinations that represent those sounds) for the purposes of word recognition and spelling.

• Using one’s ear to distinguish long from short vowel sounds in spoken one syllable words

• Blending 2 to 4 phonemes to make a one syllable word

• Segmenting /Orally breaking single syllable words into 2 to 5 phonemes

• Picture sorts: long versus short vowel sounds

• What word is /ch/ /a/ /t/? chat

• What are the sounds in slam? /s/ /l/ /a/ /m/ (manipulatives or counters can be used with this task)

• What are the sounds in the word raccoon? /r/ /a/ /c/ /oo/ /n/


Elkonin / Sound Boxes

“For many decades and in many different programs teachers have taught children to distinguish between letters and to link sounds to those letters. The children who succeeded in those programs were able to do just that. However, some children find it extraordinarily difficult to hear the sounds that go to make up words. For children who cannot hear the order of sounds in words the teacher can act as analyzer of the words. She articulates the words slowly, but naturally, and develops the same skill in her pupils.” Reading Recovery, pg 32, Marie Clay. Procedures Place a picture card for a simple word, such as “cat” before the child. Step 1. Establish the Task of Slowly Articulating Words:

• Slowly and deliberately articulate the word for the child. Let him/her hear the sounds separated but in a natural way.

• Ask the child to articulate the word aloud, to say it slowly.

• Ask the child to watch your mouth while you say it, and to copy you.

• Use a mirror if it helps the child to be more aware of what his/her lips and tongue are doing.

• Use stress in your own voice to emphasize any sound you want the child to notice. Step 2. Using the boxes for hearing the sounds in the words you want to write (phonemic awareness)

• Prepare some cards on which you draw a square for each sound segment in words of two, three and four sounds, as shown: (you need a square for every sound in the aural task, NOT for every letter.)


• Model the task for the child. Articulate the word very slowly and push counters into the boxes, sound by sound.

You can do with the picture in front of the child, and then shift to doing it without the picture present.

• Get the child to try it. The coordination of saying the word slowly and pushing the counters may be difficult at first. Help the child as needed.


• As soon as possible, have the child complete the whole task for himself. Step 3. Application to writing in a group setting. Example: If several children in the class want to write the word “jump” in their stories but aren’t sure how, the teacher could put a rectangle with four boxes on the board, say the word slowly, and push her finger into each box as she does so. She could then elicit from the children what letters make those sounds. The children can learn to use the “pushing finger” on their own to help them hear sounds in words they want to write independently.


Suggested Resources for Classroom Teachers

• Bear, Invernizzi, Templeton, and Johnston (2004). Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (Third Editon), Upper Saddle Brook, New Jersey: Pearson Education, Inc.

• Bear, Invernizzi, Templeton, and Johnston (2006). Words Their Way Letter and Picture Sorts for Emergent Spellers (First Edition), Upper Saddle Brook, New Jersey: Pearson Education, Inc.

• Blachman, Tangel, Ball, Black, and Wynne (2000). Road To The Code: A Phonological Awareness Program for Young Children, Baltimore, MD: Paul Brookes Publishing Company

• Blevins, W. (1997). Phonemic Awareness Activities for Early Reading Success, New York, NY: Scholastic.

• Fitzpatrick, J. (1997). Phonemic Awareness: Playing with Sounds to Strengthen Beginning Reading Skills, Huntington, CA: Creative Teaching Press.

• Fitzpatrick, J. (2002). Getting Ready to Read: Independent Phonemic Awareness Centers for Emergent Readers, Huntington, CA: Creative Teaching Press.

• Fountas and Pinnell, (2003). Phonics Lessons, Letters, Words and How They Work: Kindergarten (Book and Blue Resource Binder), Portsmouth, NH: Heinemann.

• Fountas and Pinnell, (2003). Phonics Lessons, Letters, Words and How They Work: First Grade (Book and Blue Resource Binder) Portsmouth, NH: Heinemann.

• Jager Adams, M. (1997). Phonemic Awareness in Young Children: A Classroom Curriculum, Baltimore, MD: Brookes Publishing Company.



Word Recognition and Phonics


Reading Foundational Skills Word Recognition and Phonics

The Kindergarten reader will develop phonics and word recognition skills to

The Kindergarten reader will demonstrate phonics-based knowledge

and word recognition skills by


instructional strategies include 3. Know and apply grade-level

phonics and word analysis skills in decoding words.

a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

c. Read common high-frequency words by sight.

d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

• Recognizing and using beginning consonant sounds and the letters that represent them to read and write words Two suggested approaches to

introduce consonant sounds in a logical order:

Phonovisual Method 1. unvoiced consonants

(whisper/”quiet sounds”) p, f, th, t, s (c), sh, ch (tch), k (c,ck), h

2. voiced consonants (“noisy sounds”) b, w (wh), v, th, d, z, j (g), g

3. nasal consonants (nosey sounds) m, n, -ng

4. others qu, l, r, y, -x Words Their Way

1. b/m 2. r/s 3. t/g 4. n/p 5. c/h 6. f/d 7. l/k 8. j/w/q 9. y/z/v

Word Work (Letter/Sound Recognition) Embedded in

Reading and Writing Classroom Routines

• Name Work – search for words / labels that start like names; with certain letter clusters, or with a particular number of sounds.

• Wall words work • Sorting - Consonant Sorts –

Pictures that sound like ___at the beginning (examples & non-examples) or Pictures that sound the same at the beginning (comparing 2 consonants into separate categories)

• Hunting – (“I Spy”) search for sounds according to particular clues.

• Read alouds (charts, rhymes, songs, alphabet books, patterned charts)

• Shared Reading - lead a group of students in reading a big book or an enlarged text on the SMARTboard in order to bring







instructional strategies include attention to specific

letters/sounds. • Shared Writing – lead group of

students in composing a coherent text together bringing attention to certain letter/sound combinations.

• Interactive Writing – design an instructional context in which the teacher and student jointly plan, compose, and write a group text. “Share the Pen” to encode focused upon letter/sound associations.

Teaching Strategies

• Thinking –Aloud • Prompting • Sound-Stretching

• Sound BINGO

• Morning Message – real reading and purposeful writing instruction teaches children to listen for and hear sounds in words that they want to use in their writing.








• Understanding alphabetical order

• Morning Message / Shared Writing: For example: test. Say the word slowly. Stretch it out. What do you hear first? What do you hear next? What else do you hear? What do you hear last?

• Object Sort - sort objects that start with the same initial letter sounds

• Picture Sorts – contrasting two or more letters WTW, Letter and Picture Sorts for Emergent Spellers, pgs. 103-147

• Words Their Way (3rd Edition) o Soundline (p. 132)

• Phonics Lessons, Letters, Words, and How They Work, Kindergarten, Fountas and Pinnell:

o Beginning Consonant Letters and Sounds (Pocket Chart Match pg. 309)








• Understanding that there is a relationship between sounds and letters. It is suggested that short vowels are taught first since they occur more frequently in primary level text

o Connecting Beginning Sounds and Letters (Picture-Word Match pg. 313)

o Beginning Letters and Sounds (Picture Sort pg. 317)

o Beginning Consonant Letters and Sounds (Picture Lotto pg. 321)

o Beginning Consonant Letters and Sounds (Finding Words in Print pg. 325)

o Learning Letters and Beginning Sounds (Class Alphabet Book pg. 329)

o Learning Letter Names and Sounds (ABC Board pg. 333)

Choosing the Best Memory

Devices-Carefully Selecting Key Picture / Words (Blevins, 2006)

• /a/ as in cat

• /e/ as in bed







instructional strategies include than long vowels. A

recommended sequence from simple to complex includes:-a, -i, -u, -o, -e

• Reading a core of 25 high frequency words (Refer to Penfield’s Early Literacy Profile (ELP) for the list of required 25 Kindergarten sight words)

• /i/ as in fish

• /o/ as in lock

• /u/ as in duck

• Simple “Word Walls” – a display of the alphabet with words that begin with each of the letters. Start with childrens’ names, easy words, environmental print (ex. cereal boxes), and various classroom labels.

• An approach to presenting core sight words is by grouping rhyming words with consistent spelling patterns:

o go, so, no o me, we, he o to, do o by, my

Practice Locating Words

The real challenge to the emerging / beginning reader is not solely memorizing a word in isolation, but reading it within continuous text while keeping the meaning in mind.








• Recognizing simple CVC (consonant vowel consonant) words

o Locating known words rapidly at their independent / instructional level

• Locating unknown words – predicting the beginning letter and remembering other visual details about a word. (Clay, 1993)

Teacher says: “What letter would you expect to see at the beginning of the word make? Child says: “m” Teacher says: “Can you find that word make on this page? Can you find the word make on another page?”

By teaching short vowels and consonants in combination, you can create decodable, connected text so that children can apply their knowledge of learned sound-spelling relationships. (Blevins, 2006)








• Attempting to write words by writing one letter for each sound heard

• Word Families / Phonograms – Once children can make words rhyme and know some consonant letters, you can quickly increase the number of words they can decode by showing them how word families work. (Cunningham, 1995)

• Establish a weekly word study routine with these instructional techniques:

o Teacher – Modeled Sort o Daily Student Sorting o Writing Sort o Word Hunts

Word Hunts – Scan previously read text and / or student writing that have a certain pattern or feature.

• Elkonin / Letter Boxes – See comprehensive explanation at the end of the section of the document with visuals.








• Writing a core of 20-25 high frequency words including the child’s first and last name

• Phonics Lessons, Letters, Words, and How They Work, Kindergarten, Fountas and Pinnell:

o Using Letter / Sound Analysis pg. 455

• It is important for students to be able to write high frequency words automatically from beginning to end. (the, see, go) This task is like a screen for the child to project what he knows about letter sounds and words (Clay, 2002). Think aloud while writing some high frequency words with these prompts:

o “Watch me write this word fast.”

o “Do you know a word that starts like that?”

o “Say the word aloud slowly and write down what you hear.”

o “Write your name, names of any of your family members or friends.”



The First Grade reader will develop phonics and word recognition skills to

The First Grade reader will demonstrate phonics-based knowledge





a. Know the spelling - sound correspondences for common consonant digraphs.

b. Decode regularly spelled one-syllable words.

c. Know final –e and common vowel team conventions for representing long vowel sounds.

d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

e. Decode two-syllable words following basic patterns by breaking the words into syllables.

f. Read words with inflectional endings.

g. Recognize and read grade level appropriate irregularly spelled words.

• Continue enhancing the premiere word attack skill by building an ever-increasing sight word vocabulary – refer to the Penfield Early Literacy Profile for the 220 Dolch Sight Words.

• Understanding Letter Sound Correspondence

o Phonics Grade 1 Lessons, Letters, Words, & How They Work

• Learning High Frequency Words: Making and Writing Words (p. 325)

• Learning High Frequency Words: Making and Writing Words (p. 329)

• Learning High Frequency Words: Building Words with Magnetic Letters (p. 333)

• Learning High Frequency Words: Locating Words in Text (p.337)

• Learning High Frequency Words: Lotto (p. 345)

• Learning High Frequency Words: Follow the Path (p. 349)

• Learning High Frequency Words: Concentration (p. 353)

Consonants and short vowels in combination (a Kindergarten review and early generation of words)








• Knowing all individual consonant sounds

• Recognizing initial and final

consonant sounds

• Initially teach the most common spelling(s) for each consonant sound.

• Purposely separate the teaching of visually confusing letters (b/d) or auditorally confusing sounds (/g/, /k/).

• Use simple CVC words before teaching words with clusters, digraphs, or multisyllabic words.

• Begin instruction with continuous consonant sounds (s, m, f, r, l, n, v, z) to model blending sounds

• Word Their Way (WTW), Word Sorts for Letter Name- Alphabetic Spellers – Review sorts for Initial Consonants (pgs. 3-11)

• Read a text. Then write it on a

chart or SMARTboard. Ask the

children to identify a consonant








sound you name.

• Play “Stand If.” Hold up a card

marked with a consonant. Say a

word that contains that letter.

Ask the children to stand if they

hear the sound at the beginning

or end of the word.

• Seat students in a circle.

Instruct one to say a word. The

next child must say a word that

begins with the ending sound of

the first child’s word. Continue

until everyone has a turn.

• Listen Through the Word:

Practice writing the first sound

and last sound in the word

through dictations before

tucking in the vowels.








• Hearing and identifying short

vowel sounds (a sound that is

different from its name) in words

and the letters that represent

them (refer to the Kindergarten

Word Recognition & Phonics

portion of this document for a

1. Listen to this: pat. What sound do you hear at the beginning?

2. Write it.

3. Put a dash to represent the missing letter (vowel) in the middle. “

4. Now listen again pat. What sound do you hear at the end? Can you write it at the end of the dash? The response should resemble

this: p-t

• Have students make short

vowel collages by cutting out

and mounting magazine

pictures of things that have the

short vowel sound you are

teaching.







instructional strategies include recommended sequence for

teaching short vowels. Separate

the teaching of the auditorily

confused sounds for short /e/

and /i/).

• Teach the children to sing “Old

MacDonald Had a Vowel.”

Where the original version says

e-i-e-i-o, have your students

substitute the short vowel

sounds. Make each verse

highlight one short vowel sound.

Ex: …and on this farm he had a

cat…with an a-a here, and an a-

a there.

• Word Their Way (WTW), Word

Sorts for Letter Name-

Alphabetic Spellers – Same-

Vowel Word Families with

Pictures (pgs. 13-27) – a word

pattern reference

• Examples with same vowel

word families: at, an; ad, ap, ag;

op, ot, og; et, eg, en; ug, ut, un;

ip, ig, ill; ig, ill.








• Recognizing that letter clusters

(digraphs & blends) represent

consonant sounds:

Digraphs – are letter clusters that stand for one sound.

• Consonant Digraphs (sh, ch, th, wh, ph, gh, ng, -ck, -tch and –dge)

• Shift toward mixed vowel word

families: ig, og; in, un; at, ot, it;

an, in, un

• Tongue Twisters – challenge students to write and illustrate digraph tongue twisters. Ex: Chelsea’s Chihuahua chews Charlie’s checkers.

• Play “Digraph Musical Chairs”:

Make a class-size set of cards

containing pictures labeled with

digraphs sh, ch, wh, th. Tape

one card to each child’s chair.

Give every student a card

marked with one of the

digraphs. Begin the music and








have the class walk around the chairs. Tell them that when the music stops they are to sit in the closest chair. If that chair has a word containing their digraph, they remain seated. If it does not, they stand and the music continues until no more matches may be made. The students left standing must read aloud the words on the empty chairs.

• Phonics Grade 1 Lessons, Letters, Words, & How They Work

o Recognizing Common

Consonant Digraphs: Say

and Sort (p. 261)

o Summarizing Digraph Knowledge: Digraph Lotto (p. 265)







instructional strategies include Consonant Clusters – two consonants

that appear together in a word, with each retaining its sound when blended. The sounds that each cluster stands for is called a blend. Therefore, the term cluster refers to the written form and the term blend refers to the spoken form. (Blevins, 2006)

• Blends/Consonant Clusters

There are three major categories of consonant clusters

• r-blends (br, cr, dr, fr, gr, pr, tr) • s-blends (sc, sk, sl, sm, sn, sp,

st, sw) • l-blends (bl, cl, fl, gl, pl) • tw, qu • Three letter consonant clusters

(str, spr, thr, chr, phr, shr etc.) • Teach the consonant

clusters after children have learned the single consonant sound –spellings.

• In words containing clusters or blends, use these prompts: 1. What vowel do you hear?

2. How many sounds do you hear before the vowel? After the vowel?

3. Write the word.

4. Put a line under the vowel.

5. Read the word.

Consider short vowel sorts comparing without the support of word families with digraphs and clusters/blends








• Hearing and identifying long

vowel sounds (a sound that

says its name) in words and the

letters that represent them:

• Long Vowel silent –e markers

CVCe patterns (a_e, e_e, i_e, o_e, u_e)


• Recognizing Consonant Clusters: s Family Go Fish (p. 229)

• Recognizing Consonant Clusters: l Family Cluster Lotto (p. 233)

• Recognizing Consonant Clusters: r Family Word Sort (p.237)

• Long Vowel Express: Create a class vowel train. Draw and cut out an engine with five cars. Write one vowel on each card. Let students sort word cards by a vowel car.

• CVCe: Put the instructional emphasis on engaging students to contrast: can/cane, bit/bite, tub/tube, etc.








• Other Commom Long Vowels with Multiple Spellings

• ay as in play

• ai as in rain

• e as in me

• ea as in sea

• y as in my – If y is the only vowel at the end of a single syllable word, y has a long i sound. If y is the only vowel at the end of a word with more than one syllable, y has the long e sound as in baby.

• igh as in high

• oa as in boat

• ow as in snow

• Phonics Grade 1 Lessons, Letters, Words, & How They Work - Recognizing Vowel Sounds: Silent e Say & Sort (p.269)

Consider comparing short (CVC) and long (CVCe) vowels with pictures and words.

• Make a Vowel-Combination Quilt: Give each student a sheet of paper divided into 8 squares. Draw a picture in each square representing a combination.



Word Recognition and Phonics

The First Grade reader will develop

phonics and word recognition skills to




instructional strategies include • o as in no

• ew as in few

• Variant Vowels: • aw as in saw

• au as in fault

• a(ll) as fall

• oo as in moon

• oo as in book

• Diphthongs - 2 vowels together that produce a blended sound.

• ow as in cow

• ou as in out

• oy as in boy

• oi as in oil

• Understanding the concept of syllables by clapping or feeling the chin drop on each syllable – Demonstrate how every syllable has a vowel.

• Determine which is correct by trying both words and see which one forms a word part of one’s speaking & listening vocabulary.

• Make accordion books by folding a paper in half and then fold it back and forth to make an even number of sections. Write and illustrate a focused word pattern on each page.

• Use magnetic letters to make a big word and then break it into syllables.







instructional strategies include • Inflectional Endings (-ed, -s,

-ing) o –ed to a verb to make it

past tense (talk/talked,

play/played, hunt/hunted)

o –s to a verb to make it

agree with the subject

(run/runs)

o –ing to a verb to denote

the present participle

(play/playing)

• Plurals - adding -s like in dogs and apples or -es when a word ends in x, ch, sh, s, ss, tch, zz

• Contractions – understanding contractions with am (I’m), is (he’s), not (can’t)

• Line up students in two teams. Write the endings on the SMARTboard or posted signs. Say a word with an ending. The first two players on each team try to touch the correct ending first and win their team a point.

• Have each student make cards with endings. When you say a word, the student holds up the ending heard.

• Make a book by writing words and comparing the corresponding singular and plural labels.

• Write contraction words on flashcards. Place an apostrophe card in the appropriate place to hold the place of the corresponding letters.







instructional strategies include • Recognize and use possessives

that add an apostrophe and an

s to a singular noun (boy/boy’s,

cat/cat’s)

• Removing the ending from a

base word to make a new word

(jumping, jump)

• Recognizing and using simple

compound words (into, cannot)

• Recognizing and using

synonyms –words that mean the

• Make a movie starring possessives: Use a long strip of paper. Divide the strip into frames. Write and draw one possessive sentence about one’s self per section. Share the movie by unrolling one frame at a time. Sadie’s Room: This is Sadie’s desk.

• Demonstrate on a whiteboard or with magnetic letters

• Write compound words on flashcards. Instruct students to cut apart cards so that the two words forming the compound are separated. Shuffle the cards, then challenge students to form compound words by making the old or new word combination.

• Play “I’m thinking of a word…” List all the words students can think of that mean the same as







instructional strategies include same (glad/happy)

• Recognizing and using

antonyms – words that mean

the opposite (hot/cold)

• Recognizing and using simple

homophones – words that

sound the same, yet have a

different spelling and meaning

(to/to/too, there/their/they’re)

• Recognizing and spelling a

growing core of known words

a teacher-selected word.

• Draw and illustrate a book of opposites.

• Draw and write a sentence showing the meaning of each homophone. Create a class book to re-read.


o Learning High Frequency Words: Making and Writing Words (p. 325)









instructional strategies include • Recognizing that words have

letter patterns that are connected to sounds –refer to the Penfield Early Literacy Profile 37 Phonograms

• Recognizing and using CVC spelling patterns

• Recognizing and using an increasing number of phonograms (VC, CVCe, VCC)

• Refer to: o Phonics Grade 1

Lessons, Letters, Words, & How They Work.

o Words Their Way o Word Journeys o Words Their Way Word

Sorts for Letter-Name Alphabetic Spellers

o Words Their Way Word Sorts for Within Word Pattern Spellers for resources to support the teaching of spelling patterns and phonograms.

o Use magnetic letters, whiteboards and analogy charts to teacher vowel patterns or “chunks”



The Second Grade reader will develop phonics and word recognition skills to

The Second Grade reader will demonstrate phonics-based knowledge





a. Distinguish long and short vowels when reading regularly spelled one-syllable words

b. Know spelling-sound correspondences for additional common vowels teams.

c. Decode regularly spelled two-syllable words with long vowels.

d. Decode words with common prefixes and suffixes.

e. Identify words with inconsistent but common spelling-sound correspondences.

f. Recognize and read grade-appropriate irregularly spelled words.

• Recognizing and Using Letter

Combinations Representing:

Predictable vowels teams – see anchor chart following in this document Unpredictable vowel teams – see anchor chart following in this document

• Vowel –r: -ar, -er, -ir, -ur, -or

• Refer to:

• Letter/Sound Relationships section in Phonics Grade 2 Lessons, Letters, Words, & How They Work for sample lessons.

• Words Their Way Word Sorts for Within Word Pattern Spellers – Common Long-Vowel Patterns, Less Common Long - Vowel Patterns, & Diphthongs and Other Ambiguous Vowels

• Create a grid with 15 spaces

large enough on a piece of paper or on a SMARTboard -Three columns down and five rows across. Fill the r-controlled vowels down the left side. Choose three categories across the top such as objects, places, & animals. Have partners work together to fill in each space








• Recognizing and using a range

(ex. chair/Chris, the/think) of

consonant digraphs & clusters

in the beginning, middle, or

ending of words ~ refer to

anchor chart following in this

document.

• Complex Consonants Trigraphs (A trigraph is a phoneme which consists of three letters.

• chr, which makes the /chr/ sound as in chrome

• dge, which makes the /g/ sound as in dodge

with an r-controlled word fitting the criteria of the grid.

• Words Their Way Word Sorts for Within Word Pattern Spellers – R-Influenced Vowel Patterns (pgs. 59-72)

• Words Their Way Word Sorts for Within Word Pattern Spellers – Beginning and Ending Consonants & Consonant Clusters (pgs. 87-101)







instructional strategies include • tch, which makes the /tch/

sound as in catch

• Recognizing & using letters that make no sound: catch, dodge, write, know, sign, lamb, psychic, talk, calm, rhino, adjust, who, debt, ghost, hymn

• Line up plastic cups for students – place one chip or coin in a cup for each sound heard, but drop a cotton ball silently into a cup to represent a silent letter. Ex. lamb = l (chip), a(chip), m(chip), b(cotton ball).

• Hold a silent letter auction – glue vellum paper circles on craft or popsicle sticks to make auction paddles. You may also use commercially made dry erase paddles. Make a paddle for each consonant, vowel, or digraph that can be silent. Give each student a card with a word containing a silent letter. Hold up a paddle. Instruct students to raise their word card if it contains the silent letter on the paddle.







instructional strategies include • Hard and Soft c & g: cat/circle;

goat/giraffe ~ If c or g is followed by e, i, or y, it usually makes the latter soft sound.

• Recognizing and using sounds in open syllables: CV: mo-tel

o Some consonant sounds have a consonant followed by a vowel.

o The sound of the vowel is long.

o The first or second syllable is stressed.

• Recognizing and using vowel sounds in closed syllables: CVC: cab-in

o Some syllables have one vowel between 2 consonants.

o The sound of the vowel is short.

o The first syllable is stressed.

• Words Their Way Word Sorts for Within Word Pattern Spellers – pg. 39

• Syllasearch: 1. Meet the Words – become

acquainted with a set of words by reading the words aloud.

2. Find the syllables within words from syllable cards placed in a chart.

3. Collect the Words - the syllables that were identified in step 2 will become the parts that students will use to make words.







instructional strategies include • Recognizing and using syllables

in words with double consonants – bb as in rubber, cc, dd, ff, mm, nn, rr , ss, tt, zz

• Understanding the concepts of plurals (-s as in decks, -es as in coaches; changing the spelling as in mouse/mice)

• Using verb endings o –es, -ed as in likes and

liked o –ing as in liking o –ed as in played, liked,

hunted o –er as in reader o –er as in a verb ending

with a short vowel and a consonant –run to runner

o –r to a verb that ends in silent e – bake to baker

o –er to a verb ending in y –carry to carrier

• Phonics Grade 2 Lessons, Letters, Words, & How They Work – Noticing Double Consonants in the Middle of Words Follow the Path (p.111)

• Phonics Grade 2 Lessons, Letters, Words, & How They Work – Say & Sort (p.335)

• Words Their Way Word Sorts for Within Word Pattern Spellers – (p.121)

• Refer to: o Phonics Grade 2

Lessons, Letters, Words, & How They Work for sample lessons in the Word Structure Section

o Words Their Way Word Sorts for Within Word Pattern Spellers – pgs 117-123.







instructional strategies include • Using adjective endings:

o Comparisons (-er, -est)

• Contractions

• Possessives: (cat to cat’s)

• Removing the ending from a base word to make a new word (jumping / jump)

• Phonics Grade 2 Lessons, Letters, Words, & How They Work – (p. 351)

• Phonics Grade 2 Lessons, Letters, Words, & How They Work – pgs. 339-350

• Make a movie starring possessives: Use a long strip of paper. Divide the strip into frames. Write and draw one possessive sentence about one’s self per section. Share the movie by unrolling one frame at a time. Sadie’s Room: This is Sadie’s desk.

• Phonics Grade 2 Lessons, Letters, Words, & How They Work – Forming Possessives making Sentences (p. 311)

• Demonstrate with magnetic letters or on a whiteboard.







instructional strategies include • Recognizing & using common

prefixes – a group of letters or a syllable placed in front of a base or root word to change its meaning (prepay, rewrite, dislike).

• Recognizing & using common suffixes - a group of letters or a syllable added to the end of a base word (hopeful, wishing, happiness).

• Recognizing and using an increasing variety of compound words (yourself, sometimes)

• Go on a suffix or prefix hunt – Make a 3 column chart with the headings (prefix, root, suffix). Instruct them to hunt through books, magazines, newspapers, & ads for words to write on the chart. Invite them to take the words apart and list the parts in the correct columns.

• Write compound words on flashcards. Instruct students to cut apart cards so that the two words forming the compound are separated. Shuffle the cards. Then challenge students to form compound words by making the old or new word combination.









• Continuing to recognize and use additional synonyms (jump/leap) and antonyms (empty/full)

• Recognizing Compound Words: Making Words (p.303)

• Making Compound Words: Word Match (p.307)

• Play “I’m thinking of a word…” List all the words students can think of that mean the same as a teacher-selected word. Draw and illustrate a book of opposites.

Phonics Grade 2 Lessons, Letters, Words, & How They Work

• Recognizing and Using Synonyms Concentration (p.273)

• Recognizing and Using Antonyms Concentration (p.277)

• Exploring Synonyms & Antonyms Lotto (p.281)







instructional strategies include • Continuing to recognize and use

additional homophones (see/sea)

• Recognizing and using homographs (same spelling & different meanings; bat/bat)

• Continue developing ever-increasing sight word and writing vocabularies.


• Exploring Simple Homophones 1 Sentence Pictures (p. 285)

• Exploring Simple Homophones 2 Word Grids (p. 289)

• Draw and write a sentence showing the meaning of each homophone. Create a class book to re-read.


• Exploring Simple Homographs Sentence Pictures (p. 293)

• Make silly sentences by substituting a homograph for one of the words. Then find and correct it. Illustrate their favorite sentence both ways.


• Make-Say-Check-Mix (p. 235)

• Lotto (p. 239)

• Follow the Path (p. 243)








• Recognizing and using a larger

number of phonogram patterns

(VC, CVC,, CVCe, VCC, VVC,

VVCC, VVCe, VCCC, VVCCC)

~ refer to 37 highest frequency

phonograms in the Penfield

Early Literacy Profile and the

additional chunks/phonograms

suggested in pages following

this document.

• Concentration (p. 247)

• Word Sort (p.251)

• Word Ladders (p. 259)

• Go Fish (p. 263)

• Refer to: Phonics Grade 2 Lessons, Letters, Words, & How They Work – section on Spelling Patterns

• Use magnetic letters, whiteboards, and analogy charts to teach vowel patterns.


Elkonin/ Letter Boxes

“For many decades and in many different programs teachers have taught children to distinguish between letters and to link sounds to those letters. The children who succeeded in those programs were able to do just that. However, some children find it extraordinarily difficult to hear the sounds that go to make up words. For children who cannot hear the order of sounds in words the teacher can act as analyzer of the words. She articulates the words slowly, but naturally, and develops the same skill in her pupils.” Reading Recovery, pg 32, Marie Clay. Sound boxes are used as a phonological awareness tool helping students to hear the sounds in words before they are asked to represent each sound with a letter. Clay says that an intermediate step is to move the student into letter boxes. When using letter boxes, there is a box for every letter in the word; helping students move to the correct spelling of words. (Clay, 1993) Procedures

• Use words that students want to write in their sentences or stories.

Step 1. Establish the Task of Slowly Articulating Words:

• Students should be able to move into this intermediate task easily after becoming familiar and comfortable with sound boxes.

• Articulate the word slowly for the child, emphasizing the sounds.

• Draw boxes for each sound segment. Clay suggests that this be done on the work page in the students writing book.

• Encourage the child to say the word slowly and push counters into the boxes you have drawn. Later he will not need counters: he will only need to point to each box as he easily says the word slowly. The teacher always draws the boxes.


Step 2. Using letter boxes for hearing and recording sounds in the words you want to write (phonics)

• Ask the student “What can you hear?” Accept any sound that the child can hear clearly but cannot write and write it in the box for him as he watches.

• Ask “Where will you put it?” Let the child record any sound for which he knows the letter but ensure that it goes in the correct box (ie. for a time the teacher will need to show the child where to put it.) Encourage the child to write all the letters he knows.

• Use these questions to help the child locate the other letters:

o “What else can you hear?” o “What do you hear at the beginning?” o “What do you hear at the end?” o “What do you hear in the middle?”

• Accept what the child can hear in any order. Do not insist on a beginning to end approach. This will come later, as the child gains control of the task. As soon as possible, have the child complete the whole task for himself. Some examples are:

a m

g o t


l i k e


Word Families / Frequency Order

1. ay 14. unk 27. ew 2. ill 15. ail 28. ore 3. ip 16. ain 29. ed 4. at 17. eed 30. ab 5. am 18. y 31. ob 6. ag 19. out 32. ock 7. ck 20. ug 33. ake 8. ank 21. og 34. ine 9. ick 22. in 35. ight 10. ell 23. an 36. im 11. ot 24. est 27. uck 12. ing 25. ink 28. um 13. ap 26. ow

As indicated by researcher Edward Fry in The Reading Teacher, 1998 Joan Aldrich Knight


Next Highest Utility Rimes (Chunks)

After the highest 37, try the next 52 most common patterns.

-ab -ace -ad -ade -ag -all -am -amp -and -ane -ang -ar -are -ark -ave

-eak -eal -ear -ed -eed -eep -eet -en -end -ent -et -ew

-id -ig -im -ime -ind -int -ive

-ob -od -og -old -one -ong -ope -orn

-ow/ou -ow/o

-ub -uff -um -un -ung -ush -ut

Judy Lynch, adapted from The Reading Teacher’s Book of Lists, World’s Greatest List of Major Phonograms (BER)


Digraphs and Unusual Consonants Anchor Chart

Consonant Digraphs

ch ph

ck sh

gh th

ng wh

Complex Consonants

dge

tch

Silent Letters

gn mb

kn wr

Source: 95% Group Inc.


Consonant Clusters (Blends) Anchor Chart Beginning Blends

bl- br-

cl- cr-

dr- fl- fr-

gl- gr-

pl- pr-

sc- scr- sk- sl- sm- sn- sp- spl- spr- st- str- sw-

tr- tw-

Ending Blends

-ct -ft -ld -lf -lk -lp -lt

-mp -nd -nk -nt

-pt -sk -sp -st



Vowel Teams Anchor Chart Predictable

ai/ay

au/aw

ee/igh

oa/oe

oi/oy

Unpredictable

Vowel Team Most Common Less Common

ea /e/ eel

/e/ bread

ew /u/ pew

/oo/ screw

ie /e/ eel

/i/ ice

oo /oo/ moon

/oo/ book

ou /ow/ house

/u/ bug

ow /o/ snow

/ow/ owl



Syllable Definitions Anchor Chart Closed:

� 1 vowel letter followed by 1 or more consonants.

� Vowel sound is short.

_CvC_ sim

Open:

� 1 vowel letter followed by no consonants.

� Vowel sound is long.

_Cv fi

Consonant –le:

� 1 consonant plus the letter l and the vowel letter e.

_Cle ble Silent –e

� 1 vowel letter, 1 consonant, and a final silent –e.

� Vowel sound is long.

_vCe nabe


Vowel Team

� 2 vowel letters side by side.

� Vowel sound is long, short, or other.

_CvvC glaip

Vowel –r

� 1 vowel letter followed by the consonant r.

� Vowel sound is /er/, /or/, /ar/.

-vr- zerg



Suggested Resources for Classroom Teachers

• Bear, Invernizzi, Templeton & Johnston (2006). Words Their Way Word Study Letter and Picture Sorts for Emergent Spellers. Upper Saddle Brook, New Jersey: Pearson Education, Inc.

• Bear, Invernizzi, Templeton & Johnston (2004). Words Their Way Word Study for Phonics, Vocabulary, and Spelling Instruction, Third Edition. Upper Saddle Brook, New Jersey: Pearson Education, Inc.

• Beck, I. (2006). Making Sense of Phonics: The Hows and Whys. New York, NY: Guilford Press.

• Blevins, W. (2006). Phonics From A To Z, A Practical Guide. New York, NY: Scholastic.

• Cunningham, P. (1995). Phonics They Use Words for Reading and Writing, Second Edition. New York, NY: Harper Collins College Publishers.

• Cunningham, P. (2000). Systematic Sequential Phonics They Use: For Beginning Readers of Any Age. Greensboro, NC: Carson – Dellosa Publishing Company, Inc.

• Cunningham and Hall. (2008). Making Words Kindergarten – 50 Interactive Lessons That Build Phonemic

Awareness, Phonics, and Spelling Skills. Boston, MS: Allyn and Bacon

• Cunningham and Hall. (2008). Making Words First Grade – 100 Hands-On Lessons for Phonemic Awareness, Phonics, and Spelling. Boston, MS: Allyn and Bacon

• Cunningham and Hall. (2008). Making Words Second Grade – 100 Hands-On Lessons for Phonemic Awareness, Phonics, and Spelling. Boston, MS: Allyn and Bacon

• Cunningham and Hall. (2008). Month – By – Month Reading, Writing, and Phonics for Kindergarten – Second Edition. Greensboro, NC: Four Blocks.


• Cunningham and Hall. (2008). Month – By – Month Phonics for First Grade – Second Edition. Greensboro, NC: Four Blocks.

• Cunningham and Hall. (2008). Month – By – Month Phonics for Second Grade – Second Edition. Greensboro, NC: Four Blocks.

• DaCruz-Pyne and Browning-Schulman. (1989) Getting the Most Out of Morning Message and Other Shared Writing Lessons. New York, NY: Scholastic.

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Additional Teacher Suggestions

Documents

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