phonics guide for eanes isd - welcome to mrs. mcmillin's...

Phonics Guide for

Eanes ISD

Correlated to Wilson Fundations© and Reading Street©

Overview of Phonics and Word Study in Eanes ISD Introduction from: The Continuum of Literacy Learning, Gay Su Pinnell and Irene Fountas, pgs. 211-216

Phonics and Word Study Continuum This continuum of learning for phonics, spelling, and word study is derived from lessons we have previously published (Fountas and Pinnell, Heinemann, 2003, Fountas and Pinnell, Heinemann, 2004). These lessons are based on a detailed continuum specifying principles that learners develop over time. In this book, we present these same understandings in two different ways: as a grade-‐by-‐grade continuum and as word work in guided reading. All of the principles are based on the six areas of learning that are appropriate for grades PreK-‐8 and that we have previously described and summarize here.

Grade-‐by-‐Grade Continuum –also aligned with TEKS The grade-‐by-‐grade phonics, spelling, and word study continuum presents a general guide to the kinds of understandings students will need to acquire by the end of each grade. These understandings are related to the texts that they are expected to read at the appropriate levels. In presenting this grade-‐by-‐grade continuum, we are not suggesting that students should be held back because they do not know specific details about letters, sounds, and words. Instead, we are suggesting that specific teaching will be needed to support learners. The continuum can support instruction and extra services. Word Work for Guided Reading-‐continuum aligned with DRA levels The guided reading continuum contains additional information about phonics, spelling, and word study. Here we have selected principles that have good potential for the word work teachers include within guided reading at a particular text level. At the end of a guided reading lesson, consider including a few minutes of work with letters or words to help readers develop fluency and flexibility in taking words apart. You may demonstrate a principle on chart paper or a white board. Students may write on individual white boards or use magnetic letters to make words and take them apart. The principles in guided reading are stated in terms of the actions teachers may take, but remember they are selected from a larger set. Evaluate them against assessment of your own students and visit the grade-‐by-‐grade learning continuum for more goals. Six Areas of Learning-‐described in each grade level page Each grade level lists principles over which students will have developed control by the end of the school year. Across grades PreK-‐8, the principles are organized into nine broad categories of learning. These are related to the levels of text that students are expected to read upon completing that grade. (They are also related to writing in that students use letter-‐sound relationships, spelling patterns, and word structure as they spell words while writing meaningful messages. You will find much evidence of learning about phonics as you examine their writing.) Some of the areas apply to all grades, while others phase out as students are well in control of them. The nine areas of learning follow. Notice that the first three apply only to grades prekindergarten to grade one and will not be included in the grades three to eight continuum.

Early Literacy Concepts Even before they can read, students begin to develop some awareness of how written language works. For example, early understandings about literacy include knowing that:

● print and pictures are different but are connected ● you read the print, not the pictures ● you turn pages to read and look at the left page first ● you read left to right and then go back to the left to start a new line

● words are groups of letters with a space on either side

● there is a difference between a word and a letter ● there are uppercase (or capital) and lowercase letters ● a letter is always the same and you look at the parts to identify it ● the first word in a sentence is on the left and the last word is before the ending punctuation

mark ● the first letter in a word is on the left and the last letter is right before the space (or ending

punctuation)

More of the understandings above are stated in the PreK-‐2 continuum.

Many students enter kindergarten with good knowledge of early literacy concepts. If they do not, explicit and systematic instruction can help them become oriented quickly. While most of these early literacy concepts are not considered phonics, they are basic to the child's understanding of print and should be mastered early.

Phonological Awareness A key to becoming literate is the ability to hear the sounds in words. Hearing individual sounds allows the learner to connect sounds to letters. Students respond to the sounds of language in a very natural way. They love rhyme, repetition, and rhythm. Young students naturally enjoy and remember nursery rhymes and songs and pronouncing them accurately are also related to knowing word meanings. Knowing many synonyms and antonyms will help students build more powerful systems for connecting and categorizing words. Word Structure Words are built according to rules. Looking at the structure of words will help students learn how words are related to one another and how they can be changed by adding letters, letter clusters, and larger word parts. Readers who can break down words into syllables and notice categories of word parts can also apply word-‐solving strategies efficiently. An affix is a letter or letters added before a word (in which case it's called a prefix) or after a word (in which case it's called a suffix) to change its function and meaning. A base word is a complete word; a root word is the part that may have Greek or Latin origins (such as phon in telephone). It will not be necessary for young students to make these distinctions when they are beginning to learn about simple affixes, but noticing these word parts will help students read and under-‐ stand words as well as spell them correctly. Word parts that are added to base words signal meaning. For example, they may signal relationships (tall, taller, tallest) or time (work, worked; carry, carried). Principles related to word structure include understanding the meaning and structure of compound words, contractions, plurals, and possessives. Word-‐Solving Actions Word solving is related to all of the categories of learning previously described, but we have created an additional category devoted specifically to word solving that focuses on the strategic moves readers and writers make when they use their knowledge of the language system while reading and writing continuous text. These strategies are "in-‐the-‐head" actions that are invisible, although we can often infer them from overt behaviors. The principles listed in this section represent readers' and writers' ability to use all the information in the continuum.

The Phonics, Spelling, and Word Study Continuum and Reading

Word solving is basic to the complex act of reading. When readers can employ a flexible range of

strategies for solving words rapidly and efficiently, attention is freed for comprehension. Words

solving is fundamental to fluent, phrased reading.

We place the behaviors and understandings included in the phonics, spelling, and word study

continuum mainly in the "thinking within the text" category in the twelve systems for strategic

actions. At the bottom line, readers must read the words at a high level of accuracy in order to do

the kind of thinking necessary to understand the literal meaning of the text. In addition, this

continuum focuses on word meanings, or vocabulary. Vocabulary development is an important

factor in understanding the meaning of a text and has long been recognized as playing an

important role in reading comprehension.

You can use the grade-‐by-‐grade phonics continuum as an overall map when you

plan your school year. It is useful for planning phonics and vocabulary mini-‐lessons, which will

support student's word solving in reading, as well as for planning spelling lessons, which will

support students' writing. For a detailed description of competency lessons for teaching and specific

assessments, see the four volumes: Phonics Lessons, Grades K, 1, and 2: Letters, Words, and How

They Work and Word Study Lessons 3: Phonics, Spelling, and Vocabulary (Fountas and Pinnell,

Heinemann, 2004). In addition, this continuum will serve as a good resource in teaching word study

strategies during shared and guided reading lessons.

Note: In reproducing the phonics and word study expectations, a correlation has been done with the

ELAR TEKS so that all designated student expectations are included on each grade level page and

will also be noted in the Eanes ELAR Scope and Sequence.

EARLY LITERACY CONCEPTS

• Notice and talk about photographs, pictures, drawings, and familiar written words (names, Mom)

• Note print in the environment and look for its meaning-‐ Notice the print in signs

• Understand that print conveys meaning Distinguish between print and pictures

• Use print in a variety of ways-‐labels, signs, stories, books

• Follow the print during shared reading (as cued by the pointer)-‐Read a known text in unison with others

• Hold and handle books correctly (turning pages front to back, etc.)

• Understand the variety of purposes of print in reading

• Understand that a book has a title, author, and illustrator

• Understand that books are sources of information • Recognize one's name • Use letters in one's name to represent it or

communicate other messages • Understand the concept of word, letter • Use left-‐to-‐right directionality and return to the left

in shared reading of print and in group writing • Understand that words are made up of letters • Locate some known letters in print • Understand the concept of first and last in written

language Understand the concept of writing top to bottom

PHONOLOGICAL AWARENESS WORDS

• Hear word boundaries • Understand that words are made up of sounds

RHYMING WORDS

• Hear and say rhyming words • Hear and connect rhyming words

SYLLABLES

• Clap the syllables of words with teacher help ONSETS AND RIMES

• Say the onsets and rimes of words with teacher help PHONEMES (PA)

• Say words slowly • Be aware that words have sounds in them • Play with the sounds of language • Enjoy stories and poems that illustrate play with the

sounds of language • Recognize words that stand for sounds (bang, pap)

LETTER KNOWLEDGE (IDENTIFYING LETTERS)

• Notice that letters have different shapes • Understand the concept of a letter • Match letters that are alike by looking at their shapes • Connect particular letters to their lives (names,

names of family, environmental print) • Distinguish letter forms by noticing particular parts

(sticks, tails, dots, slants, circles, curves, tunnels, crosses)

• Categorize and connect letters by features (sticks, tails, dots, slants, circles, curves, tunnels, crosses)

• Produce some letter names • Understand that letter orientation is important

RECOGNIZING LETTERS IN WORDS AND SENTENCES

• Understand that words are made up of letters • Locate some known letters in print

FORMING LETTERS

• Use writing tools • Use drawings to represent meaning • Produce approximated writing • Use approximated writing functionally (labels, lists,

signs, names) • Begin to use efficient and consistent motions to form

letters • Control direction in forming letters

LETTER/SOUND RELATIONSHIPS

• Understand that there is a relationship between letters and the sounds in words

• Say words slowly as part of shared/interactive or independent writing

• Understand how to move from own language-‐sentences, words, letters-‐to approximate writing

WORD MEANING

• Notice and use new and interesting words heard in texts read aloud and in conversation

• Notice new and interesting words in poems and other shared reading texts

• Use new words in conversation, in writing dictated to the teacher, and in shared/interactive writing

• Know the meaning of some concept words-‐simple colors, number words, shapes, days of the week, months of the year, holidays

• Learn the meaning of some words related to inquiry in the classroom

SPELLING PATTERNS

• Recognize that there are patterns in words that you can hear and say

HIGH- FREQUENCY WORDS

• Understand that you look at the letters in a word to read it

• Recognize own name • Recognize a few high-‐frequency words after

experience in shared reading and interactive writing WORD STRUCTURE (SYLLABLES)

• Understand that words can have more than one part that you can hear

• Clap words to show awareness of syllables WORD-SOLVING ACTIONS

• Recognize and locate own name • Recognize and locate a few high-‐frequency words • Make connections between own name and other

words (same letters) • Use own name and other known words as a resource

in approximated writing

Pre-‐K: Phonics. Spelling, and Word Study Selecting Goals: Behaviors and Understandings to Notice, Teach, and Support


• Distinguish between print and pictures • Understand the purpose of print in reading and

writing • Locate the first and last letters of words in

continuous text • Recognize one's name • Understand that one says one word for one group of

letters when you read • Understand the concept of sentence (as a group of

words with ending punctuation) • Understand the concepts of letter and word (as a

single character or group of characters) • Understand the concepts of first and last in written

language • Use left-‐to-‐right directionality of print and return to

left in reading and writing • Use one's name to learn about words and make

connections to words • Use spaces between words when writing • Match one spoken to one written word while reading

and pointing PHONOLOGICAL AWARENESS

• Segment sentences into words • Blend two or three phonemes in words (d-‐o-‐g, dog) • Segment words into phonemes (b-‐a-‐t) • Manipulate phonemes (mat-‐at, and-‐hand) • Connect words by the sounds (sat, sun) • Hear and recognize word boundaries • Hear and say beginning phonemes (sounds) in words

(fun/race, mom/make) and ending (win/fun, get/sit) • Hear and say syllables (to-‐ma-‐to, can-‐dy, um-‐brel-‐la) • Hear, say, connect, and generate rhyming words (fly,

high, buy, sky) LETTER KNOWLEDGE

• Categorize letters by features-‐by slant lines (v, w, x) and straight lines (p, l, b, d); by circles (o, b, g, p) and no circles(k, x, w, r); by tunnels (n, h); by tails (y, p, g); by no tails(r, s); by dots/no dots; by tall/short; by consonants/vowels

• Distinguish letter forms • Make connections between words by recognizing

letters (bat, big, ball), letter clusters (feat, meat, heat), and letter sequences Recognize and produce the names of most upper-‐ and lowercase letters

• Identify a word that begins with the sound of each letter

• Recognize consonants and vowels • Recognize letters that are embedded in words and in

continuous text Recognize uppercase and lowercase letters

• Understand alphabetical order • Understand special uses of letters (capital letters,

initials) • Use efficient and consistent motions to form letters

when writing


• Recognize and use beginning consonant sounds and the letters that represent them to read and write words

• Understand that there is a relationship between sounds and letters

• Recognize simple OJC words (cat, sun) • Attempt to write words by writing one letter for each

sound heard

SPELLING PATTERNS • Recognize and use a few simple phonograms with a

VC pattern (easiest): (-‐ad, -‐ag, -‐on, -‐am, -‐at, -‐ed,-‐en,, et, -‐ig, -‐in, -‐it, -‐og, -‐op, -‐ot,-‐ut)

• Recognize that words have letter patterns that are connected to sounds (phonograms and other letter patterns)

• Recognize and use the consonant-‐vowel-‐consonant (CVC) pattern (cab, lad, map)

HIGH-FREQUENCY WORDS • Write a core of twenty to twenty-‐five high-‐frequency

words such as (a, am, an, and, at, can, come, do, go, he, I, in, is, it, like, me, my, no, see, so, the, to, up, we, you) EISD word list is on the succeeding page. Writing the words is NOT a TEK; however, the F&P resource recommends ability to write 25 HF words.

• Read a core of twenty to twenty-‐five high-‐frequency words such as (a, am, on, and, at, can, come, do, go, he, I, in, is, it, like, me, my, no, see, so, the, to, up, we, you). EISD word list is on the succeeding page.

WORD MEANING CONCEPT WORDS

• Recognize and use concept words (color names, number words, days of the week, months of the year)

• Recognize the parts of compound words and discuss their meaning when obvious

• Recognize and use simple compound words (jnto, myself, itself, cannot, inside, maybe, nobody)

WORD STRUCTURE SYLLABLES

• Understand that words can have one, two, or more syllables

• Understand that you can hear syllables and demonstrate by clapping (horse, a-‐way, farm-‐er, morn-‐ing, bi-‐cy-‐cle, to-‐geth-‐er, ev-‐er-‐y)

WORD-SOLVING ACTIONS • Recognize and locate words (names) • Make connections between names and other words • Use own first and last names (and same names of

others) to read and write words • Use known words to help in spelling new words • Recognize and spell known words quickly • Use known words to monitor reading and spelling • Use letters and relationships to sounds to read and

write words

Kindergarten: Phonics. Spelling, and Word Study Selecting Goals: Behaviors and Understandings to Notice, Teach, and Support

I am and at can the to is we my like he for me she

see look you do go come in it on stop little have of with said

was from here are her him boy girl had out not will his but this

The Texas Essential Knowledge and Skills require that kindergarteners be able to read at least 25 high frequency words by the end of kindergarten. The state did not identify a specific word list. The bolded words represent 25 words EISD has identified all students can read by the end of kindergarten. TEK K.3 D Identify and read at least 25 high-‐frequency words from a commonly used list The continuum also recommends that students learn to read and write 25 high frequency words, It is a district goal for kindergarten students to be able to read and write the bolded words (25) as the literacy continuum for kindergarten recommends. Literacy involves both reading and writing as well as speaking and listening. The non-‐bolded words are the 45 words identified from commonly used lists and supporting resources in the district. They will be noted in red at the first grad level. Due to the melding of commonly used lists and supporting resources available, this list does not directly match those words listed in the continuum. Reading Street also includes several sight words you may include in the kindergarten year: a, they, what, that, one, two, three, four, five, yellow, blue, green, where

45 Kinder High Frequency/Sight Words


• Locate the first and last letters of words in continuous text

• Recognize one's name in isolation and in continuous text

• Understand that you say one word for one group of letters when you read

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

• Understand the concepts of letter and word (as a single character or a group of letters)

• Understand the concepts of first and last in written language

• Use left-‐to-‐right directionality of print and return to left in reading and writing

• Use one's name to learn about words and make connections to words Use spaces between words when writing

• Match one spoken to one written word while reading and writing

PHONOLOGICAL AWARENESS

• Segment sentences into words • Hear and recognize word boundaries • Hear, say, connect, and generate rhyming words (fly,

high, buy, sky) • Blend two to four phonemes in words (d-‐o-‐g, dog, t-‐

e-‐n-‐t) • Segment words into phonemes (b-‐a-‐t, t-‐e-‐n-‐t) • Connect words by the sounds (Mom, my) • Manipulate phonemes (cat-‐at, and, sand) • Hear and say beginning phonemes (sounds) in words

(run/race, mom/make) and ending (win/fun, get/sit)

• Hear and say syllables (to-‐ma-‐to, can-‐dy, um-‐brel-‐la) LETTER KNOWLEDGE

• Categorize letters by features-‐by slant lines (v, w, x) and straight lines (p, l, b, d); by circles (o, b, g, p) and no circles (k, x, w, r); by tunnels (n, h); by tails (y, p, g); by no tails (r, s); by dots/no dots; by tall/short; by consonants/vowels

• Distinguish letter forms • Make connections between words by recognizing

letters (bat, big, ball), letter clusters (feat, meat, heat), and letter sequences

• Recognize and produce the names of most of the upper case and lowercase letters

• Identify a word that begins with the sound of each letter

• Recognize consonants and vowels • Recognize letters that are embedded in words and in

continuous text • Recognize uppercase and lowercase letters • Understand alphabetical order • Understand special uses of letters (capital letters,

initials) • Use efficient and consistent motions to form letters

when writing


• Recognize and use beginning consonant sounds and the letters that represent them to read and write words

• Recognize that letter clusters (blends and digraphs: st, pl sh, ch, th) represent consonant sounds

• Hear and identify long (make, pail day) and short (can, egg, up) vowel sounds in words and the letters that represent them

• Recognize and use other vowel sounds (oo as in moon, look; ou as in house; ow as in cow,· aw as in paw)

SPELLING PATTERNS • Recognize and use a large number of phonograms

VC, CVC, CVCe, VCC) • Recognize that words have letter patterns that are

connected to sounds (phonograms and other letter patterns)

• Recognize and use the consonant-‐vowel-‐consonant (CVC) pattern (cab, fad, map)

HIGH-FREQUENCY WORDS

• Write a core of at least fifty high-‐frequency words such as (a, all am, an, and, are, at, be, but, came, come, can, do, for, from, get, got, had, have, he, her, him, his, I, if, in, is, it, like, me, my, no, of, on, one, out, said, saw, see, she, so, that, the, their, then, there, they, this, to, up, was, we, went, were, with, you, your)

• Read a core of at least fifty high-‐frequency words such as (a, all am, an, and, are, at, be, but, came, come, can, do, for, from, get, got, had, have, he, her, him, his, l if, in, is, it, like, me, my, no, of, on, one, out, said, saw, see, she, so, that, the, their, then, there, they, this, to, up, was, we, went, were, with, you, your) EISD word list is on the succeeding page. There are 100 words instead of the recommended 50 due to the requirements in the TEKS. Also, the word selection is built on the kindergarten list and takes into account the resources also being used.

WORD MEANING CONCEPT WORDS

• Recognize and use concept words (color names, number words, days of the week, months of the year)

COMPOUND WORDS • Recognize and use simple compound words (jnto,

myself, itself, cannot, inside, maybe, nobody) SYNONYMS AND ANTONYMS

• Recognize and use synonyms (words that mean about the same: begin/start, close/shut, fix/mend, earth/world, happy/glad, high/tall jump/leap)

• Recognize and use antonyms (words that mean the opposite: hot/ cold, all/none, break/fix, little/big, long/short, sad/glad, stop/start)

HOMOGRAPHS AND HOMOPHONES • Recognize and use simple homophones (sound the

same, different spelling and meaning: to/too/two, here/hear, blue/blew, there/their/ they're)

First Grade: Phonics, Spelling, and Word Study Selecting Goals: Behaviors and Understandings to Notice, Teach, and Support

WORD STRUCTURE SYLLABLES

• Understand the concept of syllables and demonstrate by clapping (horse, a-‐way, farm-‐er, morn-‐ing, bi-‐cy-‐cle, to-‐geth-‐er, ev-‐er-‐y)

• Understand how vowels appear in syllables (every syllable has a vowel)

PLURALS

• Understand the concept of plurals and plural forms: adding-‐s (dogs, cats, apples, cans, desks, faces, trees, monkeys); adding -‐es (when words end in x, ch, sh, s, ss, tch, zz)

VERB ENDINGS

• Recognize and use endings that add -‐s to a verb to make it agree with the subject (skate/skates, run/runs)

• Recognize and use endings that add -‐ing to a verb to denote the present participle (play/playing, send/sending)

• Recognize and use endings that add -‐ed to a verb to make it past tense

• (walk/walked, play/played, want/wanted) CONTRACTIONS

• Recognize and understand contractions with am (I’m), is (he's), will (I’ll), not (can't)

POSSESSIVES

• Recognize and use possessives that add an apostrophe and an s to a singular noun (dog/dog's, woman/woman's, girl/girl's, boy/boy's)

BASE WORDS

• Remove the ending from a base word to make a new word (running, run)

WORD-SOLVING ACTIONS

• Use known words to help in spelling new words • Make connections between names and other words

Recognize and locate words (names) • Recognize and spell known words quickly • Use the letters in names to read and write words

(Chuck/chair, Mark/ make) • Use known words to monitor reading and spelling • Use letters and relationships to sounds to read and

write words • Use known words and word parts to help in reading

and spelling new words (can, candy) • Change beginning, middle, and ending letters to

make new words (sit/hit, day/play, hit/hot, sheet/shirt, car/can/cat)

• Change the onset or rime to make a new word (bring/thing, bring/ brown)

• Break words into syllables to read or write them

First Grade: Phonics. Spelling, and Word Study Selecting Goals: Behaviors and Understandings to Notice, Teach, and Support

I

am

and

at

can

the

to

is

we

my

like

he

for

me

she

see

look

you

do

go

come

in

it

on

stop

little

have

of

with

said

was

from

here

are

her

him

boy

girl

had

out

not

will

his

but

this

all

an

always

any

as

away

back

be

because

been

both

by

can’t

came

could

did

down

each

ever

every

few

find

first

friend

get

got

give

good

great

has

how

if

just

kind

know

let

love

made

make

many

more

much

never

new

nice

now

off

old

one

once

only

other

our

over

play

please

put

quit

really

saw

should

so

some

talk

tell

thank

that

their

them

then

there

they

thing

time

under

up

use

very

want

went

were

what

when

where

which

who

why

won’t

would

First Grade High Frequency and Sight Words

Bolded and red words are from the kindergarten list. Students are required to read and write the bolded words at the end of 1st grade and be working toward words in red. Non-bolded words are added first grade words for students to read with automaticity while also adding to those they can write (50 in the continuum). TEK 1.3 G identify and read contractions (e.g., isn’t, can’t) TEK 1.3 H identify and read at least 100 high-frequency words from a commonly used list TEK 1.22 C spell high frequency words form a commonly used list


• Recognize and use the full range of consonant letters and letter clusters (st, ch) in beginning, middle, and ending position in words

• Recognize and use long and short vowel sounds in words • Recognize and use letter combinations that represent long

vowel sounds (ai; ay, ee, ea, oa, ow) • Recognize and use vowel sounds in open syllables (CV: ho-‐teL) • Recognize and use vowel sounds in closed syllables (CVC: lem-‐

on) • Recognize and use vowel sounds with r (car, first, hurt, her, corn,

floor, world, near) • Recognize and use letters that represent no sound in

words (lamb, light) • Recognize and use other vowel sounds-‐oi as

in oil; oy as in boy SPELLING PATTERNS

• Recognize and use a large number of phonogram patterns (VC , CVC , CVCe , VCC , VVCC, VVCe , VCCC, VVCCC)

HIGH –FREQUENCY WORDS • Write and read 150 to 200 high-‐frequency words

automatically • Employ self-‐monitoring strategies for continually accumulating

ability to read and write accurately a large core of high-‐frequency words (working toward automatic knowledge of the five hundred most frequent)

WORD MEANING

Compound Words • Recognize and use a variety of compound

words (into, myself, itself, cannot, inside, maybe, nobody, outside, sunshine, today, together, upset, yourself, without, sometimes, something)

Synonyms and Antonyms • Recognize and use synonyms (words that

mean about the same: be-‐ gin/start, close/shut (fix/mend, earth/world, happy/glad, high/tall, jump/leap)

• Recognize and use antonyms (words that mean the opposite: hot/cold, all/none, break/fix, little/big, long/short, sad/glad, stop/start)

Homographs and Homophones • Recognize and use homophones (sound the

same, different spelling and meaning: to/too/two, here/hear, blue/blew, there/their/they're)

• Recognize and use homographs (same spelling and different meaning: bat/bat, well/well, wind/wind)

• Recognize and use words with multiple meanings (ploy/ploy)

WORD STRUCTURE

Syllables • Understand how vowels appear in syllables

(every syllable has a vowel) • Recognize and use syllables in words with

double consonants (lad-‐der and in words with the VV pattern (ri-‐ot)

Plurals • nderstand the concept of plurals and plural

forms: adding -‐s (dogs, cats, apples, cans, desks, faces, trees, monkeys); adding -‐es (when words end in; ch, sh, s, ss, tch, zz); changing spelling (foot/feet, goose/geese, man/men, mouse/mice, woman/women)

Verb Endings • Recognize and form present and past tense by

using endings (-‐es, -‐ed: like, likes, liked); form present participle by adding -‐ing (liking); make a verb past tense (-‐ed, d· played, liked)

• Recognize and use endings: -‐er to a verb to make a noun (read/ reader, play/player, jump/jumper), -‐er to a verb that ends with a short vowel and a consonant -‐1,1,1 rule-‐ (dig/digger, run/runner), -‐r to a verb that ends in silent r (bake/baker, hike/hiker), -‐er to a verb ending in y (carry/ carrier)

Endings for Adjectives • Recognize and use endings that show

comparisons (-‐er, -‐est) • Contractions • Recognize and understand contractions with

am (I'm), is (he's), will (I’ll), not (can't) Possessives • Recognize and use possessives that add an

apostrophe and an “s” to a singular noun (dog/dog's, woman/woman's, girl/girl's, boy/boy's)

Base Words • Remove the ending from a base word to make a

new word (running, run) Prefixes • Recognize and use common prefixes (re-‐, un-‐)

WORD-SOLVING ACTIONS

• Use known words to monitor reading and spelling

• Use letters and relationships to sounds to read and write words

• Break words into syllables to read or write them

• Add, delete, and change letters (in/win, bat bats), letter clusters (an/ plan, cat/catch), and word parts to make new words

• Take apart compound words or join words make compound words (jnto/in-‐to, side-‐walk/sidewalk)

• Use letter-‐sound knowledge to monitor reading and spelling accuracy

• Use the parts of compound words to solve a word and derive the meaning

• Use known words and word parts (onsets and rimes) to help in reading and spelling new words (br-‐ing, cl-‐ap)

• Notice patterns and categorize high-‐frequency words to assist in learning them quickly

• Recognize base words and remove prefixes and suffixes to break them down and solve them

Second Grade: Phonics, Spelling, and Word Study Selecting Goals: Behaviors and Understandings to Notice, Teach, and Support

Second Grade High Frequency Words

Word List 1st

Semester

Word List 2nd

Semester able

does

hide knew

sleep

work

above

door

home last

snow

world across

during

house light

something

worn

again

eat

inside live

start

write almost

end

jump must

stay

wrong

anything

enough

name

story

wrote ask

even

night

street

year

become

fast

outside

take

you're begin

father

paper

teach

behind

feel

part

than between

fish

party

third

books

five

pick

through brother

food

place

today

carry

four

rain

together catch

funny

right

try

change

game

room

until children

gave

same

view

city

goes

say

wait close

gone

school

walk

dark

grade

sea

wall deep

grew

second

watch

grow

seen

way

happy

sky

week

help

winter

See words from the kindergarten and first grade lists for review and accountability. The continuum notes the goal of reading and writing 150 to 200 high-frequency words ultimately working toward 500. The TEKS state that students should be able to read at least 300 high frequency words though not necessarily write them all. The associated TEKS are listed below.

TEK 2.2 F identify and read contractions (e.g., haven’t, it’s) TEK 2.2 G identify and read at least 300 high-frequency words from a commonly used list TEK 2.23 C spell high frequency words form a commonly used list TEK 2.23 E spell simple contractions (e.g., isn’t, aren’t, can’t)

LETTER/SOUND RELATIONSHIPS • Recognize and use letters that represent no sound in

words lamb, light) • Understand and use all sounds related to the various

consonants and consonant clusters • Understand that some consonant letters represent several

different sounds or can be silent (ch-‐: cheese, school machine, choir, yacht)

• Understand that some consonant sounds can be represented by several different letters or letter clusters (final k by c, k,ck)

• Recognize and use vowel sounds in open syllables (CV: ho-‐tel)

• Recognize and use vowel sounds in closed syllables (OIC: fem-‐on)

• Recognize and use vowel sounds with r (car, first, hurt, her, cam, floor, world, near)

• Recognize and use letters that represent the wide variety of vowel sounds (long, short)

SPELLING PATTERNS • Recognize and use a large number of phonograms (VC, CVC,

CVCe, VCC , VVC, VVCC, VVCe. VCCC, VVCCC; vowels plus r; and –oy and-‐ow)

• Notice and use frequently appearing short vowel patterns that appear in multisyllable words (-‐a, -‐ab, -‐ad, -‐ag, -‐age, -‐ang, -‐am, -‐an, -‐ant, -‐ap, ent,, -‐e(l), -‐ep, -‐es, -‐ev, -‐id, -‐ig, -‐il(l), -‐ob, -‐oc(k), -‐od, -‐ol, -‐om, -‐on, -‐op, -‐ot, -‐ub, -‐uc(k), -‐ud, -‐ul, -‐ug, up, -‐um,,-‐us, -‐ut -‐uz)

HIGH –FREQUENCY WORDS • Employ self-‐monitoring strategies for continually accumulating ability to

read and write accurately a large core of high-‐frequency words (intentionally work toward automatic knowledge of the five hundred most frequent)

WORD MEANING • Compound Words

o Recognize and use a variety of complex compound words (airplane, airport, another, anyone, anybody, anything, everyone, homesick, indoor, jellyfish, skyscraper, toothbrush, underground, whenever)

• Synonyms and Antonyms o Recognize and use synonyms (words that

mean about the same: begin/start, close/shut, fix/mend, earth/world, happy/glad, high/tall, jump/leap)

o Recognize and use antonyms (words that mean the opposite: hot/cold, all/none, break/fix, little/big, long/short, sad/glad, stop/start)

• Homographs and Homophones o Recognize and use homographs (same

spelling and different meaning: bat/bat, well/well, wind/wind)

o Recognize and use homophones (sound the same and are spelled differently: to/too/two, here/hear, blue/blew, there/their/they're) Recognize and use words with multiple meanings (beat, run, play)

• Nouns o Recognize and use words that represent a

person, place, or thing • Verbs

o Recognize and use action words • Adjectives

o Recognize and use words that describe

• Figurative Language o Recognize and use words to make

comparisons o Recognize and use words that represent

sounds (onomatopoetic) o Recognize and use action words

WORD STRUCTURE • Syllables

o Recognize and use syllables in words with double consonants (lad-‐der) and in words with the VV pattern (ri-‐ot)

o Recognize and use syllables: open syllable (ho-‐te0, closed syllable (lem-‐on), syllables with a vowel and silent e (hope-‐ful), syllables with vowel combinations (poi-‐son, cray-‐on), syllables with a vowel and r (corn-‐er, cir-‐cus), syllables in words with V-‐V pattern (ri-‐ot), syllables with double consonants (lad-‐der)

• Plurals o Understand the concept of plurals and plural

forms: adding -‐s (dogs, cats, apples, cans, desks, laces, trees, monkeys); adding -‐es (when words end in;; ch, sh, s, ss, tch, zz); changing spelling (foot/feet, goose/geese, man/men, mouse/mice, woman/women)

• Verb Endings o Recognize and form various tenses by

adding endings (-‐es, -‐ed, -‐ing,,-‐d) to verbs • Endings for Adjectives

o Recognize and use endings that show comparisons (-‐er, -‐es, -‐r, -‐ing)

• Adverbs o Recognize and use endings that form

adverbs (-‐ly) • Suffixes

o Recognize and use suffixes that change verbs and nouns for different functions (-‐er, -‐es,-‐r, ing)

• Contractions o Recognize and understand contractions with

am (I'm), is (he's), will (I'll), not (can't), have (could've), would or had (I'd, you'd)

• Possessives o Recognize and use possessives that add an

apostrophe and an s to a singular noun (dog/dog's, woman/woman's, girl/girl's, boy/boy's)

• Prefixes o Recognize and use common prefixes (re-‐, un-‐

) WORD-SOLVING ACTIONS

• Break words into syllables to read or write them • Use known words and word parts (onsets and rimes)

to help in reading/spelling new words(br-‐ing, cl-‐ap) • Notice patterns and categorize high-‐frequency words

to assist in learning them quickly • Recognize base words and remove prefixes and

suffixes to break them down and solve them • Add, delete, and change letters, letter clusters, and

word parts to base words to help in reading or spelling words

• Use word parts to derive the meaning of a word • Use the context of the sentence, paragraph, or whole

text to help determine the precise meaning of a word

Third Grade: Phonics. Spelling, and Word Study Selecting Goals: Behaviors and Understandings to Notice, Teach, and Support

Phonics Continuum for Guided Reading Word Work

It is highly recommended that teachers in Eanes ISD follow the continuum listed below when using the reference guide, The Next Step in Guided Reading, to design instruction for small groups. Since this is a continuum supporting guided reading instruction and the assessment used to inform guided reading work is the DRA, the word work chunks are divided by DRA levels. Grade level TEKS are also noted, and it is expected that handwriting practice using Handwriting Without Tears be integrated for kinesthetic reinforcement. If a concept is not found in the TEKS, it is integrated according to the Fountas and Pinnell continuum. There are also “review” opportunities interspersed throughout the sequence with frequent reminders to spiral back through word study groupings to reinforce long-‐term learning and develop automaticity. Through this instruction students will learn word patterns and learn to spell; however, the word groupings should NOT be treated as a weekly spelling list. This document guides teachers through a researched based sequence of what students should be able to decode, read while making meaning, and, at appropriate levels, write as they progress through phonics instruction.

DRA A-‐1 Letter Names and Letter Sounds (Reading/Phonics TEKs K.1B, K.3A) Give an oral and written letter/sound assessment at the beginning of the year. This will help you know where to start your guided reading based on each child’s needs.

Group One: t, b, f Group Two: i, a, n, m Group Three: c, o, u, g,r Group Four: e, d, s, p, j Group Five: l, h, k, y, x Group Six: v, w, z, qu

The Next Step in Guided Reading provides ideas for instructional activities to reinforce learning at this level on page 273. Once names and sounds are mastered, progress along the continuum. DRA 2-‐3 Word lists are included for noticing patterns, rhymes, etc. They are not intended to serve as weekly spelling words, a spelling list, or packet work. Effective instructional activities can be found on pages 275-‐276 of The Next Step in Guided Reading. Additional word lists can be found starting on page 283.

● /a/ CVC Closed Syllable (Reading Phonics TEK K.3B, 1.3C; Oral & Written Conventions Spelling TEK K.18B, 1.22B)

Rule: In a closed syllable word the vowel is closed-‐in by a consonant at the end. Examples: at, bat

fat, mat, pam, ham, jab, sag, man, lap, gas, cap, bad, van, mad, sad, lab, sag, rap, rag, lad, pat, sap ● /i/ CVC Closed Syllable (Reading Phonics TEK K.3B, 1.3C; Oral & Written Conventions

Spelling TEK K.18B, 1.22B) Rule: In a closed syllable word the vowel is closed-‐in by a consonant at the end. Examples: it, bib rib, zip, fit, yip, six, fig, wig, fix, did, big, quit, nip, kid, dim, kit, lid, dip, rig, kin, fin

● Review /a/ and /i/ CVC Closed Syllable (Reading Phonics TEK 1.3C, Oral & Written Conventions Spelling TEK 1.22B)

Rule: In a closed syllable word the vowel is closed-‐in by a consonant at the end. Examples: it, bat

hip, bin, vat, fan, tab, jab, it, fit, at, rip, win, rid, fib, tin, lit, tan, sit, sat, map, bib

● /o/ CVC Closed Syllable (Reading Phonics TEK K.3B, 1.3C; Oral & Written Conventions Spelling TEK K.18B, 1.22B)

Rule: In a closed syllable word the vowel is closed-‐in by a consonant at the end. Examples: on, hop

mop, mom, nod, cob, fog, not, job, pop, cop, lot, pot, pod, cot, hot, bob, jot, sob, job, sod, tot

● /u/ CVC Closed Syllable (Reading Phonics TEK K.3B, 1.3C; Oral & Written Conventions Spelling TEK K.18B, 1.22B)

Rule: In a closed syllable word the vowel is closed-‐in by a consonant at the end. Examples: up, cut

lug, bun, tub, cut, bus, cub, hug, bud, hut, sun, mug, yum, sum, cup, nut, pun, gum, bug, sub, hum, run

● Review /a/, /i/, /o/, /u/ Closed Syllables (Reading Phonics TEK K.3B, 1.3C; Oral & Written Conventions Spelling TEK K.18B, 1.22B)

Rule: In a closed syllable word the vowel is closed-‐in by a consonant at the end. Examples: it, bat gob, pup, cot, wax, pal, vat, fix, sip, sin, bid, fog, rod, hut, rub, mud, up, on, in, it

● /e/ CVC Closed Syllable (Reading Phonics TEK K.3B, 1.3C; Oral & Written Conventions Spelling TEK K.18B, 1.22B)

Rule: In a closed syllable word the vowel is closed-‐in by a consonant at the end. Examples: Ed, bed

web, bed, peg, pet, wet, bet, fed, red, pen, ten, leg, hen, jet, let, vet, met, hem, Meg, Deb, vex

DRA 4-‐6 It is very important that the closed syllable decoding skills in DRA levels 2-‐3 be continually, explicitly taught and reviewed to anchor that learning while new sounds and rules are being added to the student skill set. Word lists are included for noticing patterns, rhymes, etc. They are not intended to serve as weekly spelling words, a spelling list, or any form of packet work. Effective instructional activities can be found on pages 277-‐279 and 283-‐284 of The Next Step in Guided Reading.

● Digraphs sh, ch, tch (Reading Phonics TEK 1.3A) Rule: A digraph is when two consonants make one new sound

shed, ship, rash, shop, wish, fish, chin, chop, chug, much, such, chat, thin, dish, rush, shut, dash, rich, chip, chap, match, itch, patch, witch

● Digraph wh, th (Reading Phonics TEK 1.3A)

Rule: A digraph is when two consonants make one new sound whip, when, whack, whim, whit, bath, math, Beth, moth, thud, thick, thin, path, Seth, which, whiz

● ck /k/ (Reading Phonics TEK 1.3A) Rule: At the end of the word after one short vowel use -‐ck for the /k/

back, neck, rock, dock, sick, duck, luck, rack, pack, quick, kick, tick-‐tock, pick, sack, quack, deck, peck, buck, muck, tuck

● Blends at the beginning of a word (Reading Phonics TEK 1.3A, Oral & Written Conventions Spelling TEK 1.22B) Rule: A blend is when two or more consonants appear together and you hear each letter making its own sound flag, grass, drum, trash, shack, black, frog, swish, flash, trick, crib, flock, chop, brush, glad, block, spell, small, sniff, stall

● Blends at the end of a word (Reading Phonics TEK 1.3A, Oral & Written Conventions Spelling TEK 1.22B) Rule: A blend is when two or more consonants appear together and you hear each letter making its own sound loft, vest, desk, gasp, sand, rust, chest, wept, thump, fact, belt, lend, mast, sent, next, limp, mist, fist, fast, kept

● Blends at the beginning and end of a word (Reading Phonics TEK 1.3A, Oral & Written Conventions TEK 1.22B) Rule: A blend is when two or more consonants appear together and you hear each letter making its own sound flash, spend, crest, craft, grant, grasp, swept, swift, slept, blend, grunt, slump, crisp, drift, thump, stamp, crust, blast, grand, stump

● -‐ang, -‐ing, -‐ong, -‐ung (-‐ng letter patterns/combinations) (Reading Phonics TEK 1.3D) Rule: Vowels combined with -‐ng or -‐nk are called letter patterns/combinations and are taught as one sound

Examples: ring= /r/ /ing/ fang= /f/ /ang/ sing, wing, sang, long, bang, bring, thing, bling, clang, fang, slang, song, gong, hung, lung, swung, stung, clung, flung, ding-‐dong

● -‐ank, -‐ink, -‐onk, -‐unk (-‐nk letter patterns/combinations) (Reading Phonics TEK 1.3D)

Rule: Vowels combined with -‐ng or -‐nk are called letter patterns/combinations and are taught as one sound

Examples: sank= /s/ /ank/ junk= /j/ /unk/ bank, sank, thank, drank, blank, crank, think, blink, sink, stink, shrink, honk, bonk, clunk, trunk, bunk, spunk, junk, yank, mink

DRA 8-‐10 Word lists are included for noticing patterns, rhymes, etc. They are not intended to serve as weekly spelling words, a spelling list, or any form of packet work. Effective instructional activities can be found on pages 280-‐281 and 285 of The Next Step in Guided Reading.

● V-‐e words (a-‐e, i-‐e) (Reading Phonics TEK 1.3C, Oral & Written Conventions Spelling TEK 1.22B) Rule: In a vowel-‐consonant-‐e word or syllable, the first vowel is long and the e is silent

Examples: safe, pine, home, mule, Pete lake, grade, cake, gave, plane, name, ape, skate, snake, brave, like, tide lime, smile, nine, drive, white, slide, prize, fire

● V-‐e words (o-‐e, e-‐e) (Reading Phonics TEK 1.3C, Oral & Written Conventions Spelling TEK 1.22B) Rule: In a vowel-‐consonant-‐e word or syllable, the first vowel is long and the e is silent

Examples: safe, pine, home, mule, Pete hope, home, cone, choke, drove, throne, robe, joke, note, spoke, froze, slope, vote, doze, chore, here, eve, Steve, theme, Pete

● V-‐e words (u-‐e) (Reading Phonics TEK 1.3C, Oral & Written Conventions TEK 1.22B)

Rule: In a vowel-‐consonant-‐e word or syllable, the first vowel is long and the e is silent. The u-‐e can make two sounds as heard in mule /u/ and rule /oo/. It is not necessary for first graders to discriminate between the two long u sounds. mule, cute, Luke, Duke, cube, mute, prune, dune, June, flute, rude, rule, tube, brute, dude, plume, cure, pure, crude, puke

● y is the vowel (Reading Phonics TEK 1.3A ) Rule: One syllable words ending in -‐y make the long i sound. This is an open syllable because it is the last open letter in the syllable.

my, try, shy, fly, cry, dry, fry, sky, sly, pry, why, by, sty, (can review i-‐e words to distinguish the differences examples: whine, shine, mine, wipe, tide, strife)

● Floss Words (Note: Not a first grade TEK; however, necessary for Reading) Rule: f, l, and s get doubled in a one syllable word right after a short vowel

cuff, off, puff, huff, buff, will, shell, chill, hill, bell, quill, fell, chess, toss, mess, mass, Russ, Bess, kiss, fuss

● -‐all words Exception to the floss rule (Note: Not a first grade TEK; however, necessary for Reading) Rule: -‐all does not make the short a vowel sound and is an exception to the floss

rule. The letter l influences the sound of the a. tall, mall, wall, fall, ball, call, all, hall (may want to add in review words)

● More exceptions to the floss rule (Note: Not a first grade TEK; however necessary for Reading) Rule: these words do make a short vowel sound but are not spelled with a final double consonant if, of, chef, elf, yes, bus, pal, as, gas, has, his, this, us, plus (may want to add in review words)

● Plural suffixes -‐s, -‐es (Reading Phonics TEK 1.3E, Oral & Written Conventions Spelling TEK 1.22D) Rule: If a word ends in s, x, z, ch or sh add the suffix -‐es to make the base word

plural. All others just add -‐s. (Important concept is plural means more than one) bugs, cakes, whales, pets, sheds, buses, kisses, dresses, boxes, axes, buzzes, riches, dishes, crashes, brushes, sticks, bricks, rashes, wishes, frogs

● Suffix -‐ing (Reading Phonics TEK 1.3E, Oral & Written Conventions Spelling TEK 1.22D) Adding the s is a 1st grade TEK, the ing and ed are a 2nd grade TEK 2.23 D)

Rule: The suffix -‐ing is a suffix that represents present tense helping, drinking, jumping, singing, honking, tracking, rocking, brushing, dusting, mashing, crushing, chanting, hunting, banking, thanking, thinking, bossing, flossing, blessing, stamping

● Suffix -‐ed (Reading Phonics TEK 1.3E, Oral & Written Conventions Spelling TEK 1.22D) SEE ABOVE Rule: The suffix -‐ed is a suffix that represents past tense twisted, drafted, printed, blended, crafted, acted, lifted, hunted, squinted, planted, wished, landed, jumped, trashed, wished, spelled, packed, backed, stamped, tricked

DRA 12-‐14 Word lists are included for noticing patterns, rhymes, etc. They are not intended to serve as weekly spelling words, a spelling list, or any form of packet work. Effective instructional activities can be found on page 282 and 286-‐287of The Next Step in Guided Reading.

● Vowel Digraphs ee and ea (Reading Phonics TEK 1.3A) Rule: When two vowels are together, they make one sound in a word or syllable. This is called a vowel digraph or vowel paired syllable. The ee makes a long /e/ as in feet. The ea makes more sounds: short /e/ as in bread, long /e/ as in eat, and long /a/ as in steak. feet, bleed, sweep, wheel, eel, bread, head, read, spread, tread, meat, eat, feast, treat, sea, steak, great, break

● Vowel Digraphs ay, ai (Reading Phonics TEK 1.3A) Rule: When two vowels are together, they make one sound in a word or syllable. This

is called a vowel digraph or vowel paired syllable. The ay is almost always at the end of words. The ai is used at the beginning or middle of a word. train, paint, chain, bait, sprain, braid, waist, fainted, grain, raid, clay, stay, may, gray, today, saying, sway, lay, tray, ray

● Vowel Digraph oo (Reading Phonics TEK 1.3A) Rule: When two vowels are together they make one sound in a word or syllable.

This is called a vowel paired syllable. The oo can make two sounds, /oo/ as in moon and the /oo/ as in book. noon, food, boom, moon, scoop, shoot, drool, tooth, hoop, cool, book, cook, look, hood, good, crook, stood, shook, brook, foot DRA 16-‐18 Word lists are included for noticing patterns, rhymes, etc. They are not intended to serve as weekly spelling words, a spelling list, or any form of packet work. Effective instructional activities can be found on page 282 and 286-‐287 of The Next Step in Guided Reading.

● Vowel Digraphs oi and oy (Reading Phonics TEK 1.3A) Rule: When two vowels are together, they make one sound in a word or syllable.

This is called a vowel digraph or vowel paired syllable. The oy is almost always at the end of words. The oi is used at the beginning or middle of a word.

spoil, boil, moist, broil, join, joint, voice, soil, oil, coil, points, joy, toy, boy enjoy, employ, tomboy, Roy, Troy, coy

● Vowel Digraph ow (Reading Phonics TEK 1.3A)

Rule: When o and w are together, they make a vowel sound. This is called a vowel digraph or vowel paired syllable. The ow can make two sounds, /ow/ as in how and /ow/ as in snow. how, howl, cow, down, frown, crown, gown, now, drown, crowd, snow, tow, grow, own, glow, blow, crow, mow, know, slow

● Vowel Digraph ou (Reading Phonics TEK 1.3A) Rule: When two vowels are together, they make one sound in a word or syllable. This is called a vowel digraph or vowel paired syllable. The ou says /ou/ as in mouse. house, mouse, loud, out, cloud, found, couch, sound, ground, shout, ouch, pound, sour, grouch, scout, south, proud, count

● Vowel Digraph igh (Reading Phonics TEK 1.3A) Rule: When i, g, and h are together, they make a vowel sound. This is called a digraph or vowel paired syllable. The igh makes the long i sound /i/, as in night. high, light, might, fright, sigh, thigh, light, flight, right, tight, fight, bright, knight, sight, slight DRA 18 Word lists are included for noticing patterns, rhymes, etc. They are not intended to serve as weekly spelling words, a spelling list, or any form of packet work. Effective instructional activities can be found on page 282 and 286-‐287 of The Next Step in Guided Reading.

● /k/ sound spelled c, k, or ck (Reading Phonics TEK 2.2A, Oral & Written Conventions TEK 2.23B Rule: If /k/ is followed by a, o, u or a consonant, spell the /k/ sound with a c. If /k/

is followed by i, e, or y, spell the /k/ sound with a k. At the end of a word after one short vowel, spell the /k/ sound with a ck.

crack, cast, coat, cube, crust, clap, kitten, kindergarten, key, Kyle, kingdom, kelp, shock, track, quick, quack, neck, truck

● r-‐controlled vowels ar, or (Reading Phonics TEK 2.2B, Oral & Written Conventions TEK 2.23B) Rule: This syllable type vowel sound is controlled by the r and is neither short or long. mark, farm, marching, smart, war, scarf, dark, charm, jar, park, north, corn, warning, storming, porch, fort, torch, forget, horn, sport

● r-‐controlled vowels ir, er, ur (Reading Phonics TEK 2.2B, Oral & Written Conventions TEK 2.23B) Rule: This syllable type vowel sound is controlled by the r and is neither short or long. (There is not a clear way to differentiate between ir, er, and ur; however, the more students see words in print, the more familiar they will become with the spellings) squirm, first, chirp, twirling, birth, third, birch, fern, stern, verb, perching, germ, term, jerk, burst, church, turning, curl, hurt, fur

● Multi-‐syllabic words with closed syllables (Reading Phonics TEK 2.2A & 2.2B)

Rule: Each syllable is a closed syllable or the vowel is closed-‐in by a consonant at the end rabbit, chipmunk, tennis, slingshot, happen, publish, muffin, himself, cactus mascot, bandit, index, invent, velvet, until, goblin, limit, napkin, pumpkin, splendid

● Common spelling pattern –igh (Reading Phonics TEK 2.2B)

Rule: When the letters i-‐g-‐h are together, they make the long i sound. sight, sigh, fight, high, might, bright, thigh, right

● Vowel Pairs ai and ay (Reading Phonics TEK 2.3A, 2.3B, Oral & Written Conventions TEK 2.23B) Rule: When two vowels are together they make one sound in a word or syllable. This is called a vowel paired syllable. The ay is almost always at the end of words. The ai is used at the beginning or middle of a word. train, paint, chain, bait, sprain, braid, waist, fainted, grain, raid, clay, stay, may, gray, today, saying, sway, lay, tray, ray

● Vowel Pairs oi and oy (Reading Phonics TEK 2.3A, 2.3B, Oral & Written Conventions TEK 2.23B) Rule: When two vowels are together they make one sound in a word or syllable.

This is called a vowel-‐paired syllable. The oy is almost always at the end of words. The oi is used at the beginning or middle of a word.

spoil, boil, moist, broil, join, joint, voice, soil, oil, coil, points, joy, toy, boy enjoy, employ, tomboy, Roy, Troy, coy

● Vowel Pair oo (Reading Phonics TEK 2.3A, 2.3B, Oral & Written Conventions TEK 2.23B)

Rule: When two vowels are together they make one sound in a word or syllable. This is called a vowel-‐paired syllable. The oo can make two sounds, /oo/ as

in moon and the /oo/ as in book. shampoo, igloo, bedroom, cartoon, mushroom, smooth, groove, tattoo, tooth, fishhook, understood, crook, woods, shook, stood, goodness, bookworm, cookbook

DRA 20 Word lists are included for noticing patterns, rhymes, etc. They are not intended to serve as weekly spelling words, a spelling list, or any form of packet work. Effective instructional activities can be found on page 282 and 286-‐287 of The Next Step in Guided Reading.

● Vowel Pairs oa and ow (Reading Phonics TEK 2.3A, 2.3B, Oral & Written Conventions TEK 2.23B) Rule: When two vowels are together they make one sound in a word or syllable. This is called a vowel paired syllable. The letters o and w work

together to make a vowel pair, example grow (similar to the vowel plus r rule, example: car) goal, roast, throat, gloat, boast, charcoal, cockroach, railroad, roadblock, below, follow, window, crow, shadow, yellow, rainbow, thrown, snowstorm

● Soft c and Soft g words (Reading Phonics TEK 2.2A, Oral & Written Conventions TEK 2.23B)

Rule: When the letters c and g are followed by e,i, or y, the c and g make their soft sounds Example: cent, gym twice, nice, fence, place, trace, spice, ace, cell, cent, lace, cage, huge, age, stage, sage, gem, gym, wage, ice, slice

● Trigraphs -‐tch and –dge (Reading Phonics TEK 2.2A, Oral & Written Conventions TEK 2.23B)

Rule: A trigraph is when three letters make one new sound or phoneme. The vowel that precedes it is usually a short vowel sound. match, witch, patch, ditch, fetch, catch, batch, pitch, sketch, hatch, edge, judge, fudge, grudge, ledge, bridge, badge, smudge, pledge, wedge

● Digraph ph (Reading Phonics TEK 2.2A)

Rule: A digraph is when two consonants make one new sound phone, graph, photo, photograph, digraph, elephant, aphid, phase, nephew, trophy, autograph, alphabet, gopher, phrase, phonics, sphere, saxophone, phantom

● Open syllable a, e, i, o, u (Reading Phonics TEK 2.2B)

Rule: Open syllables only have one vowel and it is the last letter at the end of a syllable. It is left open at the end of the syllable or word. remote, humid, relax, behave, robot, tulip, defend, predict, unit, solo, program, retire, locate, tiger, rodent, pony, secret, paper, student, hotel

● Simple contractions with have, not, am, is, will. (It is recommended that students write the individual words first and then join them as a contraction on the spelling list/test Example: he is he’s) (Reading Phonics TEK 2.2F and Oral & Written Conventions TEK 2.23E)

Rule: A contraction is one word made from two words. The apostrophe takes the place of the omitted letters. I have-‐I’ve they have-‐they’ve we have-‐we’ve you have-‐you’ve is not-‐ isn’t did not-‐didn’t was not-‐wasn’t has not-‐hasn’t had not-‐hadn’t are not-‐aren’t he is-‐he’s that is-‐that’s it is-‐it’s I am-‐I’m she will-‐she’ll we will-‐we’ll I will-‐I’ll you will-‐you’ll

● Prefixes: un-‐, dis-‐ (Reading Vocabulary Development TEK 2.5A) Rule: When you add a prefix, the base word remains the same. (un-‐ means “not”,

dis-‐ means “apart” or “away”) unpublish, unforgettable, unfound, unemployed, uneven, uninvite, unread, uninventive, disallow, dismissed, discard, discover, disjointed, discount, disbelief, disrespect


● Vowel Pairs ou and ow (Reading Phonics TEK 2.3A, 2.3B, Oral & Written Conventions TEK 2.23B) Rule: When two vowels are together they make one sound in a word or syllable. This is called a vowel-‐paired syllable. Use ou at the beginning or in the middle of a word, unless the /ou/ sound is followed by a single n, l, er, or el; then use ow. Use ow at the end of a word for an /ow/ sound. sound, cloud, ground, mouth, outstanding, outline, ounce, found, count, shower, vowel, brown, clown, frown, allow, towel, drown, crown (exceptions are chowder, powder, crowd, and coward because they do not fit the above rule and should not be on this word work list)

● Vowel Pairs ee and ey (Reading Phonics TEK 2.3A, 2.3B, Oral & Written Conventions TEK 2.23B) Rule: When two vowels are together they make one sound in a word or syllable. This is called a vowel-‐paired syllable. need, teeth, sheep, wheel, queen, street, speeches, sweep, cheeks, creek, sleeping, deep, three, donkey, monkey, hockey, key, chimney, valley, kidney

● 1-‐1-‐1 Rule (Note: The adding of –ing and –ed are in 2nd grade Oral and Written Conventions TEK 2.23D; however, the doubling concept is in 3rd grade-‐ Reading Phonics TEK 3.1A and Oral & Written Conventions TEK 3.24B)

Rule: If one syllable ends in one consonant after one vowel, double the final consonant if the suffix begins with a vowel-‐examples requiring doubling (examples of NOT doubling at level 30):

dropping, stepped, snapping, nodded, chopping, quitting, begged, swimming, scarring, running, stirred, slipping, flagged, napping, zipping, skipped, pinned, popped

● Consonant-‐le (Reading Phonics TEK 2.2B) Rule: One of the six syllable types, it will always have 3 letters: consonant-‐l-‐e. The e is silent and is the vowel in the syllable. This syllable must be the last syllable in a multisyllabic word. handle, apple, scribble, simple, candle, crumble, bubble, fizzle, trouble, giggle, bottle, muzzle, middle, paddle, saddle, fiddle, fumble, dazzle

● Consonant Cluster (Reading Phonics TEK 2.2A) A group of consonants which have no intervening vowel. This lesson will focus on spr, thr, spl

springtime, sprinkler, sprig, bedspread, sprout, spruce, throat, thrill, three, thrift, throw, thrive, splash, splatter, split, splendid, splice, splinter

● Suffixes: -‐ly, -‐less, -‐ful (Reading Vocabulary Development TEK 2.5A)

Adding a suffix to a baseword can change the meaning of the baseword. (-‐ly changes a word to an adverb and means “with”. -‐less changes a word to an adverb or adjective depending on how it is used and means “without”. -‐ful changes a word to an adjective and means “full of”.) suddenly, safely, gladly, lonely, quickly, madly, needless, hopeless, careless, sleepless, fearless, selfless, cheerful, shameful, forgetful, joyful, wonderful, powerful


● Vowel Pairs au and aw (Reading Phonics TEK 2.3A, 2.3B, Oral & Written Conventions TEK 2.23B) Rule: When two vowels are together they make one sound in a word or syllable.

This is called a vowel-‐paired syllable. Use au at the beginning or in the middle of a word unless the /au/ sound is followed by a single n or l, then use aw. author, sauce, applaud, haunt, fault, because, pause, launch, August, jigsaw, saw, scrawl, fawn, draw, yawn, coleslaw, straw, shawl (some exceptions to this rule are Paul, lawyer, hawk and awful because they do not fit the above rule and should not be on this spelling list)

● Vowel Pair ie (Reading Phonics TEK 2.3A, 2.3B, Oral & Written Conventions TEK 2.23B)

Rule: When two vowels are together they make one sound in a word or syllable. This is called a vowel-‐paired syllable. The vowels ie can make the long e sound, as in chief. chief, field, niece, grief, piece, shield, brief, priest, pier, cashier, frontier, belief, relief, outfield, briefcase, shriek, fierce, pierce

● Vowel Pair ea (Reading Phonics TEK 2.3A, 2.3B, Oral & Written Conventions TEK 2.23B) Rule: When two vowels are together they make one sound in a word or syllable. This is called a vowel-‐paired syllable. There are three sounds the ea can make: long e (eat), short e (head), and long a (steak)

wheat, treat, peach, feast, teammate, peanut, teaspoon, squeak, headdress, breath, spread, sweat, read, dead, great, break, steak, yea

● Vowel Pair ue and ew (Reading Phonics TEK 2.3A, 2.3B, Oral & Written Conventions TEK 2.23B) Rule: When two vowels are together they make one sound in a word or syllable. This is called a vowel-‐paired syllable. (There is not a clear way to differentiate between ue and ew; however, the more students see words in print, the more familiar they will become with the spellings) blue, glue, true, due, overdue, rescue, continue, avenue, argue, stew, screw, blew, Andrew, drew, outgrew, mildew, chew, crew, fewer

● Word ending -‐tion (Reading Phonics TEK 2.2B, 3.1B) Rule: When the letters t-‐i-‐o-‐n are together, it makes the sound /shun/ nation, station, relation, fiction, option, rotation, caption, motion, fraction -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ DRA 30+ The following lists are for students working above the DRA levels identified for 2nd Grade reading students. Word lists are included for noticing patterns, rhymes, etc. They are not intended to serve as weekly spelling words, a spelling list, or any form of packet work. Effective instructional activities can be found on page 282 and 286-‐287 of The Next Step in Guided Reading.

● 1-‐1-‐1 Rule (Reading Phonics TEK 3.1A and Oral & Written Conventions TEK 3.24Bi) Rule: If one syllable ends in one consonant after one vowel, double the final consonant if the

suffix begins with a vowel. tricking, thinking, speaking, honked, burned, floated, teaching, cooking, helped trapped, dragging, slamming, tripped, dripping, jogging, grinned, kidding, clipped

● Multi-‐syllabic words with closed syllables (Reading Phonics TEK 3.1A, Oral & Written Conventions 3.24A) Rule: Each syllable is a closed syllable or the vowel is closed-‐in by a consonant at the end rabbit, chipmunk, tennis, slingshot, happen, publish, muffin, himself, cactus mascot, bandit, index, invent, velvet, until, goblin, limit, napkin, pumpkin, splendid

● Silent e (Reading Phonics TEK 3.1A, Oral & Written Conventions TEK 3.24Bii) Rule: Drop the silent e if a suffix begins with a vowel smiled, shining, quoting, blamed, liking, hiding, hoped, danced, behaving, chimed, racing, raced, arguing, gluing, timed, writing, hated, caring, voted

● Consonant-‐le (Reading Phonics TEK 3.1B, Oral & Written Conventions TEK 3.24B) Rule: One of the six syllable types, it will always have 3 letters: consonant-‐l-‐e. The e is silent and is the vowel in the syllable. This syllable must be the last syllable in a multisyllabic word. noble, bugle, table, cable, cradle, maple, fable, staple, beagle, needle, marble, poodle, turtle, purple, tickle, chuckle, freckle, pickle

● Changing y to I (Reading Phonics TEK 3.1A iii, Oral and Written Conventions TEK 3.24B iii) Rule: Words ending in a y after the consonant; change y to i with any suffix. If the

suffix begins with an i, just add the suffix without the y to i. Note: The base words are in the parentheses after the spelling word. copied (copy), envious (envy), lonelier (lonely), rainiest (rainy), rowdiest (rowdy), tastier(tasty), crying (cry), joyful (joy), enjoying (enjoy), destroying (destroy)

● Review complex consonants (trigraphs): -‐dge, -‐tch (Oral & Written Conventions TEK 3.24Bv)

Rule: Consonant trigraphs are at the end of a word or syllable directly after a single short vowel. kitchen, Dutch, stretcher, pitcher, sketch, witch, crutch, scratch, fetch budge, badge, grudge, judge, wedge, fudge, Madge, ridge, hedge

● Review multi-‐syllabic words with closed syllables-‐specific group-‐double consonants in the middle of words (Oral & Written Conventions TEK 3.24Biv) Rule: When words have a double consonant in the middle, the word is divided

between the two consonants providing a closed first syllable. giggle, tunnel, bubble, rabbit, mitten, pillow, mellow, yellow, annoy, penny,

happen, gossip, pollen, stammer, pepper, zipper, butter, tennis

● Review of closed syllable, open syllable and v-‐e syllable types Rule: There are 6 syllable types. Syllable types can be combined to form multisyllabic words.

In a closed syllable word, the vowel is closed-‐in by a consonant at the end. Example: at, bat, gum, hit, hot, sat

Open syllables only have one vowel and it is the last letter at the end of a syllable. It is left open at the end of the syllable or word.

Example: he, no, she, be In a vowel-‐consonant-‐e word or syllable, the first vowel is long and the e is silent

Example-‐ safe, pine, home, mule, Pete submit, begin, punish, focus, emit, commit, regret, inhabit, outrage, explore, exclude, provide, ignite, decorate, donate, Wisconsin, publishing, athlete

● Review of vowel pairs, consonant-‐le, and r-‐controlled vowel syllable types

Rule: There are 6 syllable types. Syllable types can be combined to form multisyllabic words. Vowel paired syllable-‐ When two vowels are together they make one sound in a word or syllable. Consonant -‐le-‐ One of the six syllable types, it will always have 3 letters. The e is silent and is the vowel in the syllable. This syllable must be the last syllable in a multisyllabic word.

r-‐controlled syllable type-‐ The vowel sound is controlled by the r and is neither short or long. (There is not a clear way to differentiate between ir, er, and ur; however, the more students see words in print, the more familiar they will become with the spellings)

inform, vanquish, comfort, refresh, digest, remain, entertain, spectacle, miracle, bicycle, thunder, knuckle, bombard, forget, sirloin, Thursday, confirm, October

phonics guide for eanes isd - welcome to mrs. mcmillin's...

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