OG Training Manual 2019

Jamey Peavler
Therese Rooney
©2019 M.A. Rooney Foundation

9333 N Meridian Street, Suite 150
Indianapolis, IN 46260
317.571.2960
marooneyfoundation.org
TABLE OF CONTENTS
READING SCIENCE ....................................................................................................... 1

Important Terms ....................................................................................................................... 1
Reading Data ............................................................................................................................. 2
Cognitive Model ........................................................................................................................ 3
Development of the Three Cognitive Model Branches ............................................................ 4
WHAT IS ORTON-GILLINGHAM (OG)? ......................................................................... 5
History of the Approach ............................................................................................................ 5
Key Characteristics .................................................................................................................... 6
LANGUAGE DEVELOPMENT ........................................................................................ 7
Important Terms ....................................................................................................................... 7
Early Language Development ................................................................................................... 8
Educational Impact of Oral Language ....................................................................................... 9
Four-Part Processing Model.................................................................................................... 10
Four-Part Processing Model of Word-Recognition................................................................. 11
PHONOLOGY ............................................................................................................. 12
Phonological Processing ......................................................................................................... 13
Phonemic Awareness (PA) ...................................................................................................... 15
PA Sequence ........................................................................................................................... 18
PA Activities in Lesson Plans ................................................................................................... 21
Phonemic Awareness Drills ..................................................................................................... 23
PA Activities Not Included in MARF Lesson Plans................................................................... 25
SPEECH SOUNDS ....................................................................................................... 26
Speech Production .................................................................................................................. 26
English Consonant Phoneme Chart ........................................................................................ 28
Spanish Consonant Phoneme Chart ....................................................................................... 29
English Vowel Phoneme Chart ................................................................................................ 30
Spanish Vowel Phoneme Chart ............................................................................................... 31
Visual Drill Mnemonic Devices................................................................................................ 32
Auditory Drill Mnemonic Devices ........................................................................................... 33
ORTHOGRAPHY ......................................................................................................... 34
Important Terms ..................................................................................................................... 34
i
Letter Recognition and Visual Processing ............................................................................... 35
Important Concepts about our Alphabet ............................................................................... 35
Progression of Mapping Speech to Print ................................................................................ 36
b-Checker and Orientation ..................................................................................................... 37
b-Checker ................................................................................................................................ 38
Preventing b d Confusion........................................................................................................ 39
PICTURE DECK ........................................................................................................... 40
The Importance of Teaching Letter Names ............................................................................ 40
Objectives of OG Picture Deck ................................................................................................ 42
Using the Picture Deck ............................................................................................................ 42
Picture Deck Visual and Tactile Drill ....................................................................................... 43
Skywriting................................................................................................................................ 44
Teach New—Picture deck ....................................................................................................... 45
Picture Deck Auditory Drill ...................................................................................................... 46
New Phonogram SRS............................................................................................................... 48
HANDWRITING .......................................................................................................... 49
Importance of Handwriting .................................................................................................... 49
Effective Handwriting Instruction ........................................................................................... 49
Appropriate Tools ................................................................................................................... 50
Readiness ................................................................................................................................ 51
Scope and Sequence ............................................................................................................... 54
Instructional Groupings .......................................................................................................... 55
Instructional Procedures for Teaching a New Letter .............................................................. 56
Sample Formation Scripts ....................................................................................................... 58
PHONICS .................................................................................................................... 59
Important Terms ..................................................................................................................... 59
Word Origin............................................................................................................................. 60
85% of English Words are Decodable ............................................................................... 61
Foundational Concepts: Vowels vs. Consonants .................................................................... 62
Why Teach?....................................................................................................................... 62
How to Teach? .................................................................................................................. 62
First Grade+ Practice ......................................................................................................... 63
ii
Vowel Graphics ................................................................................................................. 63
Kindergarten Practice ....................................................................................................... 64
Basic Vowel Rules.................................................................................................................... 65
When Is y a Vowel? ........................................................................................................... 65
How About w?................................................................................................................... 65
Two Long u Sounds ........................................................................................................... 65
Silent e............................................................................................................................... 66
y Spelling /ē/ ..................................................................................................................... 66
i Before e ........................................................................................................................... 66
Basic Consonant Rules ............................................................................................................ 67
Liquid Sounds .................................................................................................................... 67
x Says /ks/ ......................................................................................................................... 67
q is Always Followed by u ................................................................................................. 67
No English Word Ends in j ................................................................................................. 67
w Versus wh ...................................................................................................................... 67
No English Word Ends in v ................................................................................................ 68
Two Sounds of s ................................................................................................................ 68
Spelling Choices for /s/ at the End of a Word................................................................... 68
Consonant Blends ................................................................................................................... 69
Blend vs. Cluster................................................................................................................ 69
Short-Vowel Pointers (SVP) .................................................................................................... 70
Reading SVP ...................................................................................................................... 72
Spelling SVP ....................................................................................................................... 74
Meet the Stick Vowels ............................................................................................................ 76
Best Choice for Spelling /k/............................................................................................... 77
Soft c ................................................................................................................................. 78
Soft g ................................................................................................................................. 80
Kindergarten Rimes (Word Families) ...................................................................................... 83
Teach New......................................................................................................................... 83
Reading with Rimes—Options .......................................................................................... 84
Spelling with Rimes ........................................................................................................... 86
Short-Vowel Exceptions (SVE)................................................................................................. 89
iii
Reading SVE ...................................................................................................................... 90
Spelling SVE ....................................................................................................................... 94
Magic e Syllables ..................................................................................................................... 96
Kindergarten ..................................................................................................................... 96
First Grade+....................................................................................................................... 98
LESSON PLAN—DECODING ................................................................................... 100
Deck Preparation .................................................................................................................. 100
Kindergarten Preparation ............................................................................................... 100
First Grade+ Preparation—Day 1 and 2 .......................................................................... 101
First Grade+ Preparation—Day 3 and 4 .......................................................................... 103
Card Backs ....................................................................................................................... 104
Preview Lesson Procedures .................................................................................................. 105
Clip the Schwa ................................................................................................................. 105
Skywriting........................................................................................................................ 106
Visual Drill ............................................................................................................................. 107
Blending Drill ......................................................................................................................... 108
Helping Students Who Struggle ...................................................................................... 109
Blending Drill—Basic (Open and Closed Syllables) ......................................................... 110
Blending Drill–Intermediate (Magic e and Hard/Soft c and g) ....................................... 110
Blending Drill–Advanced (R controlled and Vowel Teams) ............................................ 110
Review Words to Read .......................................................................................................... 111
Repeated Readings (Review and New) ................................................................................. 112
Teach New............................................................................................................................. 113
New Words to Read .............................................................................................................. 114
New Words to Read—Kindergarten ..................................................................................... 115
Kindergarten Fluency—Connected Text ............................................................................... 116
First Grade+ Fluency—Connected Text ................................................................................ 118
LESSON PLAN—ENCODING ................................................................................... 121
Student Response Sheets (SRS) ............................................................................................ 121
Auditory Drill ......................................................................................................................... 122
Finger Spelling ....................................................................................................................... 124
Spelling One-Syllable Words ................................................................................................. 126
iv
New Phonogram ................................................................................................................... 127
Memory Words ..................................................................................................................... 128
Sentence Dictation ................................................................................................................ 130
MORPHOLOGY ...................................................................................................... 132
Important Terms ................................................................................................................... 132
Foundations .......................................................................................................................... 134
Teaching Suffixes .................................................................................................................. 136
Teach New Suffix............................................................................................................. 136
Reading Words with Suffixes .......................................................................................... 139
Spelling Words with Suffixes........................................................................................... 140
Just Add ................................................................................................................................. 142
Suffix -s vs. -es ....................................................................................................................... 143
-s or -es Practice .............................................................................................................. 144
Suffix -es Challenges ....................................................................................................... 145
Suffix -ed ............................................................................................................................... 146
Voiced and Unvoiced ...................................................................................................... 147
Recognizing the Three Sounds of -ed ............................................................................. 148
SUFFIX ADDITION .................................................................................................. 149
1+1+1 Doubling Rule ............................................................................................................. 150
2+1+1 Doubling Rule ............................................................................................................. 152
e Drop Rule ........................................................................................................................... 154
Reading—Doubling Versus e Drop........................................................................................ 156
Y Rules ................................................................................................................................... 160
Y Rule Plurals ................................................................................................................... 161
Y Rule Beyond Plural ....................................................................................................... 162
Reading Challenges ............................................................................................................... 164
SYLLABLE TYPE ...................................................................................................... 165
Background ........................................................................................................................... 165
Syllable Types ........................................................................................................................ 166
Open Syllables ....................................................................................................................... 168
Closed Syllables ..................................................................................................................... 170
Door—Open/Closed Visual ................................................................................................... 172
v
Magic e Syllables ................................................................................................................... 174
R controlled Syllables ............................................................................................................ 176
Vowel Team Syllables............................................................................................................ 178
Consonant + le Syllables ....................................................................................................... 180
Divided Multisyllabic Word List ............................................................................................ 182
Syllable Sorting...................................................................................................................... 183
Syllables Types—Summary ................................................................................................... 184
SYLLABLE DIVISION................................................................................................ 186
Syllable Division Basic ........................................................................................................... 187
Schwa (ə) ............................................................................................................................... 192
The Schwa Is the Laziest Sound in All of Human Speech ................................................ 194
Syllable Division Intermediate .............................................................................................. 197
Application in Reading .......................................................................................................... 202
Spelling MultiSyllabic Words................................................................................................. 204
Syllable Division Patterns—Summary ................................................................................... 206
SIGHT WORDS, HIGH-FREQUENCY WORDS, MEMORY WORDS, RED WORDS ..... 209
Overview ............................................................................................................................... 209
On the Road to Sight Words ................................................................................................. 209
Sight Words and Fluency ...................................................................................................... 211
DIBELS—Word Analysis......................................................................................................... 212
Student Deck ......................................................................................................................... 213
Louisa Moats Words ............................................................................................................. 214
FLUENCY ................................................................................................................ 215
Overview ............................................................................................................................... 215
Fluency—Built from the Bottom Up ..................................................................................... 216
Building Fluency in the School Environment ........................................................................ 218
Building Fluency in the Home Environment ......................................................................... 219
Know Your Student’s Fluency Level ...................................................................................... 220
DIBELS Next Cut Scores ......................................................................................................... 221
Hasbrouck & Tindal Norms ................................................................................................... 222
ERROR CORRECTION ............................................................................................. 223
Reading Errors ....................................................................................................................... 224
vi
Insertions, Deletions, and Transpositions....................................................................... 224
b/d Reversals................................................................................................................... 224
Sound Errors.................................................................................................................... 224
Syllable Type & Rule Based Errors .................................................................................. 224
Reading Error Analysis .......................................................................................................... 225
Spelling Errors ....................................................................................................................... 226
Insertions, Deletions, or Transpositions ......................................................................... 226
Sound Errors.................................................................................................................... 226
Syllable Type, Rule Based, & Position Errors .................................................................. 226
Spelling Error Analysis ........................................................................................................... 227
ASSESSMENTS ....................................................................................................... 229
Important Terms ................................................................................................................... 229
How Do I Know What the Problem Is? ................................................................................. 230
Assessment Types ................................................................................................................. 232
Universal Screeners .............................................................................................................. 234
Indiana Legislation .......................................................................................................... 234
Using Universal Screeners............................................................................................... 235
Phonological and Phonemic Awareness ......................................................................... 235
Sound Symbol Recognition ............................................................................................. 236
Alphabet Knowledge ....................................................................................................... 236
Decoding ......................................................................................................................... 237
Rapid Automatic Naming (RAN)...................................................................................... 237
Encoding.......................................................................................................................... 237
Level 1 and Level 2 Screeners ............................................................................................... 237
Progress Monitoring ............................................................................................................. 237
Diagnostic Assessments ........................................................................................................ 238
Fluency ............................................................................................................................ 238
Quick Phonics Screener–Sound Assessment .................................................................. 239
Quick Phonics Screener–Word List ................................................................................. 244
Alphabet/Handwriting/Vowel/Consonant ..................................................................... 248
Auditory Drill ................................................................................................................... 248
Spelling ............................................................................................................................ 249
vii
Memory Words/High Frequency Words ........................................................................ 249
Phonemic Awareness ...................................................................................................... 249
Rapid Automatic Naming (RAN)...................................................................................... 250
DEVELOPING PRESCRIPTIVE LESSONS................................................................... 251
Lesson Plan Steps .................................................................................................................. 251
Lesson Plan Length.......................................................................................................... 252
Sequence Chart: Case Study .......................................................................................... 253
Lesson Plan Basic ............................................................................................................ 254
Lesson Preparation Strategy ........................................................................................... 256
Writing Lesson Plans from SPIRE .......................................................................................... 264
Checking for Fairness ............................................................................................................ 266
Scope and Sequence ............................................................................................................. 267
Orton-Gillingham Model ................................................................................................. 267
MARF Lessons and Student Profile ................................................................................. 268
Sample Sequence for Fourth Grand and Up ................................................................... 269
Integrating OG Lessons into a Core Reading Program.......................................................... 271
MARF LESSON PLANS AND RESOURCES................................................................ 275
SYNTAX AND SEMANTICS...................................................................................... 276
Syntax .................................................................................................................................... 276
Semantics .............................................................................................................................. 278
WORKS CONSULTED ............................................................................................. 280
TEACHER MATERIALS ............................................................................................ 281
viii
READING SCIENCE
IMPORTANT TERMS
Decoding vs. Encoding

• Decoding: The process of reading words.
• Encoding: The process of spelling words.
Phonological Awareness
Phonological awareness is the ability to recognize and manipulate language.
Print Concepts
• Print concepts are the skills related to understanding how written language functions.
• Understanding text direction and tracking, as well as recognizing letters vs. words and words
vs. sentences are critical print concepts for students to master.
Automatic Word Recognition

• Automatic word recognition is the ability to recognize a word, without exerting effort to sound
the word out. (This is how words become sight words.)
• The number of repetitions necessary to achieve automatic word recognition varies by the type
of learner.
• See table below published by the NICHD:
Type of learner Number of repetitions
Most Able 1 or 2
Average 4 to 14
Least Able 20 or more
Adapted from Howe, Kathryn (2004)
©2019 M.A. Rooney Foundation 1

READING DATA
For Many Children, Reading Is not Easy or Natural

• Language evolved more than 100,000 years ago. Speaking is a natural act.
• Alphabetic writing developed fewer than 5,000 years ago.
• Written text was not available to the masses until the introduction of the Gutenberg press in
the 15th century.
Some Critical Points

• Poor readers do not catch up without intensive intervention.
o After Fourth Grade, effective intervention is very costly.
o Teacher/student ratios in successful groups vary from 1:1 to 1:4 (Torgeson et al., 2006).
• Children at risk fall behind very early in the process. Many can be identified in Kindergarten.
• Interventions are most effective when provided in the earliest grades.
o Researchers have found that “when intervention is delayed, it takes four times as long to
intervene in fourth grade as it does in late kindergarten because of brain development and
because of the increase in content for students to learn as they grow older.”
(National Institute for Health and Human Development)
• Preventive programs include excellent classroom instruction, small-group teaching, and
intensive intervention.
Reading Is a Process
• Simply put, reading is dependent upon skill development in three domains:
o Automatic word recognition (fluent word-attack skills),
o Language comprehension (making meaning out of text), and
o Strategic knowledge (reading strategies and purpose).
• Each domain consists of several subskills, which must be mastered.
2 ©2019 M.A. Rooney Foundation

COGNITIVE MODEL

DEVELOPMENT OF THE THREE COGNITIVE MODEL BRANCHES
How We Learn Automatic Word Recognition

• Word recognition is possible only after students develop three foundational skills.
o Phonological awareness: recognition of words within sentences, counting syllables, etc.
o Phonemic awareness: manipulating individual sounds by isolating, segmenting, blending,
etc.
o Print concepts: tracking text, words vs. letters, etc.
• Phonics instruction can occur when students have:
o Phonemic awareness skills to isolate, segment, and blend individual sounds and
o Automatic letter recognition.
• Decoding begins when students use phonics knowledge to connect the letters in the word to
their corresponding sounds.
o Students approximate the pronunciation of an unknown word.
o This approximate pronunciation, combined with meaningful contextual clues (when
relevant), enables readers to determine the correct pronunciation or correct word and
adjust (thus the importance of oral language development).
• Fluency is built from automatic recognition of a word through repeated encounters.
o Average students need 4 to 14 repetitions to achieve automaticity.
o Struggling readers may need more than 20 repetitions to attain true automaticity.
• At the primary level, the Orton-Gillingham approach addresses this domain of reading.
How We Develop Language Comprehension

• Comprehending oral and written language relies on exposure to a wide range of topics.
• Adults can further develop language skills in children by modeling good speaking skills and
engaging students in practicing those skills as they express themselves.
• Most children acquire language skills through conversations, being read to, and a range of
experiences (field trips, vacations, hikes, etc.).
• At the advanced level, Orton-Gillingham instruction can support language development
through teaching roots and affixes.
How We Develop Strategic Knowledge

• Core reading programs and comprehension resources often include instructions to develop
reading skills (main idea) and strategies (making inferences, making connections, etc.).
• Reading aloud to students provides the most effective practice in determining main ideas,
summarizing, or making inferences. (This gives students access to more complex text than they
can read independently.)
• Research suggests that although this instruction can be beneficial, it often receives more than
the necessary time and practice.

WHAT IS ORTON-GILLINGHAM (OG)?
The Orton-Gillingham Approach was originally intended for use with individuals who have
difficulty with reading and writing associated with dyslexia. The content and instructional practices
that characterize the approach are derived from two sources:
1. A body of time-tested knowledge and practice validated during the past 70 years.
2. Scientific evidence on:
a. How individuals learn to read and write,
b. Why a significant number have difficulty,
c. How dyslexia makes achieving literacy skills more difficult, and
d. Which instructional practices are most effective for teaching reading and writing.
HISTORY OF THE APPROACH
The Orton-Gillingham Approach takes its name from its founding, seminal contributors. Samuel
Torrey Orton (1879–1948) was a neuropsychiatrist and pathologist. He was a pioneer in focusing
attention on reading failure and related language processing difficulties. He brought together
neuroscientific information and principles of remediation. As early as 1925, he had identified the
syndrome of dyslexia as an educational problem. Anna Gillingham (1878–1963) was a gifted
educator and psychologist with a superb mastery of language. As early as the 1930s, with Dr.
Orton’s encouragement, she compiled and published materials that provided the foundation for
student instruction and teacher training in what became known as the Orton-Gillingham
Approach.
The Orton-Gillingham Approach is most often associated with one-on-one teacher-student

instruction. Its use in small-group instruction is not uncommon. A successful adaptation of the
approach has demonstrated its value for classroom instruction. Reading, spelling, and writing
difficulties have been the dominant focus of the approach, although it also has been adapted for
use in mathematics instruction.
The Orton-Gillingham Approach always focuses on individual students’ learning needs. Students
with dyslexia need to master the same basic knowledge about language and its relationship to our
writing system as any who seek to become competent readers and writers. However, because of
their dyslexia, they need more help than most people in sorting, recognizing, and organizing the
raw materials of language for thinking and use. Language elements must be taught directly and
systematically.
With the increasing amount of research on the critical components of effective reading
instruction, the Orton-Gillingham Approach is now being used in classroom settings with a
broader population of students.

KEY CHARACTERISTICS
While the Orton-Gillingham Approach is commonly understood as a way to teach phonics, the
following characteristics are what define the approach and make it unique from other phonics
programs. It is most properly understood and practiced as an approach not a program.
• Systematic, Sequential, and Cumulative
o Lesson activities are repetitive and procedural, allowing students to focus on content and
not teacher directions.
o Concepts move from simple to more complex, reviewing and building upon previously
taught content.
o Previously taught content is reviewed and practiced to ensure mastery.
o The scope and sequence intentionally orders prerequisite skills and groups related
concepts.
• Explicit/Direct Instruction
o Concepts are explicitly taught.
o Activities utilize a gradual release of support (I do, we do, you do) model.
• Multisensory, Simultaneous
o Instruction utilizes visual, auditory, and tactile/kinesthetic pathways simultaneously to
learn content.
o Students utilize the pathways to support retention and retrieval of information.
• Diagnostic and Prescriptive/Personalized
o Assessment data is gathered to determine specific skill strengths and areas of support.
o At the individual or small-group level, lesson plans are tailored to students’ needs.
o In the whole-class setting, instruction takes on a more preventative and universal
curriculum approach, rather than being diagnostic and prescriptive.
• Structured Language
o Not just phonics, but teaches how our language works including:
 Phonemic awareness,
 Phonics—sound/symbol correspondence,
 Six basic syllable types, and
 Spelling patterns.
o Advanced instruction includes morphology (roots, prefix, and suffixes).

LANGUAGE DEVELOPMENT
IMPORTANT TERMS
Expressive and Receptive

• Expressive language is language that is spoken or written.
• Receptive language is language that is heard or read.
Expressive Language Receptive Language

Oral Speaking Listening
Written Writing/Encoding Reading/Decoding
Decoding vs. Encoding

• The term code is commonly used to represent the relationship between spoken word and
print.
• Decoding is the process of reading. De- means down/away/from, so decoding is the processing
of taking sounds and meaning away from the code.
• Encoding is the process of spelling. En- means to put into, so encoding is the processing of
putting sounds and meaning into code.
Phonology vs. Orthography

• Phonology is the study of sounds and their relationship to language.
• Orthography is the system of recording sounds (through conventional spellings) to represent
language.
o It is orthography that bridges oral language to written language.
• English is considered a morphophonemic language. That is English is based on both the
relationship between sounds and spellings, as well as meanings.

EARLY LANGUAGE DEVELOPMENT
We are hardwired to communicate. Language skills begin to develop at birth. Babies cry to
communicate needs, smile and mimic facial expressions to engage socially and emotionally with
caregivers.
10–20 Months of Age

• Children begin manipulating speech sounds and through echolalia (repeating speech sounds)
learn to pronounce words.
• Expressive language may still be based primarily on pointing at objects and close
approximations of words (ba for bottle) or body language (crossing arms, stomping feet to
express anger).
• Receptive language is more advanced, and children demonstrate understanding commands
(get down) and warnings (no, hot), although not yet able to express the same language
themselves.
Toddler to Preschool Age

Stages of expressive language development increase in complexity to include:
• Combining two-words commands (more milk, mommy go),
• Forming more complete sentences (me want to go outside),
• Proper use of pronouns (that is her toy, my ear hurts), and
• Using suffixes and awareness of subject/verb agreement.
o Examples: It is raining outside.
The cat wants his food.
Later Development
• Awareness of syntax (conventional word order) and semantics (meaning) continues to progress
through language exposure.
• Vocabulary breadth (range of topics) and depth (precise language) also continues to grow
exponentially in primary grades, while tapering off in intermediate grades.
Summary of Research
• Studies show that students with poor oral language skills are at a much higher risk of reading
failure.
• Children belonging to any of the following populations are considered at a greater risk of
underdeveloped oral language skills:
o Low socioeconomic levels,
o English language learners,
o Parents’ with low levels of education, and
o Frequent home/school/neighborhood mobility.

EDUCATIONAL IMPACT OF ORAL LANGUAGE
The Impact of Poor Oral Language Skills

• Weak oral language skills often cause breakdown in the ability to decode.
• When decoding, many words require the reader to nuance their close approximations of words
to match a known word. Weak oral language and limited vocabulary further complicate this
process.
• For students with a small vocabulary, or limited knowledge of semantics and syntax, this
process becomes work-intensive and fluency rates are diminished, resulting in poor
comprehension.
Building a Strong Foundation

• Building a strong oral language foundation is critical for those students arriving to school with
deficits in these skills.
• Students can learn the phonological, syntactic, and semantic components of our language
through listening comprehension and speaking opportunities.
• Teachers can engage these processors through interactive read-alouds, providing
opportunities for structured discourse among peers around both academic and non-academic
subjects, and utilizing a thematic unit approach to instruction.
• More information on this thematic teaching can be found in the comprehension resources in
the online module.

FOUR-PART PROCESSING MODEL
Oral language development begins in the Phonological Processor.

• We are physiologically hard-wired to communicate.
• This process of learning language begins in infancy.
• We process the sounds of our language both from an:
o Input perspective (to make meaning of language spoken to us) and
o An output perspective (to communicate our thoughts to others).
The process of connecting oral language to print language is relatively new. This connection occurs
in the Orthographic Processor.
• Orthographic processing also occurs from an input (reading) and output (writing) perspective.
• For this connection to occur, we must have a reliable bridge between the Phonological and
Orthographic Processors.
• These connections are developed through:
o Solid phonemic awareness (especially phoneme segmentation and blending) and
o Alphabetic principle (phonics).
The Meaning Processor is engaged when we are able to connect the meanings of words to their
phonology.
• For this process to work seamlessly, the process needs to be fluid and reciprocal.
• A listener must be able to associate the speech sounds heard in the word stable to the
meaning of the word (a small space inside a barn where horses live) quickly and easily.
• The same process needs to happen in reverse.
• For an idea to be communicated, a speaker must be able to retrieve the appropriate word and
quickly produce the phonemes.
• This retrieval process (that occurs in both directions) depends upon an effective long-term and
working-memory process.
• Otherwise we experience the “tip-of-the-tongue” phenomena as a speaker and a failed
understanding as a listener.
The Context Processor supports the application of language for a specific purpose.
• If the word stable is not used in the context of horses or barns, but instead to describe the way
a log is resting across a creek, the listener must utilize context to adjust meaning.
• This task engages high-level language processing because it involves a network of many
foundational language skills to work collectively.
• This processor is not limited to correctly applying the appropriate meaning of multiple-
meaning words, but also to attend to varied text structure and overall meaning-making skills.

FOUR-PART PROCESSING MODEL OF WORD-RECOGNITION
11
PHONOLOGY

PHONOLOGICAL PROCESSING
Verbal Short-Term Memory

Verbal short-term memory is critical for:
• Producing a sound for all letters in a word and remembering the sounds long enough to blend
them into words,
• Decoding words and remembering them long enough to put them into a sentence and extract
meaning,
• Recalling the order of words in a sentence,
• Recalling the order or events in a story (heard not read), and
• Remembering multi-step directions.
Rapid Serial Naming

• Measures working memory and processing speed
• Often called Rapid Automatic Naming (RAN)
• The ability quickly to see and name:
o Letters presented in rows
o Objects in pictures
o Sight words
Note: Children who do poorly naming letters and objects rapidly, also tend to struggle with quickly
producing sounds for letters to decode text fluently.
Articulation Speed
• Slow articulation rate can corrupt the ability to remember phonemes.
• Students need to be able to:
o Produce sounds quickly and
o Produce sounds in the correct order—aminal vs. animal.
Phonological Awareness
• Word awareness, the ability to recognize or count individual words in a sentence.
• Syllable awareness, the ability to count the number of syllables.
• Phonemic awareness (PA), an oral language skill. You can do it with your eyes closed. It
includes:
o The ability to notice and manipulate the sound structure of spoken words and
o Rhyming, blending, segmenting, and manipulating phonemes.
Correct production of sounds (phonemes) develops over time. Some children acquire the ability to
produce sounds by simply mimicking the speech sounds of the people around them. Other
children need explicit teaching of specific sounds.

Some sounds, such as /m/, /t/, and most vowels, are easier to produce than others, and develop
in most children very early. Other sounds, such as /l/, /r/, and /zh/, are not easily articulated until
later (early elementary) and may need to be taught explicitly.
Phonemic Awareness
Speaking is a natural process; reading is not. The bridge connecting these two forms of
communication hinges on a reader’s ability to grasp the alphabetic principle. Letters connect to
sounds that make up spoken words and words can be broken into sounds to record speech. A solid
PA foundation is a prerequisite for developing the alphabetic principle.
An emerging reader must develop a sensitivity to the individual units of sounds in words and the
internal structure of words. Sounds blend to form words, and words divide into individual sounds.
• For this reason, PA is a strong predictor of reading achievement in later grades.
• Identify children who lack PA. They will improve with direct instruction.
• Small (5-minute) daily increments of PA instruction work most effectively.
National Reading Panel

“The National Reading Panel examined 52 studies on the teaching of phonemic awareness in
which researchers taught children to hear the separate sounds within words (NICHD, 2000). These
studies clearly showed that phonemic awareness instruction could improve children’s phonemic
awareness. Moreover, phonemic awareness teaching was advantageous to children in the early
stages of learning to read; such instruction led to higher achievement in early reading and spelling,
and the impacts on reading were evident when measuring both word recognition and reading
comprehension.
“The 52 studies examined by the panel considered the impact of phonemic awareness instruction
on three types of learners: young children who were at risk of failure, young children who were
progressing normally, and children who were older and learning disabled. Instruction led to higher
phonemic awareness for all three groups, but the younger children benefited most. It appears that
phonemic awareness is best taught in kindergarten and first grade. Although both normally
progressing and at-risk children learned phonemic awareness from this teaching, the improvement
was greater in the reading skills of the at-risk children.”
Shanahan, T (2005). The National Reading Panel Report: Practical Advice for Teachers, 8. Naperville, IL: Learning Point
Associates.

PHONEMIC AWARENESS (PA)
 Definitions
Phonemic awareness (PA)
PA is an oral language skill. You can do it with your eyes closed. It includes:
• The ability to notice and manipulate the sound structure of spoken words and
• Rhyming, blending, segmenting, and manipulating phonemes.
Onset and Rime vs. Rhyme

• Onset: consonant(s) before the vowel b at spl ash
• Rime: vowel and remaining consonants b at spl ash
• Rhyme: words whose rimes make the same sound bat cat flat
light kite
Phoneme
• The smallest unit of speech sound
• 44 exist in the English language
• /ī/, /ē/, /ch/ are all phonemes

The 441 Phonemes
Graphemes4
(letters or groups of letters
Phoneme
representing the most Examples
(speech sound)
common spellings for the
individual phonemes)
Consonants
/b/ b big
/d/ d, dd, ed dog, add, filled
/f/ f, ff, ph, gh fish, off, phone, laugh
/g/ g, gg, gh, gue go, egg, ghost, vague
/h/ h hot
/j/ j, g(e,i,y), dge jet, barge, judge
cat, kitten, duck, school,
/k/ c, k, ck, ch, que
antique
/l/ l, ll leg, bell
/m/ m, mb, mn mad, lamb, column
/n/ n, kn, gn no, knee, gnome
/p/ p pie
/r/ r, wr, rh run, write, rhino
/s/ s, ss, c(e,i,y), sc sun, dress, ice, science
/t/ t, ed top, stopped
/v/ v vet
/w/2 w wet
/y/ y, i yes, onion
/z/ z, zz, s, x zip, fizz, is, please, Xerox
Consonant Digraphs
/th/
th thumb
(not voiced)
/th/
th this
(voiced)
/ng/ ng, n sing, sink
ship, mission, chef, motion,
/sh/ sh, si, ch, ti, ci
special
/ch/ ch, tch chip, match
/zh/ ge, s, si garage, measure, division
/wh/2
wh what
(with breath)
1 Thesounds recognized by the IPA (International Phonetic Alphabet) are generally consistent. The
sounds selected and words used as examples differ between authors (possibly driven by dialect).
2 Most American English speakers pronounce wh without breath; thus, making the /w/ sound.

The 441 Phonemes
Graphemes2
(letters or groups of letters
Phoneme
representing the most Examples
(speech sound)
common spellings for the
individual phonemes)
Short-Vowel Sounds
/ă/ a, au hat, laugh
/ĕ/ e, ea bed, bread
/ĭ/ I if
hot, want, haul, draw,
/ŏ/ô/3 o, a, au, aw, augh, ough
daughter, bought
/ŭ/ u, o up, ton
Long-Vowel Sounds
bacon, late, day, train, they,
/ā/ a, a_e, ay, ai, ey, ei, eigh vein, eigh
me, these, beat, feet, key,
/ē/ e, e_e, ea, ee, ey, ie, ei, y chief, receive, baby
/ī/ i, i_e, igh, y, ie, y_e I, ride, light, fly, pie, style
/ō/ o, o_e, oa, ou, ow, oe no, note, boat, soul, row, toe
/ū/ u, u_e, ew, ue human, use, few, cue
Other Vowel Sounds
/o͝o/ oo, u book, put
moon, truth, rule, stew,
/o͞o/ oo, u, u_e, ew, ou, ue, ui
soup, blue, fruit
Vowel Diphthongs
/ow/ ow, ou cow, out
/oy/ oi, oy coin, toy
Vowels Sounds Influenced by r
/a(r)/ ar car
/ā(r)/ air, ear, are air, bear, care
/i(r)/ irr, ere, eer mirror, here, cheer
/o(r)/ or, ore, oor for, core, door
burn, first, fern, heard, work,
/u(r)/ ur, ir, er, ear, or, ar
dollar
Source: Orchestrating Success in Reading by Dawn Reithaug (2002).

http://www.boardman.k12.oh.us/userfiles/363/Phonological%20Awareness/44Phonemes.pdf
3There are dialect differences in the pronunciation of /ŏ/ sound and the /ô/ sound (often thought
of as /au/ as in August). For many it is difficult to differentiate between these two sounds.
4 This list does not include all possible graphemes for a given phoneme.

PA SEQUENCE
Traditionally, PA is taught only to primary students. Research supports instruction in PA skills for
older students with significant gaps in PA. When working with these students, determine where
each child’s difficulty presents itself and move forward from there rather than beginning at the
lowest level of a PA skill section.
The PA skills on the following pages are sequenced in order of difficulty from easiest to most
difficult. This is not an exhaustive list of PA skills, but it includes those considered foundational for
reading and spelling development.
Phoneme Identification
Students may have difficulty identifying phonemes that are produced in similar ways, such as /d/
and /t/ or /m/ and /n/. See the English Phoneme Chart in the Phoneme Grapheme section of this
manual (page 28) to identify easily confused phonemes.
• Recognize the common sound in a series of words.

o Which sound is the same in can, car, and cap? /k/
• Identify a word with a sound that differs from other words in a series.
o Which word begins with a different sound than the rest?
o hat, hop, help, man, house /man/, /m/
• Recognize specific sounds.

o Clap when you hear a word with the sound /s/: sun, boy, class
Note: Phoneme identification is easiest when working with strong consonant sounds first (/s/,
/m/, /k/, etc.), and most difficult when working with vowels.

Phoneme Isolation
Sound-symbol correspondence relies on the ability to isolate phonemes. Students cannot know
that the letter “t” says /t/, or that /t/ is spelled with a letter “t,” until they can extract individual
sounds. This skill first develops by identifying initial sound, progresses to final sound, and,
ultimately, to medial sound identification.
• Recognize the initial sound in a word.

o What is the first sound in cup? /k/
• Recognize the final sound in a word.

o What is the last sound in lip? /p/
• Recognize the medial sound in a word.

o What is the middle sound in gum? /ŭ/
Once students develop isolation skills, they progress to matching sounds and symbols (phonics) to
decode and encode words accurately.
Phoneme Blending (Guess My Word)

Training the ear to recognize that sounds are blended into words or syllables is an important pre-
reading skill. Recognizing that the sounds /b/ŭ/g/ (when spoken as segmented units) can be
blended into the word bug is a critical step before decoding printed words. The following exercises
ready students’ ears for reading, helping them practice the concept of blending before they
acquire basic phonics skills.
• Blend two words to form compound words.

o Guess my word cup … cake. cupcake
• Blend syllables to form words.

o Guess my word /băs/…/kət/. basket
• Blend the onset and rime to form one-syllable words.

o Guess my word /s/…/ŏck/. sock
• Blend individual phonemes to form one-syllable words.

o Guess my word /h/…/ē/. he
o Guess my word /j/…/ŏ/…/g/. jog
o Guess my word /b/…/l/…/a/.../s/…/t/. blast
The above oral activities strengthen students’ ability to manipulate speech. Because these
activities do not involve print, students can practice words that far exceed their phonics skills.

Phoneme Segmentation
Building on the importance of phoneme isolation, the ultimate goal is to break words into
individual phonemes (phoneme segmentation). Phoneme segmentation means breaking words
into sounds, not into letters. For example, although the word bath contains four letters, it has
three sounds: /b/ /ă/ /th/. Figuring out how to spell unfamiliar words requires the ability to break
words into individual sounds.
• Divide a compound word into two words.

o What are the two parts in the word cowboy? cow boy
• Segment two-syllable words into syllables.

o What are the two parts in cabin? /kăb/ /ĭn/
• Segment the rime in a series of words.

o What part is the same in fun, bun, sun, and run? /ŭn/
• Segment one-syllable words into individual sounds.

o What are the sounds in boat? /b/ /ō/ /t/
o What are the sounds in skip? /s/ /k/ /ĭ/ /p/
Note:
• Task difficulty increases with the number of phonemes to blend or segment.
• Segmenting blends is a difficult skill for many students.

PA ACTIVITIES IN LESSON PLANS
The MARF lesson plans approach PA instruction as follows:

• Kindergarten Lessons: 5–7 minutes of daily instruction on
o Phoneme identification, lessons 1–30
o Phoneme isolation
 Isolate final and begining sounds—Auditory Drill, lessons 26–105
 Isolate medial sounds—oral PA activites, lessons 84–195
o Phoneme blending—all year, progressing through all stages
 Introduced to students as “Guess My Word.”
 Note: This is a critical skill. If students cannot successfully blend the word when you
provide the sounds, they will not successfully blend when they provide the sounds.
o Phoneme segmentation—all year, progressing through all stages
• First grade Lessons: 5–7 minutes of daily instruction on
o Phoneme identification—lessons 1–14
o Phoneme isolation—Auditory Drill with position, lessons 1–39
o Phoneme blending—lessons 1–59, optional thereafter
 Introduced to students as “Guess My Word.”
 Note: This is a critical skill. If students cannot successfully blend the word when you
provide the sounds, they will not successfully blend when they provide the sounds.
o Phoneme segmentation—all year
• Second grade lessons:
o Phoneme blending and segmentation addressed through blending drill and spelling
activities
• Beyond second grade, assess PA and instruct accordingly
Additional resources for phonemic awareness activities:

• Michael Haggerty—preschool, kindergarten, first grade, and ELL activities for phonemic and
phonological awareness
• David Kilpatrick—phonemic awareness remediation for older students and orthographic
mapping
• Florida Center for Reading Research

CLIP THE SCHWA
• The most common vowel sound in the English language

• Represented by the symbol ə in the dictionary
• A lazy vowel sound in an unaccented (or unstressed) syllable
o About /ə.bout/, lesson /lĕs/sən/, contract (verb) /kən/trăct/
o The ə symbol is used to represent the schwa sound
• It is challenging to avoid inserting a schwa after some consonants. We need to be careful to
clip the schwa so we produce clean, accurate sounds.
o Say /b/, not /bu/. Say /v/, not /vu/.
o Practice contrasting both until you can hear the difference between a clean /b/ and the
letter sound with a schwa /bu/.
o Consider the sound the letter makes at the end of the word /căb/.
o Placing the schwa after the letter sound makes it difficult to recognize the word during
blending.
• Guess my word.
o /su/pu/ŭ/nu/ /bu/lu/ă/ku/ /tu/ru/ŭ/ku/

PHONEMIC AWARENESS DRILLS
PARTNER PRACTICE A
Phonological Awareness (Discrimination) Discrimination:

 Teacher says a word pair.
 If the words in the pair are the same, students hold
sun-hat, cup-cup, dog-cat, girl-boy
their thumbs up.
 If the words are different, students hold their thumbs
down.
Phonemic Awareness (Identification) Phoneme Identification:
Target Sound /ᾰ/  Teacher identifies a targeted sound (Example: /s/ or
/m/).
 Teacher says a word.
apple, fog, hide, at, run, ask, desk, me, girl,  If the word contains the targeted sound, students
app respond (thumbs up, holding up the letter card,
clapping, etc.) to indicate that they recognized the
target sound.
Phonemic Awareness (Isolation) Phoneme Isolation:
Target Initial Position  Teacher identifies a targeted position (initial, final, or
medial).
jog, pick, like, on, boy, hide  Students isolate the targeted sound and produce the
sound.
 Example: Teacher says beginning sound in cup and
students respond /k/.
Phonological Awareness (Rhymes) Recognizing Rhyming Words:
 Teacher pronounces word pairs.
 If the words rhyme, students demonstrate by thumbs
bark-dark, rope-rod, time-dime, poke-joke,
up, if they don’t rhyme, thumbs down (or other
red-deed, van-man, big-boy, up-cup desired response).
Phonemic Awareness (Blending) Phoneme Blending:

Onset and Rime  Teacher says the onset and rime of a word.
 Students blend them together to produce the whole
word.
/w/in, /ch/in/, /th/ink/, /c/oat/  Example: Teachers says /b/us/ and students respond
/bus/.
Sound by Sound  Teacher says the individual sounds in a word.
 Students blend the sounds together to produce the
whole word.
/h/a/t/, /m/e/ss/, /w/i/sh/, b/a/tch/  Example: Teacher says /b/u/s/ and students respond
/bus/.
Phonemic Awareness (Segmentation) Phoneme Segmentation:
 Students break the word into individual sounds,
cap, log, miss, stop
pulling blends apart.
 Example: Teacher says /bus/ and students respond
/b/u/s/.

PARTNER PRACTICE B
Phonological Awareness (Discrimination) Discrimination:

 Teacher says a word pair.
 If the words in the pair are the same, students hold
up-ham, man-bag, rug-bib, like-like
their thumbs up.
 If the words are different, students hold their thumbs
down.
Phonemic Awareness (Identification) Phoneme Identification:
Target Sound /ᾰ/  Teacher identifies a targeted sound (Example: /s/ or
/m/).
lip, tag, top, man, take, tool, hot, not bug,  If the word contains the targeted sound, students
two respond (thumbs up, holding up the letter card,
clapping, etc.) to indicate that they recognized the
target sound.
Phonemic Awareness (Isolation) Phoneme Isolation:
Target Final Position  Teacher identifies a targeted position (initial, final, or
medial).
cap, mix, sock, wash, gum, bag  Students isolate the targeted sound and produce the
sound.
 Example: Teacher says beginning sound in cup and
students respond /k/.
Phonological Awareness (Rhymes) Recognizing Rhyming Words:
 Teacher pronounces word pairs.
 If the words rhyme, students demonstrate by thumbs
bell-fell, bear-care, tan-can, mop-mock,
up, if they don’t rhyme, thumbs down (or other
nice-rice, vet-wet, black-blue, luck-truck desired response).

Onset and Rime  Teacher says the onset and rime of a word.
 Students blend them together to produce the whole
word.
/j/ump/, /m/arch/, /sw/ing/, /r/est/  Example: Teachers says /b/us/ and students respond
/bus/.
Sound by Sound  Teacher says the individual sounds in a word.
 Students blend the sounds together to produce the
whole word.
/d/o/g/, /t/i/me/, /kn/o/ck/, p/or/ch/  Example: Teacher says /b/u/s/ and students respond
/bus/.
Phonemic Awareness (Segmentation) Phoneme Segmentation:
 Students break the word into individual sounds,
make, us, try, snap
pulling blends apart.
 Example: Teacher says /bus/ and students respond
/b/u/s/.

PA ACTIVITIES NOT INCLUDED IN MARF LESSON PLANS
The following more advanced PA activities require the more challenging working memory task of
remembering and completing several steps.
Phoneme Deletion:
• State the part of a word that remains when you delete a word from a compound word.
o Say cowboy. Say it again without cow. /boy/
• State the part of a word that remains when you delete a syllable from a word.
o Say candy. Say it again without can. /dē/
• State the part of a word that remains when you delete a phoneme from a word.
o Say rake. Say it again without the /r/. /āk/
Phoneme Addition:
• Add a phoneme to an existing word, creating a new word.
o Say at. Say it again and add /s/ to the beginning. /săt/
Phoneme Substitution:
• Substitute one phoneme for another to make a new word.
o Say mat. Say it again but change /m/ to /r/. /răt/

SPEECH SOUNDS
SPEECH PRODUCTION
Modeling sound production and using a mirror to show how sounds are made and where they are
formed in the mouth, can help teach how to form sounds correctly.
Speech sounds typically are classified according to how they are produced. These classifications
include stops, fricatives, nasals, affricates, glides, and liquids.
Stops
• These short sounds are produced when a quick release of air passes through the lips, teeth, or
throat.
• Try saying the following sounds, being careful not to add a schwa afterwards: /p/, /t/, /k/.
o Do you feel the quick burst of air?
o If you find it difficult to produce these sounds (such as /b/) without a schwa, think of a
word that contains the sound in the final position (tub) and try to isolate the final sound.
Fricatives
These continuous sounds can be held and produced as long as you have enough air.
• Try saying the following sounds: /s/, /f/, /sh/.
• Now contrast them with these sounds: /ch/, /w/.
• Feel the difference?
Nasals
• These sounds also can be continuous.
• These sounds are produced by releasing air through the nose, either with the mouth closed
(/m/) or open (/n/ and /ng/).
Affricates
• These sounds are made using two different methods: stops and fricatives.
• Affricate sounds begin as stops (using a burst of air) and shift into a more continuous sound.
o Try saying /j/ and /ch/.
o Do you feel the burst of air at the onset of the sound, followed by the shift to a subtler
exhalation?
o Do you feel your mouth shift positions as you produce these sounds?
Liquids
• The tongue contacts the roof of the mouth, and air passes around the tongue.
• Lips and teeth are apart. The sound is made in the mouth.

• Liquid sounds are difficult to produce because they do not use teeth or lips to support visual
cues for formation.
• Instead, these sounds require the speaker to feel where the tongue should be placed and
control the air flow.
o Try saying /l/ and /r/.
o Where is your tongue?
o Can you feel how difficult it is to pronounce each sound without adding a vowel sound?
Glides
• These sounds are produced like liquids, through unobstructed air passing by the tongue.
• Unlike liquids, glides do not require the tongue to come in contact with the mouth.
• Instead, the position of the tongue must be controlled to allow air to pass.
o Try saying /y/ and /w/.
o Do you feel air passing freely past your tongue?

ENGLISH CONSONANT PHONEME CHART
Tongue Tongue
Tongue
Lips Teeth on on Ridge Back on Back of
Between Glottis
Together Lip Behind Roof of Throat
Teeth
Teeth Mouth
Stops
Unvoiced /p/ /t/ /k/
Voiced /b/ /d/ /g/
Nasals /m/ /n/ /ng/
Fricatives
Unvoiced /f/ /th/ /s/ /sh/
Voiced /v/ /th/ /z/ /zh/ /h/
Affricates
Unvoiced /ch/
Voiced /j/
Glides
Unvoiced /y/ /wh/
Voiced /w/
Liquids /l/ /r/
Source: Moats, L.C. (2009). LETRS Module 2: The Speech Sounds of English: Phonetics, Phonology, and Phoneme
Awareness. Longmont, CO: Sopris West Educational Services, p. 58–59.
Note:
• Voicing (e.g., /p/ vs. /b/) distinguishes sounds on the basis of vocal cord activity.
o Within the same square above, you see voiced and unvoiced sounds.
o These sounds are produced identically except for the use of the voice box (larynx).
o Voiced sounds activate the voice box; unvoiced sounds do not.
• Have students cover their ears and pronounce /p/ and /b/. The voiced letter is louder.
• Sounds that differ only by voicing (e.g., /p/ vs. /b/, /ch/ vs. /j/) are easy to confuse.
• All vowels sounds are voiced sounds.

SPANISH CONSONANT PHONEME CHART
Tongue Tongue
Tongue
Lips Teeth on on Ridge Back on Back of
Between Glottis
Together Lip Behind Roof of Throat
Teeth
Teeth Mouth
Stops
Unvoiced /p/ /t/ /k/
Voiced /b/ /g/
Nasals /m/ /n/ /ñ/
Fricatives
Unvoiced /f/ d=/th/ /s/ x=hard
Voiced /h/
Affricates
Unvoiced /ch/
Voiced
Glides
Unvoiced /y/
Voiced
Liquids /l/ /r/
Awareness. Longmont, CO: Sopris West Educational Services, p. 58–59.
Note:
• Regional pronunciations may vary.
• The sounds /v/, /w/, /wh/, /sh/, /th/, /z/, /d/, and /j/ do not exist in Spanish.
• The letter d says /th/ as in them.
• The letters j and x say /h/.
• Both y and ll say /y/.

ENGLISH VOWEL PHONEME CHART
ē ə y¯
oo
ĭ oo
¯
ā oo
˘
ĕ ō
ă aw
ī ŭ
er
Note:
• The diagram above places vowel phonemes in their order of
oi articulation. ar
• Phonemes in close proximity on the chart are easily
confused.
ou or

SPANISH VOWEL PHONEME CHART
ē i = /ē/ ə u = /yo͞o/ y¯
oo
ĭ oo
¯
ā oo
˘
ĕ e = /ĕ/ ō o = /ō/
ă aw
ī ŭ
ŏ a = /ŏ/
er
Note:
• The shaded vowel sounds do not occur in the Spanish
oi language. ar
• Spanish vowel sounds are consistent, making only one sound
(no variations of short and long exist).
ou or

VISUAL DRILL MNEMONIC DEVICES
In English there are often multiple ways to pronounce the same grapheme. The following table is
offered to support recall of all these sounds. The phonemes are presented in the order of
frequency. For example, if reading a word with the pattern ie, the sound /ē/ as in piece is a more
common sound than /ī/ as in pie.
Grapheme Phoneme Mnemonic

a ă, ā, ə Apple, baby, alive
c k (a, o, u) Cat in the city
s (e, i, y)
k (consonant)
g g (a, o, u) Goat in the gym
j (e, i, y)
o ŏ, ō / ŭ, ô Not home / mother or dog
s s, z Pass the cheese
u ŭ, y¯oo, ¯oo / ˘
oo Pup refuse to rule / the bush
y y, ī, ē / ĭ Yes, my candy…is at the gym
ar är, ûr Car for a dollar
ch ch, k, sh Charlie spent Christmas in Chicago
ea ē, ĕ Eat bread
ear ear, ûr Ear to the earth
-ed ǝd, d, t We planted, watered, and picked the flowers
ei ē, ā Ceiling reindeer
er ûr, ĕr Her sheriff
eu y¯oo, ¯oo Feud with Zeus
ew y¯oo, ¯oo Few grew
ey ē, ā Key they
gh f, g Laughing ghosts
ie ē, ī Piece of pie
oo oo, ˘
¯ oo School book
or ôr, ûr Corn doctor
ou ou, ¯ oo / ō, ŭ Ouch hot soup / shoulder touch not (per Yoda)
ow ō, ou Snow plow
sion zhən, shǝn A special occasion in the mansion
th unvoiced, voiced Bath, bathe
ue y¯oo, ¯oo Tissue blue

AUDITORY DRILL MNEMONIC DEVICES
In English there are also multiple ways to spell the same phoneme. The following table is offered
to support recall of all these spellings. They are presented in the order of frequency. For example,
if spelling a word with the sound /ī/, the pattern i_e would be more likely than y_e.
Phoneme Grapheme Mnemonic

/ĕ/ e, ea Red head
/ĭ/ i, y Chin-ups / in the gym
/ŭ/ u, a / o, ou Up and away / with a son and a cousin
/d/ d, ed Band played
/f/ f, ff / ph, gh Face, off / photo, laugh
/g/ g, gh, gue Go ghost, be vague
/j/ j, g, dge Jump gently during dodge ball
/k/ c, k, ck / ch, que Cats, kittens, ducks / run the school uniquely
/m/ m / mb, mn Monkeys / climb columns
/n/ n, kn, gn No / knife sign
/r/ r, wr, rh Rob wrestles the rhino
/s/ s, c, ss, sc Sea, city, grass / science
/t/ t, ed Ted talked
/z/ z, s, zz Zebra nosey buzz
/ch/ ch, tch Chin itches
/sh/ sh, ch Wish / machine
/shǝn/ tion, sion Protection / tension
/ā/ a, a_e, ai, ay / eigh, ei, Vacation came on a rainy day /
ey eight reindeer did obey
/ē/ e, ee, ea, y / e_e, ie, ei, He needs meat and candy /
ey for these I believe he will receive money
/ī/ i, i_e, igh, y / ie, y_e I like the night sky / to eat pie in style
/ō/ o, o_e, oa, ow / ou, oe Go home on a boat that is slow / shoulder to toe
/ū/ u, u_e / ue, ew, eu Unite cute / statues few feud
/˘
oo/ oo, u Good push
/oi/, /oy/ oi, oy Rejoice for the toy
/ou/ ou, ow Shout in the shower
/au/ (ô) au, aw / o, augh, ough Paul saw / the dog’s daughter he thought
oo, ew, u / u_e, ou, ue, Mushroom stew for my student /
/¯
oo/
ui, eu includes soup, blue fruit for my neurologist
/ûr/ er, ir, ur / or, ar, ear Her bird hurt / the doctor particularly early

ORTHOGRAPHY
IMPORTANT TERMS
Instructional Progression from Phonology to Orthography

• Phonology is the study of sounds in our spoken language.
• Orthography is the study of written system of spelling patterns and correspondence between
speech and print.
Letter, Phoneme, Grapheme

• Letter: 26 exist in the English alphabet
• Phoneme: The smallest unit of speech sound; 44 exist in the English language
o /ī/, /ē/, /ch/ are all phonemes
• Grapheme: The letter(s) that spell a phoneme
o Phoneme /ī/ = grapheme i, i_e, igh, y, ie, or y_e
o Phoneme /ē/ = grapheme e, ee, ea, y, e_e, ie, ei, or ey
o Phoneme /ch/ = grapheme ch or tch

LETTER RECOGNITION AND VISUAL PROCESSING
• Visual flexibility is our brain’s way of looking at an object from multiple angles and recognizing
that it is the same object.
• This allows us to generalize that the characteristics of a bike apply to help us identify that an
object with two wheels and pedals is a bike, and that a slightly different version/model is still a
bike.
• This also enables us to generalize that many objects, for example ball, cat, or building
regardless of their specific characteristics are also a type of ball, cat, or building.
• Unfortunately, this does not apply to letters.
IMPORTANT CONCEPTS ABOUT OUR ALPHABET
Some letters in our alphabet are easily confused.

• Most common confusions are around lowercase b and d.
• Other confusions are p and q, u and n, and m and w.
When working on letter recognition skills with students, priority should be given to lowercase
letters.
• Over 97% of written text is in lowercase form.
• Students will therefore need to recognize lowercase letters more automatically than capital
letters.
• For capital letter recognition, direct instruction may not be necessary for the following letters:
o C, J, K, M, O, P, S, U, V, W, X, Y, and Z because both cases of each of these letters look
nearly identical.
o Instruction on all other capital letters may be needed.

PROGRESSION OF MAPPING SPEECH TO PRINT
Phonics instruction is only possible when students are able to isolate phonemes and have
mastered letter recognition. That readiness is represented by the 1:1 correspondence portion of
the diagram below.
Awareness. Longmont, CO: Sopris West Educational Services, p. 65.

b-CHECKER AND ORIENTATION
A chair is a chair is a chair, no matter how it is positioned. This is not true of the letters of the
alphabet. A ball and a stick can be a letter b, d, or p, and perhaps a g or a q (depending on the
typeface).
After a few repetitions, average readers quickly process visual images of similar letters. For
example, they recognize that the letter b starts with a stick and has a circle to its right that sits on
the line.
Struggling readers process the correct orientation of these symbols with difficulty. The letters b, d,
and p all have the same features. These students have trouble identifying the letters they are
trying to read.
Repeated work in letter formation and the use of tools such as a b-checker, allow for more
independence and success in reading and writing.
Note:
• Some students struggle with lifelong confusion of these letters.
• Teach and reinforce application of the b-checker but move on.
• Avoid the temptation to remain here until they master this concept.

b-CHECKER
Preparation—Use b and d cards in deck 8 for support.

• Children hold up their left hand,
• With fingers touching, and
• Thumb is extended straight out to the side.
• They have created an L with their left hand.

• This is their built-in b-checker.
b-Checker Demonstration
• Display the letter b.
o Line up your hand so the index finger rests on the stick of the letter b.
o Point out that if the ball of the b sits on the thumb, it is a b.
• Display the letter d.
o Line up your hand so the index finger rests on the stick of the letter d.
o Point out that if the ball does not sit on the thumb, it is not a b.
Note:
• We use the language b and not a b. We do not say it is a d. This allows it to be another letter—
d, p, or q.
• For students with p confusion, we often give them the clue that you p down.
• Resist the temptation to also teach d-checker with the right hand. Many of our students who
struggle with b and d also confuse left and right.
"

PREVENTING B D CONFUSION
Handwriting
• Confusion of b and d often extends to letter formation.
• With traditional ball-and-stick strokes, students often form the stick and get confused about
where to form the ball.
• For this reason, we teach the formation of b and d differently.
• Both use continuous left to right strokes, but with different starting points and scripts.
Forming b
Letter b starts at the top line, comes down, back up, and around.
Forming d
Letter d starts at the midline, curves into a c, then up and back down.

PICTURE DECK
THE IMPORTANCE OF TEACHING LETTER NAMES
Research shows that as children enter school, their knowledge of letter names predicts their
future reading and spelling abilities, even factoring in phonological awareness and intelligence.
This research leads many to assume that this important aspect of early literacy development
receives adequate focus. However, letter-sound knowledge sometimes gets more instructional
emphasis than letter-name instruction. Three articles show why teaching letter naming should
retain instructional focus.
Knowledge of the alphabet forms the basis of English literacy instruction. Although letter-sound
instruction forms the basis of decoding instruction, knowledge of letter names provides a
common language for discussing letters. Many letters can produce more than one sound. Many
sounds are produced by more than one letter. Without a consistent language surrounding the
symbols of the alphabet, students and teachers face difficulty discussing these letters consistently.
This is particularly important in spelling instruction because sounds must be mapped to letters.
Letter names also provide a connection between upper- and lowercase letters of the alphabet.
Teaching the letter name “A” provides a bridge between the symbols A and a. These connections
are critical to building memory networks for the alphabet.
Many letter names also provide clues to the most common sounds they make. For example, the
letter name “B” includes the sound /b/. Thus, letter names provide important background
information that enables children to learn letter and sound correspondences more rapidly.
Unfortunately, this does not apply to all 26 letters of the alphabet. Letters such as “W” do not
include their most common sound. Young children sometimes confuse letters whose names
include the sound from a different letter, such as the letter name “Y,” which begins with the /w/
sound. This potential confusion often becomes a justification against teaching letter names.
However, a study by Piasta and Wagner (2009) found that even with these potential confusions,
students who learned letter names and letter sounds together demonstrated better letter sound
knowledge than students who only were taught letter sounds. This finding indicates that learning
letter names actually supports letter sound acquisition, despite any potential confusion.
Clearly, letter name instruction should not be overlooked in favor of letter sound knowledge.
However, it is important to remember that the basis of decoding instruction relies on letter sound
knowledge. With this in mind, letter naming instruction should not be belabored to the detriment
of letter sound instruction. Jones and Reutzel (2012) developed an instructional technique called
Enhanced Alphabet Knowledge (EAK) Instruction. This instructional format teaches letter names
and sounds, along with the written form for each letter, in a quick efficient format with consistent
distributed review cycles. The EAK format teaches all 26 letters and sounds within the first 26 days

of school, with consistent reinforcement lessons for students who need more time on frequently
confused letters. This study demonstrated significant increases in students’ performance after EAK
instruction using benchmark measures of letter name fluency, along with a dramatic decrease in
the number of at-risk students.
The articles reviewed here provide an overview of the importance of teaching letter names in early
literacy instruction. It may be possible to teach reading by teaching only letter sounds, but
research shows letter name instruction strengthens letter sound knowledge. Most early literacy
programs include this aspect of alphabetic knowledge. If your program lacks a letter naming
component, a structure such as EAK can add it.
An additional alphabetic knowledge reference is ABC Foundations for Young Children, A Classroom
Curriculum by Marilyn Jager Adams.
References:
Noel Foulin, Jean. “Why Is Letter-Name Knowledge Such a Good Predictor of Learning to Read?”
Reading and Writing, vol. 18, no. 2, Mar. 2005, pp. 129–155.
Jones, Cindy, and D. Ray Reutzel. “Enhanced Alphabet Knowledge Instruction: Exploring a Change
of Frequency, Focus, and Distributed Cycles of Review.” Reading Psychology, vol. 33, iss. 5,
2012, pp. 448–464.
Piasta, Shayne, and Richard Wagner. “Learning Letter Names and Sounds: Effects of Instruction,
Letter Type, and Phonological Processing Skill.” Journal of Experimental Child Psychology,
vol. 105, iss. 4, Apr. 2010, pp. 324–344.
Source: Colorado Department of Education,

http://www.cde.state.co.us/coloradoliteracy/theimportanceofteachingletternames

OBJECTIVES OF OG PICTURE DECK
The Primary Picture Deck is used to teach letter names, keywords, and letter sounds. Through the
use of a visual (picture of the keyword), students learn the name of the letter, the keyword, and
the sound of the letter. By teaching all three components at one time, students have the benefit of
making connections and efficiently learning multiple components at one time.
• Knowledge of letter names support retrieval of (most) letter sounds.
o The letters t, b, and r, when named, unlocking the corresponding sounds /t/, /b/, and /r/.
o Some letters, h, s, y, etc. do not have the same pronunciation connection; however, there
are only a small group that fall in this category.
• Keywords also support retrieval of sounds when students block or miscue.
o When blocking on the sound for letter x, proving students with the keyword box, supports
retrieval of the sound /ks/.
o Keywords are illustrated in the picture deck as a visual memory support.
o Using consistent keywords is necessary for students to have the benefit of utilizing this
support tool.
o Keywords are also located on the back of each card and on the card deck summary tools at
the front of each card deck.
USING THE PICTURE DECK
The OG Picture Deck is written into the kindergarten and first grade lesson plans as follows:
• Kindergarten
o Keywords are introduced from the very first lesson (through illustrations) to orient
students to the name of each keyword.
o From Lessons 1–26, a new picture card in taught each day, supporting students to learn
letter names and sounds simultaneously, through the illustrated keyword.
o Picture cards are provided for four of the five h-brothers (ph is not included), short-vowel
pointers (-ff, -ck, etc.), and Magic e patterns (a_e, i_e, etc.).
o The picture deck is replaced with a basic deck approximately halfway through the year.
• First Grade
o The Intro to OG Lessons 1–5 orient students to keywords (if they did not participate in
kindergarten OG instruction).
o For students that seem to have difficulty identifying letter names or accurately and
automatically producing sounds for the basic alphabet, we recommend using lessons 1–14
to explicitly teach two letters a day using the Picture Deck.
o For all other students, we skip this kindergarten review and move on to lesson 15.

PICTURE DECK VISUAL AND TACTILE DRILL
Visual Drill
• Teacher displays picture deck card and prompts (by tapping) for students to provide:
o Letter name (pointing to the letter),
o Keyword (pointing to the picture), and
o Sound (pointing back up to the letter again).
• Example: a, apple, /ă/
• The teacher plays the facilitator’s role by:
o Pointing to the part of the card the students are to name and
o Providing quick corrective instruction when necessary.
• At the start of the year, the teacher may need to vocalize with the students. That practice
should end quickly so the teacher can focus on listening to students’ responses.
Figure 1: examples of picture deck cards

Tactile Drill
• The procedure for a tactile drill adds one step to the visual drill above.
• Students skywrite the letter while they state the name, keyword, and sound of the displayed
card (see skywriting information).
• When skywriting with students, be careful to avoid forming the letters backwards to students.
Options include:
o Turn and face the card then skywrite from the students’ perspective.
o Write backwards (to you) and correctly (to them). This is quite challenging.
o Do not skywrite at all. Simply observe and support.

SKYWRITING
Skywriting refers to a specific gross motor activity that is an important element of multisensory
learning.
• Students should use their normal writing (left or right) hand when skywriting.
• Instruct students to extend their skywriting arm straight in front of them.
• They should try to keep their arm straight and strong, and avoid bending it at the elbow as
much as possible. This ensures large motor movement.
• Writing should progress from top to bottom and left to right as normal.
• While they skywrite, students should look at a visual stimulus (card).
• To make the auditory connection, students verbalize the stimulus as they write.
Note:
• Specifically, students should verbalize letter name(s), keyword (picture deck only), and sound,
while skywriting.
• To reduce fatigue and maximize muscle memory:
o Have students extend their index and middle fingers (tightly welded together) and
o Stop periodically and direct students to shake the arm out.

TEACH NEW—PICTURE DECK
Script—Teach New
Using picture deck card d
Teacher Students
“We are going to learn a new letter today.”
“Our new letter today is d.” “d”

 Prompt students to repeat.
“The keyword is dog.” “dog”
“The sound of d is /d/.” “/d/”
“Let’s skywrite.”  Skywrite 3x while saying:
 Check that students are using their writing hand. “d, dog, /d/”
 Verify that their arms are straight and strong and
that they are looking at the card while skywriting
(multisensory practice).
“Let’s review.
• “What’s the letter name?” “d”
• “What’s the keyword?” “dog”
• “What sound does d make?” “/d/”
Figure 2: picture deck card

PICTURE DECK AUDITORY DRILL
Script—Picture Deck Auditory Drill

Teacher Students
“We’re going to go across. Which way?” “across”
 Motion moving across the page within a row.
“Put your finger on the rectangle. Where?” “the rectangle”
“I’m going to say the name of a letter. I want
you to repeat the name of the letter.”
“Look at my mouth. My first letter is d.” “d”
 Point to your chin and prompt students to repeat.
“Say the name of the letter while you write.”  Name the letter while they form a “d” on their
paper
“d”
“Check your work.”  Check their work, crossing out and rewriting any
 Make sure the student model displays the correct letters if necessary
letter and that students check/correct.
“Put your finger on the circle. Where?” “the circle”
“I’m going to say a sound. I want you to repeat
the sound.”
“Eyes on my mouth. My first sound is /t/.” “/t/”
“Say the sound while you write the letter that  Say /t/ while they form a “t” on their paper
makes that sound on your paper.” “/t/”
“Put your finger on the square. Where?” “the square”
“I’m going to say a keyword. I want you to
repeat the keyword.”
“Eyes on my mouth. My first word is snake.” “snake”
“What is the sound that goes with this “/s/”
keyword?”
 Eventually eliminate this step.
“Say the sound while you write the letter on  Say /s/ while they form an “s” on their paper.
your paper.” “/s/”
“Put your finger on the triangle. Where?” “the triangle”
“I’m going to say a word. I want you to repeat
the word, and then write the sound you hear at
the beginning of the word.”
“Eyes on my mouth. My word is big.” “big”
“What sound do you hear at the beginning?” “/b/”
“Please say the sound while you write the letter  Say /b/ while they form a “b” on paper.
that makes this sound on your paper.” “/b/”

WE DO. LET’S PRACTICE.
YOU DO. PARTNER PRACTICE.

Dictate the following letters, sounds, and words to your partner using the Picture Deck Auditory
Drill procedure.
Partner A: Partner B:
Letter name: r, q, x, p Letter name: j, i, v, r
Sound: /ŏ/, /sh/, /b/, /z/ Sound: /ĕ/, /th/, /s/, /ĭ/
Keyword: up, chair, queen, apple Keyword: man, box, snake, duck
Position (ending): him, sit, fox, cub Position (ending): hug, sip, dot, bed

NEW PHONOGRAM SRS
Students should say the letter name, keyword and sound each time they write.
• a, apple, /ă/ (3x)
New Phonogram

HANDWRITING
IMPORTANCE OF HANDWRITING
Writing is an important language development skill. It is essential for note taking, testing, and
completing classwork and homework.
Writing fluency is defined as forming letters accurately and automatically. Researchers equate the
importance of handwriting fluency (for effective composition) to reading fluency (for effective
comprehension). When students no longer have to focus mental energy on recalling correct letter
formation or attend to legibility issues, they can focus attention on conveying meaning in their
written work.
Students who have not developed an appropriate level of handwriting fluency may experience the
following challenges:
• Inability to complete written tasks in a timely manner,
• Increased fatigued when engaging in writing tasks,
• Inability to write legibly so that they and others can easily read what was written,
• Difficulty with note-taking skills, and
• Inability to compose text that reaches effective length or includes critical detail.
Additionally, researchers have measured the impact of poor handwriting on teacher’s grades. They
found as much as an 8 point difference (on a 100 point scale) due solely to poor handwriting.
EFFECTIVE HANDWRITING INSTRUCTION
Direct instruction on manuscript letter formation and spacing should begin as soon as students
develop foundational readiness skills (typically in Kindergarten) and continue through first grade.
This preventative approach curtails bad habits, such as drawing letters or inconsistently forming
letters, which interferes with automatization of letter formation. In late second grade and third,
instruction may continue on to cursive writing.
Older students with problematic legibility, composition quality, or writing fluency may need
corrective instruction. Teaching keyboarding or cursive may be more effective than correcting bad
manuscript habits. It can be very difficult to change ingrained habits.

Instruction in small daily doses of 5–10 minutes using the following components is most effective:
• Appropriate tools (paper and writing utensils),
• Support for developing readiness skills (pencil grip, directionality, motor control),
• Well-developed scope and sequence (grouping similarly formed letters, prioritizing lowercase
formations over capital), and
• Explicit instruction in letter formation.
APPROPRIATE TOOLS
Regardless of students’ age or grade level, providing them with a variety of tools for writing is
necessary. Teachers should help students find the right tools for their size, muscle control, and
individual challenges.
Writing Utensils
• Smaller (golf-size) pencils often are easier for smaller hands to grasp and control.
• Thicker pencils help students who squeeze too tightly to relax their grip.
• Traditionally, number 2 lead is used, but number 1 may work better for students who write
very lightly.
• Pens and thin markers also are good options for students who write lightly.
Paper
• Lined paper is available in many sizes and with varying line options (color, dot, and thickness).
o Adjust to narrower or wider spaced lines as needed.
o Paper with different colored lines (blue base line, red top line) may help students orient
themselves for top/bottom or midline placement.
o Different features, such as thickness or raised lines, may help students feel line boundaries.
• When using lined paper, be consistent about terminology (head, middle, feet, or ceiling,
window, floor, or basement).
• Unlined paper may be a better choice for students who need to focus on formation without
attending to placement/position on lines.

READINESS
Before students learn letter formation or engage in formal handwriting instruction, teach and
allow practice time for the following readiness skills.
Hand Dominance
• Supporting students’ identification of their dominant hand is essential. Try the following
exercise to test whether students have a hand preference.
o Place several objects (of various shapes and textures) on a table surface.
o Do not tell the student that you are looking to see which hand they use. Instead, pose the
task as a game.
o Ask the student to pick up several objects and hand them to you, place them near the end
of the table, put them on their laps, etc.
o Record a tally mark each time a student uses their left or right hand to complete the task.
o A disproportionate number of tally marks should indicate which hand is dominant.
• If students have not yet established dominance, support them in consistently using the same
hand each time they engage in a writing task.
Directionality
• Establishing the directionality of print as left to right and top to bottom is an important
foundational skill for forming letters fluidly.
o The English orthographic system is designed so all letters are formed by strokes that begin
on the left and move toward the right.
o With the exception of a handful of letters (x, A, F, E, H, t, L, etc.), most letters can be
formed in one continuous stroke from left to right.
o This consistent and continuous formation supports fluid motion across the page.
• Students can practice directional development to train the eyes and hands to track text and
move naturally in the appropriate direction.
o Practice tracing or “driving” a toy car or train along a road/track or path to practice left to
right, top to bottom movement on a page.
Sample Directionality Exercises

Pencil Grip
Ensuring students use correct pencil grip is essential to forming letters correctly. Some strokes are
difficult to control with an incorrect grip.
• Pinch and Flip Method
o Students place their pencil on the table, with the writing end pointing straight down
towards their belly button.
o They pick up their pencil by pinching it between the thumb and pointer finger.
o While pinching the pencil, they give the pencil a gentle flip (or press), so it rests on the soft
tissue between the thumb and pointer finger.
o Finally, they slide their tall finger up to rest beneath the pointer finger.
• Tripod Method
o Students stand their writing utensil on the table with the writing end touching the table
surface.
o They bring their thumb, pointer, and tall fingers together in a near pinching formation.
o Starting at the top of the pencil, they slide their fingers down the pencil until they rest in
the appropriate location on the pencil.
Note: For students who pinch too high or too low, wrap the appropriate pinching position with
tape as a pinching/placement target.

Pressure
Students who hold utensils with too much pressure or press too hard on the paper, often
experience fatigue when writing. Others lack sufficient pressure, often writing so lightly that their
work is difficult to read.
• Magic Bracelet
o Students wear a soft, scrunchy hair band/tie as a bracelet on their writing hand.
o Once they grip the pencil correctly, they lift the bracelet off part of their wrist and place it
over the pencil top, holding the pencil in place.
o This provides consistent pressure support for those struggling with pressure issues.
• Cotton Ball
o Place a fluffy cotton ball in the palm of the hand and then grip the pencil.
o This prevents students from holding the pencil in their fist, as well as making it difficult to
squeeze too hard.
Paper Placement
• Right-handed writers should slant their paper with the upper right-hand corner slightly higher
than the left.
• Left-handed writers should slant their paper with the upper left-hand corner slightly higher
than the right.
• Place the non-writing hand on the paper to anchor it in place.
• Tape papers on a surface or anchor them on a clipboard to help train students to slant papers
correctly.

SCOPE AND SEQUENCE
Determining an appropriate scope and sequence for letter formation depends on students’ age
and skill level. Consider whether students are learning formation as a foundational skill (in pre-K
and Kindergarten), or as a corrective method (for older students with handwriting difficulty), when
deciding on a good letter order sequence.
For foundational instruction, students should learn letter formation at the same time they engage
in direct instruction of letter names and sounds. Ideally, letter introduction separates letters that
are visually similar (b/d, n/m, v/w, etc.), as well as those with similar sounds (/m/ & /n/, /ĕ/ & /ĭ/,
/d/ & /t/, etc.)
For corrective instruction, consider the following:
Lowercase Letters First

• Lowercase letters make up more than 97% of written text.
• Students need to write lowercase letters more frequently than capitals.
• Lowercase letters use more continuous strokes, which supports directionality.
Capital Letters Next

• Teaching capital letters that match their lowercase partners (Cc, Oo, Xx, etc.) is easy to do with
reference only to position on lines (formation is exactly the same).
• Next, move onto teaching letters that do not match (Bb, Gg, etc.).
Grouping Letters with Similar Strokes

• Most letters can be grouped into categories of similar strokes/formation steps.
o Example: Below the midline, rounded letters: c, o, a, g, q, and d
• To support muscle memory, teach letters with similar stroke formations together.

INSTRUCTIONAL GROUPINGS
Discontinuous Strokes
• Start at (or below) topline or at midline and pull down
• Lift pencil to include a second stroke, dot, or horizontal line
l t k i j f
Donut Letters
• Start below midline
• Include open or closed circle (counterclockwise)
c o d a g q
Pull Down Letters
• Start at topline or midline and pull down
• Include open or closed hump (clockwise)
h b r n m p
Diagonal Letters
Start at mid-line and slant
v w x z y
Special Strokes
• Unrelated to other letter stroke patterns
• Made with continuous strokes
e s u

INSTRUCTIONAL PROCEDURES FOR TEACHING A NEW LETTER
Instructional Sequence
Learning to form a new letter is most effective when practiced in stages. Ideally, students should
begin with gross motor practice (skywriting) and transition to fine motor tracing and independent
formation on lined or unlined paper. This allows students to focus attention on how the letter is
formed without having to attend to common fine motor challenges (pencil grip, lines, and
spacing).
Introducing a New Letter

• Focus on correct formation first, emphasizing stroke sequence.
o Display the handwriting template, tracing over the template as you verbalize the script, to
demonstrate how to form the letter.
o Use a simple handwriting script to help students remember the stroke sequence for
forming a letter.
o Students verbalize the script while they practice skywriting the letter.
• Optional: Provide students with a copy of the template to trace while they say the script.
• Transition to practicing the letter on paper.
o Students continue to verbalize the script until they naturally form the strokes correctly.
o If appropriate, teach letter position relative to lines. Use consistent terminology for line
references.
• Instruction should be brief and briskly paced.
o Less is more. Practice for accurate and legible formation.
o Avoid over practice, which can cause fatigue and compromise quality.
Teaching a New Letter

Teacher Display Students
“Let’s practice writing the letter h.” “h”
 Display the letter h template.
“Watch me. Start at the top, pull down,
back up to the middle, then make a hump. “
 Model tracing over the template with script.
• “Let’s trace and say the steps together.  Look at the template and skywrite (tracing
the template in the air) while saying:
• “Skywriters up.
“Start at the top, pull down, back up to
• “Start at the top, pull down, back up to
the middle, then make a hump.”
 Repeat the step above 3–5 times.
“Now let’s try writing the letter h on our  Pick up their pencils and write the letter h as
paper while we say the steps.” they verbalize the handwriting script:
“Start at the top, pull down, back up to

SAMPLE FORMATION SCRIPTS
Many different formation scripts are available for traditional manuscript, D’Nealian, and cursive
letters. See sample below.
Source: http://www.scholastic.com/browse/article.jsp?id=3756555
Source: Fountas & Pinnell, Leveled Literacy Intervention. Copyright ©2009 by Irene C. Fountas and Gay Su Pinnell.

PHONICS
IMPORTANT TERMS
 Definitions
Phonics
Phonics is the relationship between letter or letter combinations (graphemes) in our written
language and sounds (phonemes) in our spoken language.
Letter, Grapheme, Phoneme

• Letter: 26 letters in the English alphabet ranging from a to z.
• Phoneme: The smallest unit of speech sound. There are 44 in the English language.
o /ī/, /ē/, /ch/ are all phonemes.
• Grapheme: The letter(s) that spell a phoneme.
• Examples:
o Phoneme /ī/ = grapheme i, i_e, igh, y, ie, or y_e
o Phoneme /ē/ = grapheme e, ee, ea, y, e_e, ie, ei, or ey
o Phoneme /ch/ = grapheme ch, or tch
Digraph vs. Trigraph

• Digraph: Two letters working together to produce one sound.
o Common consonant digraphs: ch, sh, th, wh, ph, and ng
o Short-vowel pointers: -ff, -ll, -ss, -zz, and -ck
o Many vowel teams: oa, ee, ai, etc.
• Technically, not all vowel teams are vowel digraphs. Some, such as oi, are glides. Nonetheless,
we call them all vowel teams.
• Trigraph: Three letters working together to produce one sound.
o Short-vowel pointers: -tch and -dge
o Vowel trigraph: -igh

WORD ORIGIN
English is a morphophonemic language. That is the spellings of English words are both related to
their sounds and their meanings.
Knowing a word’s origin can both inform our spelling and pronunciation.

85% OF ENGLISH WORDS ARE DECODABLE
Anglo-Saxon Origin
• 20–25% of English words
• Some of our most commonly used words
• Short words with vowel teams, silent letters, and some of our more challenging configurations
o ing = /ēng/ king
o aw = /ô/ lawn
o or = /er/ work
o kn = /n/ knife
Latin Origin
• 55% of English
• More regular spelling patterns
• Includes words of French origin, most of which have Latin roots
o qu or que = /k/ antique
o ch = /sh/ machine
o ou = /¯oo/ soup
Greek Origin
• 11% of English words
• Often found in math and science vocabulary
• Includes
o ch = /k/ school
o y = /ĭ/ gym
o ph = /f/ phone

FOUNDATIONAL CONCEPTS: VOWELS VS. CONSONANTS
WHY TEACH?
• Students must be familiar with the language of instruction.

• Automatic recognition of letter type (vowel or consonant) is critical for developing more
advanced skills:
o Identifying syllable types and
o Applying syllable and suffix addition rules.
HOW TO TEACH?
• Support recognition and pronunciation of the words vowel and con.so.nant.

• Our vowels are: a, e, i, o, u, sometimes y.
o Pound fists while saying a, e, i, o, u, and sometimes y.
o Sing the vowels in a song (to the tune of Skip to My Lou).
o Explain that vowels can say their (short) sound or their (long) name.
 Younger students understand “sound” and “name” more readily than “short” and
“long.”
 Late first grade/early second grade: shift to the terminology of short and long sound,
introducing breve and macron symbols.
o Display vowel picture cards and teach hand motions for (short) vowel sounds.
• Build awareness that all the other letters are consonants.

FIRST GRADE+ PRACTICE
• Use Card 1.27 vowel con.so.nant.

o Point to the word vowel to prompt students to recite the vowels.
o Point to the word con.so.nant to prompt students to identify as all the other letters.
o Prompt students to respond “vowel” or “consonant” while you name specific letters.
• Other reinforcement options include:
o Display letter cards and prompt students to respond “vowel” or “consonant.”
o Using vowel picture cards, flash vowel cards ask for (short) sound and hand motion.
o Using vowel grapheme cards ask for (short) sound and (long) name.
• Vowel/Consonant: tap for vowels (a, e, i, o, u, sometimes y) and consonants (all the other
letters)
Figure 3: vowel con.so.nant card 1.27
VOWEL GRAPHICS
Tap vowel graphic for short sound, teach hand motions. Tap plain vowel for sound and name.
Figure 4: short vowel pictures cards 1.52-1.57
a e i o u
Figure 5: vowels cards 1.01, 1.05, 1.09, 1.15, 1.21

KINDERGARTEN PRACTICE
• Use Kindergarten Basic Deck Vowel Card

o To avoid confusion, cover the y with a sticky note until you are ready to teach y says /ī/.
o Point to the card and prompt students to recite the vowels – a, e, i, o, u.
• Use Kindergarten Basic Deck vowel and consonant cards
o Display all five Basic Deck vowel cards and prompt students to respond “vowel” when you
point to each one.
o Display a few consonant cards from the Basic Deck and prompt students to respond
“consonant.”
o Display a combination of vowel and consonant cards and prompt students to respond
“vowel” or “consonant.”
o When kindergarten students learn names of vowels, then flash vowel cards asking for
sound or name.
 Younger students understand “sound” and “name” more readily than “short” and
“long.”
Figure 6: Kindergarten basic deck vowel card

BASIC VOWEL RULES
WHEN IS Y A VOWEL?
• At the beginning of a word or syllable, y is a consonant and says /y/ (yes, yet, can.yon).
• Anywhere else in a word, y is a vowel.
o At the end of a one-syllable word, y says /ī/ (my, try, by).
o At the end of a multisyllabic word, y usually says /ē/ (hap.py, can.dy).
o Y can also say /ī/ (re.ply, Ju.ly).
o In the middle of a closed syllable, y says /ĭ/ (gym, myth).
• Sometimes y is a member of a vowel team (play, key, toy).
HOW ABOUT W?
W is never a vowel. W is always a consonant (web, wagon, will) or a member of a vowel team
(saw, few, bow).
TWO LONG U SOUNDS
The sound we traditionally think of as /ū/ is really two different sounds: /y¯
oo/ and /¯
oo/.
• Pronounce /y¯ oo/ and listen carefully. Do you hear the /y/?
• The reason for both sounds, /y¯ oo/ and /¯ oo/, is an articulation issue.
o Try pronouncing the word rule, saying /y¯ oo/ rather than /¯oo/.
o It’s difficult, isn’t it?
• Unless students know this, the long u sound can be an issue in open syllables as they try to
force out the /y¯oo/ sound.
o bru, stu, du, su all use the sound /¯ oo/.
• This is true regardless of the spelling of the long u sound.
Spelling /y¯
oo/ /¯
oo/
u fu bu
u_e mule tune
eu feud Zeus
ew few grew
ue tissue blue

SILENT E
• A single e at the end of a word is almost silent.

• It is still hard at work.
o Magic e makes the preceding vowel long.
game dime hope flute
o Letter c makes its soft sound /s/.
twice trace lance fence
o Letter g makes it soft sound /j/.
strange stage huge range
o The silent e is part of the short-vowel pointer -dge.
bridge judge badge ledge
o No English word ends in v always add a silent e..
olive give have active
o Single s at the end of a word is reserved for plural. When spelling the /s/ sound at the end
of the word we add an e (page 68).
false nurse horse spouse
Y SPELLING /Ē/
Letter y is the best choice for spelling /ē/ at the end of a multi-syllabic word.
happy berry puppy pansy
I BEFORE E
Use i before e except after c, unless it says /ā/ as in neighbor and weigh.
chief believe shield achieve
receive receipt deceit conceive
vein rein weight beige

BASIC CONSONANT RULES
LIQUID SOUNDS
• The letters l and r are considered liquid sounds.

• They naturally blend into the vowel sounds they fall before/after.
• Pronouncing them in isolation is very difficult.
• For the letter r, think happy puppy to avoid pronouncing as /er/.
• For l, try to keep your tongue pressed to the roof of your mouth, just behind your teeth.
• It’s best to try to practice these sounds by saying words that use them in the initial position
and chop them from the rest of the word.
X SAYS /KS/
• The letter x says /ks/ at the end of a word.

o This is the most common pronunciation.
o While x also says /z/, we do not teach this second sound in primary grades.
o The /z/ pronunciation is more common in advanced words.
• Our keyword and practice exercises use x in the final position only.
• X is never doubled.
Q IS ALWAYS FOLLOWED BY U
• The letter q is always followed by the letter u.

• The two letters together produce the sound /kw/.
• The u is considered part of consonant q, and not considered a vowel in this pattern.
• For this reason, there will always be another vowel that follows the qu pattern.
• Visual Drill Script: q is always followed by u.
NO ENGLISH WORD ENDS IN J
• The sound /j/ can only be spelled with the letter j at the beginning of a word or syllable.
• The sound /j/ is spelled -dge at the end of a one-syllable word, after one short vowel.
badge ledge dodge fudge
• Use -ge after a long vowel or a consonant.
cage huge binge strange
• Visual Drill Script: No English word ends in j.
W VERSUS WH
Often American English speakers pronounce both of these sounds identically using the breathless
sound /w/; therefore, students will need support (perhaps the keyword) when spelling.

NO ENGLISH WORD ENDS IN V
• A final v is always followed by a silent e.

• The final e may cause the preceding vowel to make the long vowel sound.
save drove dive hive
• Alternatively, the final e may be silent and not affect the preceding vowel.
have sleeve give nerve
• Visual Drill Script: No English word ends in v; it’s always followed by a silent e.
TWO SOUNDS OF S
• The letter s says both /s/ and /z/.

• This /z/ sound occurs at the end of a few short words: is, as, has, was, hers, and his.
• This also occurs when the letter s falls between two vowels (a voiced consonant following the
voiced vowel).
rose cause easy cheese
• Likewise, the letter s often says /z/ when denoting plural (a voiced consonant following
another voiced consonant).
rags beds robs dogs
SPELLING CHOICES FOR /S/ AT THE END OF A WORD
English is a morpho-phonemic language. Sounds are important but meaning also plays a part in
spelling words.
• A single s at the end of a noun is reserved to communicate meaning (i.e., plural); therefore, we
need other options for spelling /s/ at the end of a word.
cats pets ducks helps
• After a short vowel (FLoSS), /s/ is spelled -ss and /z/ is spelled -zz.
dress grass miss fuzz
• In all other situations, /s/ is spelled -se or -ce.
horse nurse spouse false
fence voice spice juice
• And /z/ is often spelled -se.
cruise because cheese please
• Unfortunately, no guidance is available for -ce versus -se as the correct spelling. The student
must rely on visual memory to make the proper choice.

CONSONANT BLENDS
BLEND VS. CLUSTER
• All letters in a blend or cluster retain their sound but are welded tightly together.
• Blends: Two consonants that frequently occur together—st, sl, or tr.
• Clusters: Three letters that frequently occur together.
o Three consonants—str, spr or spl
o Consonant digraph plus a consonant—chr, shr, or thr
Pronunciation of Blends and Clusters

• Most s-blends are fairly easy to pronounce correctly.
• With l-blends, avoid inserting a schwa between the consonants.
o Otherwise, bl incorrectly becomes /bŭl/, or fl becomes /fŭl/.
o Try saying the keyword black or flag and isolating the blend.
• For r-blends, be careful to keep the clean r sound /r/ and not /er/.
Teaching Considerations in Kindergarten and First Grade

In Kindergarten and first grade, blends are taught explicitly as part of the scope and sequence.
Teaching Options in Second Grade and Beyond

1. Do not teach blends. The students have sufficient mastery.
2. Teach ending blends and initial clusters only. The students read beginning blends adequately.
3. Teach the concept of a blend or cluster.
o Initial blends
o Initial clusters
o Final blends
4. Teach the concept of a blend or cluster.
o Initial-s blends
o Initial-l blends
o Initial-r blends
o Initial clusters
o Final blends
Support for Reading Blends

• Students read blends together. Example: stop–students read /st/ /o/ /p/.
• Teachers can support students when reading word lists with blends by underlining the blends.
Support for Spelling Blends

When students are writing words with blends, they will finger spell each sound in the blend on a
separate finger. Example: stop—/s/ /t/ /o/ /p/.

SHORT-VOWEL POINTERS (SVP)
Background
• The graphemes -ff, -ll, -ss, -zz, -ck, -tch, and -dge are commonly called short-vowel pointers
(SVP) because the vowel before them always is short.
• We have two categories of SVPs: FLoSS + Z and Other.
o FLoSS + Z is a mnemonic to remember these cards: -ff, -ll, -ss, and -zz.
o Other refers to -ck, -tch, and -dge.
• Short-vowel pointers serve two important purposes:
o Reading: When we see a SVP, we know to pronounce the vowel before the SVP with its
short sound.
o Spelling: When spelling an unknown word, we rely on the spelling script for SVPs to support
us in spelling words correctly.

Script—Teaching a New SVP
Teacher Students
“Our new card today is -dge.” “d.g.e”
 Display -dge card 1.34.
“-dge says /j/.” “d.g.e says /j/”
“The keyword is bridge.” “bridge”
“Let’s skywrite.”  Skywrite while saying:
“dge says /j/”
“Let’s review:
• “The letters are…” • “-dge”
• “-dge says …” • “/j/”
• “The keyword is…” • “bridge”
“This card is a short-vowel pointer.
What is it called?” “short-vowel pointer”
“Why…?
• “It always comes after...” “a vowel”
• “When you see it in a word, you’ll know
the vowel before it says...” “its sound”
“Let’s highlight/underline this pattern while
we say the sound.” “/j/”
Keyword: class
Figure 7: Card 1.34

READING SVP

• Say the sound as we highlight the -dge in each word below.
• Read the words with repeated readings (page 112).
-dge
edge fudge nudge
badge ridge bridge
lodge ledge smudge
Kindergarten

• Teach the new sound card to your partner using the Teaching a New SVP procedure.
• Support your partner to read the words below.
Partner A:
Card: -ss
Words to Read: loss, miss, mess, toss, less, kiss
-ss
Partner B:
Card -ck
Words to Read: deck, back, luck, quick, sock
-ff

First Grade and Up

• Teach the new sound card to your partner using the Teaching a New SVP procedure.
Partner A:
Card -ss
-ss
grass class mess
toss dress kiss
miss loss less
Partner B:
Card -ck
-ck
duck back luck
quick lock deck
sock sack sick
Keyword: class Keyword: duck

Figure 8: fLoSS card -ss and svp card -ck

SPELLING SVP
Application in spelling
• Direct students to look back at the list of words containing the new SVP.
• Support students to discover that this pattern has place value (it occurs at the end of a
one-syllable word) and that it comes after one short vowel.
• Teach the script on the back of the SVP card and support students in applying it.
Script—Teaching Spelling SVP

Teacher Students
“Today we learned that -dge says /j/ as in
bridge.”
 Display -dge card 1.34.
“When we read our new words today, “at the end of a word”
we noticed this pattern was where?”
“And what was it always after?” “a short vowel”
“Let’s practice spelling some words with this
pattern.”
 Display card 8.39.
“My first word is edge. Repeat.” “edge”
“How many syllables in the word edge?” “1”
“Let’s tap it out.”  Tap each sound on their spelling hand:
“/ĕ/-/j/.”
“Where is the /j/?” “at the end of the word”
“What is it after?” “a short vowel”
“So how do we spell the /j/?” “-dge”
“The word was edge. Repeat.” “edge”
 Repeating the word is necessary any time you’ve
interrupted the process of tapping out and writing.
“Tap it out.”  Tap each sound on their spelling hand:
“/ĕ/-/j/.”
“Write it.”  Write the word and then check.
 Display the word for students to check their work.
“Let’s put this into a script.
• “At the end of a 1-syllable word” • “at the end of a 1-syllable word”
 Hold up 1 finger  Hold up 1 finger
• “After 1 short vowel” • “after 1 short vowel”
 Hold up 1 finger  Hold up 1 finger
• “/j/ is spelled -dge.” • “/j/ is spelled -dge”

1 2

• Teach the spelling script for new sound card (use the script on the card back for support).
• Dictate the following words to your partner.
Partner A:
Script: -ss
Words to Spell: less, boss, dress, pass
Partner B:
Script: -ck
Words to Spell: back, stick, rock, luck
1 2
3 4

MEET THE STICK VOWELS
aEIouY
Figure 9: card 8.30
As shown above, some of the vowels can be made with sticks, but some cannot.
• Make the exercise multisensory by actually making these letters E, I, and Y with sticks.
o Toothpicks, popsicle sticks, actual sticks, pipe cleaners, or pretzel sticks work well also.
• The stick vowels are—E, I, and Y.
• Round vowels are—a, o, and u.
“Yes, Jonathon, we can make the capital A with sticks also, but we want to remember the image of
the lower case a when we think about the stick vowels. It is a memory aid.” 😊😊
Stick vowels are our friends. They aid our memory. Let’s discuss how.

BEST CHOICE FOR SPELLING /K/
Beginning of a Word or Syllable
Our friends the stick vowels, E, I, and Y, come in handy to help us choose the correct spelling for
/k/. Do we use c or k?
The letter c is round.

• c is the best choice for spelling /k/ before a consonant or a round vowel.
o Think: round with round, round with consonant.
cat cut clown catsup
The letter k can be made with sticks.

• k is the best choice for spelling before a stick vowel.
o Think: stick with stick.
kitten kite sky ketchup
Ever wonder why cat is spelled with a c and kitten is spelled with a k?
How about catsup versus ketchup?
Figure 10: card 8.31
End of a Word or Syllable
The best choice for spelling /k/ at the end of a one-syllable word:
• After a consonant or a long vowel is k (peak, junk) and
• After a short vowel is -ck (pick, stack).
In a two-or-more-syllable word:
• Best choice for final /k/ is c (picnic, fantastic, havoc).

SOFT C
Script—Teach Soft c
Teacher Students
“We already know one sound this letter “/k/”
makes /k/ (tap once).”
“We call this the hard c sound.”
 Display c card 1.03.
“Today, we are going to discuss its second “/s/”
sound /s/.”
“We call this the soft c sound.”
“c says /s/ when followed by a stick vowel “c says /s/ when followed by a stick vowel, E,
E, I, Y.” I, Y.”
 Introduce picture card if desired. 8.32 and 8.34.
“The keyword is city.” “city”

“c says /s/ when followed by a stick vowel E,
I, Y.”
“Let’s review:”
 Tap twice prompting for /k/ and /s/. • “/k/, /s/”
• “The keywords are cat and city.” • “cat, city”
• “c says /s/ when followed by stick vowel • “c says /s/ when followed by stick vowel
E, I, Y.” E, I, Y.”

Hard and Soft c

Underline the c and the letter immediately following the c. Does the c say /k/
or /s/?
celk crung cit clusp
coft ciph cesh ciff
mence plice squace cide
Visual Drill
• Once this concept has been taught, we begin tapping the letter c card twice in a visual drill.
• Students respond:
o /k/
o /s/
o c says /s/ when followed by a stick vowel e, i, or y
Blending Drill
• Blending drills provide great opportunity to reinforce application of hard and soft c.
• Place the c card in the initial position for blending.
• As you flip through the vowel cards, support students in application of using the vowel to
determine if c will be hard /k/ or soft /s/.
• When students block or miscue, simply point to the letter c and the vowel to support them in
identifying the correct sound.
Note: Soft c is a reliable rule. We teach this as an “always” rule.

SOFT G
Script—Teach Soft g
Teacher Students
“We already know one sound this letter
makes /g/ (tap once).” “/g/”
“We call this hard g.”
“Today, we are going to discuss its second
sound, /j/.” “/j/”
“We call this the soft g sound.
“g usually says /j/ when followed by a stick “g says /j/ when followed by a stick vowel
vowel E, I, Y.” E, I, Y.”
 Introduce picture card if desired. 8.35 and 8.37.
“The keyword is gem.” “gem”

“g says /j/ when followed by a stick vowel E,
I, Y.”
“Let’s review.”
 Tap twice prompting for /g/ and /j/. • “/g/, /j/”
• “The keywords are goat and gem.” • “goat, gem”
• “g says /j/ when followed by stick vowel • “g says /j/ when followed by a stick vowel
E, I, Y.” E, I, Y.”

Hard and Soft g
Underline the g and the letter immediately following the g. Does the g say /g/
or /j/?
gelk grib guff gamp
gost gret glomp gratch
clage crige sminge gede
Visual Drill
• Once this concept has been taught, we begin tapping the letter g card twice in a visual drill.
• Students respond:
o /g/
o /j/
o g says /j/ when followed by a stick vowel e, i, or y
Blending Drill
• Blending drills provide great opportunity to reinforce application of hard and soft g.
• Place the g card in the initial position for blending.
• As you flip through the vowel cards, support students in application of using the vowel to
determine if g will be hard /g/ or soft /j/.
• When students block or miscue, simply point to the letter g and the vowel to support them in
identifying the correct sound.
Note: Soft g is not as reliable as soft c. We teach this as a “usually” rule.

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KINDERGARTEN RIMES (WORD FAMILIES)
TEACH NEW
Rimes (word families) are the Vowel and Remaining Consonants

Why teach word families?
• Have a predictable pattern—with same rime.
• Teaching these “chunks” will help young readers blend sounds together to form words.
Script–Teach New Rime

 Write am on index card
Teacher Students
“Our new word family today is a.m.”  Name letters.
 Display card and say names of the letters. Prompt students “a.m”
to repeat.
“a.m says /am/.”
“What does a.m say”? “/am/”
 Check that students are using their writing hand. “a.m says /am/”
 Make sure their arms are straight and strong.
 Students eyes should be looking at the card as they skywrite.
“Let’s review.  Name the letters.
• “What’s the name of our new card?” • “a.m”
• “What sound does a.m say?”  Pronounce the word family.
• “/am/”

READING WITH RIMES—OPTIONS
Words to Read
Option 1: Write rime then onset
Teacher Students
“Let’s read words with the word family /am/.”
 Write rime first. am
 Prompt students to say sound of the rime. “/am/”
 Add onset h.
 Prompt students to produce the sound of the onset. “/h/”
 Drag finger under word as students read the word. “/ham/”
Words to Read
Option 2: Write onset then rime
Teacher Students
“Let’s read words with the word family /am/.”
 Write onset first. h
 Prompt students to say sound of the onset. “/h/”
 Add rime am.
 Prompt students to produce the sound of the rime. “/am/”
 Drag finger under word as students read the word. “/ham/”

New Words to Read
jam ham
Sam yam
ram pam

• Teach the new word family to your partner using the Teaching a New Rime procedure.
Partner A:
Word Family: -ob
Words to Read: job, mob, rob, sob, cob, fob
Partner B: Teach
Word Family: -ug
Words to Read: bug, dug, hug, jug, mug, chug
New Words to Read

SPELLING WITH RIMES
Words to Spell – Rimes

Teacher Students
“Today, we learned the word family /am/.”
“When we spell words with this word family,
we need to tap them out a little differently.”
“When we tap, we are going to keep the word
family together and put it on one finger.”
“Let’s practice.”
“My word is ram.”
 Prompt students to repeat “ram”
• “Watch how I tap it out.”
• “/r/am/ on two fingers.”
 Demonstrate.
• “Together…” “ram, /r/am/”
 Once students are proficient, eliminate the next four lines.
“Now I am going to show how we tap out the
word and write it on my paper. “
 Demonstrate how you tap out the word ram.
• “The first sound is /r/.”
 Say the sound as you write it.
 Tap word again.
• “The word family is /am/.
 Say am and write it.
“Let’s do some together.”
“The first word is jam.” “jam”
 Prompt students to repeat
• “Let’s tap out the word jam.
• “Remember to keep the word family on
one finger.”  Students tap while saying:
 Finger spell keeping rime together “/j/am/”
“What is the first sound?” “/j/”
“Prompt students to write the first sound.”  Students say /j/ as they write the letter:
 Encourage students to say sound as they write. “j”
• “The word is jam.” “/jam/”
• “Finger spell.”  Students finger spell /am/.
• “What is the word family?” “/am/”
 Prompt students to write /am/.  Students say /am/ as they write am.
 Encourage students to say /am/ as they write. “/am/”
“What’s the word?” “jam”

1 2
3 4
Questions/Reflections:

Dictate the words below to your partner using the Words to Spell – Rimes procedure.
Partner A:
job, mob, rob, sob
Partner B:
bug, dug, hug, mug
1 2
3 4


SHORT-VOWEL EXCEPTIONS (SVE)
Introduction
The words fang, king, sank, wink, kind, old, wild, ghost, colt, and troll are in what appear to be
closed syllables. You would expect the vowel to make its short sound, but it does not. In these
words, the vowels make a long sound. We call them short-vowel exceptions (SVE). Because these
patterns do not follow the closed syllable rule, we teach each one explicitly.
Grapheme Phoneme Keyword Grapheme Phoneme Keyword
-ang /āng/ fang -ind /īnd/, /ĭnd/ kind, wind
-ing /ēng/ king -old /ōld/ old
-ank /ānk/ sank -ild /īld/ wild
-ink /ēnk/ wink -ost /ōst/, /ŏst/ ghost, cost
-olt /ōlt/ colt
-oll /ōl/ troll
The patterns ong, ung, onk, unk make a cleaner, closed-syllable, short-vowel sound. For
simplicity’s sake, they are often introduced alongside the SVE.
A little story to help remember some of the SVE patterns…

Once upon a time, a kind, old, wild, ghost jumped on his colt to find his friend troll.
Figure 13: sve mnemonic, cards 8.15-8.20

READING SVE
Introduction:
• Deck 8 includes picture cards for the SVE word families.
• Optionally, use picture cards to introduce these patterns or display them for reference.
• When reading words from these word families, students should keep the letters in the family
together and read them as a unit.
• Trying to sound each letter out individually may lead to mispronunciation.
Script—Teaching a SVE
Teacher Students
“Our new card today is -i.n.k.” “i.n.k”
 Display -ink card 3.04.
 Name the letters, not the sound.
“-i.n.k says /ēnk/.” “i.n.k says /ēnk/.”
“The keyword is wink.” “wink”
“Let’s skywrite.”  Skywrite 3X while saying:
“i.n.k says /ēnk/.”
“Let’s review.
• “The letters are …” • “ink”
• “-ink says …” • “/ēnk/”
• “The keyword is …” • “wink”
• “When we see this pattern, we are going
to treat it as a word family.
• “That means we are going to read this as
a unit (keeping it together), rather than
pronouncing each sound.”
“Let’s highlight/underline -i.n.k in our word
list while we say the sound /ēnk/.” “/ēnk/”
“Let’s go back and read the words.”  Respond as appropriate.

Keyword: wink
-ink
sink drink rink
wink stink slink
think blink kink

YOU DO.
• Teach the new word family to your partner using the Teaching a SVE procedure.
• Support your partner to read the words below using repeated readings and extensions.
Partner A:
Keyword: sank
-ank
bank prank yank
rank crank plank
thank sank Frank

Partner B:
Keyword: king
-ing
sing bring zing
wing ding spring
ring fling string

SPELLING SVE
Script—Spelling a SVE
Teacher Students
“Today, we learned the word family -i.n.k.” “i.n.k”
• “When we spell words with this word
family, we need to tap them out a little
differently.
• “When we tap, we are going to keep the
word family together and put it on one
finger.
• “Let’s practice.”
“My word is sink. Repeat.” “sink”
“Watch how I tap it out keeping the family on
one finger instead of pulling the sounds
apart. /s/ēnk/”
 Tap one finger for /s/ and one finger for /ēnk/.
“Together…” “sink, s/ēnk/”
“Let’s try some more:
• “Think, /th/ēnk/” • “think, /th/ēnk/”
• “Drink, /d/r/ēnk/” • “drink, /d/r/ēnk/”
1 2
3 4

Dictate the following words to your partner using the Spelling a SVE procedure.
Partner A:
sank, thank, blank, drank
1 2
3 4
Partner B:
thing, king, sing, bring
1 2
3 4

MAGIC E SYLLABLES
KINDERGARTEN
Script—Teach a_e card

 Use the a_e card. The same procedure is used when introducing: i_e, o_e, u_e.
Teacher Students
“We’re going to learn a new card today.”
 Show a_e card.
“The name of this card is a consonant e.
What’s the name?” “a consonant e”
“a_e says /ā/. What does it say?” “/ā/”
“The keyword is cake.
“What’s the keyword?” “cake”
 Write the word cake up for students to see and
repeat the word cake.  Tap while saying:
• “Let’s tap it out: /k/-/ā/-/k/.” • “/k/-/ā/-/k/”
• “Did you notice the e was silent?
• “We call this e Magic e!
• “What do we call it?” • “Magic e”
“Let’s skywrite.”
 Skywrite: a _ (draw line) e  Skywrite three times a _ (draw line) e while saying:
 Say: a consonant e says /ā/ “a consonant e says /ā/”
“Let’s review
• “The letters are…” • “a consonant e”
• “a consonant e says…” • “/ā/”
• “The keyword is…” • “cake”
 Write the pattern a_e on the board, point and say:
“ a consonant e ”
“What does a_e say?” “/ā/”
 Point to the space between the vowels.
• “When you see this line, it is a holding spot
for a consonant.
• “Let’s put the letter p here.”
 Insert letter p on the line.
• “Now this says …” “/āpɇ/”
 Repeat last step with these consonants: b, k, d, m, n
Note: Do not use the letters: c, g, s, j, x, h, q, r,
w, y
“Let’s read the list we created today.”  Read the list.
 Point to the list and prompt students to read.
“I am going to place this card in our visual drill
for tomorrow. When I tap say /ā/.” “/ā/”

KINDERGARTEN READING MAGIC E
The procedure for reading Review and New Words with Magic e patterns varies from previous
procedures in order for students to successfully decode these words. Support students in
sound-by-sound blending words by writing words up as they read them using procedure below.
Use the following steps to decode the word cape:

• Teacher writes:
o c and prompts students to say /k/,
o a_e (write the line) and prompts students to say /ā/, then
o p (on the line) and prompts students to say /p/.
• Teacher directs students to blend the word cape.
Engage students in repeated readings of the word list to build automaticity through prompting.
• Boys read column two.
• If you like ice cream, read column three with me.
Prompt students to identify specific words in the list for vocabulary extensions. Use the vocabulary
of instruction—synonym (same as), antonym (opposite of), words that rhyme, word meanings.
• Which word in column one is an antonym (opposite of) for angry?
• Which word in column two means to tug?
• Which word in column one rhymes with man?
KINDERGARTEN SPELLING MAGIC E
The procedure for spelling also varies. Follow this procedure for Words to Spell in the Magic e
lesson plans.
To spell the word cape:

• Teacher says the word and prompts students to repeat the word.
• The word is tapped out on the students’ spelling hands as /k/-/ā/-/p/.
• Students write the c for /k/, a_e for /ā/, then add p between the vowels.

FIRST GRADE+
Script—Teach from a_e card

Teacher Students
“Our new card today is a_e.”
 Display card 1.40. Pronounced a consonant e.
 Teacher points to the line.
“This line is holding a spot for a consonant.
What is it holding a spot for?” “consonant”
“We call this card a consonant e.
What’s the name of this card?” “a consonant e”
“a consonant e says /ā/.” “a consonant e says /ā/”
“The keyword is ape.” “ape”
“Let’s skywrite.”  Skywrite three times: a _ (draw line) e while
saying:
“a consonant e says /ā/”
“Let’s review
• The letters are…” • “a consonant e”
• “a consonant e says …” • “/ā/”
• “The keyword is … • “ape”
 Display the keyword. ape
• “This is a Magic e syllable.” • “Magic e syllable”
• “The e jumps back over the consonant • “the e jumps back over the consonant,
making the vowel say its name.” making the vowel say its name”
• “What’s its name?” • “/ā/”
• “So what’s the word? Magic!” • “ape”
 While illustrating: āpɇ
• “I am going to place this card in our visual
drill for tomorrow.
• “When I tap this card, say /ā/.” “/ā/”
“Let’s look at some words.”
Keyword: ape

FIRST GRADE+ READING MAGIC E
New Words to Read (Option 1)

Illustrate the impact of adding the ɇ, beginning with closed syllable.
ɇ jumps back, making the vowel say its name.
rātɇ fat hat
mad tap pal
plan gap gal
Flexing short vowel versus long vowel (/ă/ vs. /ā/) can be challenging. If this is too difficult,
practice with Magic e syllables only.
New Words to Read (Option 2)

Begin with Magic e syllable and illustrate the impact of the ɇ.
ɇ jumps back, making the vowel say its name.
wādɇ haze stake
trade lake shave
scrape place safe
Visual Drill
• Begin with individual cards: a_e (1.40).
• Teacher taps a_e. Students say /ā/.
• Teacher points to the placeholder space on the a_e card and says, “Put a t there.”
Students say /āt/.
• As appropriate, replace individual Magic e cards (a_e, etc.) with combined card 1.46.
• Review Magic e as a syllable type (card 8.49) after teaching all Magic e patterns.
• Discard individual and combined Magic e cards during a visual drill.
Do not use them in blending drills.
Blending Drill
• To introduce Magic e to a blending drill, place Magic e card (8.48) in the 4th position.
• Once students are successful, replace card 8.48 with deck 10 (Magic e endings) and shuffle it in
with other 3rd-position cards.

LESSON PLAN—DECODING
DECK PREPARATION
KINDERGARTEN PREPARATION
Our first task is to construct fair visual and blending stacks for our students. Fair = you have taught
it, a colleague has taught it and the student caught it, or the student arrived knowing the concept
and you have confirmed it.
Create a mental image (or use sticky notes on table top) of the following four stacks, 0–3.
0—visual, not blending
1—visual, blending beginning
2—visual, blending middle
3—visual, blending ending
face stack face stack face stack

a 2 t 3 a, e, i, o, u, y 0
b 3 u 2 b checker 0
c 1 v 1 blends 0
d 3 w 1
e 2 x 3
f 1 y 1
g 3 z 1
h 1 ch 1
i 2 sh 3
j 1 th 3
k 1 wh 1
l 1 -ck 3
m 3 -ff 3
n 3 -ll 3
o 2 -ss 3
p 3 a_e 0
qu 1 i_e 0
r 1 o_e 0
s 1 u_e 0
Complete visual deck by combining stacks—stack 0, 1, 2, 3. Band the remainder of the deck
together and return it to your bag.

FIRST GRADE+ PREPARATION—DAY 1 AND 2
Our first task is to construct fair visual and blending stacks for our students. Fair = you have taught
it, a peer has taught it and the student caught it, or the student arrived knowing the concept and
you have confirmed it.
Use sticky notes on table top (or create a mental image) for four stacks.
0—visual, not blending
1—visual, blending beginning
2—visual, blending middle
3—visual, blending ending
Using Basic 1.01–1.57, sort cards (face down) into stacks according to following table.
card face stack card face stack card face stack
1.01 a 2 1.21 u 2 1.41 e_e
1.02 b 3 1.22 v 1 1.42 i_e
1.03 c 3 1.23 w 1 1.43 o_e
1.04 d 3 1.24 x 3 1.44 u_e
1.05 e 2 1.25 y 1 1.45 y_e
1.06 f 1 1.26 z 1 1.46 a-e etc.
1.07 g 3 1.27 V/C 0 1.47 ar
1.08 h 1 1.28 ch 1.48 er
1.09 i 2 1.29 ph 1.49 ir
1.10 j 1 1.30 sh 1.50 or
1.11 k 1 1.31 th 1.51 ur
1.12 l 1 1.32 wh 1.52 a w/ graphic 0
1.13 m 3 1.33 -ck 1.53 e w/ graphic 0
1.14 n 3 1.34 -dge 1.54 i w/ graphic 0
1.15 o 2 1.35 -tch 1.55 o w/ graphic 0
1.16 p 3 1.36 -ff 1.56 u w/ graphic 0
1.17 qu 1 1.37 -ll 1.57 r w/ graphic 0
1.18 r 1 1.38 -ss 1.58 are, ere, etc.
1.19 s 1 1.39 -zz 8.22-8.26 pick any 2 0
1.20 t 3 1.40 a_e 8.42 syllable 0
Complete visual deck by combining stacks—stack 0, 1, 2, and 3. Band the remainder of the deck
together and return it to your bag.

Visual Drill Taps and Prompts—Day 1
• a, e, i, o: tap two times for sound (short vowel) and name (long vowel)
• u: tap three times for /ŭ/, /y¯ oo/, and /¯
oo/
• qu: q always followed by u
Visual Drill including Taps and Prompts—Day 2

• Pull h-brothers ch, ph, wh, th, wh
o Cards 1.28–1.32
o Stack 1—ch, wh
o Stack 3—ph, sh, th
• j: no English word ends in j
• s: tap two times for /s/ and /z/
• v: no English word ends in v, always followed by a silent e
• y: tap three times for /y/, /ī/, /ē/
o When y?
o /y/ at the beginning of a syllable
o /ī/ at the end of a one-syllable word
o /ē/ at the end of a two-syllable word

FIRST GRADE+ PREPARATION—DAY 3 AND 4
Existing Deck Changes
Current
Card Front Move to
Location
1.03 c 3 1
1.07 g 3 1
Card Front Stack

1.33 -ck 3
1.34 -dge 3
1.38 -ss 3
8.48 ɇ 4
Added Visual Drill Taps and Prompts

• c: tap two times for /k/ and /s/, /s/ before a stick vowel E, I, Y
• g: tap two times for /g/ and /j/, /j/ before a stick vowel E, I, Y
• -ck: tap one time for /k/
o at the end of a one-syllable word, after one short vowel, /k/ is spelled -ck
• -dge: tap one time for /j/
o at the end of a one-syllable word, after one short vowel, /j/ is spelled -dge
• -ss: tap one time for /s/
o at the end of a one-syllable word, after one short vowel, /s/ is spelled -ss

CARD BACKS
Many helpful pieces of information can be found on the back of each card.
• Each card has a number in the bottom right-hand corner to indicate in which deck
(1–10) the card belongs, followed by a number indicating sequence within the deck.
• The numbers down the left indicate the number of possible sounds.
o Sounds are presented in order of frequency—from the most common to least common.
o Pronunciations above the line are common.
o Those below the line are less common or considered more advanced.
• The bolded word at the end of each pronunciation line is the keyword for that sound.
o Keywords are important for supporting students for error correction (more on this later).
o Additional words are provided as examples.
• The dot at the top of the card indicates card placement for a blending drill.
o Dot in the upper-left corner indicates an initial position placement.
o Dot in the middle indicates middle-position placement (vowels only).
o Dot in the upper-right corner indicates final position placement.
o Some cards have dots in the left and right corner, indicating either position is valid.
Note: If you have a 2018 deck, add a dot to the upper-right corner of your c card.
• The bottom left-hand corner provides information on the possible spellings of the sound.
o Graphemes to the left of “/” are the more common spellings.
o Graphemes to the right of “/” are valid but uncommon spellings.
Figure 18: card back examples

PREVIEW LESSON PROCEDURES
Fidelity to Lesson Procedures

• Consistent delivery of daily lesson plan procedures is critical to the success of a lesson. Fidelity
to lesson plan procedures ensures that:
o Unclear or multistep directions do not bog students down and
o Students can focus mental energy on the new lesson content.
• Use old procedures to learn new content.
• Use old content to learn new procedures.
Maximizing Student Engagement

• Each procedure teaches, coaches, or reinforces instruction. Do not skip or eliminate lesson
procedures.
• Students must engage and participate in each lesson procedure.
• Engagement is maximized when:
o Pacing of instruction is challenging enough to maintain interest, but slow enough to avoid
creating frustration or confusion and
o Instruction uses choral rather than individual responses (raising hands and calling on
individuals).
• Scale back content (e.g., reduce the number of words read) in a given lesson component to fit
allotted time.
• Maintain lesson pacing so all components are taught each day.
CLIP THE SCHWA
• Schwa is the most common vowel sound in the English language.

• Is represented by the symbol ə in the dictionary.
• Considered a lazy vowel sound in an unaccented (or unstressed) syllable.
o Examples: about /ə.bout/, lesson /lĕs/sən/, contract (verb) /kən/trăct/.
• It is challenging to avoid inserting a schwa after some consonants. We need to be careful to
clip the schwa so we produce clean, accurate sounds.
o Say /b/, not /bu/. Say /v/, not /vu/.
o Practice contrasting both until you can hear the difference between a clean /b/ and the
letter sound with a schwa /bu/.
o Consider the sound the letter makes at the end of the word /căb/.
o Placing the schwa after the letter sound makes it difficult to recognize the word during
blending.
• Guess my word.
o /su/pu/ŭ/nu/ /bu/lu/ă/ku/ /tu/ru/ŭ/ku/

SKYWRITING
Refers to a specific gross motor activity that is an important element of multisensory learning.
• Students should use their normal writing (left or right) hand when skywriting.
• Instruct students to extend their skywriting arm straight in front of them.
• They should try to keep their arm straight and strong, and avoid bending it at the elbow as
much as possible. This ensures large motor movement.
• Writing should progress from top to bottom and left to right as normal.
• While they skywrite, students should look at a visual stimulus (card).
• To make the auditory connection, students verbalize the stimulus as they write.
Note:
• Specifically, students should verbalize letter name(s) and sound, while skywriting.
• To reduce fatigue and maximize muscle memory:
o Have students extend their index and middle fingers (tightly welded together).
o Stop periodically and direct students to shake the arm out.

VISUAL DRILL
Every lesson begins with a whole-group visual and blending drills. These drills should be quick and
snappy, no more than 5 minutes in total.
Visual drill purpose and procedure

• Purpose:
o Decoding is only possible when students have automatized the sound-symbol
correspondence.
o In an OG lesson, that connection is possible through daily Visual Drills.
o Build automaticity with sounds and rules.
o Automaticity means instantaneous, not simply accurate.
• Procedure:
o Verify that students can see. If not, instruct them to move so they can.
o Anchor cards so they are stable for students.
o Display one card at a time.
 Tap for sound(s).
 Tap once for one sound, tap twice for two sounds, etc.
 Students respond chorally.
 Extend hand, palm up, prompting for rule. Students respond chorally.
o Support students with minimal error correction. This is not the time to reteach.
o If the response is slow or inaccurate, return card back to deck for second review.
o Discard cards, face down, into three stacks (beginning, middle, and final positions) to
support immediate movement into blending drill.
Visual Drill Taps and Prompts—Day 1

• a, e, i, o: tap two times for sound (short vowel) and name (long vowel)
• u: tap three times for /ŭ/, /y¯oo/, and /¯
oo/
• qu: q always followed by u

BLENDING DRILL
Every lesson begins with a whole-group visual and blending drills. These drills should be quick and
snappy, no more than 5 minutes in total.
Blending Drill Purpose

• Blending drills and Nonsense Word Fluency (NWF) practice are not designed to build students’
repertoire of make-believe words.
• These activities help students rely on their sound-symbol knowledge to decode words. After
all, the syllables in most words would constitute nonsense words if they stood alone.
bas ket plas tic traf fic nap kin
Blending Drill Procedure

• Positioning your cards:
o Discard position 0 cards (vowel picture cards, etc.).
o Divide remainder into appropriate stacks—1 (beginning), 2 (vowels), 3 (ending).
o Flip stacks face up and display cards.
o Verify that cards are in the correct position from your students’ perspective.
• Support blending:
o Touch each card with blending fingers, prompting students to produce the sound.
o Slide finger under the nonsense word, prompting students to blend the sounds and
pronounce the word.
o As students progress, encourage whole-word reading vs. sound-by-sound blending.
Eliminate steps 1 and 2 above.
What is Whole Word Reading?

• Accurate and automatic pronunciation of a word or syllable without first pronouncing each
sound individually.
• Sounds like…/sŏt/.
• Pronouncing sounds quietly or silently before pronouncing the word does not qualify as true
whole-word reading.
Why is it important to push students to whole-word read?

• Sound-by-sound blending becomes ineffective when a word contains more than five
phonemes or two syllables.
• Try blending these phonemes: /s/t/r/ī/p/s/ /k/ə/l/ă/p/s/
o Producing sounds one at a time and retaining them long enough to blend can be very
difficult. (Working memory has limited capacity.)
• Pushing students to read whole words is an important step toward reading base words with
suffixes and multisyllabic words.

STAGES OF BLENDING
1. Sound by sound
o Each sound is pronounced in isolation as /s/ /ŏ/ /t/.
o The sounds are blended, and student says…/sŏt/.
2. Beginning dragging
o Place continuant consonants in first position—f, h, l, m, n, s, z, sh, th.
o Produce consonant sound until vowel sound is picked up; produce vowel sound until final
consonant sound is picked up.
o Sounds like… /sssssŏŏŏt/.
o Once the word has been pronounced—do not pronounce a second time.
3. Intermediate dragging
o Introduce stop consonants into first position.
o Continue as described above in stage 2.
o The result sounds like…/tŏŏŏp/.
HELPING STUDENTS WHO STRUGGLE
• Ensure students have automaticity of letter sounds.

o Provide additional repetition (visual drill) and multisensory practice (tactile drill) of sounds
they have not yet mastered.
• Use highly-structured blending drill practice opportunities.
o Include only those sound cards students already have mastered in your blending drill.
o Change only one card at a time.
o Encourage students to drag or slide sounds together, rather than segment.
o Use the chart below to back and practice easier stages of blending.
Decoding
Directions: Teacher displays cards and drags fingers along cards to support
students in dragging the sounds together to produce the word/syllable.
Onset and Rime (word families)
/c/ap/ /b/ug/ /r/ide/
Two Phoneme Syllables
/m/e/ /g/o/ /h/i/ (Open Syllables)
/u/p/ /i/f/ /a/t/ (Closed Syllables)
Three Phoneme Syllables
/s/i/t/ /y/e/s/ /m/a/p/
Four Phoneme Syllables
/b/r/a/g/ /c/r/i/b/ /s/t/o/p/

BLENDING DRILL—BASIC (OPEN AND CLOSED SYLLABLES)
Flexing between open and closed syllables

• Cover or uncover the cards in position 3 of your current working deck to support your students
in blending open and closed syllables.
• Support your students to blend syllables by dragging or whole-word reading.
• Change syllables by discarding (face down).
o Your goal is to rotate through all vowels.
o When a student blocks or miscues on a card, keep that card in place for a few more
repetitions before rotating beyond that card.
BLENDING DRILL–INTERMEDIATE (MAGIC E AND HARD/SOFT C AND G)
Flex between open, closed, and Magic e syllable types

• Option 1: Place ɇ card (8.48) in 4th position to form Magic e syllables.
o Support students in recognizing that the addition of the Magic e card at the end has
formed a new syllable type.
o When students block or miscue, point to the ɇ and that it can jump over the top of one
consonant, if it lands on a vowel, the vowel will say its name.
• Option 2: Students quickly take the cue for open and Magic e syllables from your hand
movement rather than recognizing the patterns themselves. When this happens:
o Shuffle Magic e endings (deck 10) in with cards in pile 3.
• Insert some blank cards in deck 3 for open (inverted vowel picture cards will work nicely).
• Place cards c and g in the initial position.
• Support students in applying knowledge of hard and soft c/g to provide the correct consonant
sound.
BLENDING DRILL–ADVANCED (R CONTROLLED AND VOWEL TEAMS)
Adding advanced vowel sounds

• Place R controlled cards in pile 2.
o When using R controlled cards, place single consonants and h-brothers in pile 3.
o Short-vowel pointers cannot follow anything except a single vowel.
o Ending blends are difficult to pronounce after an R controlled vowel and are uncommon.
• Vowel team cards also go in pile 2.
o Many vowel teams have place value, meaning they only occur in specific positions.
o Information on vowel team place value can be found on the back of each card.
 For those with beginning or middle positions (oi, ai, au, etc.) make sure a consonant is
in pile 3.
 For those in an ending position (ay, oy, ue, etc.) cover pile 3.

REVIEW WORDS TO READ
Automatic word recognition is essential for students to work towards fluent and expressive
reading.
• Most OG lessons include an opportunity for students to read pattern-based review words and
new words, as well as unfair/memory words.
• These activities serve similar purposes.
o Review words support accurate and automatic decoding of previously taught skills.
o New words allow students to incorporate the new concept.
o Unfair/memory words are practiced through a flash deck (rather than a wordlist), to
support automatic recognition and memorization of words that students must know
without relying on their decoding skills.
Controlled word lists and repeated readings support automaticity.

• As the teacher, do not read the words and have your students repeat them.
• Reading word lists should be a group activity.
• Avoid the temptation to call on individuals to read or to respond to extensions.
• The more you make this a choral/group activity, the more opportunities you give students to
practice.
Review Words to Read
stands wept mix
swim snob spend
blend slips twist
stomp grant trusts
Kindergarten Words to Read Procedure

Support students in reading words sound by sound by following procedure below.
1. Write one letter or letter patterns at a time as students produce the sound(s).
2. Underline specific letter patterns such as diagraphs, blends, and short-vowel pointers, when
applicable.
3. Students say the word.

REPEATED READINGS (REVIEW AND NEW)
Script—Variations to Encourage Repeated Reading

 Teacher facilitates students in reading list twice (more fluently the second time).
 Teacher then engages students in additional readings through extensions.
Teacher Students
Invitations
• “Read column 1 if you like to ride your “stands, swim, blend, stomp”
bike.
• “If you don’t like to ride bikes, follow
along to make sure they’re correct.”
Column Invitation
1 “If you have a summer birthday” “stands, swim, blend, stomp”
1 “…like popcorn” “stands, swim, blend, stomp”
2 “…have on blue today” “wept, snob, slips, grant”
2 “…are a girl” “wept, snob, slips, grant”
“…have a younger brother or “mix, spend, twist, trusts”
3
sister”
Extensions
• “I’m thinking of a word in column 1 that
means to walk around loudly.
• “Thumbs up when you know it…
• “And the word is….”  Raise thumb up to allow everyone thinking time.
 Extend hand. “stomp”
Column Extension
“Synonym for mix…
“Thumbs up when you know it…
1
And the word is…”  Put their thumbs up.
 Extend hand. “blend”
“Antonym for humble…
“Thumbs up when you know it…
2
And the word is…”  Put their thumbs up.
 Extend hand. “snob”
“Something I might have done
after reading a sad story…
2 “Thumbs up when you know it…
And the word is… “  Put their thumbs up.
 Extend hand. “wept”
Race the Teacher
 Tell students you are going to see if they can read a  Respond as appropriate, racing the teacher.
word faster than you can make it disappear.
 Randomly place your eraser next to a word and
quickly erase.
 Students should say the word before it is erased.
 Note: Crossing out the word on chart paper also
works.

TEACH NEW
Script—Teach New
Teacher Students
“Our new card today is s.h” “s.h”
 Display sh card 1.30.
 Extend hand for students to repeat.
“s.h says /sh/.” “s.h says /sh/”
“The keyword is ship.” “ship”

“s.h says /sh/”
“Let’s review.
• “The letters are…” • “s.h”
• “sh says…” • “/sh/”
• “The keyword is…” • “ship”
“Let’s highlight/underline this pattern in our
word list while we say the sound.” “/sh/”
Keyword: ship
Figure 19: card 8.03 Figure 20: card 1.30

NEW WORDS TO READ
ship shun lash
dish shuts mash
sheds cash wish
shops dash fish

• Teach the new h-brother sh card to your partner using the Teach New procedure.
• Support your partner to read the words below using Variations and Repeated Readings
procedure.
Partner A:
New Words to Read
ship shun lash
dish shuts mash
Partner B:
New Words to Read
sheds cash wish
shops dash fish

NEW WORDS TO READ—KINDERGARTEN
Support students in reading words sound by sound by following procedure below.

1. Write one letter or letter patterns at a time as students say the sounds.
2. Underline the new concept taught today—diagraphs, blends, and short-vowel pointers.
3. Students say the word.
See Repeated Reading Activities (page 112).
New Words to Read

Teach the new h-brother sh and support your partner to read the words below.
Partner A:
ship, dish, shop, shed, sash, ash
Partner B:
cash, lash, fish, shell, sham, wish
New Words to Read

KINDERGARTEN FLUENCY—CONNECTED TEXT
Kindergarten Fluency Procedure

Teacher Students
“The title of our story today is Ed.”
 Pre-teach any words where students may not know
the meaning.
 Highlight or underline words that show up
frequently or go along with the new phonogram.
“Let’s look at the words in the story and see if
we recognize any patterns.”
 Pose a question that can be answered without
having to read through the entire passage.
“Today, as we are reading, I’d like you to see
if you can figure out why Ed got sick.”
“Listen to me read the story.”  Follow along as you read.
Point to the words as you read the story fluently to
demonstrate directionality.
“Turn and tell your neighbor why you think  Turn and talk to their partner.
Ed got sick.”
Turn-and-talk conversations support active
participation.
“Now, read after me.”  Echo read the passage.
 Eventually eliminate this step.
 Facilitate echo reading by reading a phrase or
sentence at a time and students repeat.
“Let’s read the story together.”  Choral read the passage.
 Facilitate choral reading by making sure students
actively participate and that the pace is sufficient.
Optional Partner Reading Procedure
• “Now Partner A, I’d like you to read first.
• “What are you going to do?” “read first”
 Assign partnerships and change them only if
necessary. Partners should be close in skill/rate.
• “Partner B, I’d like you to follow
along/help. “What are you going to do?” “follow along and help”
“Keep reading until I say stop.”
 Depending on the time frame and skill level,
increments of 60 seconds are sufficient.
“Stop. A, underline the last word you read.”  Partner A underlines the last word read on his/her
paper.
“Now switch. B reads and A follows along and
helps. Keep reading until I say stop.”
 Continue the process of partner reading, taking turns 1–2 more times using one of these options:
 Option 1: Repeated reading. Students go back to the beginning and see if they can read further.
 Option 2: Continuous reading. Continue reading where your partner left off.

Ed
Bess has a pet.

The pet is Ed.
Bess fed Ed.
Ed got sick.
Ed fell.
Ed’s leg was a mess.
Bess got the vet.
Then Ed got well.

FIRST GRADE+ FLUENCY—CONNECTED TEXT
Script—Fluency Procedure
Teacher Students
“The title of our story today is A Gift From a Pal.”
“Pal is another word for…” “friend”
“I want to discuss two words before we read. This
word is…” “glum”
 Point to the words in the passage. Students can decode
them, they just might not understand them.  Make glum face.
“Glum means sad. Show me your glum face.”
“This word is…” “fret”
“Fret is another word for worry.”
 If necessary, give examples and non-examples of things that
students might fret about.
“Listen to me read part of this story.”
 Pick a small section of the story to model fluent and
expressive reading. You may opt to read a section that has
a teaching point (punctuation, dialogue, etc.).
“Today, as we are reading, I’d like you to see if you
can figure out why Fred is glum.”
 Pose a question that can be answered without having to
read through the entire passage.
“Let’s read together.”  Choral read the passage.
 Facilitate choral reading by making sure students participate
actively and the pace is sufficient.
“Turn and tell your partner why Fred is glum.”  Discuss with partner.
 Turn-and-talk conversations support active participation.
“Now Partner A, I’d like you to read first. “read first”
What are you going to do?”
 Assign partnerships and change them only if necessary.
Partners should be close in skill and rate.
“Partner B, I’d like you to follow along and help. “follow along and help”
What are you going to do?”
“Keep reading until I say stop.”  Partner A reads to Partner B.
 Depending on the time frame and skill level, increments of
60 seconds are sufficient.
“Stop. A, underline the last word you read.”  Partner A underlines the last word read on
his/her paper.
“Now switch. B reads and A follows along and helps.  Partner B reads to Partner A.
Keep reading until I say stop.”
 Continue the process of partner reading, taking turns 1–2 more times using one of these options:
 Option 1: Repeated reading. Students go back to the beginning and see if they can read further.
 Option 2: Continuous reading. Continue reading where your partner left off.

A Gift from a Pal
Fred sat on the top step.
Fred felt glum.
Fred did fret.
His best pal Sam had a pet frog. Fred did
not.
A frog can jump and hop. A frog is a fun pet!
Mom sits on the top step.
"Get up, Fred. Sam has a gift." Fred gets up
fast.
Fred gets a gift from Sam! The gift is a pet
frog in a box.
A pet frog can jump and hop, and Fred can
grin! Fred is six.
Fred is glad.
Fred has a pet frog.


LESSON PLAN—ENCODING
• Encoding is only possible when students have automatized the sound-symbol correspondence.
• In an OG lesson, that connection is possible through daily Auditory Drills and phoneme
segmentation exercises.
• All encoding works is generally completed using a Student Response Sheet or SRS.
STUDENT RESPONSE SHEETS (SRS)
An important component of the Orton-Gillingham Approach is multisensory practice. The written

activities that take place on the SRS add a kinesthetic pathway to the lesson.
While the SRS exercises emphasize encoding over decoding, it is their multisensory element that
make them highly effective.
We offer the following tips to keep this portion of the lesson plan moving swiftly, while still
providing critical support.
• Position students at their seats for this portion of the lesson.
o Make sure they have a good visual of the chalkboard/smartboard or document camera
screen.
o We encourage providing pens over pencils to avoid erasing mistakes (more on this in a
moment).
• As much as possible, disregard handwriting concerns.
o Make note of handwriting issues that may impact legibility and accuracy, they can be
addressed later.
• Utilize a teacher or student model to display answers.
o It is difficult for teachers to monitor individual student responses and keep the pace of the
lesson moving.
o Instead the teacher should focus his/her attention on correcting the model’s responses.
o This allows students to receive immediate feedback on their correct/incorrect responses.
o Students that may not quickly retrieve the correct responses on their own, will still benefit
from copying them from the model.
• Emphasize the importance of self-correction.
o When mistakes are made, direct students to cross out the error and write it correctly
above the incorrect response.
• It is not important to collect and grade every SRS, but reviewing the error patterns through a
quick review will shed light on common errors to address.

AUDITORY DRILL
Script—Auditory Drill
Teacher Students
“We’re going to spell some sounds:
not words, but sounds.”
“I am going to say a sound. You repeat the
sound, and then write the letters that make
the sound. “
“Look at my mouth.”  Look at the teacher’s mouth.
 Point to your chin.
“My sound is /ĕ/. Repeat.” “/ĕ/”
“Please say the sound while you write.”  While writing the letter e on their paper, say:
 Signal students to say the sound while they write “/ĕ/.”
the letter(s) that make that sound.
 Prompt students to check against student model  Check and correct their work if necessary.
and correct if necessary.
“Look at my mouth.”  Look at the teacher’s mouth.
 Point to your chin.
“My sound is /t/. Repeat.” “/t/”
“Please say the sound while you write.”  While writing the letter t on their paper, say:
 Signal students to say the sound while they write “/t/.”
the letter(s) that make that sound.
 Prompt students to check against student model  Check and correct their work if necessary
 Continue through the rest of the sounds.
Script—When More than One Spelling is Known for a Given Sound

Teacher Students
“My sound is /k/. Repeat.” “/k/”
“As in kite.”  Write k while saying:
 Teacher provides the keyword. “/k/”
“My sound is /k/. Repeat.” “/k/”
“At the end of a one-syllable word,  Write -ck while saying:
after one short vowel.” “/k/”
 Teacher provides rule as a prompt.
“My sound is /ā/. Repeat.” “/ā/”

“At the end of a word.”  Write ay while saying:
“/ā/”
 Prompt students to check against student model  Check and correct their work if necessary.

AUDITORY DRILL PRACTICE

Dictate the sounds below to your partner using the Auditory Drill Procedure.
Partner A:
/s/, /ĭ/, /m/, /ŏ/
/sh/, /v/, /j/, /y/
Partner B:
/n/, /ĕ/, /h/, /ŏ/
/th/, /k/ *(cat), /l/, /f/
*The initial sound in cat and kite, although spelled differently, is commonly represented as /k/.

FINGER SPELLING
• Once students are automatic on spelling sounds (auditory drill), they should progress to
spelling fair words.
• To prepare them for this task, phoneme segmentation (PS) skills are critical.
• To ensure adequate PS skills, we practice PS from the very beginning of kindergarten in brief
daily drills.
o We encourage getting students in the habit of using their non-writing hand during PS drills,
which becomes a supportive bridge to spelling.
o Have students place their palm down (on the floor, desk, etc.) with fingertips slightly
raised.
o Students should tap their finger down for sounds as they segment the word.
o Model and monitor that students are tapping left to right.
• Using the language of blue and red hands, versus left and right, can avoid confusion with
terminology of right vs. write.
• Referring to starting with your star, also eliminates having to direct some students to start with
their thumb and others to start with their pinky.
Note:
• While students may struggle with fine motor control, the objective is segmenting sounds and
we are working on establishing a supportive habit.
• We encourage you to stick with the process, they will get there soon.
If you are right handed, use your (left) blue If you are left handed, use your (right) red
spelling hand. Start at the star. spelling hand. Start at the star.

Script—Finger Spelling
 Why finger spell?
 Segmenting words into sounds is essential for spelling accuracy or getting close enough that spell check can
help.
 It also supports attention to place value (e.g., use ay to spell /ā/ at the end of a word).
Teacher Students
“We are going to tap out sounds in words.”
 If necessary, explain that this tool helps when
trying to spell unfamiliar words.
“Take your writing hand and place it in your  Place the hand they write with on their lap.
lap. This hand is getting a break for a while.”
“Put the other hand on your table. This is “my spelling hand”
your spelling hand. What hand…?”
 If necessary, distribute blue and red hand
templates to support students using their non-
writing hands correctly.
“When we use our spelling hand, we start at “left to right”
the left and move to the right. How do we
move?”
 With templates, emphasize starting at the star.
 Optional:  Place their spelling hand on their desk with their
• “Let’s practice tapping on our spelling palm down and fingertips up.
hand.
• “Place your palm on your paper/desk and
lift your fingers up.
• “Now, let’s practice tapping one finger
down at a time, going left to right.”
“With your spelling hand, let’s try tapping out
the sounds in words.”
 Support tapping left to right on spelling hand.
“My word is bug. Repeat.” “bug”
 Extend your hand for students to repeat.
“Now say each sound while you tap it out.” “/b/-/ŭ/-/g/”
 Demonstrate by tapping each phoneme on a finger.  Each sound is tapped on a finger—three sounds,
 Make sure you model so that from your students’ three fingers.
perspective it appears you are going left to right.
“My next word is bath. Repeat.” “bath”
“Tap it out.” “/b/ - /ă/ - /th/”
 Tap sounds, not letters; digraphs use one finger.  Tap three sounds on three fingers.
“My next word is step. Repeat.” “step”
“Tap it out.” “/s/-/t/-/ĕ/-/p/”
 Blends and clusters are made up of 2–3 tightly  Tap four sounds on four fingers.
welded sounds, which are pulled apart to help
students distinguish each sound.

SPELLING ONE-SYLLABLE WORDS
Script—Teach One-Syllable Words

Teacher Students
“We are going to spell some words.”
“My word is bug. Repeat.” “bug”
 Extend your hand for students to repeat the word.
“Let’s tap it out.” “/b/-/ŭ/-/g/”
 Display your spelling hand so you are tapping left  While finger spelling
to right from your students’ perspective.
 Note: If you are facing your students, this may
mean tapping right to left. Or, turn your body to
face the same direction students are facing, and
tap left to right.
“Write it.”  Write the word on their paper.
“Check your work.”

 Display the correct answer (using a student model)
for students to self-check.
 Students check against student model and correct  Check and correct their work if necessary.
if necessary.
1 2
3 4

Dictate the following words to your partner using the Spelling One-Syllable Words procedure.
Partner A:
gum, pit, box, bath
Partner B:
map, with, hug, shop
1 2
3 4
NEW PHONOGRAM
• Students should say (as they write the letter names and the sound) all three times.
• Example: sh says /sh/.

MEMORY WORDS
Script—Memory Words
 Print today’s memory word on index card—about
Teacher Students
Display the word about.
“Our new word today is about. Repeat.” “about”

“The letters are a-b-o-u-t, about. Repeat.” “a-b-o-u-t, about”
 Spell the word, then say the word.
“Listen to me use the word in a sentence.
The book was about a bear.”
 Define if appropriate.
“Now quickly turn to your partner and use the  Exchange sample sentences.
word in your own sentence.”
“Let’s skywrite three times while saying  Skywrite three times while saying:
a-b-o-u-t, about.” “a-b-o-u-t, about”
 Students should look at the card while skywriting.
“Pick up your pen. We’re going to copy the
word onto our paper, one letter at a time.”
 Point to the first letter in about.
• “What is this letter?” “a” while writing letter “a” on their paper
• “Say and write it on your paper.” “b” while writing letter “b” on their paper
• “Next letter?” “o” while writing letter “o” on their paper
 Continue prompting students to say and write the “u” while writing letter “u” on their paper
remaining letters. “t” while writing letter “t” on their paper
• “And the word is?” “about”
“Now write about three more times while  Whisper while writing 3x:
you say: a-b-o-u-t, about” “a-b-o-u-t, about”
“Let’s skywrite again, a-b-o-u-t, about.”  Skywrite while saying:
“a-b-o-u-t, about”
“Close your eyes, skywrite once more,  With eyes closed, skywrite while saying:
a-b-o-u-t, about.” “a-b-o-u-t, about”
“Open your eyes. Cover up your practice “a-b-o-u-t, about”
words and write about from memory.”
“Uncover and check. Did they match?
If so, kiss your brain.”
 Dictate two review words for spelling.
 Review all active words for reading.

New Memory Word Check
Review
YOU DO. PARTNER PRACTICE

• Write your new and review words on index cards (one word per card).
• Teach the new memory word.
• Dictate review words for spelling.
• Read the active review deck.
Partner A:
• New: they
• Review: said and was
• Review deck: combine your cards with your partner’s
Partner B:
• New: some
• Review: word and there
• Review deck: combine your cards with your partner’s
New Memory Word Check
Review

SENTENCE DICTATION
Script—Sentence Dictation
Teacher Students
“Our sentence today is…
Brad jumps on the bed. Repeat.” “Brad jumps on the bed.”
 Pronounce the sentence with expression.
“Brad jumps on the bed.”  Mimic hand motions or gestures as they
 Add hand motions or gestures to support memorization. repeat the sentence.
 Extend hand to prompt students to repeat. “Brad jumps on the bed.”
“Let’s tap out each word in the sentence to make
sure we’re hearing it correctly.”
 On your spelling hand, tap each word on one finger (left to
right).  Tap each word, going left to right on their
 If you run out of fingers, start over and continue left to right. spelling hand.
“Brad jumps on the bed.” “Brad jumps on the bed.”
“One more time with motion and expression.  Write the sentence.
Brad jumps on the bed.” “Brad jumps on the bed.”
 Motion to students to write the sentence.

• Dictate the sentence below to your partner using the Sentence Dictation procedure.
• Support you partner to edit their work using the COPS procedure.
Partner A: Can we have chips for a snack? Kindergarten A: Can we have chips?
Partner B: Your cat is stuck on that branch! Kindergarten B: Your cat is stuck!

Script—COPS
Teacher Students
“Students, you need to be able to edit your work.  Throughout this procedure, students look at
COPS is a procedure to help you accomplish this.” the model to self-check and make
 Display COPS card 8.62. corrections.
“Write COPS on your paper.” “COPS”
“C stands for capital.  Check for correct use of capitalization.
• “Every sentence begins with a capital.  Mark out and correct as needed (do not
erase).
• “Are there any other letters that need to be  Place a √ beside the C when complete.
capitalized?
• “Everything else lowercase?
• “Put a √ beside the C.”
“O stands for order.
• “Point to each word in the sentence as we
read.
• “Our sentence was…
• “Put a √ beside the O.”
“P stands for punctuation.
• “Every sentence needs a stop sign.  Continue editing, correcting, and placing √.
• “Check to see if you have the correct stop sign.
• “Do you need any other punctuation marks?
• “Put a √ beside the P.”
“S stands for spelling.
• “Check your spelling.”
 Provide clues if necessary.
• “Put a √ beside the S.”
 Eventually, your students will no longer need this level of
support. Withdraw it gradually.
 Your goal is to simply prompt students to write COPS on
their paper and apply.

MORPHOLOGY
IMPORTANT TERMS
 Definitions
Morphology is the study of units of meaning and how they combine.
Morphemes
• Are the smallest unit of meaning, such as -s, -ed, -ject, ball.
• Can be an affix (prefix or suffix), root, or base word
Base words vs. root words carry the major element of meaning.
• Base word:
o Can stand on its own,
o Be attached to an affix (redo, undo, doing, doer), and
o Can include any number of syllables: boat, riddle, restaurant.
• Root word:
o Is a word part that cannot stand alone and requires an affix,
o Forms a family of words with related meanings (ject—reject, inject, project, deject), and
o Is usually Greek or Latin in origin.
Affixes
• Can be prefix or suffix and
• Are attached to a root or base word.
Prefix
• Is a letter or letters added to the beginning of a word that alters the meaning.
• 58% of words with prefixes use: un-, re-, in-, or dis-.
Suffix
• Is a letter or letters at the end of a word that alters the meaning.
• 65% of words with suffixes use: -ing, -ed, -s, or -es.
• The next most common endings are: -ly, -er/-or, -ion/-sion/-tion, -ible/-able, and -al/-ial.
• There are two types of suffixes: vowel suffixes and consonant suffixes.
o Vowel suffixes begin with a vowel.
 -ed, -ing, -er, -est, -able
o Consonant suffixes begin with a consonant.
 -ly, -ful, -ness, -tion, -sion

Extracting Meaning
• A word of caution: Work backward from the end of a word to apply meaning to each
morpheme. For example, to evaluate the word exporting:
o ing = happening now
o port = to carry
o ex = out
o exporting = carrying out now
• However, language evolves and meaning links can become unclear. For example, evaluating
the word important:
o ant = one who,
o port = to carry,
o im = before or not
o important= one who carries before or
o one who carries not, huh???
• Thus, the word you select to illustrate your teaching point is important. 

FOUNDATIONS
Script—Understanding the Concept of Suffixes and Base Words

 If necessary, engage students in discussing suffixes and base words through oral language activities.
Teacher Students
“I am going to say a group of words. I want
you to listen carefully and then tell me what
is the same about these words.
• “planted, plants, planting” “plant”
• “That is correct. They all have the word
plant in them.
• “Plant is a base word.
• “What kind of word?” “base word”
• “Base words are words that can stand
alone.
• “What can they do?” “stand alone”
• “Listen to these words again: planted,
plants, planting.
• “The pieces added to the base words are
suffixes.
• “We’ll talk more about suffixes later.”
“Let’s try a few more.  State the base word in each example.
• “walked, walking, walker”
• “baking, baked, bakes”
• “running, runner, runs”
 Repeat the process of using sets of 2–3 words with
the same base word and different suffixes until
students are able to identify base words quickly.
 Your goal is for students to identify a base word
quickly and easily when a suffix has been added to
it.

Script—What Does a Suffix Do? (Basic Level)
Teacher Student
“A suffix can change the meaning of a word.
What can it do to a word?” “change the meaning”
 This is done orally
• “Let’s look at how different suffixes
change the meaning of a word.
• “Some suffixes tell us when something
happened.
• “Listen to these two words: walked and
walking.”
“Which one would I use to say I’m doing it
right now?” “walking”
“Which one would tell you I did it
yesterday?” “walked”
“Let’s try a few more.”
 If students struggle, try sets of 2–3 words with
different inflected endings and ask students to tell
you which one means happening now, or last
week/5 min. ago, etc.
“Suffixes also can tell you how many.”
“Listen to these words: cats, cat.
“Which one would I use if I wanted to talk
about five?” “cats”
“What about for one?” “cat”
 If students struggle, repeat the process with
common singular and plural nouns.

TEACHING SUFFIXES
Background Information
The English writing system is described as morphophonemic because it represents sound and
meaning. Meaningful parts of words are spelled consistently although they may be pronounced
differently. For example: the meaning unit that describes happening in the past is always spelled
-ed but may be pronounced /əd/, /d/, or /t/.
When teaching suffixes, refer to them by name, which equals the letter(s) that comprise them.
• When teaching -ing, refer to it as i.n.g; refer to -ful as f.u.l.
• This consideration is important for reading and spelling procedures.
Steps for Teaching a New Suffix

1. Teach definition below.
2. Teach vowel vs. consonant suffix, page 137.
3. Use the Teach New Suffix procedure, page 138.
4. Display a word list that contains the new suffix. Support students in recognizing the suffix and
the base word for accurate and automatic word recognition.
5. Support spelling through the Spelling with Suffixes procedure, page 140.
TEACH NEW SUFFIX
Script—What is a Suffix?
Teacher Students
 Display card 7.35 and prompt students to mimic
you as you do the following.
“A suffix is” “a suffix is”
“a letter” “a letter”
“or letters” “or letters”
“at the end of a word” “at the end of a word”
“that alters the meaning.” “that alters the meaning”

Script—Vowel vs. Consonant Suffix
Teacher Students
“There are 2 types of suffixes. How many?”
 Display card 7.36. “2”
“One type is a vowel suffix. What type?” “vowel suffix”
“A vowel suffix begins with a vowel.
What does it begin with?” “vowel”
“The other type is a consonant suffix. What
type?” “consonant suffix”
“A consonant suffix begins with a consonant.
What does it begin with?” “consonant”
“I am going to show you some suffix cards.  Respond appropriately: vowel, consonant.
When I hold one up, look at the first letter
and tell me if it is a vowel suffix or a
consonant suffix.”
 Display a number of suffixes one at a time.
 The suffix cards do not need to be fair. Students
are simply identifying them as vowel or consonant
suffixes not pronouncing them.

Script—Teach New Suffix
 Note: When we introduce a suffix card, we refer to it by its name. The suffix’s name is letter(s), not sounds.
Teacher Students
“Our new card today is suffix l.y.” “l.y”
 name the letters; don’t pronounce l.y not /lē/
 Display card 7.20
“l.y says /lē/” “l.y says /lē/”
“The keyword is quickly.” “quickly”
“Let’s skywrite three times.”  Skywrite three times while saying:
“l.y says /lē/”
“Let’s review.
• “The letters are…” • “l.y”
• “l.y says …” • “/lē/”
• “The keyword is ...” • “quickly”
“Suffix -ly means in a way that is.” “in a way that is”
• “So, our keyword quickly means in a way “quick”
that is…”
• “Softly means…” “in a way that is soft”
• “Oddly means…” “in a way that is odd”
• “Nicely means…” “in a way that is nice”
“Suffix l.y means …” “in a way that is”
“Let’s read some words.”
Keyword: quickly

READING WORDS WITH SUFFIXES
Procedure
• Identify and chop off suffix.
• Read the base word. Add the suffix and read the entire word.
• Suffix pronunciation may depend on the base word to which it attaches.
o The suffix -s can be pronounced /s/ in cats or /z/ in cars.
o The suffix -ed can be pronounced /əd/ in planted, /d/ in watered, or /t/ in picked.
o Students may not know the appropriate pronunciation until they combine the base word
with the suffix.
New Words to Read
gladly close[ly bravely
safely costly stiffly
boldly kindly quickly
softly nicely lonely

SPELLING WORDS WITH SUFFIXES
Procedure
• When spelling a base word with a suffix, naming the suffix (rather than pronouncing it)
increases the likelihood that students spell the word correctly.
• When spelling the word jumped, we train students that they add the suffix e.d (meaning
“already happened”), not the sound /t/.
• When spelling the word blender, students add the suffix -er (meaning “a thing that does”), and
not the sound /er/, which could be spelled in many ways.
Script—Spelling with Suffixes

Teacher Students
“Our first spelling word today is quickly.” “quickly”
“What’s our base word?” “quick”
“Let’s finger spell.”  Tap on three fingers while saying:
“/qu/ĭ/k/”
 Prompt students to write.  Write “quick.”
“Our word was quickly.” “quickly”

“What is our suffix?” “l.y”
 Students should name letters, not pronounce the
suffix.
 Prompt students to add the suffix.  Add ly.
“What was our word?” “quickly”

 Students check against student model and correct  Check and correct as needed.
if necessary.

WE DO. LET’S PRACTICE
1 2

Dictate the following words to your partner using the Spelling Words with Suffixes procedure.
Partner A:
helping, mixer, landed, shops
Partner B:
locker, planted, fishing, lunches
1 2
3 4

JUST ADD
Control word lists carefully so the base word remains unchanged when adding the suffix. The
easiest way to accomplish this is to use consonant suffixes. When using vowel suffixes, select base
words that contain final blends or short-vowel pointers.
Steps:
1. Teacher pronounces the word bending and prompts students to repeat.
2. Teacher asks students to name the base word (bend) and prompts them to fingerspell
(/b/ĕ/n/d/).
3. Students write the base word bend.
4. Teacher repeats the word bending and asks students to name the suffix (i.n.g.).
5. Teacher prompts students to add the suffix.
6. Students add the suffix to the base word.
You can also provide activities that focus on meaning of the suffix:
Suffix Meaning
Base Word Suffix Spelling
jump happening right now jumping
walk already happened
dress more than one
teach a person who
hard the most (superlative)
slow more than (comparative)
finish already happened
talk happening right now
brush more than one
mark a thing that does
toy more than one
speak a thing that does

SUFFIX -S VS. -ES
Background
To form plural nouns or indicate action, words that end in sh, ch, s, x, z, take suffix -es.
Adding -es causes a recognizable sound difference.

• Adding the vowel means you are adding another syllable.
• Try saying glass with the addition of -s (glasss) rather than -es.
o It cannot be done.
o The two hissing sounds merge into one continuous sound.
Script—Teaching Suffix -es

 Card 7.11
 Teach suffix -es using the Teach New Suffix procedure.
 Once you get to skywriting in this procedure, add the following steps.
Teacher Students
“The suffix -es is used when it isn’t possible
to add the suffix -s.”
“Say the word glass.” “glass”
“Now say it again, but this time add suffix -s.” “glasssss”
“Doesn’t work, does it?” “no”
“Now say box. Try it again with suffix -s.” “box, boxsss”
• “Suffix -es helps us by breaking up sounds
that are hard to say together by adding a
vowel sound between them.
• “Let’s try saying these words again, but
with -es this time.” “glasses, boxes”
The -es Jingle

(Ode to the Macarena)
Hand Motions Script
Put your left hand out, palm up, and say… “When a word ends in a….ch”
Put your right hand out, palm up, and say… “….sh”
Turn your left hand over, palm down, and say… “….s”
Turn your right hand over, palm down, and say… “….x”
Cross your chest with both arms and say… “….or z”
Point to class (you’ll) and back to yourself (me) “add -es, and you’ll please me!”

-S OR -ES PRACTICE
Directions
1. Read the base word.
2. Underline the final grapheme (spelling for the sound).
3. Decide if the base word needs an -s or -es to form a plural.
4. Write the plural for each in the correct column.
5. Read the final word.
Base Word add -s or -es?
tish
swull
nelp
osk
rizz
druss
wrick
yumch
quix

SUFFIX -ES CHALLENGES
The Issue
Once students know that the suffix -es says /ĭz/, they sometimes overgeneralize and begin to
misread plural Magic e words. They misidentify the final es spelling as an -es suffix (forgetting that
the e is not part of suffix -es, but rather a silent e in the base word). As a result, they chop off the
-es rather than suffix. They read the base word, but then mistakenly add the syllable /ĭz/ to the
base word.
Example:
shapes is mispronounced as /shāp/ĭz/ and
rides is mispronounced as /rīd/ĭz/
The Fix
1. Chop off the suffix.
2. If the suffix appears to be -es, check the final spelling of the base word to confirm. Only words
that end in sh, ch, s, x, or z warrant the use of suffix -es.
3. If the base word does not end in one of the required final spellings, or the sounds /s/ or /j/,
then the suffix must be -s.
4. Chop off the suffix -s and read the base word.
Note:
• Because this is an articulation issue, all words that end in a final /s/ sound, whether they are
spelled s, ss, ce, or se, take the suffix -es pronunciation (Examples: fences, nurses, ounces,
etc.).
• Words that end in a /j/ sound also take suffix -es (from a pronunciation standpoint only) /ĭz/
(Examples: judges, badges, cages, lounges, etc.).
Practice
plates dives planes
bikes trades names
lines times grapes

SUFFIX -ED
Background Information
• Adding the suffix -ed to verbs indicates action that happened in the past.
• Depending on the base word, the suffix -ed is pronounced three different ways.
/əd/ or /ĭd/ /d/ /t/
• Regardless of the sound you hear, if the word is a verb and you are expressing action that
happened in the past, always use -ed for spelling. Think meaning!
• If necessary, remind students frequently that verbs are action words. Use examples of words
that are and are not verbs.
-ed says /əd/ or /ĭd/ and adds a syllable after base words that end with d or t.
landed melted printed
hunted acted tested
-ed says /t/ after base words that end in an unvoiced sound—unvoiced to unvoiced.
rushed thanked pinched
asked jumped rocked
-ed says /d/ after base words that end in a voiced sound—voiced to voiced.
played smelled scanned
throbbed plugged stayed
• Student’s oral language skills typically support the two remaining sounds, /d/ and /t/.
• Most students naturally pronounce jumped as /jŭmp/t/ and not as /jŭmp/d/ and played as
/plā/d/ and not as /plā/t/.
• Those students who cannot choose the correct pronunciation naturally may need additional
support through oral language exercises or instruction on voiced and unvoiced sounds (see
following page).

VOICED AND UNVOICED
Support for selecting the correct /d/ or /t/ pronunciation

• When suffix -ed says /d/, it is considered a voiced sound.
• Place your hand on your throat and say the sound /d/.
o Do you feel a vibration? Yes = voiced.
o Voiced sounds are made in your throat, with your lips closed, or as a nasal sound.
o When a base word ends in a voiced or nasal sound, suffix -ed takes the voiced sound /d/.
o Try isolating the final sound in the following base words. Can you feel the voiced sound?
o Voiced is paired with voiced.
beg nudge fan rub
• When suffix -ed says /t/, it is considered an unvoiced sound.

• Place your hand on your throat and say the sound /t/.
o Do you feel a vibration? No = unvoiced.
o Unvoiced sounds are made in your mouth or by pushing air between your lips.
o When a base word ends in an unvoiced sound, suffix -ed takes the unvoiced sound /t/.
o Try isolating the final sound in the following base words. Can you feel the unvoiced sound?
o Unvoiced is paired with unvoiced.
jump kick stuff rinse
Voiced = -ed as /d/ Unvoiced = -ed as /t/

/b/ /p/
/g/ /k/
/v/ /f/
/z/ /s/
/zh/ /sh/
/j/ /ch/
/l/ /ng/
/m/ /nk/
/n/ /ks/ as in box
/r/ /th/ as in thin
/th/ as in them
all vowel sounds

RECOGNIZING THE THREE SOUNDS OF -ED
Can you identify the sound -ed makes in each word below?
• Look at each word.
• Find base words that end in a d or a t. The suffix -ed will say /əd/.
• For all other words, isolate the final sound.
• To determine if -ed says /d/ or /t/, decide if the final sound is voiced or unvoiced.
• Write each word in the correct column.
wushed ganted hilmed twixed

sinted hacted sprilled drunted
vithed glanked whelled blumped
ed says /əd/ ed says /d/ ed says /t/

SUFFIX ADDITION
Just add
• boy + s = boys
• farm + er = farmer
• fish + ing = fishing
Stop and think

• 1+1+1 Doubling rule
• e Drop rule
• y rule
1+1+1 Doubling rule

• When adding a vowel suffix to:
o 1-syllable word with
o 1 vowel and
o 1 consonant after the vowel
o double the final consonant
drop + ed = dropped
run + ing = running
sad + est = saddest
• The letters “w” and “x” never are doubled.
e Drop rule
• When adding a vowel suffix:
o to a word that ends in a silent e (not just Magic e)
o drop the silent e and add the suffix
bake + ing = baking
bike + er = biker
nurse + ing = nursing
• Exception: retain the e to preserve a soft c or g sound or the identity of the base.
noticeable courageous canoeing
y rule
• Simply add the suffix when:
o the word ends in vowel + y or
o the suffix begins with an i (You do not want two eyes l king at you.)
boys played turkeys
trying flying funnyish
• Otherwise, change the y to i and add the suffix. (For plurals and action, add -es.)
cities cries plentiful
fries babies daintiest

1+1+1 DOUBLING RULE
Script—Teach 1+1+1
 Before beginning, check the students understanding of a vowel suffix, consonant suffix, the word final, and
the word double.
 While pointing to the appropriate line on the card, prompt students to say the complete phrase on the right.
You are helping them build mental scripts to apply when adding suffixes.
Teacher Students
“We have a new spelling rule to learn today.”
 Display card 8.54 and point to the appropriate
language.
“It is called the 1+1+1 rule…” “1+1+1”
 Prompt students to reply.
“When adding a vowel suffix—what kind?” • “vowel suffix”
• “to a 1-syllable word…” • “1-syllable word”
• “with 1 (short) vowel…” • “1 (short) vowel”
• “and 1 final consonant…” • “1 final consonant”
“We double the final consonant before “double the final consonant before adding
adding the vowel suffix. What do we do?” the vowel suffix”
 Point to and discuss sample on the card.  Respond as appropriate.
 Lead students in reviewing rule.

“Let’s review:
• “What’s the rule?” • “1+1+1”
• “When adding what…?” • “a vowel suffix”
• “to a:
o “1-syllable word” o “1-syllable word”
o “1 short vowel” o “1 short vowel”
o “1 final consonant” o “1 final consonant”
• “What do we do…?” • “double the final consonant”

Application of 1+1+1
How many Let’s spell the
What’s What The How How What
consonants final word
the kind of base many many should
(after the together
suffix? suffix? word? syllables? vowels? we do?
vowel)? aloud.
vowel double
-er consonant spin 1 1 1 just add spinner
vowel double
-est consonant thin just add
vowel double
-ed consonant bat just add
vowel double
-s consonant cat just add
vowel double
-ing consonant lock just add
vowel double
-ly consonant soft just add
vowel double
-er consonant big just add
vowel double
-ed consonant trap just add
vowel double
-s consonant grab just add
vowel double
-es consonant pinch just add

2+1+1 DOUBLING RULE
Not generally taught until Third Grade or later (if ever).
Ever wonder why beginning has two ns and piloting has only one t? Believe it or not, there is
guidance for this seeming madness!
Script—Teach 2+1+1
Teacher Students
“It is called the 2+1+1 rule…” “2+1+1”
When is the rule applicable?
“Type of suffix?” “vowel suffix”
“How many syllables?” “2 or more syllable word”
“Where is the accent?” “accent on the final syllable”
“So the 2+1+1 rule is applicable.”
2+1+1
“And the final syllable has…” “final syllable”
“1 (short) vowel…” “1 (short) vowel”
“and 1 final consonant…” “1 final consonant”
“We double the final consonant before
“double the final consonant”
adding the vowel suffix. What do we do?”
 Construct card for teaching. Review example.  Respond as appropriate.
 Lead students in reviewing rule.  Participate actively.

Application of 2+1+1
If the final syllable
is accented…
What How How many
What’s What The
syllable many consonants What do Let’s spell the final word
the kind of base
has the vowels (after the we do? together aloud.
suffix? suffix? word?
accent? ? vowel)?
vowel double
-ing admit 2 1 1 admitting
consonant just add
vowel double
-ing begin 2 1 1 beginning
consonant just add
vowel double
-ed happen 1 happened
consonant just add
vowel double
-ed benefit 1 benefited1
consonant just add
vowel double
-ing patrol 2 1 1 patrolling
consonant just add
1English evolves continuously. With some words, such as benefit, the “misspelling” has become so
prevalent that it is an acceptable alternative spelling. Benefited or benefitted?

E DROP RULE
Script—Teach e Drop
Teacher Students
“It is called the e Drop rule…” “e Drop”
“When adding a vowel suffix—what kind?” “vowel suffix”
“Drop the silent e” “drop the silent e”
“Then add the vowel suffix.” “add the vowel suffix”
 Lead students in reviewing rule.  Participate actively.

Note:
• The e Drop rule applies to one-syllable and multisyllabic words.
• You drop the silent e.
baking nursing changing exciting
• Exception: Keep the e to maintain the base word; e.g., changeable.

Application of the e Drop Rule
Does it
What’s What’s
What kind end with What do Let’s spell the final word
the the base
of suffix? a silent we do? together aloud.
suffix? word?
e?
vowel drop the e
-er time yes/no timer
consonant just add
vowel drop the e
-ing bake yes/no
consonant just add
vowel drop the e
-ed house yes/no
consonant just add
vowel drop the e
-s horse yes/no
consonant just add
vowel drop the e
-ing change yes/no
consonant just add
vowel drop the e
-ly love yes/no
consonant just add
vowel drop the e
-er cute yes/no
consonant just add
vowel drop the e
-ed nurse yes/no
consonant just add
vowel drop the e
-ing line yes/no
consonant just add
vowel drop the e
-ing excite yes/no
consonant just add
unless 😊😊
vowel drop the e

-able change Yes/No
consonant just add

READING—DOUBLING VERSUS E DROP
The concern:
• First-grade students need to read words with Doubling or e Drop applied before they learn
these suffix-addition rules.
• Mental shortcuts help students in and beyond second grade to read these words.
Consonant suffix:
• Process remains unchanged.
• Chop off the consonant suffix.
• Read the base word.
• Add suffix and read base with suffix.
Vowel suffix:
• Teach a new strategy.
• Chop off the vowel suffix.
• Count the number of consonants between the vowel in the base word and the vowel suffix.
o If two consonants fall between the vowels, the vowel makes its sound (short).
o If one consonant falls between the vowels, the vowel says its name (long).
o Read base word.
• Add suffix and read base with suffix.

Script—Reading Doubling vs. e Drop
“Let’s look at the letters in tapping taping
these two words.”
“What’s the difference  Giggling.
between these two words?” “1 p versus 2”
“That’s correct. Let’s look at tapping taping
how that matters in reading
the word.”
“Do you see the suffix?” “yes, i.n.g.”
“What kind of suffix?” “vowel suffix”
“Let’s chop off the vowel tapp[ing tap[ing
suffix.”
“Let’s find the vowel in front “a”
of the suffix. What is it?”
“Let’s underline the vowel in tapp[ing tap[ing
the base word.”
“Let’s come back to the p and tapp[ing tap[ing  Giggling.
look at how many are
between the vowels.”
“If there are 2 consonants, the “tap”
vowel is short, so our base
word is…”
“If we add back the suffix, “tapping”
the word is…”
“If there is 1 consonant, “tape”
the vowel is long, so our
base word is…”
“When we add back the suffix, “taping”
the word is…”
“Let’s summarize:
• “First we…” • “chop off the vowel
suffix”
• “Then we count…” • “the consonants
between the two
vowels”
• “If there are 2
consonants…” • “the vowel is short”
• “If there is 1 consonant…” • “the vowel is long”
Practice with other examples:
filled/filed hoping/hopping gripping/griping filing/filling

Source: Johnson, Kristin, and Polly Bayrd. (2010). Teacher’s Guide MEGAWORDS 2: Decoding, Spelling and
Understanding Multisyllabic Words (2nd ed.). Mayfield, PA: School Specialty, Inc.


Y RULES
Vowel + y
Consonant + y
(y vowel team)
a + y = ay t + y = ty
e + y = ey g + y = gy
o + y = oy p + y = py
Vowel + y?
Word Consonant + y?
(y vowel team)
play
cry
enjoy
Script—Teach y Plurals
Teacher Students
“How do we make words that end with the  Shrug. 😊😊
letter y plural?”
“If the word ends with a vowel then a y” “ends with a vowel then y”
 also called y vowel teams—as in play
“Just add -s.” “add -s”
“Let’s put it together.” “if word ends with a vowel then a y,

 Lead the students in the rule. just add s”
“If the word ends with a consonant then a y.” “if the word ends with a consonant then a y.”
“Change the y to i and add -es.” “change the y to i and add -es”

 Lead students in reviewing the entire rule.

Y RULE PLURALS
Application of y Plural
How does the base word end?
What’s
the base Vowel + y Let’s spell the final word together aloud.
word? (y vowel Consonant + y
team)
just change the
spray sprays
add -s y to i & add -es
just change the
poppy poppies
just change the
fly
just change the
baby
just change the
silly
just change the
boy
just change the
candy
just change the
subway

Y RULE BEYOND PLURAL
Beyond the y plural rule there are a number of concepts to consider when adding a suffix to words
ending with y. With students we teach this one step at a time, then combine. Because all of us are
readers and spellers, in the interest of time today, we will consider them all together.
Y Rule Concepts
Concept Action
Does the base word end with a vowel plus y Just add the suffix (played).
(y vowel team)?
Does the suffix begin with an i? Just add the suffix (flying).
We don’t want two eyes looking at us.
If not… Change the y to i and add the suffix (happier).
Figure 26: card 8.56 and 8.60

Application of y Rule
What’s
Does it end What’s
the Is it an i So, what do Let’s spell our final
with a our
base suffix? we do… word together aloud
vowel + y suffix?
word?
just change the

play just add -ful
add y to i
just change the

fly just add -ing
add y to i
just change the

happy just add -ness
add y to i
just change the

scruffy just add -er
add y to i
just change the

penny just add -less
add y to i
just change the

bossy just add -ly
add y to i

READING CHALLENGES
• If the letter i falls immediately before the suffix, it was likely a y that was
changed to an i.
• If there is a vowel suffix:
o with two consonants before vowel suffix, the vowel says its sound.
o with one consonant before a vowel suffix, the vowel says its name.
Word Suffix Base
glim[ish ish glime
quimping
slaskest
droper
slinnies
trayly
smiked
forsting
grabing
minches
poning
misked
truxes

SYLLABLE TYPE
BACKGROUND
• Syllables are the beat or rhythm of our language.

• Breaking words into syllables is a phonological awareness skill.
• Students will need to understand syllables to help with decoding and encoding words.
• They are best taught through modeling and shared activities.
o Tap, clap, or jump out how many syllables are in…
 book, school, picnic, student, basketball, zebra, zoo…
o Student names are a good choice for beginning practice.
 Definition
A syllable is a word or a part of a word with one vowel sound. Teach with hand motions:
A syllable is... (clap)
a word… (hold hands apart)
or a part of a word (hold hands closer together)
with 1 (v for) vowel sound (point to ear).
Steps for teaching syllable definition

1. Use hand motions to review the concept of the syllable.
2. Practice several times.
3. Count syllables in words. Names often engage students.
4. Review definition with hand motions one final time.

SYLLABLE TYPES
Importance of Teaching Syllable Types

• One of the trickiest issues in English is choosing the correct vowel sound.
• Knowing syllable types gives students a reliable strategy for making correct choices.

C.L.O.V.E.R.
• A mnemonic that helps students recall and organize the six syllable types.
C—closed
L—consonant + le
O—open
V—vowel team
E—Magic e or vowel consonant e
R—R controlled or Bossy r
• With knowledge of the six syllable types, 85% of English words are decodable.
Order of Instruction
• The CLOVER mnemonic is not representative of the order in which we teach the syllable types.
• We begin with open and closed syllables.
o These are introduced first because they are the most common syllable types in English.
o It also allows us to reinforce the concept that vowels can do two things: say their short
sound and their long name.
• From there we often teach the Magic e.
• R controlled and vowel teams soon follow.
• Consonant + le is often last.

OPEN SYLLABLES
Script—Teach Open Syllables

You are helping build mental scripts to identify this syllable type.
Teacher Students
“Today, we are going to learn a new syllable “open syllable”
type—an open syllable. What kind?”
 Display card 8.46 and point to the word open.
“An open syllable has 1 vowel. How many “1 vowel”
vowels?”
“It ends with a vowel. How does it end?” “with a vowel”
“In an open syllable, the vowel (opens its “its name”
mouth and) says its name. What does it say?”
“Let’s review:
• “What type of syllable?” • “open syllable”
• “An open syllable has …” • “1 vowel “
• “Ends with …” • “ends with a vowel”
• “Vowel says…” • “vowel says its name”
“So, the vowels in these syllables say…” “/ī/, /ē/, /ū/, /ā/, /ō/”
 Point to the examples on the bottom of the card.
“Let’s read the syllables.” “I, she, mu, ta, go”
 Open syllables that are not real words often pose
difficulty for beginning students (mu.sic, ta.ble).”

Open Syllables
• Contain one vowel
• End with a vowel
• Vowel says its name (long name)
shy stay he spit wo
te fave loat goo plu
Open Not Open & Why
Additional Information:
• y in an open syllable says:
o /ī/ in a one-syllable word (by, shy, try)
o /ē/ in a two-syllable word (happy, silly, candy)

CLOSED SYLLABLES
Script—Teach Closed Syllables

Teacher Students
“Today, we are going to learn a new syllable “closed syllable”
type—a closed syllable. What kind?”
 Display card 8.44 and point to the word closed.
“A closed syllable has 1 vowel. How many “1 vowel”
vowels?”
“It ends with a consonant. How does it end?” “with a consonant”
“In a closed syllable, the vowel says its sound. “its sound”
What does it say?”
“Let’s review:
• “What type of syllable?” • “closed syllable “
• “A closed syllable has…” • “1 vowel “
• “Ends with …” • “ends with a consonant”
• “Vowel says…” • “vowel says its sound”
“So, the vowels in these syllables say…” “/ă/, /ĭ/, /ŭ/, /ŏ/, /ĕ/”
“Let’s read the syllables.” “at, dig, jump, shot, red”

Closed Syllables
• Contain one vowel
• End in a consonant
• Vowel makes its sound (short sound)
sub it sky fish flu
plick leet tane vill blash
Closed Not Closed & Why
Beware of these short-vowel exceptions (sve):

• -ank, ink, -ang, -ing
• -ind, -old, -ild, -ost, -olt, -oll
• These sve are not considered closed syllables.
• Other patterns easily confused with closed syllables include R controlled syllables and
vowel team syllables ending with a consonant (e.g., aw, ew, ow, igh).
Open/Closed Visuals
• Cards that open and close
• Door—see following page
o Post index cards with open syllables on a door frame (cabinet or entryway) to display open
syllables when the door is open.
o Post final consonants on the door to display closed syllables when the door is closed.

DOOR—OPEN/CLOSED VISUAL


MAGIC E SYLLABLES
Script—Teach Magic e Syllable

Teacher Students
“Today, we are going to learn a new syllable “Magic e”
type—a Magic e syllable. What kind?”
 Display card 8.49 and point to Magic e.
“A Magic e syllable has 2 vowels. How many?” “2 vowels”
“But they must be in this order”
• “1 vowel…” • “1 vowel”
• “Followed by 1 consonant…” • “followed by 1 consonant”
• “And a silent e…” • “and a silent e”
 A single e at the end is almost always silent.
“The e jumps back (over the 1 consonant) and “jumps back, vowel says its name”
makes the (previous) vowel say its name.”
“What does it do?” “jumps back, vowel says its name”
“Let’s review:
• “What type of syllable?” • “a Magic e syllable”
• “A Magic e syllable has…” • “2 vowels”
• “In this order …” • “1 vowel followed by
1 consonant and a silent e”
• “What does the e do…” • “jumps back making the vowel say its
name”
“So, the vowels in these syllables say…” “/ā/, /ī/, /ō/”
 Intro new a specific Magic e pattern.

Magic e Syllable
• Two vowels in this order:
• One vowel followed by one consonant and a silent e āpɇ
• ɇ jumps back, making the vowel say its name
make bare she time drove
zeak gleeve puse wetch fune
Magic e Not Magic e & Why
Additional information:
• Magic e trumps R controlled.
• While they do not make a clear long vowel sound (due to the impact of the r), they are
considered more long than short.
star—stare car—care fir—fire her—here
• The -or pattern sounds the same, even with a Magic e added.
corn—core born—bore

R CONTROLLED SYLLABLES
Script—Teach R controlled Syllables

Teacher Students
“Today, we are going to learn a new syllable “R controlled syllable”
type—an R controlled syllable. What kind?”
 Display card 8.50 and point to the label
R controlled.
“An R controlled syllable has 1 vowel. “1 vowel”
How many vowels?”
“The vowel is followed by the letter r. “letter r”
What comes after the vowel?”
“In an R controlled syllable, the vowel gasp 😊😊
doesn’t say its sound or its name.”
“Instead, the r controls the vowel and causes
it to make a completely different sound.”
“Let’s review:
• “What type of syllable?” • “R controlled syllable”
• “How many vowels?” • “1 vowel”
• “Followed by …” • “followed by the letter r”
• “Vowel is …” • “neither long nor short”
 Intro new a specific R controlled pattern.

R controlled Syllables
• One vowel followed by the letter “r”
• Vowel is neither long nor short, but heavily influenced by the r
car fresh or here dorm
mare risp thord neave hurp
R controlled Not R controlled & Why
• R controlled syllables trump closed syllables.
• R controlled syllables are easy to confuse with closed syllables because they look like
closed syllables:
o they contain one vowel and
o they usually end in a consonant.
• Magic e syllables trump R controlled syllables.

VOWEL TEAM SYLLABLES
Script—Teach Vowel Team Syllables

Teacher Students
“We’re going to learn a new syllable type “vowel team”
today—a vowel team. What kind?”
 Display card 8.47 and point to the label
vowel team.
“Vowel teams have 2 or more (touching)
letters that work together to make one vowel
sound.”
“How many letters in a vowel team?” “2 or more”
“The letters work together to do what?” “make 1 vowel sound”
“Some vowel teams are made of 2 vowels.”
 Point to the underlined patterns at the bottom.
“Some vowel teams include both vowel(s)
and consonant(s).”
 Point to the underlined patterns at the bottom.
“Notice that the letters that work together to
make one vowel sound are touching.”
“Let’s review:
• “What type of syllable?” • “vowel team”
• “How many letters…” • “2 or more letters”
• “Doing what?” • “working together to make 1 vowel
sound”
 Intro new a specific vowel team pattern.

Vowel Team Syllables
• Two or more (touching) letters working together to make one vowel sound
• Some vowel teams are two vowels
• Some vowel teams include both vowel(s) and consonant(s): igh, aw, ew, ow, eigh
sleep yell leave droop might
fease hown chite lound bry
Vowel Team Not a Vowel Team & Why
• Magic e syllables are not vowel teams.
o The two vowels in a Magic e syllable work together but do not touch.
• Some vowel teams are confused with closed syllables: igh, aw, ew, ow, and eigh.
Vowel Team information:

• For the blending drill, all cards that contain a vowel go in the middle position.
• However, some vowel teams are used at the end of a word. When these cards come to the top
in blending, cover cards in the final position. See the card backs for this information.
• Do not teach “When two vowels go walking, the first one does the talking.”
o When we examine the vowel teams covered in the Sound Check, this is true only 37.5% of
the time (12 out of 32 occurrences).

CONSONANT + LE SYLLABLES
Script—Teach Consonant + le Syllables

Teacher Students
“We’re going to learn a new syllable type “Consonant + le”
today—a consonant + le syllable. What
kind?”
 Display card 8.45 and point to the consonant + le
title.
“Consonant + le syllables must have the
following:
• “A consonant or consonants” • “a consonant or consonants”
• “Followed by le” • “followed by le”
“A consonant + le syllable can’t stand alone.
It must come after another syllable.”
 It is often called the final stable syllable.
“Let’s review:
• “What type of syllable?” • “consonant + le”
• “A consonant + le syllable has…” • “a consonant or consonants followed by
le”
 Introduce c+le graphemes and review correct
pronunciation. (See deck 5.)
 Introduce syllable division with c+le. (See syllable
division, page 187.)

Consonant + le Syllables
• Consonant followed by the letters le
• Occur in multisyllabic words, typically as the final syllable
• Schwa sound
o e is silent, you hear a schwa sound between the two consonants
o Pronounced /bəl/, /dəl/, /kəl/, etc.
table noodle label angle battle
ongel yasket durple touzle fleeding
Consonant + le Not Consonant + le & Why

DIVIDED MULTISYLLABIC WORD LIST
Teaching syllable types for older students may be best approached with multisyllabic words. The
list below provides examples of words divided for students to support application of syllable types
for advanced decoding, without having to pause and teach syllable division right away.
Divided Open and Closed Syllables

Open/Open
Open/Open Open/Closed Closed/Open
(y = /ē/)
ha.lo ti.dy hu.mid en.vy
ze.ro la.zy va.cant hap.py
ve.to na.vy bo.nus twen.ty
po.lo ba.by mo.ment fros.ty
Divided Closed/Closed Syllables

Without schwa With schwa
ex.tract un.til tun.nel con.nect
ban.dit sub.ject wit.ness can.yon
in.dex con.tact lev.el at.om
dis.patch in.spect fel.on ped.al
Divided Closed and Other Syllable Types

Magic e R controlled
ath.lete cas.cade win.ter in.form
ex.plode im.plode fer.ment har.vest
ex.cuse dis.pute ex.pert dif.fer
trib.ute pul.sate blun.der pon.der
Divided with Vowel Team Syllables

mer.maid pro.noun aug.ment con.ceal
cur.tail fur.row as.sault trea.son
tur.moil cur.few re.lease ac.count
de.vout aw.ful drow.sy saun.ter

SYLLABLE SORTING
Materials Needed
• Syllable 8.42, closed 8.44, open 8.46, not 8.61
• Syllable sort cards—closed, open, and clearly not either (Magic e words well)
• Avoid ar, er, ir, or, ur, aw, ew, ow, ey, ay, oy, igh, and eigh
Determine Syllable Type

Syllable sorting is an exercise in quick identification and application of syllable types to
decode unknown words/syllables.
• Look at the syllable sort card and identify the position of the vowel(s).
• Apply the syllable definition to identify syllable type.
• Based on the syllable type, determine the correct vowel sound. Read syllable or word.
Note: The following script assumes only open and closed are fair.
Script—Determine Syllable Type

Teacher Students
“How many vowels (displaying syllable
 Respond as appropriate.
card)?”
 If the answer to the prior question is one vowel...
“How does it end?”
“What type of syllable is it?”  Respond as appropriate.
 “Not” should be one of your choices.
 If you have not taught syllable type, discard into
“not” pile without reading.
 If you have taught syllable type…
“The vowel says…”
“The syllable says…”  Respond as appropriate.
Additional Information:
• As students learn more syllable types, increase the categories for sorting.
• Be attentive to patterns that may be problematic and control your cards accordingly.
o Omit R controlled vowels (ar, er, ir, or, and ur), because they may be confused with closed
syllables.
o Omit vowel teams (aw, ew, ow, and igh), because they also look like closed syllables.
o Avoid using syllable cards with y until you have taught “when y is a vowel” vs.
“when y is a consonant.”
o The u in qu patterns does not count as a vowel. So, quit is a closed syllable, quite is Magic
e, queen is a vowel team, and quart is R controlled.

SYLLABLES TYPES—SUMMARY
Open Syllable
• Has one vowel
• Ends with a vowel
• Vowel says its name (long sound)
Closed Syllable
• Has one vowel
• Ends with a consonant
• Vowel says its sound (short sound)
Magic e Syllable
• Has two vowels in this order:
o One vowel followed by
o One consonant and a silent e
• e jumps back over one consonant (usually)
• Vowel says its name (long sound)
Note:
• Although Magic e trumps Bossy r, the r still influences the vowel sound.
• For ESL students, you may need to teach these graphemes/phonemes directly:
-are, -ere, -ire, -ore, and -ure.
R controlled Syllable
• Has one vowel
• Followed by the letter “r”
• The vowel is neither long nor short
o r is a very bossy consonant impacting the vowel sound
Note:
• Magic e trumps Bossy r.
• R controlled trumps closed.
Vowel Team Syllable

• A vowel team syllable has two or more (consecutive) letters working together to make one
vowel sound.
• Vowel teams may include two vowels, or a combination of vowel(s) and consonant(s).

Consonant + le Syllable
• A consonant + le syllable has one consonant followed by le.
• This syllable type does not stand alone. It is the final syllable in a two or more syllable word.
Note:
• Teach correct pronunciation. There is a schwa sound between the consonant and the l. The e is
silent. For example, -ble says /bəl/.
• c.kle—divide the c.k to keep the first syllable closed and the vowel short.
• s.tle—the t in -s.tle is silent.

SYLLABLE DIVISION
Syllable division helps identify syllable type, unlocking the pronunciation of vowels.
The Kite below is an organizing principle for syllable division strategies. Once teachers introduce a
syllable division pattern, they can reference the Kite as a visual reminder.
Figure 33: syllable division kite, card 9.01

SYLLABLE DIVISION BASIC
Note:
• During syllable division practice, you want students to chunk a word, even if they already know
how to read the word.
• They are practicing a strategy they use when they see a word they do not know.
Prefix/Suffix
• Chop off prefix/suffix. re]play
• Read base or root word.
• Add back prefix/suffix, read entire word. play[ing
re]play[ing
untie misspelled jumping rejected
Compound Words
• Compound words are two words that come together to form a
it.self
unique word.
• To read a compound word, you need to recognize the words and
pop.corn
divide between them.
cannot baseball without outside
Consonant + le
• Start with e.
• Count back three and divide. ap.ple
• What kind of syllable is the first syllable?
• The first syllable says… ca.ble
• Add c + le syllable, so the word is…?
stumble cradle needle gargle
crackle whistle buckle castle

Script—VCCV
Setting the Stage
“So far, we have learned some tools for breaking apart longer words.”
“We’ve chopped off suffixes.”
“We’ve divided between compound words.”
“Sometimes that isn’t enough.”
“Sometimes we need to think about the syllables in the word.”
“First, let’s review syllables.”
“What’s a syllable?” Prompt for definition…
“Let’s count the number of syllables we have in some words.”
“How many syllables in napkin?” Prompt…
“How many syllables in fantastic?” Prompt…
“We know how many syllables are in a word when we hear it.”
“Wouldn’t it be nice if we had a strategy for knowing the number of syllables when we see a
word? Well, we do.”

Script—VCCV with Alphabet Tiles
 At first, children can have trouble grasping the concept of chunking words.
 Demonstrate it concretely with alphabet tiles.
“Let’s look at this word.” insect
 Spell the word with letter tiles.
“How many vowels do you see?” insect “2”
 Point to the vowels.
“Each syllable has 1 vowel. So, how many “2”
syllables?”
“Slide the vowels apart taking the i ns ect
consonants on the outside with them.”
“How many consonants are left i ns ect “2”
between the vowels?”
“Sharing is a nice thing to do. Let’s give 1 in sect
consonant to each vowel.”
“What type of syllable?” in “closed”
 Cover the 2 syllable.
nd
“So the vowel says…” in “/ĭ/”
“So the syllable says?” in “/ĭn/”
“What type of syllable?” sect “closed”

st
“So the vowel says?” sect “/ĕ/”
“So the syllable says?” sect “/sĕkt/”
“So the word says?” insect “/ĭn.sĕkt/”

 Push tiles back together.

Script—Intro VCCV
 After sufficient practice • “We cannot always stop and spell out long words with
with tiles… alphabet tiles.
• “We need a strategy for syllable division that we can do with
paper and pencil.
• “That’s where we’re going next.”
“Back to our definition: “every syllable has
Every syllable has 1 vowel.” 1 vowel.”
 Write the word insect.
“What are the vowels?” insect “i and e”
“Let’s underline the vowels and label them insect
v.” v v
“How many vowels do we have?” “2”
“How many syllables?” “2”
“Mark the consonants in between c.” insect

vccv
“When we see this pattern—vccv—we chop in.sect
(the syllables) between the consonants.” vc.cv
 Use a dot, not a slash, for less visual clutter.
“What type of syllable?” in. “closed”
 Cover the 2nd syllable.
“So the vowel says?” “/ĭ/”
“So the syllable says?” in. “/ĭn/”
 Scoop underneath.
“What type of syllable?” .sect “closed”
st
“So the vowel says?” .sect “/ĕ/”

“So the syllable says?” .sect /sĕkt/
 Scoop underneath.
“So the word says?” in.sect /ĭn.sĕkt/
 Scoop under both syllables.
insect bandit

VCCV
• See preceding scripts. mas.cot
• When you see the VCCV pattern, chop between the consonants. vc .cv
• When you provide initial instruction, avoid words with schwa,
page 192. in.dex
v c. c v
attic convict napkin insect
frantic goblin candid traffic
Script—VCCV with Limited Support

 Eventually, your students no longer need the previous level of support. Withdraw it gradually.
 Perhaps move from asking: “What kind of syllable is it?” to “What does the syllable say?”
 Ultimately, syllable division might look like this:
 Write the word insect.
“Can you see the pattern?” insect “yes, VCCV”
“What do we do when we see this pattern?” in.sect “chop between the
consonants—n and s”
“Great. Let’s pronounce the syllables one at in.sect “/ĭn/
a time.” /sĕkt/”
“So the word says…” in.sect
 Support the students syllable by syllable if

necessary.
• When you are working in text, it might look like this:
o Do you see where to divide? If needed, cover the syllables with your finger.
• If students cannot decode the word with this limited procedure, simply add steps back.
o Isolate the syllable.
o What type of syllable is it?
o So the vowel says…
o So the syllable says…

SCHWA (Ə)
Script—Teaching Schwa
 Card 8.01. The objective is to build familiarity with the word schwa and its related sound. The student should
be able to correct when prompted for the schwa sound.
Teacher Students
“Today, I am going to teach you a new card.”
“Let’s look at this card. It looks like an
upside-down e, doesn’t it?”
“We call this upside-down e schwa.”
“You won’t see this upside-down e in real words,
but you will see it in the dictionary.”
• “Sometimes, our vowels get lazy and don’t
say their clear name or sound.
• “We call this “lazy” sound the schwa sound.”
“What do we call it?” “schwa”
“The schwa sound is a gentle /ŭ/.” “/ŭ/”
“In words of two or more syllables, one of the
vowels often makes the schwa sound.”
“If the word doesn’t sound right, try the /ŭ/
sound for one of the vowels.”
“What do you try?” “the /ŭ/ sound for one of the vowels”
“I will put this card in tomorrow’s visual drill.”
 Show card.
“The correct response is schwa /ŭ/.”
“What will you say when you see this card?” “schwa /ŭ/”
Keyword: gorilla

Note:
• If the word is in the students’ oral language vocabulary, they typically synthesize and use the
schwa sound automatically.
• If they do not, prompt them to try schwa.
• See article on following page.
Demonstrate Schwa Application

Teacher Display
“Our word is …” lesson
 Spell, don’t pronounce.
“Divide using the appropriate syllable division lĕs.sŏn
pattern.” vc.cv
“Pronounce syllables as they look. “ /lĕs/./sŏn/
“Now try pronouncing the second syllable using /lĕs/./sən/

the schwa.”
“Which one do you recognize?” /lĕs/./sən/
 Oral instruction regarding schwa is insufficient for some lĕs.søn

students.
 If necessary, cross out the “o.”
Schwa
basket random problem sudden

THE SCHWA IS THE LAZIEST SOUND IN ALL OF HUMAN SPEECH
A BLOG ABOUT LANGUAGE

JUNE 5, 2014, 9:52 AM
By Arika Okrent
A version of this post appeared on The Week:
(Facebook.com/Happy Endings)
Penny from Happy Endings is a big fan of the schwa.
We all know that English spelling is rarely a good guide to pronunciation. One big reason for this is
the prevalence of schwa in the spoken language. That’s is why dictionaries and other written
guides to pronunciation make use of a special symbol to represent the schwa sound. It looks like
this: ǝ — an upside down e. But what is schwa anyway? Here are nine things to help you get to
know this very important vowel.
ANY WRITTEN VOWEL CAN BE A SPOKEN SCHWA
A schwa is the “uh” sound found in an unstressed syllable. For example, the first syllable in
amazing (ǝ-MA-zing), the first syllable in tenacious (tǝ-NA-cious), the second syllable in replicate
(RE-plǝ-cate), the second syllable in percolate (PER-cǝ-late), the first syllable in supply (sǝ-PLY), the
first syllable in syringe (sǝ-RINGE). That’s a written A, E, I, O, U and even a Y coming out as schwa in
the spoken version.
IT’S THE MOST COMMON VOWEL SOUND IN ENGLISH
And this can make things very hard for English learners, because we do not represent it in regular
writing. You have to use clues about stress and syllable structure to figure out where to put it.

THE WORD “SCHWA” COMES FROM HEBREW
In Hebrew writing, “shva” is a vowel diacritic that can be written under letters to indicate an “eh”
sound (which is not the same as our schwa). The term was first used in linguistics by
19th-century Germany philologists, which is why we use the German spelling, “schwa.”
THE Ə SYMBOL WAS INVENTED TO SHOW HOW PEOPLE REALLY TALKED
The upside-down e was first used as a symbol for the schwa sound by Johann Schmeller in his
1821, “Grammar of Bavarian German.” Because he was describing the specific properties of a
particular dialect, he needed a way to represent actual pronunciation.
BEFORE PEOPLE STARTED CALLING IT “SCHWA” IN ENGLISH (AROUND 1895), IT HAD A LOT OF
NICKNAMES
It has been called the murmur vowel, the indeterminate vowel, the neutral vowel, the obscure
vowel, and the natural vowel.
ENGLISH HAS A TENDENCY TO DELETE A SYLLABLE WITH A SCHWA
What happened to the third syllable in the following words? Caramel (car-mel), separate
(sep-rate), different (dif-rent), chocolate (choc-late), camera (cam-ra). They fell victim to a terrible
disease called schwa syncope (or schwa deletion). Actually, it’s not so terrible, and it happens in
lots of languages. A schwa syllable following the syllable that bears the main stress says, “Well, I’m
not really needed here anyway” and skips town.
BUT ENGLISH SOMETIMES HAS A TENDENCY TO STICK IN EXTRA SCHWA SYLLABLES
In some dialects, a schwa shows up to help bust up difficult consonant clusters. This process, called
schwa epenthesis, can turn realtor into real-ǝ-tor, athlete into ath-ǝ-lete, nuclear into nuc-yǝ-ler,
and film into fi-lǝm. It can also come in handy in drawing out words for dramatic effect, as in
“cǝ-raaaaaa-zy!”
SCHWA IS SO PREVALENT BECAUSE ENGLISH IS A STRESS-TIMED LANGUAGE
Some languages are syllable-timed, like Spanish, where each syllable is roughly the same length,
giving the impression of a steady “machine-gun” rhythm. English is a stress-timed language,
meaning that the rhythmic impression is based on the regular timing of stress peaks, not syllables.
If you want to speed up in Spanish, you shorten the length of all the syllables. If you want to speed
up in English, you close the distance between stressed syllables. How? By greatly reducing the
unstressed syllables. What vowel do unstressed syllables tend to get? Schwa.
IT’S THE LAZIEST SOUND THERE IS
Which is not a value judgment! I love schwa! But of all the sounds we use, it demands the least of
us. All you have to do to make a schwa is start up the vocal cords. Other sounds require you to

raise or lower the tongue, or move it forward or backward. They ask you to move your lips, or
open your jaw. The schwa just is. Serene and undemanding. The vibration of air through the body
to the outside world. The essence of speech itself.
http://www.slate.com/blogs/lexicon_valley/2014/06/05/schwa_the_word_for_the_most_common_vowel_sound_in_
english_comes_from_hebrew.html

SYLLABLE DIVISION INTERMEDIATE
Script—V “many Cs” V

 vcccv or vccccv
 When there are more than two consonants between the vowels, we likely have consonants that work
together.
 Do students recognize the consonants that work together?
“Our new word today is…” subtract
 Spell don’t pronounce.
 Have students guide you in separating the vowels sub t ract “slide the 2 vowels
and sharing the consonants. apart
share the b and r”
“Do you see the blend?” sub t ract “yes, tr”
 Choose the right language. Could be a cluster,
h-brother, svp, sve.
“If so, keep the blend together.” sub.tract
“If not, slide the consonant into the second sub.tract

syllable.”
 Beginning blends are more common than ending
blends.
“If this doesn’t create a recognizable word…” pum.pkin
“Slide the extra consonant into the first pump.kin

syllable…”
This is not an exercise in dictionary syllable division. This is about unlocking and reading words.
If students divide the word “pum.pkin” and recognize pumpkin, you have reached your goal and
should move on to the next word.
Practice
subtract hundred imprint sandwich

Script—Vowels Working Together to
Make 1 Vowel Sound
“We’ve been counting the number of
vowels in a word to see how many
syllables are in the word. Sometimes a
syllable has 2 vowels working together to
make 1 vowel sound.”
“Let’s look at this word.” plane
 Write plane.
“How many vowels do you see?” “2”
“Let’s underline the vowels.” plane
“As we know, a single e at the end of a planɇ

word is usually silent. So, let’s cross it out.”
“So, what is that e doing?”  Some variation of:
“making the a say its
name”
“So, we have 2 vowels working together to
make one vowel sound.”
“Let’s connect the 2 vowels and label them p l a n ɇ
v for 1 vowel sound.” v
“This concept also applies to vowel

teams.”
“Let’s look at this word.” beach
 Write beach.
“How many vowels do you see?” “2”
“Let’s underline the vowels.” beach
“Do we see any vowels that are working  Some variation of:
together to make 1 vowel sound?” “ea are working together
to say /ē/”
“Let’s connect the 2 vowels and label them b e a c h
v for 1 vowel sound.” v

VCCV with Other Patterns
• Up until now, we have divided words into two closed syllables. en.tire
• Syllables can be any type—CLOVER.
• Are there any vowels working together to make one vowel cof.fee
sound?
• If so, connect the lines under the vowels.
immune garment combine export
appeal jumbo charcoal frenzy
VCV
• Teach VCV
• Slide consonant into second syllable.
• If that does not create a word you know, flex mo.tel
(slide the consonant into the first syllable).
• Although the single consonant more commonly belongs in the cab.in
second syllable, which side you choose first does not matter. The
important point is to flex, finding a recognizable word.
cabin slogan spoken event
proper timid lemon talent
VV
• When all else fails, divide between two touching vowels. ne.on
• Sometimes, they are not a vowel team: neon, riot, or dual.
• Sometimes, they are: idea, quiet, or duel. i.de.a
• Provide a list of vv words for practice.
lion poem quiet diet

Script—Crazy i
 Named Crazy i because it doesn’t know its correct sound.
 The Crazy i syllable is an “open” middle syllable in a 3 or more syllable word.
 Some common Crazy i syllables include: ti, ni, di, vi, tri, i.
 Let’s consider the syllable di. As an open syllable you would expect it to say /dī/, but it does not.
 Depending on what follows it, di will say /dĭ/ or /dē/; e.g., cardigan and stadium.
“Today, we’re going to talk about dividing
words with Crazy i syllables.”
“A Crazy i is a middle syllable, looks like an
‘open’ syllable in a 3 or more syllable word.”
“Our new word today is…” optimist
 Spell don’t pronounce
“Let’s find the Crazy i syllable and divide opti.mist
after it.”
“We then apply standard syllable division op.ti.mist “slide the 2 vowels
practices to the rest of the word.” apart
 Have students guide you in separating the vowels share the p and t.”
and sharing the consonants.
“Let’s look at the Crazy i syllable. Before a op.ti.mist
consonant, Crazy i says /ĭ/.
• “ĭĭĭĭĭck a consonant is coming.”
“So the syllable says…” “/tĭ/”
“Let’s read syllable by syllable.” op.ti.mist “/ŏp/./tĭ/. /məst/”
“So the word says…” op.ti.mist “optimist”
“Let’s look at the Crazy i syllable. Before a stu.di.o

consonant, Crazy i says /ē/. Crazy i likes
vowels.
• “ēēēēē a vowel is coming.”
“So the syllable says…” “/dē/”
 Continue as above. stu.di.o Respond as appropriate.

Crazy i
hospital animal accident substitute
radio stadium calcium medium
Crazy i—Advanced Language Concept

• If an l or n immediately proceeds the i, Crazy i says /y/.
• Through second grade, these are taught as memory words.
stallion brilliant union
onion million California

APPLICATION IN READING
Students must learn to practice syllable division and suffix chop in reading—not only when they
read word lists during OG.
Student steps:
• Use thumb to cover the second part of the word—covering the suffix, second syllable, or
second word (compound words).
• Read the first syllable.
• Uncover the suffix, second syllable, or second word.
• Read the suffix, second syllable, or second word.
o If necessary, cover the prefix, first syllable, or first word with thumb.
o Read the second syllable.
o Uncover the first syllable.
o Combine both parts and read word.
If this does not unlock the word, have students write the word on paper and use syllable division
techniques to attack the word. If you are pressed for time, give them the word.
Have students practice these procedures regularly, even if they can read the words, so they are
in the habit of using these steps if necessary.

wished bandit wonderful
Are you packing the plastic plates?
You can swim beside the whale. A humpback whale will be quite careful. It is wonderful.

• Support your partner to chunk the words below.
• Practice prompting your partner to apply appropriate syllable division strategies to attack the
multisyllabic words in the sentences below.
Partner A:
admit supper
The basket will be useful.
You are a mammal. So are dogs, cats, foxes, rabbits, and whales.
Partner B:
temper basket
A rabbit watched the sun rise over the hill.
Whales have soft skin. Under the skin, they have a thick layer of fat called blubber.

SPELLING MULTISYLLABIC WORDS
Script—Spelling of Multisyllabic Words

Teacher Students
“Look at my mouth.”
 Point to chin.
 Pronounce the word “fantastic.” “fantastic”
“How many syllables?”  Count 3 syllables.
“Correct, there are 3 syllables in fantastic.”

“Please draw 3 horizontal lines on your  Draw 3 horizontal lines on paper.
paper.” ________ ________ ________
“Our word is fantastic. What’s the first “fan”
syllable?”
“Let’s finger spell.”  Tap out the first syllable.
“/f/ă/n/”
 Signal students to write syllable.  Write f.a.n. on the first line.
fan ________ ________
“Our word is fantastic. What’s the second “tas”
syllable?”
“Let’s finger spell.”  Tap out the second syllable.
“/t/ă/s/”
 Signal students to write syllable.  Write t.a.s on the second line.
fan tas__ ________
“Our word is fantastic. What’s the final “tic”
syllable?”
“Let’s finger spell.”  Tap out the third syllable.
 If needed, instruct students that /k/ at the end of a “/t/ĭ/k/”
multisyllable word is usually spelled c.
 Signal students to write syllable.  Write t.i.c on the third line.
fan tas tic____
 If desired, you may have the students rewrite,  Optional: Rewrite the word without spaces
connecting the syllables. between syllables.
fantastic
Note:
• Multisyllabic words can be complicated for students because of the schwa.
o Any vowel can make the schwa sound.
• “Mispronounce” the word, as necessary, to exaggerate the correct vowel spelling for the
schwa.
o In the word lesson, say /sŏn/ rather than /sən/.
• When students are unsure which vowel produces the schwa, they should use the letter “u” as
a default spelling.

WE DO. LET’S PRACTICE
1 2
3 4

Practice dictating the words below to your partner using the Spelling Multisyllabic Words
procedure.
Partner A:
subject , pumpkin
Partner B:
subtract, napkin
1 2
3 4

SYLLABLE DIVISION PATTERNS—SUMMARY
Prefix/Suffix chop
• Cover or chop off the prefix/suffix.
• Decode the base word.
• Add the prefix/suffix and pronounce the entire word.
Compound words
• Two smaller words come together to form a new word.
• Divide between the two words.
VCCV
• Divide between the consonants.
• Words with twin consonants have only one talking consonant.
o rab.bit ten.nis les.son hap.py
VCCCV and VCCCCV

• Divide, keeping the blends together, if the student can see them.
• If the student cannot see the blends, then divide after the first consonant. Why? Initial blends
are more common.
• If this does not unlock a word the student knows, try dividing after the second consonant.
VCV
• This pattern offers more than one division option.
• Where you divide determines the vowel sound in the first syllable.
• The v.cv division pattern is the most common.
• Which method students use first (v.cv or vc.v) is irrelevant.
• The important point is to try both methods until you find a familiar word.
V.CV
• Divide before the consonant.
• The first syllable is open, so the vowel says its name.
VC.V
• Divide after the consonant.
• The first syllable is closed, so the vowel says its sound.
Consonant + le
• Identify the consonant + le syllable.
• Starting with the final e in the word, count back three and divide.

VV
When all else fails, divide between the vowels.
Crazy i
• Letter i often appears as an open syllable within a longer word (i.e., a middle syllable).
• Typically, divide the syllable after the i, and then apply standard syllable division techniques to
the remainder of the word.
• Before a consonant, Crazy i says /ĭ/:
o “ĭ ĭ ĭ ĭ ĭ ck a consonant is coming.”
• Before a vowel, Crazy i says /ē/:
o “ē ē ē ē a vowel.”
• If an l or n immediately proceeds the i, Crazy i says /y/.

Source: Johnson, Kristin, and Polly Bayrd. (2010). Teacher’s Guide MEGAWORDS 2: Decoding, Spelling and
Understanding Multisyllabic Words (2nd ed.). Mayfield, PA: School Specialty, Inc.

SIGHT WORDS, HIGH-FREQUENCY WORDS, MEMORY WORDS,
RED WORDS
OVERVIEW
• Terminology—Sight Words, High Frequency Words, Memory Words

• Memory Words must be learned through rote memorization. Do not sound them out!
• Can require 20 or more repetitions to turn into an automatic word.
• It can be helpful to map the unfair portions of the word for the students.
o This is the word said.
o You would think the word said was spelled with a short e /ĕ/.
o It is not!
o Explain, while pointing to the ai, that this is the part of the word that is unfair.
ON THE ROAD TO SIGHT WORDS
Often used interchangeably, the word labels—sight words, high frequency words, memory words,
red words—convey different thoughts and meanings. As a result, we all walk away confused. For
the purpose of this manual and related training, we use the following definitions:
Sight words: Words the reader recognizes instantaneously. The simple words “has,” “they,” and
“we” are not sight words if the reader does not identify them immediately in text. For the
advanced reader, challenging words such as “extemporaneous,” “photosynthesis,” and
“counterproductive” can be sight words if they are recognized and understood instantly. Our
ultimate goal is to make all words sight words.
High-Frequency Words: A number of lists attempt to identify the most frequently used words in
written English. Many educators agonize, trying to identify the “best” list to use with students.
Eventually, our students achieve automatic recognition of the words on all these lists. Our best
advice: There is no “best” list. Choose one—at the school level so all teachers are working
together—and stick with it.
The Dolch list and the Fry list appear to be the most commonly used in the educational
community. Both include decodable words and memory words. We chose to work with the Fry list
because of its abundance of supporting teacher materials.
Dolch list: Fry list:

• 220 words excluding nouns • 1,000 words, including all parts of
• 95 nouns speech
• published in 1936 • originally published in 1957 and
revised in 1980

Dr. Fry expanded on Dolch’s list and published a book entitled Fry 1000 Instant Words. In his
research, Dr. Fry found the following results:
• 25 words represent approximately 33% of all words found in publications.
• 100 words represent 50% of all words found.
• 300 words represent 65% of all words.
Dolch’s list: http://www.uniqueteachingresources.com/dolch-sight-words.html

Fry’s list: http://www.uniqueteachingresources.com/Fry-1000-Instant-Words.html
Memory Words: Words that must be learned through rote memorization, either because their
irregular spellings do not follow phonetic rules or because students have not yet learned the
phonetic rules. We teach these words through letter names, not letter sounds— “w” “a” “s” says
/was/, not /w/ă/s/ says /was/ (because it does not).
Red Words: This common term in the Orton Gillingham community refers to a word that is always
phonetically irregular and must be memorized. Depending on who assembles this list, it may
contain a few decodable words.
Orthographic mapping is the process of matching the phonemes in a word to their corresponding
graphemes. This process may be helpful when teaching memory words that are true red words.
Most red words are phonetically fair, with the exception of one portion of the word. By drawing
attention to the unfair portion some students may be more successful in retaining the correct
pronunciation and spelling of an irregular word.
This can be done visually, by underling or highlighting the unfair portion of the word, while
providing a quick verbal explanation of the irregularity. For example, the word said does not map
consistently. While pronounced /s/ĕ/d/, it is written as if it should be pronounced /s/ā/d/. The
part of the word that does not map consistently is the ai grapheme. While displaying the word
said, the instructor verbalizes, while pointing to ai, that this part of the word is unfair. We would
expect for there to be an e in this position.

SIGHT WORDS AND FLUENCY
• The limited size of children’s “sight word” vocabulary poses the most important limit on their
reading fluency. The need to slow down to decode a word has the greatest effect on fluency.
• The effort and attention involved in decoding or guessing from context distract the reader’s
attention from building meaning. (Torgeson et al., 2006)
• Well-practiced words achieve automatic recognition and require little cognitive effort.
• Practice must include decodable and memory words.
• The number of repetitions required to recognize a word by sight varies.
Developing Automatic Words
NICHD Finding: Repetitions required to turn an unknown word into an automatic

word.
Type of learner Number of repetitions
Most able 1 or 2
Average 4 to 14
Least able 20 or more
Adapted from Howe, Kathryn (2004)

DIBELS—WORD ANALYSIS
To build fluent readers you need both a good decoding strategy and a good high-frequency word
strategy. Examination of first and second grade EOY DIBELS passages finds that only 35–40% of
words are decodable while over 70% are in the first 400 Fry Words.
EOY EOY
First Grade Second Grade
Type
Red 50 33% 75 30%
Basic 52 34% 96 38%
Intermediate 20 13% 28 11%
Other 24 16% 41 16%
Proper Noun 5 3% 11 4%
Total 151 100% 251 100%
Frequency
1st 400 110 73% (50% 1st 100) 178 71%
Basic + intermediate 16 11% 35 14%
Proper Noun 5 3% 11 4%
Other 20 13% 27 11%
Total 151 100% 251 100%

STUDENT DECK
Creating your students’ deck:

• You already may have developed an approach to the task of teaching these words.
• If so, and if it is effective for you and your students, please continue.
Some thoughts:
• Assume you are working with the first 100 Fry words, and open, closed, and Magic e syllables
are fair.
• Sort the 1–100 between Fair and All Else (unfair).
• Fair
o Do a quick reading of fair words with your students.
o Retire to independent practice so students can work on automaticity.
o Assess progress periodically, preferably bi-weekly.
• All else (unfair)

o Give a group spelling assessment. (Assess a maximum of 10 words per day.)
o Words spelled correctly should be retired to independent practice alongside fair words.
o Remaining words to be taught one word per day.
 Review continuously.
 Retire to independent practice deck after five consecutive correct reads.
o Periodically assess progress.
Even if you are using MARF lesson plans, we suggest you create a fair deck for independent
practice.

LOUISA MOATS WORDS
100 words commonly used in children’s writing
We love this list for our little ones!

We’ve taken the liberty of adding “please” and “thank you.”
I for are came down please

and but just time did thank you
the have because back mother
a up what will our
to had if can don’t
was there day people school
in with his from little
it one this saw into
of be not now who
my so very or after
he all go know no
is said do your am
you were about home well
that then some house two
we like her an put
when went him around man
they them as see didn’t
on she could think us
would out get by things
me at got over too
Note:
• Words appear in descending order by frequency and are categorized as decodable
or memory (bold).
• Words such as “because” can be decoded but require a high level of phonics
instruction.

FLUENCY
OVERVIEW
Fluency is not reading faster!

• To read fluently is to read smoothly and effortlessly with accuracy, appropriate rate, phrasing,
and prosody (rhythm and pitch as we speak).
• Kuhn, Schwanenflugel, and Meisinger (2010) inform us that “fluency combines accuracy,
automaticity, and oral reading prosody, which taken together, facilitate the reader’s
construction of meaning.”
Fluency is built from the bottom up.

• Words build to phrases which build to sentences and finally to passages.
• Use fair text to build fluency. Fair means the reader already knows or has been explicitly
taught the skills needed to decode 98% of the text.
• We want them to practice decoding not guessing!
Fluency can be built through repeated reading or continuous reading.

Research finds that continuous reading has a slightly better transfer to comprehension.
Fluency and comprehension

• Despite the importance of accurate word reading through decoding, research shows an
important link between fluency and comprehension.
• Comprehension is the “sine qua non” of reading. Always include a comprehension element
when practicing fluency.
o Students need to realize they read for meaning and adjust when they do not understand.
o Practice retell. Consider five-finger retell: character, setting, beginning, middle, and end.
o Pose a thought for consideration while reading.
Practically speaking, the amount of reading required for successful completion of high school and
college poses an onerous task unless students read fluently at a rate of at least 100–130 wcpm.

FLUENCY—BUILT FROM THE BOTTOM UP
Fluency Stages
Automaticity Fluency
letter names letter sounds words phrases sentences passages
Print Concepts
• Students naturally track left to right and top to bottom without pausing to determine
directionality.
• Students develop an understanding of the one-to-one correspondence of written and spoken
words before being able to decode the words they track.
The dog ran after the cat.
The dog ran fast, but the cat ran faster.
Letter Naming Fluency—LNF
Students name letters in random order, building letter naming skills.
d m p O a R x n H w Q z e L I
Sound Fluency—NWF/cls (correct letter sounds)
• Nonsense Word Fluency (NWF) teaches students the habit of relying on their sound-symbol
knowledge to decode words.
• Students recognize and produce the sounds of letters with automaticity.
• Initially, students may produce just the sounds in isolation (/h/ŭ/b/).
• Students then progress to blending the sounds (/h/ŭ/b/… /h ŭ b/).
hub wid lan rep ix
Sound Fluency—NWF/wwr (whole words read)
• Sound-by-sound blending is difficult when word length exceeds five phonemes.

Example: /s/k/r/ă/ch/ĭ/z/.
• wwr of nonsense words is an important step in reading real words in text. You want students
to trust their blending skills to read /dôg/ rather than /d/ô/g/dôg/.
• Pushing students to read syllables is an important step toward reading base words with
suffixes and multisyllabic words. Example: /kəl/ăps/.

Word-Level Fluency
Students whole-word read lists of words.
• Decodable, pattern-based words

catch match s witch fetch latch pitch
• Phonetically irregular words

said they are was two says
Phrases
• Students read 3–4 word phrases with expression and automaticity.

• Phrases combine high-frequency and decodable patterns taught.
they were here
by their house
Sentences
Students read sentences with fair decodable words and high-frequency words.
My dad sat in the van.
The rabbit hopped off the log and dashed away.
Text
• Use fair text to build fluency. Fair does not mean easy. Fair means the reader already knows or
has been explicitly taught the skills needed to decode 98% of the text.
• However, it always is important to know where your students stand relative to
grade-level text.

BUILDING FLUENCY IN THE SCHOOL ENVIRONMENT
Research supports text fluency practice.
In the school environment, include these important components of fluency building:

1. Provide dedicated time for practice (20 minutes at least three times per week over a school
year).
a. For fourth-grade students with reading disabilities, 20-minute practice periods
produced more than three times the gain realized through
10-minute periods (O’Connor et al., 2013).
b. For second graders, 10 minutes of additional practice produced the same gain as 20
minutes.
2. Pace practice appropriately (quick and energetic).
3. Select accessible text.
a. Use both controlled (fair) and trade text, as needed.
b. Text level should be at the instructional level (90–94% accuracy) or independent
level (95%+ accuracy).
4. Use a variety of repeated reading or continuous reading.1
5. Partner students with peers at a similar level to practice reading aloud.
6. Encourage the listener to help with tracking and corrective feedback
Always include a comprehension element.

• At a minimum, what was the story about?
• Teach five-finger retell.
• Reading offers no value if it does not make sense.
To the educator, fluency is a year-round commitment, every year, until the student reaches a
minimum of 100–130 wcpm.
Repeated Reading Versus Continuous Reading:

• Repeated Reading involves reading the same text multiple times until it is read proficiently and
fluently.
o This usually involves reading small sections of the overall passage.
• Continuous Reading involves reading the entire passage.
o Second- and third-grade reading materials show a high redundancy
(40–53%) in word usage (O’Connor et al., 2010).
o This natural redundancy provides multiple exposures, much like repeated reading.
o For older students, continuous reading of an appropriate book may be a more enjoyable
way to increase motivation than repeated reading.
1Although both methods are effective, continuous reading offers a slightly better transfer to
comprehension than repeated reading.

BUILDING FLUENCY IN THE HOME ENVIRONMENT
Ample evidence demonstrates that one of the major differences between good and poor readers
is the amount of time they spend reading. This difference partially stems from reading in school,
but better readers choose to read more outside of school as well. Remember the 20 minutes a
night we all encourage?
Figure 35: Why Can't I Skip my 20 Minutes of Reading Tonight?

KNOW YOUR STUDENT’S FLUENCY LEVEL
• Begin with the oral reading fluency (ORF) passage at the student’s grade level.
o If the student falls below the benchmark, back up and administer easier (including fair)
passages, until you find where the student can read at the benchmark goal.
o Use grade-appropriate benchmarks when surveying with a fair passage.
• If the student is below benchmark, monitor progress with fair text every two weeks.
• DIBELS Next Cut Scores and Hasbrouck Tindal Norms follow.

o DIBELS can be administered with paper/pencil and is available at no cost from Acadience
(formerly Dynamic Measurement Group) at https://acadiencelearning.org/.

DIBELS NEXT CUT SCORES

HASBROUCK & TINDAL NORMS

ERROR CORRECTION
Error correction supports students as they apply previously taught skills toward increasing
independence, avoiding scenarios in which the teacher simply corrects the error.
Quick and simple error-correction procedures are essential.

• Support students in correcting the error on their own through:
o Isolating the error,
o Cueing with simple prompts,
o Providing the correct sound/spelling/rule only as a last resort, and
o Supporting students in applying the correct information and attempting the task again.
• Avoid the temptation to reteach a skill or concept.
o Limit teacher talk.
o Support only until the correction is made, and then move on.
o When applicable, note error patterns to address later in instruction.

READING ERRORS
INSERTIONS, DELETIONS, AND TRANSPOSITIONS
• Insertions involve adding erroneous letter(s) to a word.

o Reading or spelling the word stand when the read word is sand.
o The letter t was inserted.
• Deletions involve omitting a letter from a word.
o Reading or spelling the word slash when the real word was splash.
o The letter p was deleted.
• Transpositions involve mixing up the order of letters in a word.
o Reading or spelling the word grill when the read word was girl.
o The letters r and i were transposed.
• Correction
o Point to the word for correction. This often is enough.
o Prompt students to blend the word sound by sound.
o Optionally, prompt students to trace each letter while blending, providing necessary
multisensory support.
B/D REVERSALS
• Prompt students to use their b-checker (left hand) to determine if it is a b or not a b.

(See “b-checker” on page 37.)
• If you prompt only when students err, they only learn to switch from one choice to the other.
Occasionally ask “b or d” when they make the correct choice.
• Teach letter formation of b and d differently to provide additional handwriting support.
SOUND ERRORS
When students use incorrect sounds:

• Isolate the error, cover the rest of the word or point to the error.
• Provide the keyword to help students unlock the correct sound.
SYLLABLE TYPE & RULE BASED ERRORS
In response to syllable type or rule-based errors:

• Syllable type errors: identify the syllable pattern to unlock the correct spelling.
• Rule-based errors: assist students in identifying and applying the appropriate rule to correct
the error.

READING ERROR ANALYSIS
Directions: Determine the type of error and how to support student for correction.
Common Errors Correction Steps

b/d confusion Use b-checker.
Phoneme/grapheme error (incorrect Isolate the error, keyword prompt.
sound)
Rule-based (soft c/g, short-vowel Isolate the error, prompt for rule (c
pointer, etc.) says __ when followed by a stick
vowel).
Syllable type error (reads Magic e Support recognition of syllable type
syllables as closed, closed as open, etc.) to correct vowel.
Inserted or omitted sound Sound by sound blend (make
multisensory by tracing letters while
producing sounds).
Word Response Analysis/Correction Steps

hid
plan
sick
brush
slid
mild
coil
face
striped
sludge
bake

SPELLING ERRORS
INSERTIONS, DELETIONS, OR TRANSPOSITIONS
When letters in words are inserted, deleted, or transposed:

• Repeat the word.
• Prompt students to isolate and tap out each sound in the word on their spelling hand.
SOUND ERRORS
When sounds are spelled incorrectly:

• If the sound has multiple spellings, provide the keyword to help students retrieve the correct
spelling.
• If students spelled the sound incorrectly (e for i, etc.), isolate the error and repeat the word.
Provide the keyword if necessary.
SYLLABLE TYPE, RULE BASED, & POSITION ERRORS
In response to syllable type, rule-based, or position errors:

• Syllable type errors: identify the syllable pattern to unlock the correct spelling.
• Rule based errors: assist students in identifying and applying the appropriate rule to correct
the error.
• Position errors: assist students in applying the correct spelling for the position in the word. If
needed, provide the keyword.

SPELLING ERROR ANALYSIS
Directions: Determine the type of error and how to support student for correction.
Common Errors Correction Steps

b/d confusion Use the b-checker.
Phoneme/grapheme error Repeat the word and finger spell to isolate
(incorrect sound) the error, provide keyword prompt, use hand
motions for short-vowel errors.
Rule-based (1+1+1 Doubling, Prompt for spelling script/rule (at the end of
e Drop, Magic e, soft c/g, etc.) a one-syllable word, after one short vowel…).
Inserted or omitted sound Repeat the word and prompt students to
finger spell, stopping at the error.
Word Response Analysis/Correction Steps
fell
quit
fed
tack
dress
played
foxes
trying
clapping
making
nurse
park
have


ASSESSMENTS
IMPORTANT TERMS
 Definitions
Norm-Referenced Test
• Norm-referenced tests are designed to compare and rank test takers in relationship to one
another. These tests report whether a student performed better or worse than the “average”
student typically of the same age or grade level.
• Have historically been used to make distinctions between students, often for course
placement, program eligibility, school admission.
• Common norm-referenced tests include NWEA, PSAT, SAT, ACT.
Percentile Score or Rank

• Norm-referenced scores are generally reported as a percentile ranking.
• For example, a student who scores at the 70th percentile performed as well or better than 70%
of other test takes of the same age of grade level, and 30% of students performed better.
Criterion-Referenced Test
• Criterion-referenced tests are designed to measure a student’s performance against a fixed set
of predetermined criteria or learning standards.
• They address the question, “Have the students learned a specific body of knowledge or
acquired a specific skill set?”
• ILEARN (ISTEP), DIBELS, and many of the other universal screeners required by dyslexia
legislation are criterion-referenced tests.
Benchmark
In criterion-referenced testing, the benchmark scores represent adequate progress or adequate
acquisition of skill for the age and grade level.

HOW DO I KNOW WHAT THE PROBLEM IS?
Our goal is for students to be able to comprehend what they read. If they are not, what do I do?
How do I know what the problem is?
The end goal in reading instruction is to enable an individual to understand grade/age appropriate
independently. In order to accomplish this goal, it is important for educators to be aware of all the
subskills that must be mastered for this to happen. McKenna and Shal’s (2009) Cognitive Model
illustrates the complex support structure that must be built for his to occur (page 3).
Problem Solving Model

The first step in determining reading performance is to assess the end goal: reading
comprehension. It is important to note that comprehension tests may indicate a deficiency in one
or more domains; however, further investigation often is needed to pinpoint in which domain (and
at what stage) the deficiency has occurred.
• Most reading comprehension assessments are dependent upon background knowledge to
understand and respond to questions about the passage.
• See the article, “There’s No Such Things as a Reading Comprehension Test.”
https://files.eric.ed.gov/fulltext/EJ909947.pdf
• If a student does not perform well on a reading comprehension text and background
knowledge is not the concern, drill down by isolating the following variables as factors.
o Working Memory
o Language Comprehension
o Strategic Knowledge
o Word Recognition
Working Memory
To determine if working memory is an issue, you may need to consult with a special education
professional. There are many age/grade-level appropriate working memory assessments/tasks
available to assessors, to rule out working memory as a significant factor.
Language Comprehension
To determine if language comprehension is an issue, assess oral comprehension ability.
• To eliminate background knowledge as a variable, select two or three grade-level passages on
topics that are likely to be familiar to the student.
• Read the passage(s) to the student.
• Ask the student to provide a brief retell or summary of the passage and respond to text
dependent questions.
• If you suspect working memory as a variable, modify this assessment by breaking the retell and
questioning components down into smaller sections of text.

Strategic Knowledge
To determine if strategic knowledge is an issue, complete the same assessment as described in the
language comprehension section above, except:
• Verbalize for the student ahead of the assessment what you would like him/her to do.
• Model application of the skill (determining author’s purpose, identifying main idea, etc.).
• Allow the student to demonstrate this skill after you have read aloud a different text for
him/her to apply.
Word Recognition
To determine if there is a deficiency in automatic word recognition, administer a timed oral
reading assessment.
• Select three grade-level oral reading fluency passages.
• Time the reader for one-minute, recoding errors (miscues, blocks, substitutions, and provided
words).
• Calculate the number of words read correctly (total words read minus errors).
• Calculate the accuracy percentage (words correct divided by total words read).
• Use an appropriate grade-level fluency norms chart (Hasbrouck and Tindal, DIBELS, AIMSWEB,
etc.), to determine if the student is decoding at grade-level standards.

ASSESSMENT TYPES
Assessment tools vary in design according to their audience and purpose. Types include:
• Universal screeners
• Progress monitoring tools
• Diagnostic assessments.
Universal Screeners
• The objective of a screener is to conduct brief, evidence-based, and developmentally
appropriate assessment to guide instruction or indicate more detailed assessments are
needed.
• They are not intended to be comprehensive, in-depth assessments. Well-designed screeners
measure key components that are representative and predictive.
Universal Screener
Audience Purpose Samples
• All students Determine if students are • DIBELS
o Kindergarten through on grade-level or at risk • AIMS Web
Second • NWEA
• Students with reading
concerns in third grade
and above
• Administered 2–3 times per year (BOY, MOY, EOY).
• Generally quick to administer.
• DIBELS can be administered paper/pencil and is available at no cost from Acadience

(formerly Dynamic Measurement Group). https://acadiencelearning.org/
Progress-Monitoring Measure
• All students (K-2) • Is intervention effective • DIBELS: LNF, PSF, NWF, ORF
monthly • Is student making • Fair text
• Intervention students adequate progress • Guided Reading on level
every two weeks

Diagnostic Assessment
• Diagnostic assessment is a form of pre-assessment that allows a teacher to determine
students' individual strengths, weaknesses, knowledge, and skills prior to instruction.
• Primarily used to diagnose student difficulties and to guide lesson and curriculum planning.
Diagnostic Assessment
Targeted population • Identify strengths and • Quick Phonics Screener
• At-risk students deficits • Gallistel-Ellis
• Below grade-level • Identify skills needing • DIBELS Deep
students remediation
• Guide instruction
• Depending on depth of diagnosis, may take 90 minutes or more.
• Before investing the time needed to properly diagnosis, make sure you have the capacity
to provide the intervention.

UNIVERSAL SCREENERS
Universal screeners have been available to the educational community for many years. Within the
literacy community these screeners are intended to be brief indicators of foundational early
literacy skills that:
• are quick and efficient to administer and score,
• identify students in need of intervention support,
• evaluate the effectiveness of interventions when used for progress monitoring, and
• support the RTI model.
INDIANA LEGISLATION
In 2018, Indiana law established a universal screening process for dyslexia. Under this law, all
students kindergarten through Grade 2 shall be screened for dyslexia using a predictive tool
approved by the IDOE. Students in Grade 3 or higher with difficulty, as noted by the classroom
teacher, in phonological and phonemic awareness, sound symbol recognition, alphabet
knowledge, decoding skills, rapid naming skills, and encoding skills shall also be screened.
Universal screeners which are used for the initial screening of students shall include the following,
as determined to be developmentally appropriate for each student:
1. Phonological and phonemic awareness,

2. Sound symbol recognition,
3. Alphabet knowledge,
4. Decoding skills,
5. Rapid naming, and
6. Encoding skills.
Districts may select the universal screeners from a list of IDOE approved screeners. After an
extensive review the IDOE determined that there is not a single screener that assesses all six
required subsets. Instead, they stated that districts will need to select several screeners to address
all subsets. IDOE provides two tools to assist in this process: 1) Arkansas Rapid Automized Naming
Screener and 2) “Universal Screener Planning Checklist” with an example.
Furthermore, the IDOE states, “Personnel administering the screener must be trained to
implement the specific tools in a valid and reliable manner. This requires communicating with the
publisher of the screener to receive training and setting aside time and money for attending
screening training. School resources and student enrollment will influence individual corporation’s
decision about who should give and score the screening tools. Because the data will be used to
help guide instruction, it may be useful for those that work directly with students during literacy
instruction participate in screening, scoring, and progress monitoring.”
https://www.doe.in.gov/literacy/dyslexia-resources.

USING UNIVERSAL SCREENERS
In considering screener use, the IDOE finds, “The performance criteria (i.e. cut-points,
benchmarks) from the universal screener will determine if the student is unlikely to achieve
reading goals without additional targeted intensive support. Universal screeners are predictive
assessment that measure risk factors through a ‘snapshot’ of the student’s reading. The results
may not provide the details needed to develop an instructional plan of appropriate interventions.”
Additional assessment may be needed to satisfy these needs.
Universal screeners generally have a composite score and a number of component scores. In
guiding instruction and monitoring progress, it is important to interpret the overall score and the
various components. How component scores are combined for a composite score vary based on
time of administration. If one ignores the component scores, unpleasant surprises may await
when a high-scoring component is dropped or weighted differently in the composite calculation.
While these components can vary from screener to screener, the following explanations (in italics)
have been extracted directly from the Acadience (DIBELS) Reading Assessment Manual.
PHONOLOGICAL AND PHONEMIC AWARENESS
First Sound Fluency (FSF)

• FSF is a brief, direct measure of a student’s fluency in identifying the initial sounds in words.
• The ability to isolate the first sound in a word is an important phonemic awareness skill that is
highly related to reading acquisition and reading achievement (Yopp, 1988).
• The ability to isolate and identify the first phoneme in a word is an easier skill than segmenting
words or manipulating phonemes in words, thus FSF is used as a measure of developing
phonemic awareness at the beginning and middle of Kindergarten.
Phoneme Segmentation Fluency (PSF)

• Phonemic awareness is the explicit awareness that spoken words are made up of individual
sounds or phonemes.
• A convergence of research on the acquisition of reading skills has demonstrated that phonemic
awareness is highly predictive of success in learning to read (Gillon, 2004; Stahl & Murray,
2006). Additionally, effective instruction in phonemic awareness leads to significant differences
in reading achievement (Ehri, 2004; National Reading Panel, 2000).
• PSF is a brief, direct measure of phonemic awareness. PSF assesses the student’s fluency in
segmenting a spoken word into its component parts of sound segments.

SOUND SYMBOL RECOGNITION
Nonsense Word Fluency (NWF)

• NWF is a brief, direct measure of the alphabetic principle and basic phonics. It assesses
knowledge of basic letter-sound correspondences and the ability to blend letter sounds into CVC
and VC words.
• One reason that nonsense word measures are considered to be a good indicator of the
alphabetic principle is that “pseudo-words have a lexical entry, {and thus} pseudo-word reading
provides a relatively pure assessment of students’ ability to apply grapheme-phoneme
knowledge in decoding” (Rathvon, 2004, p.138).
• Alphabetic principle is simply the principle that visual symbols (letters) represent speech
sounds (phonemes) and that speech sounds can be represented by individual letters.
• Phonics is a teaching approach. It teaches the relationship between letters or letter
combinations in written language and sounds in spoken language. It is the foundation for
decoding words in print.
• For those with low NWF results, you may want to play guess my word.
• Pronounce sounds in isolation and have student provide word.
/r/a/g/ /b/i/ke/ /r/o/ck/
/d/r/a/g/ /f/r/e/sh/ /j/u/m/p/
ALPHABET KNOWLEDGE
Letter Recognition/Naming (LNF)

• LNF is a brief, direct measure of a student’s fluency in naming letters. LNF assesses a student’s
ability to recognize individual letters and say their names.
• The purpose of LNF is to measure students’ automaticity with letter naming. Fluency in naming
letters is a strong and robust predictor of later reading achievement (Adams, 1990) but is not a
powerful instructional target, i.e., focusing instruction on letter names should not be expected
to lead to better reading outcomes.
• However, research suggests that teaching letter names is still worthwhile. (Shayne B. Piasta,
David J. Purpura, and Richard K. Wagner, “Fostering Alphabet Knowledge Development; A
Comparison of Two Instructional Approaches,” Reading and Writing Quarterly 23(2010) p. 607-
626.) See page 40 about the importance of letter naming.

DECODING
Oral Reading Fluency (ORF)

• ORF or DORF (DIBELS Oral Reading Fluency) is a measure of advanced phonics and word attack
skills, accurate and fluent reading of connected text, and reading comprehension.
• There are two components to DORF: oral reading fluency and passage retell.
o Oral reading fluency. Accuracy and fluency with connected text, both critical components
of skilled reading, allow meaning to be gained from text.
o Passage retell is intended to provide a comprehension check for the DORF assessment, and
provides an indication that the student is reading for meaning. Speed-reading without
attending to text comprehension is undesirable and will be readily apparent in the
student’s retell.
RAPID AUTOMATIC NAMING (RAN)
• Rapid naming is intended to be a measure of a student’s overall processing speed.

• RAN is not an assessment of whether students know their letters, colors, or objects.
• Instead, the assessor should select a screening tool that requires students to name items that
the assessor is certain the student already knows.
ENCODING
• Encoding assessments provide data on the accuracy of grade-appropriate spelling

generalizations.
• Spelling inventories range in difficulty and may include assessments on phonetically irregular
words.
LEVEL 1 AND LEVEL 2 SCREENERS
• Level 1 Screeners identify the area of needed intervention for a student using informal,
diagnostic tools. This information provides necessary guidance on appropriate interventions
and progress monitoring goals.
• Level 2 Screeners are more formal assessments, often using norm-referenced criteria to
identify a student’s strength and weakness and to determine instructional needs.
PROGRESS MONITORING
Students not reaching benchmark targets should be frequently progress monitored. The purpose
of progress monitoring is to provide ongoing feedback to the teacher about the effectiveness of
instruction and to make timely decisions about changes in to instruction so students will meet
grade-level goals.

DIAGNOSTIC ASSESSMENTS
Using Diagnostic Assessments

Diagnostic assessments are individually-administered, untimed assessments of critical reading
skills for students. The precise information provided by these assessments helps educators make
informed decisions and answer questions to better target instruction for struggling readers:
• What types of support do students need (i.e., prompts, modeling, or scaffolding)?
• What specific skills should be the focus of instruction or intervention?
• What instructional strategies should be implemented?
Rigorously researched diagnostic tools are available from Acadience Reading (DIBELS DEEP) and
William Van Cleave (Gallistel-Ellis). In our practice over the years, we have developed some of our
own diagnostic tools. They are available here for your use.
Diagnostic Assessment Overview

In our work with students we find a fluency passage and a quick phonics screener are generally
adequate in guiding intervention. The other skills can be assessed as an element of instruction.
However, a complete review would include these components:

1. Fluency
2. Quick Phonics Screener—Sound Assessment
3. Quick Phonics Screener—Word List
4. Alphabet/Handwriting/Vowel/Consonant
5. Auditory Drill
6. Spelling
7. Memory words—spelling
8. High-frequency words—reading
9. Phonemic Awareness
10. Rapid Automatic Naming
FLUENCY
Begin with the ORF passage at the student’s grade level.

• If below benchmark, survey back to easier passages, including fair passages, until you find the
level where the student is reading at benchmark.
• If surveying with a first grade passage, use first grade benchmarks; if surveying with a second
grade passage, use second grade benchmarks; etc.
• If surveying with a fair passage, use grade appropriate benchmarks.

QUICK PHONICS SCREENER–SOUND ASSESSMENT
• Use visual drill cards.

o Prepare card deck by organizing first by section (Section 1, Section 2, Section 3) and then
by column; e.g., a, e, i, m, q, u, y, wh, ...
o Display card.
o Student provides all known sounds for each card.
o If needed, prompt by asking: Do you know any other sound this letter(s) make?
o Record incorrect responses by crossing out unknown/incorrect sounds.
• Stop as appropriate and ask:
o Do you know a rule anything special about j?
o Do you know when the letter c makes the /s/ sound?
o Do you know when the letter g makes the /j/ sound?
o Do you know when y says/y/? when y says /ī/? when y says /ē/?
o What letter is always paired with q?
o Do you know anything special about v?
o For the short-vowel pointers (-ck, -tch, -dge, -ff, -ll, -ss): Where do you find this spelling in a
word? Is it at the beginning, middle, or end? What does it come after?
• Record the number of letter(s) where the sound was correct. Complete for each section and
overall. Also mark whether the rules were known.
Note:
• The Quick Phonics Screener is not timed. If a student goes too fast for you to take adequate
notes, ask the child to slow down.
• If you prefer to do the sound check with paper versus cards, support this with the student
sheet found in the teacher materials following the QPS.



Quick Phonics Screener (QPS)
Name: _______________________________ Date: ____________ Assessor:________________
•
Vowels and consonants:

Blending:
Notes:
Cross through incorrect sounds.
Section 1
a /ă/ /ā/ b c /k/ /s/ rule d
e /ĕ/ /ē/ f g /g/ /j/ rule h
i /ĭ/ /ī/ j rule k l
m n o /ŏ/ /ō/ p
qu rule r s /s/ /z/ t
u /ŭ/ /ū/ /oo͞ / v rule w x

y /y/ /ī/ /ē/ rules z sh ch
wh th
Correct: /41
Section 2:
-ss rule -ll rule -ff rule -ck rule
-tch rule -dge rule al /ăl/ /ôl/ all

ang ing ong ung
ank ink onk unk
Correct: /17
Section 3:
ar /är/ or /ôr/ er /ûr/ ir /ûr/
ur /ûr/ ai /ā/ ay /ā/ ee /ē/
ea /ē/ /ĕ/ oa /ō/ oi /oi/ oy /oi/
Correct: /13
Total: /71

QUICK PHONICS SCREENER–WORD LIST
• Prepare student sheets.
• Have students read across the page.

o To aid diagnosis, words within a row use a similar pattern.
o In Section 1, the first row contains cvc words, second row adds h-brothers, and third row
includes blends and short-vowel pointers.
• Strike through errors. If possible, record what the student said.

i
ham him or ham
• Stop a section if the student makes 5 consecutive errors. Mark where you stopped.
rake bone pile pill tube tub eve ever
spade spad flute flut ] prize stove snake
• Move on to the next section at your discretion.

o Students do not necessarily learn skills linearly. For example, they may know many
R controlled words without being solid on Magic e.
o Stop assessment when you have enough information to begin instruction.
• If you get to words with suffixes or two-syllable words, does the student have a strategy for
attacking these words?
• Record the number of words read correctly, both in each section and overall.
• Fluency:
o Use assessor judgment.
o It is possible to read accurately without being fluent.
 Does the student sound-by-sound blend (SBS) or pause for some time between words?
o Also, it is possible to be fluent and inaccurate.


Name: ________________________ Date: ______ Assessor: ___________________________

• Stop, indicating where, after five consecutive errors. Continue to next.
Accuracy Fluency
Section 1: cvc and blends

ham jig cod mug bet
dash path thud chop when /15 Yes/No
stitch cluck swell brass ledge
Section 2: Magic e
rake bone pile tube eve
spade flute prize stove snake /15 Yes/No
slope frame scrape stroke shrine
Section 3: Bossy r
stern perk jerk fern perch
smirk shirt skirt firm dirt
/20 Yes/No
church blur burst curb hurt
stark harsh storm march porch
Section 4: common vowel teams
grain gray clay paint sway
bleed speech dream sweep feast /15 Yes/No
throat float join groan joy
Section 5: suffixes
landed tested asked jumped pinched
brushes dishes smallest wishing taxes
/20 Yes/No
hopping sloppy hotter filling lapped
filed muted taping useful piling
Section 6: vccv syllable division
admit intact runny absent until
compete combine ignore costume escape /15 Yes/No
permit confirm burden garden forgave
Overall: /100


ALPHABET/HANDWRITING/VOWEL/CONSONANT
• Say the alphabet. Record omitted letters:

______________________________________________________________________
• Write alphabet in lowercase or dictate (out of order) and have student write the letter.
Record inaccuracies and incorrect formation:
______________________________________________________________________
• Can the student read the words: vowel and consonant? ________________________
• Identify the vowels. Note errors: ___________________________________________
______________________________________________________________________
• Ask if xxx (letter name) is a consonant or vowel; e.g., “Is e a vowel or consonant? Is t a
vowel or consonant? Is u a vowel or consonant?” Note conclusion: Does the student know
which letters are vowels and which are consonants?
__________________________________
______________________________________________________________________
AUDITORY DRILL
Dictate only those sounds where the student was able to produce the correct sound when
provided the letter(s).
• Provide the student lined paper for auditory drill, spelling, and rote words.
• Procedure:
o Instruct the student to watch my mouth.
o Say the sound.
o Student repeats the sound.
o Student writes the letter or letters that represent that sound.
• Using the QPS Sound Assessment as support:
o Dictate sounds by section (Section 1, then 2, and finally 3).
o Dictate sounds down the columns, so letters are not dictated in alphabetical order; e.g.,
/ă/, /ā/, /ĕ/, /ē/…
• Watch for sounds with multiple spellings.
o There is no need to dictate the sound multiple times.
o On the first occurrence say: Write all the ways you know to spell /xxx/; e.g., teacher says
/k/ and student writes c, k, ck.
o Feel free to ask if another way to spell the sound is known.
• Highlight those graphemes that the student was able to correctly spell.
o Dictate /ĕ/, student writes only e, circle /ĕ/.
o Dictate /ĕ/, student writes e and ea, circle /ĕ/ and ea /ĕ/.

SPELLING
Spelling words are intended to match the skills required in the QPS word list. A spelling assessment
is desirable but optional.
• Section 1: fan, pet, dig, mob, tub
• Section 1: duck, mass, off, hill, match, fudge
• Section 2: rake, shine, bone, mule
• Section 3: her, bird, cart, horn, hurt
• Dictate common vowel teams, suffixes and vccv syllable division if the student is reading at this
level. Some options include:
o paint, stray, feet, dream, bread, float, toy, coin
o jumped, played, landed, running, baking, fastest
o puppy, happen, basket, napkin
• Does student have a strategy for spelling two syllable words?
MEMORY WORDS/HIGH FREQUENCY WORDS
Memory Words/Red Words—Spelling Focus

• Administered spelling assessment one-on-one or in a group (including whole class).
• Consider assessing over multiple days, dictating 10 or so words per day.
• Stop assessment after 10 or so words have been missed as you have adequate material for
instruction.
• Resume assessment when more words are needed.
High-Frequency Words—Reading Focus

• Fry Word Goals
o Kindergarten: 1–100
o First grade: 1–200
o Second grade: 1–400 minimum
• Provide student Fry word list or use Fry word cards.
• Sort results as follows:
o Automatic (student read word as fast as a finger snap).
o Student decoded word correctly but not automatically.
o Student did not know the word, but it is a pattern the student should know.
o Student did not know the word, and it is a pattern that needs to be taught as a memory
word.
PHONEMIC AWARENESS
If student is having difficulty blending or segmenting, consider PA assessments of FSF/PSF and/or

playing Guess My Word (page19).

RAPID AUTOMATIC NAMING (RAN)
RAN refers to the ability to quickly name aloud a series of familiar items on a page. This includes
letters, numbers, colors, or objects. Experts agree that RAN tests can tell us a lot about kids’
reading skills. But they do not all see eye to eye on why. There are two main viewpoints.
1. How we recall and say the sounds for the names of the items.
o RAN affects reading because it involves how well we can retrieve phonological information.
2. More than just phonological awareness.
o Reading brings together a number of complex processes.
o These involve our verbal, visual, and motor systems.
o Experts say RAN covers all of them, serving almost as a small-scale version of reading even
before kids actually learn to read.
Double Deficit
• Kids with problems in both RAN and phonemic awareness have what is called a “double
deficit.”
• They usually have more severe reading problems.
• And, they may have a harder time improving their reading than kids who only struggle with
phonemes.
https://www.understood.org/en/school-learning/evaluations/types-of-tests/rapid-automatized-naming-tests-what-
you-need-to-know

DEVELOPING PRESCRIPTIVE LESSONS
LESSON PLAN STEPS
1. Determine the best lesson plan structure.

o Determine time available and lesson content.
o Is there content that can be excluded because it is taught elsewhere in the day?
o Are phonemic awareness activities necessary?
2. Summarize assessment results on sequence chart.

o If only reading skills were assessed, highlight known skills.
o If both reading and spelling were assessed, use a method that distinguishes reading vs.
spelling. Perhaps underline the skills demonstrated in spelling.
o Select appropriate instructional starting point from the sequence chart.
3. Write lesson plan or use MARF lesson plans (all or part).

o Suggest you always start with open syllables, closed syllables, and back fill any of the 26
letters/sounds of the alphabet, h-brothers, FLOSS, and -ck.
o With older students consider moving next into syllable division.
 You can work on short vowels, Magic e, and Bossy r using multi-syllabic words.
o Further discussion of scope and sequence begins on page 266.
4. Prepare for lesson delivery.

o Create a student deck for visual and blending drill. Use only fair cards.
o Pull new cards for Teach New and drills.
o Create the review and new word lists of words to read.
o Copy the fluency passage.
o Create the SRS answer key—auditory drill, review and new words to spell, and sentence for
dictation.
o Memory words—Teach New and deck.
5. Deliver the plan, noting student issues during delivery.
6. Complete the lesson log and update the sequence chart.

LESSON PLAN LENGTH
40-minute lesson plan 😊😊 😊😊 😊😊
30-minute lesson plan 😊😊
20-minute lesson plan
Component 40 min 30 min 20 min

Drills:
Visual 5 5 5
Blending
Review words to read 5 3 3

Decoding
Intro new
• Teach New 7 3 3
• New words to read
Oral reading—Fair text 10 7 5
Decoding 27 18 16
Auditory
Review
Intro new:
Encoding
• Phoneme/grapheme 10 10
• Words
Memory words 2
Sentence
Encoding 10 10 2
Teacher judgment
3 2 2
Phonemic Awareness Activities?
Grand Total 40 30 20

SEQUENCE CHART: CASE STUDY
Phonemic Awareness
Phoneme recognition
Phoneme isolation (beginning—ending—middle)
Phoneme segmentation
Phoneme blending—onset and rime, sound by sound (2 phonemes, 3 phonemes, 4 phonemes)
Phoneme Grapheme
Basic A-Z+ Other Suffixes
• a/ă/ā/, b, c/k/s/, d, e/ĕ/ē, f, • no English word ends with j • b-checker • definition
• g/g/j/, h, i/ĭ/ī/, j, k, l, m, n, • q is always followed by u • vowel/consonant • vowel vs. consonant
• o/ŏ/ō/, p, qu, r, s/s/z/, t, • When y/y/? • short sound, long • just add/chop
͞ ͞
• u/ŭ/yoo/oo/, v, w, x, y/y/ī/, z • When y/ĭ/? name • base word
• optional: al/ăl/ôl/, all/ôll/, • blending–sound by
wa/wô/ sound • s /s/, /z/
• /k/ is spelled k before a stick vowel E,I, Y • blending–wwr • -ed /əd/, /d/, /t/ (see note
• /k/ is spelled c before a round vowel a, o, u or a consonant o vc next page)
• /k/ spelling at the end of a word or syllable—-ck, -c o cvc • -er
Consonant Digraphs (h-brothers) o ccvc • -es
• ch, sh, th, wh o cvcc • -est
• ph optional, few K-2 friendly words o all • -ing
Consonant Blends and Clusters (as needed) Syllable Types
• initial blends/clusters—s blends, l blends, r blends, clusters • open • doubling/chop
• final blends • closed
Short-Vowel Pointers
Reading Spelling
• floss -ff, -ll, -ss (-zz optional) • floss -ff, -ll, -ss (-zz optional)
• -ck, -tch, -dge • -ck, -tch, -dge
Magic e
• a_e, i_e, o_e, u_e with 2 sounds of long u—/yoo/
͞ and /oo/͞
Magic e e Drop/chop
• e_e, y_e /ī/—few words but follow the same pattern
• s between 2 vowels often says /z/
• no English word ends with v, always add a silent e
• stick vowels (E, I, Y) with c and g
o c/s/ when followed by E, I, Y—place, mice, nice
o g/j/ when followed by E, I, Y—wage, stage, huge

LESSON PLAN BASIC
Student(s):
Date:
Lesson: #
Decoding (30 min)
Phonemic Awareness Activities
Drills (5 min):
Visual:
Blending:
Review (5 min): K: 6–9 words

1: 9–12 words
2: 10–25 words
Introduction New (5 Min): K: 6–9 words

1: 9–12 words
2: 10–25 words
Oral Reading (10 min):
Encoding (10 min)
Auditory: K and 1: up to 12
sounds
2: 4+sounds
Review: K+: up to 4 words
Intro New:
• Phoneme/grapheme
• Words K+: up to 4 words
Red Words:
• Introduce: K+: 1 new, 2 review
• Deck: K+: 10-15 words
Sentence: K: 3–7 word length

1: 5–9 word length
2: 6+ word length
Diagnostic/Prescriptive Notes:

LESSON PREPARATION STRATEGY
Materials Components Preparation

Guess My Word • Select from First Grade Overview
PA
Segmentation
• Is picture deck and/or basic deck needed?
Visual Drill • Make sure the review cards are in your deck for the
visual drill.
• Pull the new cards for Teach New. Band and keep
Prepare Card New Phonogram
separate. Add to visual drill once taught.
Decks
• Discard the cards that are not needed (tool cards,
a-e, etc.) for your blending drill.
Blending Drill
• Sort cards into appropriate piles when transitioning
from visual to blending (see card backs).
Kindergarten & First Grade (Semester 1):
Review Reading • Write the words, one sound at a time (during the
lesson), prompting students to read each sound and
then blend the word.
First Grade (Semester 2) & Second Grade:
Word Lists
• Write words ahead of time on your dry-erase board
New Reading or chart paper.
• To provide more visual support, you may opt to
write suffixes in a different color, underline new
graphemes, etc.
• Copy fluency passages for the week.
Passages Fluency • Reserve a copy of each passage to display on your
document camera.
Auditory Drill • Create an answer key for each lesson using SRS.
Student (Form Specific) • Write key words for the auditory drill sounds on SRS
Response Review Spelling next to the grapheme.
Sheet New Spelling • Write new and review spelling words on SRS.
Dictation • Write sentence on SRS.
• Write new memory word(s) on note card(s).
HF Card Decks Memory Words • Create a flash deck from review memory word
cards.
Additional Spelling Rule or • Prepare additional teaching resources (as noted):
Resources Syllabication o Practice sheets, syllable sort cards, etc.


YOU DO. LESSON PLAN 2
Teach New Options:

• sh • floss spelling
• ch • -ck spelling
• y=/ī/
Review Words
closed with
closed closed with ch open
blends
top slab chap go
web stop chat me
bug slam chin hi
men spin chip so
map step chop he
lot stem chug no
Teach New
sh wh floss -ck y=/ī/
ship when cuff back by

hush whip puff sick my
dash whim off dock try
shut whiz stuff duck fly
fish whisk tell neck spy
cash which hill smack cry
shop smell stack pry
shed bass speck shy
shot moss stuck fry
shut chess check dry

WRITING LESSON PLANS FROM SPIRE
Overview
Clark-Edmands, S. (2012). S.P.I.R.E. 3rd Edition. Benton Harbor, MI: School Specialty, Inc.
SPIRE is a series of eight books, Levels 1-8. We principally use Levels 1-4. Once students reach the skill level needed to
decode level 5, trade text is much more approachable.
Review table of contents is SPIRE Level 1–3:

1. Determine new content.
2. Determine review content.
3. Locate review and new sight words needed.
4. Select pages, review and delete unfair words.
5. Prepare auditory section of lesson.
Sample Lesson Plan 1:
1. New: a_e, SPIRE Level 2, page 69

2. Review: SPIRE Level 2, page 38 and 39
• Not fair: wa, al, ng, nk
3. Sight words: SPIRE Level 2, page 73
• assess and prepare cards
4. Pages
• New: page 69—all fair
• Review: page 38—delete junk, wing, king, king, wink, bong, sank, rink, malt, wall
• Sentences: page 38, only 2 and 3 are fair
• Passage: page 39, pre-teach bank, think
5. Auditory
• Select sounds for dictation
• Review words: select from page 38
• New words: select from page 69
• Sentence: select from page 38. Adjust length as needed.

Sample Lesson Plan 2:
Background: older student reading 50 wcpm but with lots of holes.)
1. New: -tch, SPIRE Level 2, page 57

2. Review: SPIRE Level 3, page 37 and 38
• How does student do with -ed and Magic e without instruction?
• I still plan to instruct on both, but I want to respect existing skills and age.
3. Sight words: SPIRE Level 3, page 36
• assess and prepare cards
4. Pages:
• New: SPIRE 2, page 57—all fair
• Review: SPIRE 3, page 37—determine how students do with these words
• Passage: SPIRE 3, page 38—determine how students do with this level of difficulty
5. Auditory
• Select sounds for dictation
• Review words: select from SPIRE 2, page 55
 For review word and sentence, I dropped back from -ed to -ck.
• New words: select from SPIRE 2, page 57
• Sentence: select from SPIRE 2, page 55. Adjust length as needed.

CHECKING FOR FAIRNESS
Skills Introduced
Phonemes/Graphemes Concepts
• basic deck a-z • Syllables: open, closed, Magic e
• s says /s/ and /z/ • Suffix chop
• y says /y/, /ī/ and /ē/ • vccv division
• blends and clusters • Spelling two-syllable words
• h-brothers • 1 + 1 + 1 Doubling
• short-vowel pointers
• a_e, e_e, i_e, o_e, u_e, y_e
• all closed syllable exceptions
• suffixes: -es, -s, -er, -est, -ing,
-ed (/əd/ only)
Based on the content above, circle the words below that would be unfair for this student to read.

slide dresses planner gashes candy
helped hurry visit channel pilot
jumping planting thinker plates riding
cabin oldest dance yellow gentle
plenty plastic blushes playing whisper
Based on the content above, circle the words below that would be unfair for this student to spell.
Review Words to Spell

standing faster jumped kitchen waving
babies quickness harden candy colder

SCOPE AND SEQUENCE
ORTON-GILLINGHAM MODEL
Systematic phonics instruction with a deliberate scope and sequence will produce better
outcomes than approaches that address sounds as they arise incidentally or as needed to read
words within the text. That said, there is not one perfect sequence. What is important is that it is
logical, organized, not too hard, not to easy, and skills are not missed.
Whole-Class Orton-Gillingham Model

One of the benefits of a whole-class OG implementation model is the opportunity for at-risk
students to receive OG interventions, as a second dose. In order to maximize the benefit of an
intervention block that is aligned and consistent with core instruction, we offer the following
suggestions:
• Utilize a skill-based grouping model (whenever possible) so that core instruction is delivered at
the students’ instructional level.
• Intervention lesson content should align with whole-class content to provide the additional
repetitions and reinforcement of content.
• The classroom teacher and interventionist collaborate to determine which components of the
daily plan students would benefit from a double-dose, and which the interventionist may
eliminate (or supplement).
Intervention Only Model

While it is still possible to utilize the grade-level OG scope and sequence and corresponding lesson
plans in an intervention only model, the interventionist may need to consider several important
questions.
• Use MARF lesson plans (whole or as a template) or write your own?
• Based on the data (mastered and unmastered skills), which scope and sequence best aligns to
this student’s instructional goals?
• Where is the best starting point?
• How quickly can I move through the scope and sequence?
o Is there content that can be combined?
o Are there lesson plans I can skip?
o Are there foundational skills that are lacking and need to be incorporated into the lessons?

MARF LESSONS AND STUDENT PROFILE
Grade Student Profile Lesson Plan Strategy

• LNF 0–30 • Teach kindergarten lessons
• NWF (CLS) 0–30 • Start with lesson K.036
• NWF (WWR) 0–10
1st
• Due to low NWF, QPS and ORF
not administered
• Support needed blending
• QPS 0–9 • Teach first grade lessons
2nd • ORF 0–15 • Start with lesson 1.015
• Support needed blending • Follow Group 1 pacing
• QPS 10–30 • Teach Level 3 second grade
• ORF 20–40 lessons
2nd
• Start with lesson 2.009 (review all
short-vowel pointers)
• QPS 0–25 • Teach first grade lessons
3rd + • ORF 0–37 • Start with lesson 1.075
• Follow Group 1 pacing
• QPS 25–44 • Teach Level 3 second grade
• ORF 37–55 lessons
3rd +
• Start with lesson 2.009 (review all
short-vowel pointers)
• QPS 45+ • With older students, you may
• ORF 56+ want to teach lower-order skills
using multi-syllabic words
4th +
• While there are no existing
lessons, the following sequence is
offered for your consideration.

SAMPLE SEQUENCE FOR FOURTH GRAND AND UP
New New
No. Visual Deck Review Phoneme/Grapheme Syllable Division
Initial fair deck: a-z (s=/s/z/), h-brothers (excl ph), floss, ck1
open/ closed
1
syllable
+open/closed open/closed compound words
2
syllable
open, closed, compound y=/ī/ vccv with words
3
divided
+y=/y/ī/ open, closed, compound, schwa
4 y=/ī/
vccv with words divided
+schwa open, closed, compound, vccv with alpha
5
y=/ī/ tiles
+y=/y/ī/ē open, closed, compound, • y=/ē/ vccv paper pencil
6
y=/ī/ • vccv with y
7 y=/ī/ē/, compound, vccv Magic e a_e
+a_e y=/ī/ē/, compound, vccv, Magic e i_e
8 +Magic e a_e
syllable
+i_e y=/ī/ē/, compound, vccv, Magic e o_e
9
a_e, i_e
+o_e y=/ī/ē/, compound, vccv, • Magic e u_e
10 a_e, i_e, o_e • Two sounds of
long u
+u_e y=/ī/ē/, compound, vccv, Magic e e_e, y_e
11
a_e, i_e, o_e, u_e
switch y=/ī/ē/, compound, vccv, • cvc vs. cvce v many c v
Magic e for Magic e • s between two
12
combo vowels
• ve
y=/ī/ē/, compound, vccv, soft c
13
Magic e vs. closed, ve
14 +c=/k/s/ soft c, vccv, cvc/cvce vccv with Magic e
soft c, vccv with Magic e, spelling /k/ c vs. k
15
cvc/cvce
soft c, vccv with Magic e, soft g
16
cvc/cvce
17 +g=/g/j/ soft c & g, vccv, ve dge
retire mastered consonants, open syllable, closed syllable from visual

New New
No. Visual Deck Review Phoneme/Grapheme Syllable Division
18 +dge soft c & g, dge, vccv tch
+tch soft c & g, dge, tch, vccv • intro suffixes
• definition
• vowel vs.
19
consonant
• assess basic
suffixes
direct instruction of suffixes as needed
reading words with Doubling
20 suffixes, unchanged base
words
+1+1+1 vccv, reading words with Doubling
21
suffixes,
vccv, reading words with ar
22
suffixes
+Bossy r ar, vccv with Bossy r, or vccv with Bossy r
23 syllable words with suffixes
+ar
+or ar, or, vccv with Bossy r, er
24
words with suffixes
+er ar, or, er, vccv with Bossy ir
25
r, words with suffixes
+ir ur, Bossy r mixed, vccv, ur
26
words with suffixes
+ur Bossy r, vccv, words with two syllables with
27
suffixes suffix
Bossy r, vccv, words with three syllable
28
suffixes
Bossy r, vccv, words with vcv
29
suffixes
vcv, vccv, words with vcv
30
suffixes
vcv, vccv, words with c+le syllables c+le
31
suffixes
c+le, vcv, vccv, words with Direction? e Drop, vowel teams, higher
32
suffixes level prefixes/suffixes?
1direct instruction of ng, nk, sve, wa, ay as needed for reading or spelling

INTEGRATING OG LESSONS INTO A CORE READING PROGRAM
Core Components to Teach

Weekly Reading Selection
• Content/building-background knowledge
• Vocabulary
o Selection-specific words
o Amazing words (tier 2/high-utility)
• Comprehension Instruction
o Comprehension skills
o Comprehension strategies
• Language Arts
o Grammar
o Written expression
Core Components to Omit and Replace with OG Lesson Content
Alphabetic Principle/Word Work
• Phonemic Awareness
• Phonics
o Decoding/word-work (new pattern, word-attack skill)
o Encoding/spelling (with new pattern or rule)
Choose Core or OG Option
• High-Frequency Words
• Decodable Text (passages or student readers)
Note:
• The high-frequency words taught in the core program, or in the OG lessons, are often
closely aligned to those used in the decodable text.
• It is important to keep these components from the same source.
• If using the core’s high-frequency words, then it makes sense to use the core’s decodable
readers.
• Similarly, if using the OG high-frequency words, then using the OG decodable text is
important.
• Keep in mind that the OG scope and sequence may vary from the core’s and the decodable
text for both will vary as well.
• Thus text that is decodable by the core’s standards may not be decodable by the OG lesson
plan standards and vice versa.


Minimum Expectations
Standard Font = Mastery Expected Italicized Font = Skill Developing
Concept Kindergarten First Grade Second Grade
b-Checker b-Checker b-Checker b-Checker
vowels/consonants • identify • identify • read words
• identify • sound • sound vs. name • identify
• sound vs. name • sound vs. name
phonemic awareness • guess my word • blending—wwr • blending—wwr
• guess my word • blending—sound by sound • segmenting with finger • segmenting with finger spelling
• blending • whole-word reading (wwr) spelling • sound-by-sound spelling of any
• segmenting with closed, open, or Magic e syllable
• segmenting with finger
finger spelling spelling
• 3-4-5 phonemes
basic • a-z (name, keyword, and • a-z (name, keyword, sound) • a-z
sound) • vowels—sound and name • vowels—sound and name
phoneme/grapheme
• h-brothers (sh, ch, th, wh) • h-brothers—sh, ch, th, wh • h-brothers—sh, ch, th, wh, ph
• blends • blends and clusters • blends and clusters
• Magic e—a_e, i_e, o_e, u_e • Magic e—a_e, i_e, o_e, u_e, e_e
• y = /y/, /ī/, /ē/ • y = /y/, /ī/, /ē/, when y is a vowel
when y is a vowel vs. • soft c and soft g
consonant • s says /s/ and /z/
intermediate • ar (car), or (corn), ir (bird), • ar (car), or (corn), ir (bird),
er (her), ur (church) er (her), ur (church)
phoneme/grapheme
• ai (rain), ay (play), ea (eat), • ai (rain), ay (play), ea (eat),
oa (boat), oy (toy) oa (boat), oy (toy)
• ee /ē/(feet), ie/ī/, oe /ō/, ue /ū/
• ea (bread), ou (ouch, soup),
a (alive), oi (join), ie (piece of
pie), ow (snow plow), oo (school
book), igh (light), au (auto), aw
(saw), ew (few)

Minimum Expectations
Standard Font = Mastery Expected Italicized Font = Skill Developing
Concept Kindergarten First Grade Second Grade
syllable types open, closed, and Magic e— • open, closed, and Magic e—
identification and reading
identification and reading
• c + le identification and reading
• Bossy r and vowel teams—
reading—mastered as above
short-vowel pointers • -ff, -ll, -ss reading • -ff, -ll, -ss, -ck reading • -ff, -ll, -ss, -ck reading
• -ff, -ll, -ss spelling • -ff, -ll, -ss, -ck spelling • -ff, -ll, -ss, -ck spelling
• -ck, -tch reading • -tch, -dge reading • -tch, -dge reading and spelling
short-vowel exceptions ang, ank, ing, ink ang, ank, ing, ink • ang, ank, ing, ink, -ind, -old,
-ild, -ost, -olt, -oll
Doubling and e Drop reading shortcut reading and spelling
high-frequency words 1st 100 for reading 1st 200 for reading • 1st 400 for reading
• 1st 1,000 would be nice
syllable division • vccv, vcccv, vccccv divison

• v.cv and vc.v
• v.v
• Crazy i
suffixes -s, -es, meaning and reading • -s, -es, -ed, -ing meaning • -s, -es, -ed, -ing, -er, -est
• -s, -es, -ed, -ing reading meaning, reading, spelling
• -er, -est meaning • -en, -ish, -ly, -y, -ful, -ness, -less
• -er, -est reading meaning, reading, spelling
academic vocabulary • antonym • antonym
• synonym • synonym

MARF LESSON PLANS AND RESOURCES
• Locate the necessary lesson plans on the M.A. Rooney Foundation website at
MARooneyFoundation.org
• Go to the Professional Learning tab.
• Select the OG Lessons folder.
• Choose the appropriate grade-level folder.
• Select and print the desired lesson.
• Success plans are clearly articulated and understood by all stakeholders.

• Goals are measureable and are systematically monitored.
• Curriculum, Instruction and Assessment are aligned.
• Data is easily accessible and understood.
• Data is effectively used to drive instruction.
• All stakeholders “Own It!”

SYNTAX AND SEMANTICS
SYNTAX
Syntax is the rule system that governs how words are combined into phrases, clauses, and
sentences.
• Syntax plays a critical role in comprehension.
• The complexity of syntax is a result of:
o Word order,
o Sentence length,
o Meaning (denotation vs. connotation vs. figurative), and
o Prepositional phrases and modifiers
Word Order
• English syntax follows a fairly regular noun then verb order.
• This order allows us to make reliable predictions about which word(s) are coming next, alerting
us when something does not seem to match our prediction.
• Awareness of syntax supports the ability to monitor our comprehension when listening and
reading to ensure sentences make sense.
o Some decoding errors made by students in connected text are not a result of poor
word-attack skills, but poor prediction of appropriate words.
o The student that applies self-monitoring, and rereads the sentence correctly demonstrates
a measure of good comprehension.
Sentence Length
• Consider the sentences below. While their length is the same, their level of difficulty is
increasingly more abstract due to the nouns/verbs being more abstract.
o My mom baked cookies.
o The building is old.
o Her courage is admirable.
• Even when using simple language, increasing sentence length can make comprehension more
difficult.
o My mom baked my favorite chocolate chip cookies for me when I was sick.
• It is therefore important to be mindful of the complexity of a sentence, in regards to length
and regular noun/verb structure.
Prepositional Phrases and Modifiers

• Prepositional phrases and modifiers, when used in predictable patterns, allow for fine tuning
of understanding.
o My mom baked my favorite chocolate chip cookies for me yesterday because I was sick.
o The building on the bank of the river, just past the bridge, is old and dangerous.

• Even with the added length, the predictability of the placement of the added words and
phrases, still enables effective communication.
• When less conventional structure is used, comprehension may be impeded.
o Yesterday, because I was sick, my mom baked my favorite chocolate chip cookies for me.
o Just past the bridge, on the bank of the river, is the old and dangerous building.
• While the meanings of the sentences above are the same as before, their structure may make
it more difficult to clearly understand the message.
Instructional Recommendations
• Providing students with a concrete understanding of sentence structure through multisensory
activities enhances their understanding of how words work together to convey meaning.
• Project Read’s Framing Your Thoughts is an example of an approach to direct instruction of
syntactical properties in a direct and multisensory format.
• Additional instruction of punctuation usage may be important component of building
syntactical awareness.
• Students with native language other than English may need additional support.
o Languages, such as Spanish, have varied syntactical properties.
o Comparing the varied structure across both languages may support students’
understanding.
o This may, therefore, require instruction on syntax in a student’s native language first.

SEMANTICS
Word choice can simplify, clarify or create ambiguity. Semantics concerns the meanings of words,
phrases, and sentences and the relationships among word meanings. Helping students to build
semantic knowledge will support reading comprehension and written expression.
Semantics is the study of denotation and connotation. Helping students determine the correct
meaning of a multiple meaning word is critical for comprehension.
• The term denotation relates to the dictionary definition of a word.

o The word “find” is likely defined similarly by multiple people.
o Whereas words, such as “bank” or “store” have multiple meanings, therefore multiple
dictionary definitions.
 Choosing the appropriate meaning depends upon the overall meaning of the rest of the
sentence.
• The term connotation relates to our unique associations with a word.
o As our experiences differ, so do our associations (feelings) connected to specific words.
o The word “dentist”, while again likely having a similar definition among a group of people,
is likely to stir very different connotations.
o When a reader/listener’s connotation with a word does not match to the author/speaker’s
connotation, comprehension is affected.
Figurative Language
• Figurative language adds and even greater level of complexity. The following forms of
figurative language are most likely to encountered by students in elementary grades:
o Idiom – He’s got cold feet.
o Simile – She stood out like a sore thumb.
o Metaphor – His heart was stone.
o Hyperbole – Even her whispers are louder than a freight train.
o Personification – The sun greeted me with warmth and a friendly smile.
• The meaning of the language is indirect and requires the listener/reader to make quite a few
connections.
• While idioms can concisely make a point, they are not easy to comprehend within the context
of a conversation or text because they step almost completely away from the topic.
• Whereas similes (and their even more challenging cousin – the metaphor), require the
reader/listener to have some background information on both the subject and the object of
the comparison.
Instructional Recommendations
• Improving semantics is dependent upon both broadening the topics and overall vocabulary
base, addressing multiple-meaning words, building awareness of degrees of meaning, as well
as working on vivid and figurative language.

• Vocabulary breadth and depth is developed through thematic units (allowing students more
time in a topic to acquire the language).
• Teacher read-alouds and dialoguing with peers both solidifies the phonemic awareness
components of learning new vocabulary words and supports correct usage/context.
• Addressing multiple-meaning words is most beneficial within the contexts they occur and not
as a separate lesson.
o While students may already know the word bank as a place to cash a check or get money
from the ATM, they don’t need to know the other meaning.

WORKS CONSULTED
Birsh, Judith, editor. Multisensory Teaching of Basic Language Skills. 3rd ed., Paul H. Brookes
Publishing Co., 2011.
Moats, Louisa. LETRS, Module 2, The Speech Sounds of English: Phonetics, Phonology, and
Phoneme Awareness. 2nd ed., Sopris West Educational Services, 2009.
Rasinski, Timothy. The Fluent Reader: Oral & Silent Reading Strategies for Building Fluency, Word
Recognition & Comprehension. 2nd ed., Scholastic, 2010.
Rome, Paula, and Jean Osman. Language Tool Kit. Educators Publishing Service, 2004.
Scarbororough, Hollis. “Connecting Early Language and Literacy to Later Reading (Dis)abilities:
Evidence, Theory, and Practice.” Handbook of Early Literacy Research, Volume 1. Edited by Susan
Neuman and David Dickinson, Guilford, 2003.
Shaywitz, Sally. Overcoming Dyslexia: A New and Complete Science-Based Program for Reading
Problems at Any Level. Vintage, 2005.
Torgeson, Joseph, and Roxanne Hudson. “Reading Fluency: Critical Issues for Struggling Readers.”
Reading Fluency: The Forgotten Dimension of Reading Success. Edited by S. Jay Samuels and Alan
Farstrup, International Reading Association, 2006.
Concepts and materials sourced from:
Dyslexia Institute of Indiana. Indianapolis, Indiana.
Kristi Harris. Strategies for Success. Indianapolis, Indiana.
Ron Yoshimoto, Fellow, AOGPE. Honolulu, Hawaii.

TEACHER MATERIALS

282
Name: _______________________________ Date: Assessor:
Vowels and consonants:

Blending:
Notes:
Cross through incorrect sounds.

Section 1
a /ă/ /ā/ b c /k/ /s/ rule d
e /ĕ/ /ē/ f g /g/ /j/ rule h
i /ĭ/ /ī/ j rule k l
m n o /ŏ/ /ō/ p
qu rule r s /s/ /z/ t
u /ŭ/ /ū/ /oo͞ / v rule w x

y /y/ /ī/ /ē/ rules z sh ch
wh th
Correct: /41
Section 2
-ss rule -ll rule -ff rule -ck rule
-tch rule -dge rule al /ăl/ /ôl/ all

ang ing ong ung
ank ink onk unk
Correct: /17
Section 3
ar /är/ or /ôr/ er /ûr/ ir /ûr/
ur /ûr/ ai /ā/ ay /ā/ ee /ē/
ea /ē/ /ĕ/ oa /ō/ oi /oi/ oy /oi/
Correct: /13
Total: /71
283
Name: _______________________________ Date: Assessor:

Accuracy Fluency
• Stop, indicating where, after five consecutive errors. Continue to next
section.
ham jig cod mug bet
dash path thud chop when /15 Yes/No
Section 2: Magic e
spade flute prize stove snake /15 Yes/No
Section 3: Bossy r
/20 Yes/No
bleed speech dream sweep feast /15 Yes/No
Section 5: suffixes
/20 Yes/No
compete combine ignore costume escape /15 Yes/No
Overall: /100
284
QPS Student Materials
ham jig cod mug bet
dash path thud chop when
Section 2: Magic e
spade flute prize stove snake
285
Section 3: Bossy r
bleed speech dream sweep feast
286
Section 5: suffixes
compete combine ignore costume escape
287
Section 1:
a b c d
e f g h
i j k l
m n o p
qu r s t
u v w x
y z sh ch
wh th
Section 2:
-ss -ll -ff -ck

-tch -dge al all
ang ing ong ung
ank ink onk unk
Section 3:
ar or er ir
ur ai ay ee
ea oa oi oy
288
SEQUENCE CHART: B UILD A STRONG FOUN DATION
Phonemic Awareness:
Phoneme recognition
Phoneme isolation (beginning—ending—middle)
Phoneme segmentation
Phoneme blending—onset and rime, sound by sound (2 phonemes, 3 phonemes, 4 phonemes)
Phoneme Grapheme
Basic A-Z+ Other Suffixes
• a/ă/ā/, b, c/k/s/, d, e/ĕ/ē, f, • no English word ends with j • b-checker • definition
• g/g/j/, h, i/ĭ/ī/, j, k, l, m, n, • q is always followed by u • vowel/consonant • vowel vs. consonant
• o/ŏ/ō/, p, qu, r, s/s/z/, t, • When y/y/? • short sound, long • just add/chop
͞ ͞
• u/ŭ/yoo/oo/, v, w, x, y/y/ī/, z • When y/ĭ/? name • base word
• optional: al/ăl/ôl/, all/ôll/, • blending–sound by
wa/wô/ sound • s /s/, /z/
• /k/ is spelled k before a stick vowel E,I, Y • blending–wwr • -ed /əd/, /d/, /t/ (see
• /k/ is spelled c before a round vowel a, o, u or a consonant o vc note next page)
• /k/ spelling at the end of a word or syllable—-ck, -c o cvc • -er
Consonant Digraphs (h-brothers) o ccvc • -es
• ch, sh, th, wh o cvcc • -est
• ph optional, few K-2 friendly words o all • -ing
Consonant Blends and Clusters (as needed) Syllable Types
• initial blends/clusters—s blends, l blends, r blends, clusters • open • doubling/chop
• final blends • closed
Short-Vowel Pointers
Reading Spelling
• floss -ff, -ll, -ss (-zz optional) • floss -ff, -ll, -ss (-zz optional)
• -ck, -tch, -dge • -ck, -tch, -dge
Magic e
• a_e, i_e, o_e, u_e with 2 sounds of long u—/yoo/
͞ and /oo/ ͞
Magic e e Drop/chop
• e_e, y_e /ī/—few words but follow the same pattern
• s between 2 vowels often says /z/
• no English word ends with v, always add a silent e
• stick vowels (E, I, Y) with c and g
o c/s/ when followed by E, I, Y—place, mice, nice
o g/j/ when followed by E, I, Y—wage, stage, huge
289
Phoneme Grapheme Syllable Division Related Syllable Division Suffixes
Vowel team, R controlled (Grp1) &
Syllable Types
• R controlled syllable type y /ē/ • vccv (closed/closed)—rabbit • -ly, -ful, -less
• ar/ar/, or/or/, er, ir, ur • schwa - atlas • -en, -ish, -ness, -y
• vcccv etc. (many c)—subtract
• vccv with Magic e syllable—reptile
• vowel team syllable type
• vccv with R controlled—hornet
• ai, ay, ee, ea /ē/, oa, oi, oy
• vccy—funny
• oe, ie, ue optional
V-team R controlled (Grp 2)
• ea /ĕ/ • consonant + le c+le—can.dle, ma.ple • -tion, -sion
• eigh, igh • pronouncing c+le graphemes • -al, -ous
• ie /ē/, /ī/ • -able, -ible
• oo /o͞o/o͝o/
͞ • s+tle (whistle)
• ou /ou/oo/
• ow /ō/ou/
V-team R controlled (Grp 3) Prefixes

• ar and or /er/ • vcv—tulip, camel, flexing • definition
• au, aw, ew • vv—create • closed—dis-, mis-, un-
• silent letter: kn, wr • open—a-, de-, pre-, pro-,
re-, in-/im-/ir-/il-
• Crazy i—animal, radio
Other (teach as needed)
Compound words -se and -ce word ending
Short-vowel exceptions y rule

• -ang, -ing, -ong, -ung • reading/spelling
• -ank, -ink, -onk, -unk • plural
• -ind, -old, -ild, -ost /ōst/ŏst/, -olt, -oll • adding a suffix
Note: In this document, within a box, phonemes/graphemes are listed in alphabetical order. We suggest you separate in time the teaching of different
phonemes for the same grapheme. For example, do not teach the three sounds of -ed at one time or the two sounds of ie. Separate them the
phonemes by a week. When planning to teach -ed you might teach /əd/ after base words ending in d or t one week and /d/t/ the next. For ie, you
might teach the /ē/ phoneme one week and the /ī/ phoneme another.
290
Lesson Plan Basic
Student(s):
Date:
Lesson: #
Decoding (30 min.)
Phonemic Awareness Activities
Drills (5 min.):
Visual:
Blending:
Review (5 min.):
Introduction New (5 min.):
Oral Reading (10 min.):
Encoding (10 min.)
Auditory:
Review:
Intro New:
• Phoneme/grapheme
• Words
Red Words:
• Introduce:
• Deck:
Sentence:
Diagnostic/Prescriptive Notes:
291
Lesson Log
Student/Group:____________________________________________
Teacher:________________________________________________
High
Lesson
Date Review New Reading Passage Freq
#
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
292
right
293
left
294
Name
New Phonogram
295
Words to Spell
 
1 2
 
3 4
New Memory Words Check
Review Memory Words
Dictation
Kindergarten Form A
296
Name
New Phonogram
297
Words to Spell
 
1 2
 
3 4
Review Memory Words
Dictation
Kindergarten Form B
First Grade Form A
298
Name
Sounds
New Phonogram
Words to Spell
 
1 2
 
3 4
299
Review Memory Words
Dictation
Kindergarten Form C
300
Name
Date

 
1 2
 
3 4
New Phonogram
301
New Words to Spell
 
1 2
 
3 4
Review Memory Words
Dictation
First Grade Form B
302
Name
Date
Sounds

 
1 2
 
3 4
New Phonogram
303
New Words to Spell
 
1 2
 
3 4
Review Memory Words
Dictation
First Grade Form C
304
Name: __________________________________ Date: ___________________________________
Sounds:
___________________ ___________________ ___________________ ___________________

1 2 3 4
Review Words to Spell:
___________________ ___________________ ___________________ ___________________

1 2 3 4
New Pattern: __________________ __________________ __________________
New Words to Spell:
___________________ ___________________ ___________________ ___________________

1 2 3 4
New Memory Word: Check:
__________________________________________ __________________________________________
__________________________________________ Review Memory Words:
__________________________________________ __________________________________________
__________________________________________ __________________________________________
Sentence Dictation:
Second Grade and Up
305
Meet the H Brothers from the H Brothers’ Railroad.
There once were five brothers named Chuckie, Phil, Sheldon, Theo, and Whistler. They owned the
H Brothers’ Railroad.
Chuckie was the conductor of the railroad. He was always happy. He loved to chuckle and say
choo choo as they passed through each little town.
Phil loved to talk. Chuckie always told Phil not to talk so loudly when he was on the phone.
Sheldon was another brother. He always wanted the other brothers to be quiet, so he would say
Sh!!!!!!! Sheldon was sharp. If he thought carefully, he could remember the right way to get to
each town.
Theo was a mischievous lad. He was always sticking out his tongue at the passengers on the train.
Most people did not think this was funny
Whistler’s job was to warn people when the H Brothers’ train was getting close to a railroad
crossing. He would whistle as loud as he could. The sound would blow through the air so the
people in the next town could hear it.
306
“How To” Index
1+1+1 Doubling .............................................................. 150-151
Auditory Drill ....................................................................46, 122
b Checker............................................................................ 38-39
Blending Drill ..........................................................................108
Closed Syllable ........................................................................170
Consonant + le Syllable ..........................................................180
Consonant Blends.....................................................................69
Consonant Rules Basic........................................................ 68-69
e Drop ............................................................................. 154-155
Fingerspelling .........................................................................125
Fluency ........................................................................... 116,118
Handwriting ........................................................................ 56-57
Magic e Syllable .......................................................... 174, 96-99
Memory Word ................................................................ 128-129
New Phonogram (SRS) ...........................................................127
New Words to Read ......................................... 111-112,114-115
Open Syllable..........................................................................168
Phoneme Segmentation...........................................................20
Phoneme Blending ...................................................................19
Phoneme Isolation ...................................................................19
Picture Deck ....................................................................... 43-46
R controlled Syllable ...............................................................176
Review Words to Read ................................................... 111-112
Sentence Dictation ......................................................... 130-131
Short Vowel Exceptions...................................................... 90,94
Short Vowel Pointer ..................................................... 71-72, 74
Skywriting ...............................................................................106
Soft c.........................................................................................78
Soft g ........................................................................................80
Spelling /k/ ...............................................................................77
Stick Vowels..............................................................................76
Student Response Sheet (SRS) ...............................................121
Suffix .......................................................................................138
Suffix—ed ...............................................................................146
Suffix—es................................................................................143
Syllable Types .........................................................................166
Tactical Drill ..............................................................................43
Teach New ................................................................ 45, 113-114
Visual Drill...............................................................................107
Vowel Consonant ............................................................... 62-64
Vowel Rules Basic ............................................................... 65-66
Vowel Team Syllable ..............................................................178
Words to Spell—Multisyllabic ................................................205
Words to Spell—One Syllable ................................................126
Words to Spell—Suffixes ........................................................140
y Rules ............................................................................ 160-163

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What are the four parts of the processing model of word recognition?

What are the four parts of the processing model of word recognition?

What are some phonological processing activities included in MARF lesson plans?

What are some phonological processing activities included in MARF lesson plans?

Jamey Peavler

©2019 M.A. Rooney Foundation

READING SCIENCE ....................................................................................................... 1

Decoding vs. Encoding

Automatic Word Recognition

Type of learner Number of repetitions

Least Able 20 or more

Adapted from Howe, Kathryn (2004)

©2019 M.A. Rooney Foundation 1

For Many Children, Reading Is not Easy or Natural

Some Critical Points

2 ©2019 M.A. Rooney Foundation

©2019 M.A. Rooney Foundation 3

How We Learn Automatic Word Recognition

How We Develop Language Comprehension

How We Develop Strategic Knowledge

4 ©2019 M.A. Rooney Foundation

HISTORY OF THE APPROACH

The Orton-Gillingham Approach is most often associated with one-on-one teacher-student

©2019 M.A. Rooney Foundation 5

6 ©2019 M.A. Rooney Foundation

Expressive and Receptive

Expressive Language Receptive Language

Decoding vs. Encoding

Phonology vs. Orthography

©2019 M.A. Rooney Foundation 7

10–20 Months of Age

Toddler to Preschool Age

8 ©2019 M.A. Rooney Foundation

The Impact of Poor Oral Language Skills

Building a Strong Foundation

©2019 M.A. Rooney Foundation 9

Oral language development begins in the Phonological Processor.

10 ©2019 M.A. Rooney Foundation

12 ©2019 M.A. Rooney Foundation

Verbal Short-Term Memory

Rapid Serial Naming

©2019 M.A. Rooney Foundation 13

National Reading Panel

14 ©2019 M.A. Rooney Foundation

Onset and Rime vs. Rhyme

©2019 M.A. Rooney Foundation 15

16 ©2019 M.A. Rooney Foundation

Source: Orchestrating Success in Reading by Dawn Reithaug (2002).

©2019 M.A. Rooney Foundation 17

• Recognize the common sound in a series of words.

• Recognize specific sounds.

18 ©2019 M.A. Rooney Foundation

• Recognize the initial sound in a word.

• Recognize the final sound in a word.

• Recognize the medial sound in a word.

Phoneme Blending (Guess My Word)

• Blend two words to form compound words.

• Blend syllables to form words.

• Blend the onset and rime to form one-syllable words.