Foundational Reading Lesson Set User Guide

INCLUSION IN TEXAS

The Foundational Reading Lesson Set is designed to provide Texas teachers with a set of instructional materials that can be used to create phonics lessons across the entire year. It includes routines for all components of phonics lessons as well as an entire year’s worth of materials. The materials are designed for students in first grade who are learning to read and students in first, second, and third grade who need additional instructional support. The language and words can be used with students across many levels. The clue cards are designed for primary grades and need to be replaced for some older students who are sensitive to the perception of doing activities designed for younger children. Copyright © 2021. Texas Education Agency. All Rights Reserved.

Notwithstanding the foregoing, the right to reproduce the copyrighted work is granted to Texas public school districts, Texas charter schools, and Texas education service centers for non- profit educational use within the state of Texas, and to residents of the state of Texas for their own personal, non-profit educational use, and provided further that no charge is made for such reproduced materials other than to cover the out-of-pocket cost of reproduction and distribution. No other rights, express or implied, are granted hereby.

For more information, please contact [email protected]. Foundational Reading Lesson Set User Guide Foundational Reading Lesson Set User Guide

Welcome to the Foundational Reading Lesson Set User Guide. These materials were created for Texas teachers in partnership with the Texas Education Agency (TEA) and Inclusion in Texas network. The goal is to provide Texas teachers with a set of instructional materials that can be used to create phonics lessons across the entire year. It includes routines for all components of phonics lessons as well as an entire year’s worth of materials.

Some features we think you will appreciate include:

● the top 500 sight words chosen uniquely using modern methods, ● approximately 4,000 words students can read, ● more than 200 image cards for phonological awareness lessons, ● more than 80 sound-spellings to teach students--ordered by frequency and with word lists, and ● more than 40 sound-spelling clue cards for most phonemes in English.

We created these resources because we have worked with many teachers who do not have access to evidence- based instructional materials. We wanted to make it easy for teachers to get lesson materials -- and not just for a couple days or weeks. We wanted to provide enough materials to last most of the school year. These materials cover most of the Texas Essential Knowledge and Skills (TEKS) for word recognition for kindergarten and first grade and many of those in second and even third grade (there are some notable exceptions).

The materials are designed for students in first grade who are learning to read and students in first, second, and third grade who need additional instructional support. The language and words can be used with students across many levels. The clue cards are designed for primary grades and need to be replaced for some older students who are sensitive to the perception of doing activities designed for younger children.

The User Guide includes the following sections:

I. Materials II. The Lesson Guides III. The Lesson Materials IV. Constructing a Lesson V. Teaching the Lessons VI. Using Materials Flexibly VII. Lesson Plan Guide VIII. Lesson Plan Template IX. Terminology used in the Lessons

We hope you find these materials helpful and usable.

Devin Kearns, Lead Designer

Marcia Ferreira, Routine Designer

Cara Wyly Myers, Educational Service Center, Region 20, Project Manager, Inclusion in Texas Network

1 Materials

Here is a summary of what is included in the Foundational Reading Lesson Sets.

Lesson Guides (Routines)

● Phonological Awareness ○ Initial sound identification ○ Final sound identification ○ Medial sound identification ○ Oral segmenting ○ Oral blending ● Sound-Spellings (grapheme-phoneme correspondences) ○ Introducing sound-spellings ○ Reviewing sound-spellings ○ Reading words with sound-spellings (sounding out) ● Phonograms ○ Introducing phonograms ○ Reviewing phonograms ○ Reading words with phonograms ● High-Frequency Words ○ Introducing new high-frequency words ○ Reviewing high-frequency words ● Generalizing Skills ○ Reading sentences with decodable and high-frequency words ○ Introducing and reading texts ○ Spelling practice ● Phonics Activities: Practice Games ○ Guess My Word ○ Find It ○ Cross It Out ● Lesson Plan Guide and Lesson Plan Template

Lesson Materials

● Phonological Awareness materials ○ Phonological Awareness Lesson Picture Cards ○ Phonological Awareness Lesson Picture List ● Sound-Spellings materials ○ Sound-Spelling Sequence Chart ○ Sound-Spelling Clue Cards ○ Decodable Word List ○ Decodable Word Cards ○ Phonogram Word List ○ Phonogram Word Cards ○ High-Frequency Word List ○ High-Frequency Word Cards ● This user guide is intended to help teachers use these materials to construct lessons.

Copyright © 2021. Texas Education Agency. All Rights Reserved. The Lesson Guides The purpose of the Lesson/Routine Guides is to provide teachers with step-by-step procedures for teaching, reviewing, and practicing skills. The Lesson Guides include a routine that can be used repeatedly for different skills.

Lesson/Routine Guides include: ● Objective ● Model ● Practice ● Closure ● Materials ● Teacher Notes (as needed)

Objective: The objective section of the lesson/routine indicates what students will be learning, reviewing, or practicing in the lesson.

Model: Watch/Listen The model section of the lesson/routine includes a teaching point and brief explanation of the skill that will be introduced, reviewed, or practiced. The teacher will explicitly model the skill for students before they try it with guided practice and independent application.

Practice: Let's try it The practice section of the lesson/routine invites students to try the skill with guided practice and gradual release support from the teacher. During this portion of the lesson, teachers should be monitoring students as they complete the tasks and also checking for student understanding. If needed, the teacher may offer more opportunities for practice, include additional examples, or repeat the model. The teacher may also increase the difficulty of the examples provided if students are completing them with 100% accuracy.

Closure: Review/Restate The closure section of the lesson/routine restates the teaching point/objective for the lesson. It also provides students with one more brief opportunity to practice or apply the skill on their own.

Materials: The materials section of the lesson/routine includes materials or resources the teacher will need for the lesson/ routine. When applicable, links to relevant materials or resources are provided in this section.

Teacher Notes: The teacher notes section of the lesson/routine provides important information or tips the teacher may find useful when teaching the lesson.

Routine/Lesson Guide Topics

Phonological  Initial Sounds Awareness  Final Sounds  Medial Sounds  Oral Segmenting  Oral Blending

Sounds/Spellings  Introducing Sound-Spellings  Reviewing Sound-Spellings  Reading Words with Sound-Spellings

Phonograms  Introducing Phonograms  Reviewing Phonograms  Reading Words with Phonograms

High Frequency  Introducing High Frequency Words Words  Reviewing High Frequency Words

Generalizing Skills  Reading Sentences with Taught Words  Reading a Text  Spelling Practice

Phonics Activities  Practice games: o Guess My Word o Find It o Cross it Out

Overview

After reading this document, look at the lesson guides that accompany this document in detail. These materials are designed to be used flexibly. The materials for the lessons provided include important word components:

● Sound-Spellings ● High-Frequency Words (HFWs) ● Phonograms

For each of these materials, there is a complete list of all word units (sound-spellings, phonograms, or HFWs), words that contain the units, and word cards teachers can use as part of the lessons.

The sound-spelling and phonogram word lists include an extensive collection of words that contain the targeted word part.

Getting Started

These are comprehensive materials. They include instructional routines along with short lesson guides to help you know how to teach them. There is a lot to learn.

Review the Lesson Plan Guide Browse the Lesson Plan Guide to understand how lessons are designed. It has links to all the materials you will use in the lessons.

● Follow the Lesson Plan Guide to identify the activities you will do and the words you will practice. See how to structure a lesson by choosing the appropriate skills/components your students need. ● When you create lessons, you will use the Lesson Plan Template to fill in the activities and your words.

Learn the Lesson Components In general, every lesson should include the following elements: ● Practicing phonological awareness skills (early in development) ● Introducing a new sound-spelling or phonogram ● Reviewing sound-spellings and phonograms ● Introducing new high-frequency words ● Reviewing high-frequency words ● Sounding out words or reading them using phonograms ● Extending practice with practice games ● Generalizing skills by doing one or more of these activities: ○ Reading sentences containing words students have learned or can decode (not provided) ○ Reading texts containing words students have learned or can decode (not provided) ○ Spelling words

Lessons should take approximately 30 minutes, although the time may fluctuate. If lessons take much longer, make them shorter by teaching them over multiple days.

Review the Scope and Sequence Documents There are Scope and Sequence documents for Sound-Spellings, High Frequency Words, and Phonograms. They provide details about the patterns and words that will be covered. You will need these to decide where to start your students based on where you think they belong in the Scope and Sequence.

Note that the Phonogram Scope and Sequence may not be used with all students. Phonograms are helpful units, but they may be more useful for teaching students who need additional support rather than as part of whole- group instruction. Keep this in mind as you review the materials.

Placing Students First, identify students’ current skill levels. You can examine their scores on recent assessments or have them read selected words from the Scope and Sequence documents from the Foundational Reading Lesson Set. This will tell you where to start and at what pace to move through the content.

You should evaluate students’ knowledge of sound-spelling correspondences, phonograms, and high-frequency words. This will help you decide where to start with all three types of word units.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Based on student performance, teachers should decide where to start in the sequence of sound-spellings, phonograms, and high-frequency words. There are no specific rules about where to start. However, there are some important notes to consider:

● The sound-spelling lessons are designed to build on one another. Teachers should avoid skipping around and should deliver the lessons in the order they are listed. ● If teaching phonograms ○ The highest frequency phonograms are at the beginning of the list and should be taught first. ○ There are no specific rules about whether to teach phonograms before teaching all the sound- spellings in them. Research suggests that readers move from examining smaller units in words to larger ones; therefore, it is advised that sound-spellings are taught first. As already stated, these may be best for students who need additional reading support. ● The highest frequency words are at the beginning of the word list; therefore, they should be taught first. ● Assessment data should be used primarily--at the beginning--to decide how much to teach each day rather than what to teach.

Teaching the Lessons

Instructional Principles There is some general guidance about how to teach students. This guidance applies across content areas, but is very important for reading instruction.

● Practice matters more than almost anything else. The lesson guides include routines that have many opportunities to practice. Students should read dozens of words in a single lesson--even if there is no sentence or book reading. The more practice students do, the more likely they will improve their reading. Count how many words students read in a minute--not for fluency, just while you are teaching. If students are not reading more than 10 words, they are not getting enough practice.

● Students need to practice by saying words themselves--not just listening to others. Some students who have difficulty do not participate in lessons very much. They mumble during choral response, and they rarely volunteer to read anything themselves. These students frequently need the most practice. As a result, teachers need to find ways to give them this practice. This is why the lesson guides include so much choral response and so many practice opportunities. It is also the reason students sometimes whisper answers to each other. You will also notice that students do not respond one-at-a-time very often in these lessons. That is by design. Every student needs to be saying words frequently. When just one student responds, other students are not practicing at the same level. Maximum learning comes from maximum expressive practice. Receptive practice is less effective.

● It is better to distribute practice than practice for a long time. Students may not always get the lesson content easily, and teachers sometimes extend lessons until mastery. This is not necessary. It can be frustrating for both the students and the teacher, and after a while, students begin to get distracted--even if they want to pay attention. The alternative is to keep lessons short and have varied activities in each one, as the lesson guides show. If students do not master the content today, review it tomorrow. Students will consolidate information subconsciously, and they will do better and better each day they practice.

● Use simple games, not complex ones. You will notice that the games are so simple that they may not seem like games at all. But, if you set a goal of “crossing out all the words” or “saying all the words that

There are some other principles that are more specific to reading lessons.

● Emphasize the importance of flexibility for students. As the sound-spelling sequence shows, there are many cases where the same letters make multiple sounds. All five vowel letters do it, and Y has even more pronunciations. Sometimes there are rules for deciding which pronunciation to use, but often there is not. Therefore, teach students that there are multiple pronunciations (as the sound-spelling sequence describes) and they will need to try both when they read.

● Increase flexibility by mixing word types. For example, in a lesson on the IR pronunciation of /er/, students should practice many IR words, but they should also practice words where ER makes the /er/ sound. This kind of mixed practice builds flexibility.

● To the extent possible, focus on remembering how patterns are pronounced rather than memorizing the names of patterns or particular rules. The magic E rule is not included because it takes the focus off reading--and there is a simpler way to do it (more on that below). Keep in mind that students should be readers; they do not need to be linguists. There is a lot of information that is important for you to know as a teacher, but your students may not need all of it. For example, there is a reason that the -ed is pronounced three different ways, but students may not need to know this. There are many interesting “did you know?” things to learn about reading, but consider whether students need the information or whether it is important information for the teacher to understand.

Using the Materials Flexibly The general principle is that these materials are designed to help teachers, not to tell teachers exactly what to do. We (the authors) have written the routines to be as clear and simple as possible, but we realize you may want to modify them to fit the needs of your students. If that is the case, we always recommend that teachers be concise when they explain things and realize that it is important to explain things to students the same way every time.

You may find that you do not like the names given certain word units, the suggested order of instruction, or some other components. In addition, the explanations we have given may not match what you do at school now. You can make adjustments as appropriate. If your experience leads you to think differently about how to teach a lesson, modify the lesson. For example, examining the “correct” parts of irregular high frequency words (through has three letters that make sense-thr and four that do not – ough) is recommended by some. It is not a bad idea, and it would be fine to include that.

Here are some ways in which we recommend teachers adapt the lessons: ● Teachers should decide when to move to the next skill based on student response. Only move on when students are ready. Being ready usually involves achieving mastery--at least 95% accuracy. ● The sound-spellings, phonograms, and HFWs are in order but each number is not equivalent to a single day. ● Teachers choose which words to teach based on student need. ● Teachers decide when to introduce new sound-spellings, phonograms, and HFWs. As described above, sound-spellings and phonograms should be interspersed, but teachers may differ in which they focus on more based on student need. ● Words can be used for assessment purposes. Teachers may have students read one of the word lists to see how they are doing on a given sound-spelling, phonogram, or HFW. Teachers can also use their observations from lessons and performance in a spelling practice lesson to guide instruction.

Copyright © 2021. Texas Education Agency. All Rights Reserved. ● Teachers should adjust instruction based on student performance. Teachers may reteach word units that students are having difficulty learning. Often, children struggle with the short vowels, even though they are introduced early in the sound-spelling sequence. These may need review long after they have been introduced. ● Special information may be especially tricky for students. Teachers should review special information as often as needed. All of the special information about the sound-spellings is contained in the sound- spelling sequence and on the decodable word list.

There are a few things that are important not to do: Do not teach rules that require students to think about anything besides letters and sounds. Here are some things to avoid. ● The magic E rule is not necessary. Students can learn that A, a consonant, and a final E makes the long A sound. Why do students need to learn that the E makes the A say its name? They do not. The rule requires students to think consciously about this specific manipulation and it is just as easy to recognize as vowel-consonant-E instead. ● It may not be necessary to teach students that two-letter combinations are called digraphs, that three- letter combinations are trigraphs, or that some digraphs are also diphthongs where our mouth slides as we say the sound. We have chosen names like “letter team” to emphasize two known things: (1) words have letters and (2) a team involves more than one person working together. It is simpler so it is easier for students to learn. However, what terminology you decide to use should be based on: o recommendations from professional development providers, o school or district leaders who would like to have consistent language within or across schools, o discussions and joint decision-making with your peers , especially within a grade-level team, and o your own judgment about what is best. ● There is a pattern to the pronunciation of the past tense - whether it is /t/, /d/, or /ed/ and there is also a pattern to the plural pronunciations. However, the pattern is quite complex, and it is not always necessary for students to learn it. It is sufficient for most students to know that the past tense has multiple pronunciations (same for plurals).

Inclusion in Texas Foundational Reading Lesson Set - Lesson Plan Guide (use the blank Lesson Plan Template to design your lesson)

Time Target Skills Selecting What to Teach & Teacher Tips Materials

5 min Phonological Awareness (PA) Selecting Words to Teach Word Lists & Picture Cards Choose one or two phonological ● 5-10 words ● Phonological Awareness Lesson Picture Cards awareness activities that match ● words with 3-4 sounds depending on student ● Phonological Awareness Lesson Picture List student need and skill. skill These activities are organized Lesson Guides by difficulty: Teacher Tips ● Initial sound ● Early on, only do 3-sound words. Change to 4 identification sounds only after students have mastered 3- ● Final sound sound words. identification ● Choose words that have the sound-spelling(s) ● Medial sound you are introducing or reviewing. identification ● If students have mastered most PA tasks, it is ● Oral blending not necessary to continue with PA lessons. ● Oral segmenting

5 min High-Frequency words (HFW) Selecting Words to Introduce Word Lists & Picture Cards ● 1-4 words ● High-Frequency Word List Most lessons: Introduce new ● The next-most frequent words you have not ● High-Frequency Word Cards high-frequency words. taught Lesson Guides Every lesson: Review high- Selecting Words to Review frequency words. ● 5-10 words students have not mastered ● 5-10 words students have mastered but Every 5 to 10 lessons: Only ○ have not been practiced recently review words and do not ○ were difficult to master introduce new words. Teacher Tip: Try doing a review-only lesson.

5-10 Sound-Spellings Selecting Sound-Spellings to Introduce Word Lists & Picture Cards min ● 1-2 sound-spellings ● Sound-Spelling Sequence Chart Every-other lesson: Introduce ● The next one on the sound-spelling sequence ● Sound-Spelling Clue Cards new sound-spellings. chart ● Decodable Word List ● Decodable Word Cards Every lesson: Review sound- Teacher Tip for Selecting Sound-Spellings to Introduce: spellings. ● In the first lesson, teach 3 or 4 sound-spellings Lesson Guides so you can practice blending immediately. Every lesson: Blend words ● Depending on student performance, it may be containing new sound-spellings. appropriate to introduce a new sound-spelling Review sound-spellings. every lesson.

Selecting Sound-Spellings to Review ● 2-5 sound-spellings that students will need to read the decodable words in this lesson. Teacher Tips for Selecting Sound-Spellings to Review ● Focus mostly on those that students ○ have not mastered and/or ○ need review because they were harder for students to master and/or ○ were not reviewed recently. Selecting Words to Blend ● 10-20 words ● words containing newly introduced sound- spellings ● words containing reviewed sound-spellings

5-10 Phonograms* Selecting Phonograms to Introduce Word Lists & Picture Cards min ● 1-2 phonograms ● Phonogram Word List In some lessons, introduce new ● Follow the phonogram list ● Phonogram Word Cards phonograms. ● Sound-Spelling Sequence Chart ● Introducing Selecting Phonograms to Review phonograms ● Focus mostly on those that students Lesson Guides ● Reviewing phonograms ○ have not mastered and/or, ● Reading words with ○ need review because they were, phonograms harder for students to master, and/or ○ were not reviewed recently.

* Phonograms are especially recommended for students who need additional reading support. This could be skipped for whole-group lessons.

5 min Generalizing skills Writing Sentences to Practice Taught Words Word Lists & Picture Cards ● Reading sentences ● Write sentences that include ● High-Frequency Word List with taught words ○ words that were practiced in the HFW, ● High-Frequency Word Cards ● Reading a text sound-spelling, or phonogram lesson ● Decodable Word List ● Spelling practice ○ HFWs, sound-spellings, or phonograms that were taught in Lesson Guides earlier lessons, especially those that ■ were harder for students to master and/or ■ were not reviewed recently

Teacher Tip for Writing Sentences ● You will probably need to use a few words students have not practiced so it is possible to

make logical sentences. Just tell the students these words when writing the sentence.

Selecting Texts to Read Choose books that contain ● words that were practiced in the HFW, sound- spelling, or phonogram lesson ● HFWs, sound-spellings, or phonograms that were taught from earlier lessons, especially words that ○ were harder for students to master and/or ○ were not reviewed recently Choose books that ● do not have predictable patterns that can be guessed using pictures (not good for practicing decoding) ● are at the students’ instructional level (85% to 90% accuracy when reading) ● are short enough to read in less than 5 minutes

Teacher Tip for Selecting Texts ● The goal is to maximize time with “eyes on the text,” so students should have just a few difficulties with decoding. The goal is to practice (and therefore master) the skill they have already learned. If there are too many hard words, students will get frustrated and not get enough practice time. ● For decodable words students get stuck on ○ tell students to “sound it out” or “use your sound-spellings”

○ wait 5 seconds or less for the student to try, then sound out the word yourself, have the student repeat, and have them read on. ● For HFWs students get stuck on, wait 5 seconds or less before telling the student the word and having the student repeat it. For HFWs that are also decodable, you can use the decodable word suggestion above. ● Do not encourage students to use the picture to read words.

Spelling Practice ● 5-10 words with new sound-spellings or phonograms ● 5-10 words that contain patterns students learned recently or were difficult to master and are good to review

Teacher Tip for Spelling Practice ● Words with vowel sound-spellings need more review than consonants. The short vowel pronunciations take more practice than many other vowel pronunciations.

5 min Phonics Activities: Practice Selecting Words for Guess My Word Word Lists & Picture Cards Games ● 5-10 words with new sound-spellings or ● High-Frequency Word List ● Guess My Word phonograms ● High-Frequency Word Cards ● Find It ● 5-10 words that contain patterns students ● Decodable Word List ● Cross It Out learned recently or were difficult to master and ● Decodable Word Cards are good to review ● Phonogram List

Teacher Tip for Guess My Word Lesson Guides ● Make sure the words are easy to define (ex: cat is good, but the is not).

AND/OR

Selecting Words for Find It ● 5-10 words with new sound-spellings or phonograms ● 5-10 words that contain patterns students learned recently or were difficult to master and are good to review

AND/OR

Cross It Out ● 5-10 words with new sound-spellings or phonograms ● 5-10 words that contain patterns students learned recently or were difficult to master and are good to review

Teacher Tip for Phonics Activities: Practice Games ● You can select one or more of these activities. ● These games are simple and fast-paced. They emphasize many opportunities to practice rather than a lot of time spent on the game part. Other games can be designed, but students should be practicing reading between 10 and 20 words per minute during any game.

Inclusion in Texas Foundational Reading Lesson Set

Time Target Skills Selecting What to Teach & Teacher Tips Materials

5 min Phonological Awareness (PA) Selecting Words to Teach Word Lists & Picture Cards ● Phonological Awareness Lesson Picture Cards ● Phonological Awareness Lesson Picture List

Lesson Guides

5 min High-Frequency words (HFW) Selecting Words to Introduce Word Lists & Picture Cards ● ● High-Frequency Word List Selecting Words to Review ● High-Frequency Word Cards ● Lesson Guides

5-10 Sound-Spellings Selecting Sound-Spellings to Introduce Word Lists & Picture Cards min ● ● Sound-Spelling Sequence Chart Selecting Sound-Spellings to Review ● Sound-Spelling Clue Cards ● ● Decodable Word List Selecting Words to Blend ● Decodable Word Cards ● Lesson Guides

5-10 Phonograms* Selecting Phonograms to Introduce Word Lists & Picture Cards min ● ● Phonogram Word List Selecting Phonograms to Review ● Phonogram Word Cards ● ● Sound-Spelling Sequence Chart

Lesson Guides

* Phonograms are especially recommended for students who need additional reading support. This could be skipped for whole-group lessons.

5 min Generalizing skills Writing Sentences to Practice Taught Words Word Lists & Picture Cards ● ● High-Frequency Word List Selecting Texts to Read ● High-Frequency Word Cards ● ● Decodable Word List Spelling Practice ● Lesson Guides

5 min Phonics Activities: Practice Selecting Words for Guess My Word Word Lists & Picture Cards Games ● ● High-Frequency Word List ● ● High-Frequency Word Cards AND/OR ● Decodable Word List ● Decodable Word Cards Selecting Words for Find It ● Phonogram List ● Lesson Guides AND/OR Selecting Words for Cross It Out ●

Terms

The table below contains a list of terms that you will encounter in the lessons and that you will likely learn in other professional development. Even if you do not use them all, they are valuable to know.

It is important to understand that there are different ways to think about what kinds of terms students need to know--versus you as the teacher. A general principle is that simpler is better, but what terminology you decide to use should be based on: ● recommendations from professional development providers, ● school or district leaders who would like to have consistent language within or across schools, ● discussions with your peers and joint decision-making, especially within a grade-level team, and ● your own judgment about what is best.

Term Definition Examples Language for Notes Students

affix A morpheme added RE and ED in the affix to base words or word replayed roots to form a new word. It is an umbrella term that includes prefix and suffix.

closed syllable A spoken syllable in RAB in rabbit closed syllable Students should which a single vowel know that closed is followed by at syllables have short least one vowels. consonant. The vowel is usually short.

compound word A compound word sailboat compound word is made up of at least two base words that form a new word.

consonant A consonant phoneme: /m/ consonant The term phoneme that is “consonant” is produced by letter: M usually used with constricting or students to refer to stopping the flow of the letters. air with the teeth, tongue, or lips (closed). There are 25 consonant phonemes in English.

A consonant letter describes all of the English letters except A, E, I, O, and U. Y has both consonant and vowel sounds. W is a consonant but is occasionally used in vowel digraphs (e.g., AW). derivational Suffixes that change FUL in the word suffix Students may not morphemes the part of speech helpful need to know the of the base word. technical term. digraph Two letters in a row AI, SH letter team The term letter that represent one team may be easier phoneme. digraph for some students Consonant and to remember. vowel sounds are vowel team (only Depending on sometimes written applies to vowels) the terminology as digraphs. you choose, the Sometimes digraphs term digraph containing may be taught diphthongs are instead, or in classified addition to separately. letter team. diphthong A vowel sound that The sounds of the letter team The term diphthong is formed by moving vowels in brow and is a technical term, the mouth during boy digraph and students will be the production of able to recognize the sound. these patterns as digraphs.

final phoneme The last phoneme in /t/ in bat last a spoken word. final grapheme A letter or group of E, AI, IGH spelling The term spelling letters used to spell aligns with the term a phoneme (e.g., E, grapheme sound-spelling. AI, IGH). In a few cases a single letter represents multiple sounds (e.g., X).

Copyright © 2021. Texas Education Agency. All Rights Reserved. Term Definition Examples Language for Notes Students grapheme- The pattern M = /m/ sound-spelling The term sound- phoneme comprising a spelling is used correspondence grapheme and the throughout the phoneme lessons. associated with it. high frequency One of the most the high frequency This is often word commonly occurring word confused with words in English. something “sight word” (any word a person number knows “by sight”). inflections A suffix that does ED in played past tense Students may not not change the part need to know the of speech of the S in dogs plural term “inflection.” It base word. ES in buzzes is complex technical language that does ING in doing happening not support word now reading. initial phoneme The first phoneme /b/ in bat first in a spoken word. initial letter One of the 26 A, Z letter characters used to write English words. letter-sound A term to describe A = /a/ letter-sound May be better to the connection use “sound- between a letter B = /b/ spelling” which and a sound. encompasses Usually, letter- sounds spelled by sounds are thought more than one of as concerning letter (sh, ay). one letter. long vowel A tense sound that A = /ā/ long vowel A syllable with a is found in any long vowel at the location in a end is an open syllable. Unlike syllable. short vowels, they can occur at the end of a word. They can occur anywhere in a syllable in a polysyllabic word. medial phoneme Any phoneme /a/ in bat middle between the initial medial

and final phonemes in a spoken word. morpheme A unit of meaning Plays has two morpheme It may not be within a word. It can morphemes: PLAY necessary to refer be the whole word and S. to these word parts or a part of the as morphemes word. Some specifically. morphemes can be Students should words on their own learn words like (base words; “prefix” and “base unbound word”. morphemes) and others cannot (roots; bound morphemes). nasal phoneme A phoneme in /m/, /n/, /ng/ nasal sound It may be helpful to English in which air explain to some is blocked in the students that mouth and the certain phonemes sound is released are pronounced through the nose. through the nose. It may not be necessary for all students. open syllable A spoken syllable TI in tiger open syllable that ends with a vowel sound. The vowel usually has a long sound. In written English, open syllables usually end with vowel letters. The term sound will be phoneme A single sound. /m/ (usually marked sound more familiar to There is generally using slashes) students and easier to thought to be phoneme remember. Depending between 40-44 on the terminology phonemes in you choose, the term English. phoneme may be taught instead, or in addition to sound. phonogram A term used to -AIN = /ān/ as in rhyme team Phonogram is too describe a body- main technical for rime children. Rhyme correspondence. -EET = /ē/ as in feet team describes the These are function and sometimes called characteristics and

rimes or word would be more families, but these appropriate to use. terms are incorrect because a rime is just a sound unit and word families describe words that share morphemes.

An affix added to prefix prefix UN in untie the beginning of a base word or root

QU QU is a unique QU = /kw/ QU pattern. It is not technically a digraph because each letter makes a different sound. However, it is like a digraph in that these letters almost always appear together. rhyme team A body-rime unit -AIN = /ān/ as in rhyme team The term rhyme also called a main team is not widely phonogram (see used but is included that entry for other -EET = /ē/ as in feet in these lessons names). because it describes how a phonogram works and because it aligns with the “team” language throughout. schwa A reduced vowel in The first and third A schwa It may not be an unaccented in banana. necessary to teach syllable. Almost all the term schwa if polysyllabic words students learn to in English have the “tune” incorrect schwa sound. pronunciations. short vowel A lax sound that is O = /ŏ/ in hop short vowel A syllable with a usually not at the short vowel is a end of a word. They closed syllable. sometimes do end spoken syllables in polysyllabic words.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Term Definition Examples Language for Notes Students sound-spelling A term to describe QU = /kw/ sound-spelling This term is used the connection throughout the between a M = /m/ lesson materials. grapheme and its pronunciation. final stable syllable A convention of CLE in circle consonant-LE When discussing English syllables in syllables, refer to a (consonant-LE which a consonant “consonant-LE sound-spelling) followed by the syllable.” letters L and E is pronounced with its typical sound and the LE with a schwa and the /l/ sound (sometimes the L sound is considered a vocalic consonant and the schwa sound is thought to be absent). suffix An affix added to LY in clearly suffix the ending of a base word or root. syllable A part of a spoken DAZ in dazzle syllable Examples: word composed of RO in robot street an onset (usually), onset = str OUT in outside peak (vowel), and peak= ee coda (usually). A in about coda = t Syllables almost always have a peak. aunt no onset In other words, a The onset is the first peak = au syllable almost consonant(s). coda = nt always has a vowel The peak is the phoneme. It may vowel(s) and the pea have consonant coda is the onset = p phonemes before or consonant(s) after peak = ea after the vowel. the vowel(s). no coda syllable type A convention used The six types are syllable type VCe syllables are to describe different described in the TEKS often called “vowel- types of written as: closed, consonant E” syllables. open, Vce, vowel syllables. teams (including digraphs and Vowel team diphthongs), r- syllables may controlled syllables, contain digraphs, diphthongs, or trigraphs.

and stable final R-controlled syllables. syllables are often called “vowel R” syllables.

Stable final syllables are often called “consonant-le” syllables. trigraph Three letters in a IGH, TCH Letter team The term letter row that represent team may be easier one phoneme. Trigram for some students to remember. The technical term refers to a very small number of sound-spellings and may not be necessary to use. unvoiced phoneme Unvoiced sounds /t/, /p/ unvoiced It may be h elpful to occur when the explain to students vocal cords do not that they do not use vibrate. their voicebox to make some sounds. It may not be necessary for all students. voiced phoneme A phoneme that /d/, /m/ voiced It may be helpful to includes vibration of explain to the vocal cords. students that they use their voicebox to make some sounds. It may not be necessary for all students. vowel A vowel phoneme is The final phoneme vowel The term “vowel” is not constricted by in the word low is a usually used with the teeth, tongue, vowel phoneme as students to refer to or lips. All vowel is the first phoneme the letters. sounds are voiced. in the word apple. There is generally thought to be 15 vowel phonemes in English.

A vowel letter describes the names of the letters A, E, I, O, and U. Y has both consonant and vowel sounds. vowel-consonant E This term describes A_E in lake vowel-consonant-E When discussing the pattern sound-spelling syllables, refer to a containing a vowel I_E in bike “vowel-consonant-E letter, a consonant, syllable.” When and the letter E. teaching the sound- The vowel almost spelling on its own, always has the long just say “vowel- sound. consonant-E.” Do not teach vowel- consonant-E using the “magic E” rule. Simply describe the pattern (a vowel, a consonant, and E with the long sound) and read words with it. vowel-R A vowel pattern AR, OR vowel-R sound- When discussing comprised of a spelling syllables, refer to a vowel letter (usually “vowel-R syllable.” one) and the letter When teaching the R. The sound-spelling on pronunciation of its own, just say the vowel letter is “vowel-R.” not the same as its typical sound.

X X is a unique letter. X = /ks/ X It is the only letter that represents two phonemes, /k/ and /s/.

Phonological Awareness Activities Lesson Set Copyright © 2021. Texas Education Agency. All Rights Reserved. Notwithstanding the foregoing, the right to reproduce the copyrighted work is granted to Texas public school districts, Texas charter schools, and Texas education service centers for non-profit educational use within the state of Texas, and to residents of the state of Texas for their own personal, non-profit educational use, and provided further that no charge is made for such reproduced materials other than to cover the out-of-pocket cost of reproduction and distribution. No other rights, express or implied, are granted hereby. Lesson Guide: Phonological Awareness Initial Sounds

Objective: Students will recognize spoken alliteration or groups of words that begin with the same spoken onset or initial sound. Model • Today we will listen for the initial or first sound in a word. We are listening for /b/. • Watch/listen: Watch/Listen o The word is bat. Hold up the bat picture. o The first sound is /b/. Bat, /b/. Repeat with 3-5 examples.

• Let’s practice together: Practice o I’ll say the word. You say the word and the first sound. Ready? Listen. Let’s try it/ o Hold up the book picture. Book. Word? Book. Think of the first sound. Pause. o Say the word and first sound. Book, /b/. Your turn Repeat with other words.

Closure • We practiced listening for the initial or first sound in a word. What did we practice? Listening for the first sound. • What first sound did we listen for? /b/. Tell your partner one word that starts with /b/. Have students say words to each Review/Restate other for 5-10 seconds. I heard _say some words. The first sound in these words is /b/.

Materials: Phonological Awareness Lesson Picture Cards, Phonological Awareness Lesson Picture List, Sound-Spelling Clue Cards

Objective: Students will segment spoken one-syllable words of three to five phonemes into individual phonemes.

Model • Today we will listen for the final or last sound in a word. Today we are listening for /p/. • Watch/listen: Watch/Listen o The word is cap. Hold up cap picture. The last sound is /p/. Cap, /p/. Repeat with 3-5 examples.

Practice • Let’s practice together: o I’ll say the word. You say the word and the last sound. Ready? Listen. Let’s try it/ o Hold up the ship picture. Ship. Word? Ship. Think of the last sound. Pause. o Say the word and first sound. Ship, /p/. Your turn Repeat with other words.

Closure • We practiced listening for the initial or first sound in a word. What did we practice? Listening for the last sound. • What first sound did we listen for? /p/. Tell your partner one word that starts with /p/. Have students say words to each Review/Restate other for 5-10 seconds. I heard _ say some words. The first sound in these words is /p/.

Materials: Phonological Awareness Lesson Picture Cards, Phonological Awareness Lesson Picture List, Sound-Spelling Clue Cards

Teacher notes: Words may include initial and/or final consonant blends.

Objective: Students will segment spoken one-syllable words of three to five phonemes.

Model • Today we will listen for the medial or middle sound in a word. Today we are listening for /a/. • Watch/listen: Watch/Listen o The word is cat. The middle sound is /a/. Cat, /a/. Repeat with 2-3 other words

Practice • Let’s practice together: o I’ll say the word. You say the word and the middle sound. Ready? Listen. Let’s try it/ o Bag. Word? Bag. Think of the middle sound. Pause. Your turn o Say the word and middle sound. Bag, /a/. Repeat with other words.

Closure • We practiced listening for the medial or middle sound in a word. What did we practice? Listening for the middle sound. • What middle sound did we listen for? /a/. Tell your partner one word that has /a/ in the middle. Have students say words to Review/Restate each other for 5-10 seconds. I heard _ say some words. The middle sound in these words is … /a/.

Materials: Phonological Awareness Lesson Picture Cards, Phonological Awareness Lesson Picture List, Sound-Spelling Clue Cards

Teacher notes: Words may include initial and/or final consonant blends.

Objective: Students will segment spoken phonemes to form one-syllable words including initial and/or final consonant blends. Model • Today we will segment the sounds in a word. We’ll say the word and then each sound. • Watch/listen: Watch/Listen o Hold up the flag card. The word is flag. The sounds are /f/l/a/g/. Flag. Repeat with 2-3 other words.

Practice • Let’s practice together: o Let’s say each word and then say the sounds. Ready? Listen. Let’s try it/ o Hold up the frog card. Frog. Word? Frog. o Sounds? /f/r/o/g/ Your turn o Word? Frog. Repeat with other words.

Closure • We practiced segmenting the sounds in a word. What did we practice? Segmenting sounds. • What are the sounds in the word frog? Tell your partner. Review/Restate • Segmenting sounds means we say each sound in a word.

Materials: Phonological Awareness Lesson Picture Cards, Phonological Awareness Lesson Picture List

Objective: Students will blend spoken phonemes to form one-syllable words including initial and/or final consonant blends.

Model • Today we will blend sounds. We’ll say each sound and then say the whole word. • Watch/listen: Watch/Listen o The sounds are /d/r/u/m/. The word is drum. o Hold up the drum card to show the answer Repeat with 2-3 other words.

Practice • Let’s practice together: o We will say each sound and then say the whole word. Ready? Listen. Let’s try it/ o /d/r/e/s/. Word? Dress. o Hold up the dress card to show the answer. Your turn Repeat with other words.

Closure • We practiced blending the sounds in a word. What did we practice? Blending sounds. • Point to the picture that shows a /d/r/e/s/. Repeat with other words already practiced. Review/Restate • Blending sounds means we say each sound in a word and say the whole word.

Materials: Phonological Awareness Lesson Picture Cards, Phonological Awareness Lesson Picture List

Sound Spellings Lesson Set Copyright © 2021. Texas Education Agency. All Rights Reserved. Notwithstanding the foregoing, the right to reproduce the copyrighted work is granted to Texas public school districts, Texas charter schools, and Texas education service centers for non-profit educational use within the state of Texas, and to residents of the state of Texas for their own personal, non-profit educational use, and provided further that no charge is made for such reproduced materials other than to cover the out-of-pocket cost of reproduction and distribution. No other rights, express or implied, are granted hereby. Lesson Guide: Introducing Sound-Spellings

Objective: Students will identify and match the common sounds that letters represent.

Model • Today we will learn a new spelling and sound. We will learn the spelling B. • Watch/Listen: Watch/Listen o Show students the Bear Clue Card for /b/. o This is the bear card. o The spelling is b. o The sound is /b/. o When I see the bear, I think of the sentence: The brown bear walks around.

Practice • Let’s practice together: o I am going to tell you the name, spelling, and sound of the card again. Then it is your turn. Let’s try it/ o The card is bear. What’s the card? Bear o The spelling is b What’s the spelling? B Your turn o The sound is /b/. What’s the sound? /b/ o Let’s say the sentence together: The brown bear walks around. Repeat until students can name the card, spelling and sound.

Closure • We practiced the bear card. What did we practice? The bear card. What is the spelling? b What is the sound? /b/. • Right, listen to the sentence. Listen for the words that have the /b/ sound. The brown bear walks around. Which words Review/Restate have the b that says /b/? • Tell your partner one word that starts with /b/. I heard bear and brown. These words all have the /b/ sound.

Materials: Bear card, Sound-Spelling Sequence Chart, Sound-Spelling Clue Cards

Teacher notes: Some sound-spellings have special information (ex: digraphs). Check the Sequence Chart. If there is special information, be sure to point this out for students.

Objective: Students will identify and match the common sounds that letters represent.

Model • Today we will review the spelling and sound for b. • Watch/Listen: Watch/Listen o Show students the Clue Card for B b. o This is the bear card. What’s the card? Bear o The spelling is b. What’s the spelling? B o The sound is /b/. What’s the sound? /b/ Repeat until students can name the card, spelling and sound.

Practice • Let’s practice together: o I am going to say some words. You will listen for words that start with the /b/ sound (refer to sound/spelling Let’s try it/ card). o When you hear a word that starts with the /b/ sound, show me a thumbs up. If it does not start with the /b/ Your turn sound, give a thumbs down. o The first word is bug. Show me a thumbs up if bug starts with the /b/ sound (refer to sound/spelling card). The word bug starts with the /b/ sound, thumbs up. Repeat with the words: ball, goat, bat, boy, fun, jug, bit, map, beg, bud

Closure • I am going to put some pictures on the table. When it is your turn, move the pictures over to the bear card that start with the /b/ sound. If the picture does not start with the /b/ sound, move it to the side. Make sure all students name the picture Review/Restate card when it is moved over to the bear card. • We practiced the bear card. What did we practice? The bear card. What is the spelling? b What is the sound? /b/

Materials: Bear card, 10 pictures cards (include pictures that start with the b sound with some non-examples). Sound-Spelling Sequence Chart, Sound-Spelling Clue Cards

Teacher notes: When modeling sounds, be sure to avoid adding a sound at the end of consonants. For example: /b/ instead of “buh.”

Objective: Students will decode words in isolation and in context by applying common letter-sound correspondences.

Model • Today we will practice reading words. We will say each sound and blend the sounds to read the word. Select the words to read from the Decodable Word List. Watch/Listen • Watch/Listen: o I will say each sound in the word, say all the sounds together and then read the word. o Watch/listen: ▪ Write B, point to it and say sound, /b/. ▪ Write I, point to it and say sound, /i/. ▪ Write G, point to it and say sound, /g/. ▪ Slide your finger under the word and say blend, /b/i/g/. ▪ Say, word, big.

Practice • Let’s practice together: o Let’s sound out words together. When I point to the spelling and say the sound, you say each sound. When I Let’s try it/ slide under the word and say “blend,” say the sounds together slowly. When I say “word,” you say the whole word. Your turn o Follow steps listed in the model with about 10 words (teacher discretion).

Closure • This time I am going to write the whole word instead of one letter at a time. I will point to each spelling and say “sound,” and we will blend and say the whole word. Repeat with 5 or more words. Remind students to refrain from saying the whole Review/Restate word, instead saying each sound along with the routine. After writing and sounding out 5 or more words, ask each student to sound out and read one of the words on your list. • Today we practiced reading words. What did we practice? Reading words. We said each sound and then blended the sounds together.

Materials: white board, marker, Decodable Word List, Decodable Word Cards

Teacher notes: Teacher discretion for which words/how many to practice.

Phonograms Lesson Set Copyright © 2021. Texas Education Agency. All Rights Reserved. Notwithstanding the foregoing, the right to reproduce the copyrighted work is granted to Texas public school districts, Texas charter schools, and Texas education service centers for non-profit educational use within the state of Texas, and to residents of the state of Texas for their own personal, non-profit educational use, and provided further that no charge is made for such reproduced materials other than to cover the out-of-pocket cost of reproduction and distribution. No other rights, express or implied, are granted hereby. Lesson Guide: Introducing Phonograms

Objective: Students will use phonograms (body-rime units) to decode one-syllable words.

Model • Today we will learn a rhyming team. We will learn the rhyming team an. Rhyming teams can help us read lots of words. • Watch/listen: Watch/Listen o This is the rhyming team an. Write/show an. o Together the letters A-N say an. o I can find the rhyming team an in words and use it to help me read. o Write fan on the board. I see the rhyming team A-N, an. Now, I can read the word, fan. Repeat for plan and tan. Practice • Let’s practice together: o Write pan. Find the rhyming team an. What’s the rhyming team? an Point to or underline an. Let’s try it/ o Now read the word. pan What’s the word? pan Your turn Repeat for the words can, man, than, span, and van. Closure • We practiced the rhyming team an. What did we practice? an What is the spelling? A-N What does it say? an • Turn to a partner and tell them at least 1 word you know that has the rhyming team an. Review/Restate

Materials: Phonogram List, Phonogram Word Cards, Sound-Spelling Sequence Chart

Teacher notes: Note that phonograms are also called body-rime units. These are familiar to some educators as “word families.” That term is not used here because word families are morphologically related words in linguistics. If most students are reading the words with 100% accuracy, increase difficulty to include examples like pans, can’t, ant, cans, man’s.

Objective: Students will use phonograms (body-rime units) to decode one-syllable words.

Model • Today we will review the rhyming teams an, en and ip. We will use these rhyming teams to read lots of words. • Watch/listen: Watch/Listen o This is the rhyming team an. Write/show an. o Together the letters A-N say an. Repeat for en and ip. o Write plan on the board. I see the rhyming team A-N, an. Now, I can read the word, plan. Repeat for span, den, clip.

Practice • Let’s practice together: o Write ten. What’s the rhyming team? en Point to or underline en. Let’s try it/ o Now read the word. ten What’s the word? ten Your turn Repeat for the words sand, lip, hens, cans, flip and dent.

Closure • We practiced the rhyming teams an, en and ip. What did we practice? an, en and ip. What is the spelling for an? A-N Repeat for en and ip. Review/Restate • Turn to a partner and tell them 1 word you know that has the rhyming team an. Repeat for en and ip.

Materials: Phonogram List, Phonogram Word Cards, Sound-Spelling Sequence Chart

Teacher notes: If students are reading the words with 100% accuracy, increase difficulty.

Objective: Students will use phonograms (body-rime units) to decode one-syllable words.

Model • Today we will practice sounding out words with rhyming teams. • Watch/listen: Watch/Listen o Write span on the board. I see the rhyming team an. Point to or underline an. o Now I can sound out the word, /s/, /p/, /an/. Span. The word is span. Repeat for sand, pens, grip. Practice • Let’s practice together: o Write lend. What’s the rhyming team? en Point to or underline en. Let’s try it/ o Now sound out the word. /l/, /en/, /d/. lend What’s the word? lend Repeat for ten, send, and bent. Your turn Add other words for mixed practice trip, slant, went, skip, rent and brand. Closure • We practiced sounding out words with rhyming teams. What did we practice? sounding out words with rhyming teams. • What is the rhyming team in the word glen? Tell your partner. Review/Restate • Use the rhyming team to sound out the word. What’s the word? glen

Materials: Phonogram List, Phonogram Word Cards, Sound-Spelling Sequence Chart

Teacher notes: If students are reading the words with 100% accuracy, increase difficulty. Note that the graphemes in the rhyming teams still say their individual sounds.

High-Frequency Words Lesson Set Copyright © 2021. Texas Education Agency. All Rights Reserved. Notwithstanding the foregoing, the right to reproduce the copyrighted work is granted to Texas public school districts, Texas charter schools, and Texas education service centers for non-profit educational use within the state of Texas, and to residents of the state of Texas for their own personal, non-profit educational use, and provided further that no charge is made for such reproduced materials other than to cover the out-of-pocket cost of reproduction and distribution. No other rights, express or implied, are granted hereby. Lesson Guide: Introducing High Frequency Words (HFWs)

Objective: Students will identify and read high-frequency words from a research-based list.

Model • Today we will learn a new high frequency word. A high frequency word is a word we memorize and know right away without sounding it out. It can also be called a sight word. Watch/Listen • Today we will learn the word the. What word will we learn? The • Watch/listen: o This is the word the. Point to the word card the. o The is spelled T-H-E. Point to each letter as you say T-H-E. o This is the word the. It is spelled T-H-E. Point to the letters as you say T-H-E. Practice • Let’s practice: o This is the word the. What’s the word? The Let’s try it/ o The is spelled t-h-e. What’s the spelling? T-H-E o What’s the word? the How is it spelled? T-H-E Your turn • Try it: o Say the word the and then write it on your whiteboard/paper. Say it and spell it 3 times. Closure • I am going to show you some words. If you see the word the give me a thumbs up. If it is not the word the, give a thumbs down. Review/Restate Teacher shows students 5-10 words with the word the appearing multiple times. When the word the appears and students give a thumbs up. Encourage them to say and spell the word in addition to giving a thumbs up. • Today we practiced the sight word the spelled T-H-E. Tell your partner what word we practiced and how it is spelled. • What did we practice? the How is it spelled? T-H-E

Materials: Whiteboard, marker, the word the on a flashcard, 5-10 other HFWs High-Frequency Word List, High-Frequency Word Cards

Teacher notes: The student objective may change depending on the words chosen. The teacher may point out to students that some high-frequency words or parts of words can be sounded out.

Objective: Students will review and practice high-frequency words from a research-based list.

Model • Today we will practice the high frequency words, the, is, my, can, and. A high frequency word is a word we know right away without sounding it out. Sometimes we call it a sight word. Watch/Listen • Watch/listen: o This is the word the. Show the word card the. Repeat for the other words. Practice • I will say the word first. Then, I point to the word, and you say it. o This is the word the. What’s the word? the Repeat for the other words. Make sure students are saying the word Let’s try it/ only when you point and are all saying it at the same time. • I will show you a word. When I point to the word, you say it. Your turn o Show the word the. Point to the word the Repeat for the other words. Make sure students are saying the word only when you point and are all saying it at the same time. Set aside words that are tricky. Repeat the model and practice activities and routine for introducing HFW if needed. • When I point to the word, you each say it. Wait until it is your turn. o What is this word? Show the word card the to one student at a time and ask them to read the word when you point. Change the order of which student reads the word first as you go. Repeat for the other words.

Closure • Today we practiced the sight words the, is, my, can, and. Let’s review them. o Put all the word cards where everyone can see them. Look at the words we practiced today. Read them to Review/Restate yourself. o I am looking for the word the. Raise your hand if you can point to the word the and read it. Have one student say the word, and then all repeat it. Repeat for the other words.

Materials: Prepare flashcards with HFW to practice (teacher discretion for which words/how many to practice) High-Frequency Word List, High-Frequency Word Cards

Phonics Activities Practice Games Lesson Set Copyright © 2021. Texas Education Agency. All Rights Reserved. Notwithstanding the foregoing, the right to reproduce the copyrighted work is granted to Texas public school districts, Texas charter schools, and Texas education service centers for non-profit educational use within the state of Texas, and to residents of the state of Texas for their own personal, non-profit educational use, and provided further that no charge is made for such reproduced materials other than to cover the out-of-pocket cost of reproduction and distribution. No other rights, express or implied, are granted hereby. Lesson Guide: Practice Games

Objective: Students will practice phonics skills by playing games that involve reading words.

Guess My Word Objective: Students will use decoding skills to read words by choosing the correct words after hearing a definition. • Let’s play Guess My Word. I’ll tell you the meaning of a word and you find the word. • Show students 5-10 words on a whiteboard or using word cards. o Say the definition/meaning of a word. Students take turns pointing to the word that matches the meaning. o Ask students to use the word in a sentence. o Ask students to reread all the words as you point to them to review.

Find It Objective: Students will use decoding skills to read words by choosing the correct word from a set of 5-10 words. • Let’s play Find It. I’ll say the sounds in a word and you find the word. • Write 5-10 words on a whiteboard (or use words on index cards). o Say the sounds in a word. Students take turns pointing to the word that matches the meaning.

Cross It Out Objective: Students will use decoding skills to read words by reading the word from a set of 5-10 words. • Let’s play Cross it Out. I’ll show you some words. You pick a word to try, sound it out/read it. I will cross it out. • Write 5-10 words on a whiteboard (or use words on index cards). o Students volunteer to read one of the words. Cross off the word after the student reads it.

Materials: High-Frequency Word List, High-Frequency Word Cards, Decodable Word List, Decodable Word Cards, Phonogram List, Phonogram Word Cards

Teacher notes: Use the words from High-Frequency Word (HFW) Practice, Sounding Out, or Phonogram Lesson or create your own list. All materials listed above can be found in previous lesson sets.

Generalizing Skills Lesson Set Copyright © 2021.. Texas Education Agency. All Rights Reserved. Notwithstanding the foregoing, the right to reproduce the copyrighted work is granted to Texas public school districts, Texas charter schools, and Texas education service centers for non-profit educational use within the state of Texas, and to residents of the state of Texas for their own personal, non-profit educational use, and provided further that no charge is made for such reproduced materials other than to cover the out-of-pocket cost of reproduction and distribution. No other rights, express or implied, are granted hereby. Lesson Guide: Reading Sentences with Taught Words

Objective: Students will identify and read high-frequency words from a research-based list and decode words with initial and final consonant blends, digraphs, and trigraphs. Model • Today we will read sentences with sight words and words we can sound out. • Watch/listen: Watch/Listen o Write the sentence The cat naps on the mat. o Here are the sight words. Underline The and say the. Underline on and say on. o Here are the words I can sound out. Sound out cat, naps, and mat using the sounding-out routine. o Now I can read the sentence: The cat naps on the mat. Practice • Let’s practice together: o Write the sentence This is my dog Sam. Let’s try it/ o What are the sight words? This, is and my. Underline the sight words. o What words can we sound out? Let’s try it. Say the sounds for this word. Point to dog. Repeat for Sam. Your turn o Now read the sentence: This is my dog Sam. Repeat using other sentences. Closure • We practiced reading sentences with sight words and words we can sound out. o Write the sentence The frog can jump. Review/Restate o Turn to your partner. Tell them the sight words you see. The and can o On your own/silently, sound out the other words. frog and jump o Now let’s read the sentence together, The frog can jump.

Materials: Decodable text or leveled text with mostly decodable and High-Frequency Words (HFWs), white board or HFW cards. High-Frequency Word List, High-Frequency Word Cards, Decodable Word List

Teacher notes: The student objective may change depending on the words chosen. If most students are reading the sentences with 100% accuracy, increase difficulty. All materials listed above can be found in previous lesson sets.

Objective: Students will read and comprehend a text (see teacher notes).

Introducing • Today we will read a book together. Some words will be sight words and others we will have to sound out. Before we start reading, let’s review some words and preview the text. the text • Review already-learned high frequency words (HFW) that will appear in the text. o This is the word this. What’s the word? this (Show word on whiteboard or HFW word cards.) o This is my elbow. (Use the word in a sentence.) • Preview the text (using one of these options): o Model a brief book walk for students. o Guide students through a brief book walk (this may include making predictions). o Students take a brief book walk on their own and then share what they think the book will be about. • Show, pronounce, and define words in the text that may be unfamiliar to students. • Read the title on the cover and title page yourself or with students. Reading the text • Read the book (using one or more of these options): o I read, then you read. Me first. Point at the words and follow along as I read. Put your finger on the first word. Read one page/sentence while students point. Now it’s your turn. Students read the page/sentence. o Let’s read this page/sentence together. Put your finger on the first word. Read each sentence at the same time as the students. o You will read this page/sentence quietly/silently. Then, we will read it together. Students read the page/sentence silently. Then, students read the page/sentence out loud along with you. o You will read the book with a partner. Take turns reading a sentence/page. Point while your partner is reading. Students read the book with a partner. • Discuss the story (using one or more of these options): o Model retelling part or all of the story. o Have students retell with a partner. o Invite students to retell the story together. o Ask questions about the text and have students find the answers in the text. • Provide more practice as needed: o Ask students to reread the book using choral or partner reading. o Review high-frequency words and/or unfamiliar words.

Materials: Decodable text or leveled text with mostly decodable and High Frequency Words (HFWs), white board or HFW cards. High-Frequency Word List, High-Frequency Word Cards

Teacher notes: Teacher should adjust student objective based on target decoding skill. Teacher should model reading HFW and decoding unknown words throughout the lesson. For partner reading, make sure students know who goes first. All materials listed above can be found in previous lesson sets.

Objective: Students will practice spelling words using sound-spelling patterns.

Model • Today we will practice spelling words. I am going to say the sounds in a word and you will spell the word. Then we will check it. Watch/Listen • Watch/listen: o I will say the word and then say each phoneme or sound: fin. /f/i/n/ (repeat) o Now, I will say each sound and write its spelling ▪ /f/, write f ▪ /i/, write i ▪ /n/, write n o Now I will check it. Say the sounds pointing at the spellings, and read the word. Practice • Let’s practice together: o Listen to each sound and write its spelling: get. /g/e/t/ Let’s try it/ o What’s the word? Get o What are the sounds? /g/e/t/ Your turn o Say each sound and write its spelling • Let’s check o Write the word get on a whiteboard, saying each sound and writing its spelling. o Now check yours. Circle spellings you need to fix and write the word beside it. Closure • We practiced spelling words by listening for sounds. • Read the words we spelled to yourself. Review/Restate • Now let’s read them together.

Materials: Whiteboard, marker, lined paper, markers, Decodable Word List

Teacher notes: The student objective may change depending on the words chosen. Students should write words on lined paper in a list format and use a thin marker/pen to prevent erasing. All materials listed above can be found in previous lesson sets.

The following lesson sets use this resource: • Phonological Awareness Initial Sounds • Phonological Awareness Final Sounds • Phonological Awareness Medial Sounds • Oral Segmenting • Oral Blending

This document contains picture cards for phonological awareness lessons. The phonological awareness cards are separated into three sections, one for initial consonant sounds, a second for final consonant sounds, and a third for medial vowel sounds. These cards can be used for other purposes also. A separate document lists each of the cards in alphabetical order.

These are designed to be used in combination with the Phonological Awareness Lesson Guides from the Foundational Reading Lesson Set designed for the Inclusion in Texas Network by Marcia Ferreira and Devin Kearns ([email protected]). These cards can be used and reproduced for lessons of your own design as well.

The following pages contain picture cards to use with lessons where the initial consonant sounds in words are introduced.

bake bag ball

bat bark bath

bean beach bed

bell bee belt

book bone bowl

boy box bread

bridge brick broom

check chain cheese

chin chick

dig desk dime

dog dirt doll

dress dot drip

duck drum dust

fin fence fish

Texas flag flag fly

fork foot fox

frog frame frown

gate game girl

goose goat grass

hand ham hat

hen hay hill

horn hook horse

house hose

cane cake cap

car cape card

cave cat clock

clown cloud coat

cow corn crab

crown crow cup

key cut king

lamp lamb leaf

lock leg log

map man mask

meat match milk

mouse moon mouth

mule

nail knife neck

net nest night

nut nose

pan paint pen

pig pie plane

pool plate pot

purse

rice rain ring

roof rock root

rose rope rug

school sail seal

skirt seed skunk

sleeve sled slide

snail smile snow

star stamp stem

stool stick storm

string stove sun

sheep shark shelf

ship shell shirt

shoe

tape tail teeth

tie tent toast

top tooth toy

tree train truck

watch wall wave

whale web wheel

worm wing

The following pages contain picture cards to use with lessons where the final consonant sounds in words are introduced.

tub crab web

match beach watch

bird bed bread

cloud card hand

sled seed slide

leaf knife roof

shelf

bug bag dig

egg dog flag

frog Texas flag leg

pig log rug

bark bake bike

brick book cake

chick check clock

duck desk fork

neck milk rock

skunk shark stick

truck

fox box ox

bell ball bowl

girl doll hill

nail mule owl

sail pool school

stool snail tail

whale wall wheel

broom arm comb

drum dime frame

ham game lamb

storm stem thumb

bone bean cane

chin chain clown

cone (option 2) cone (option 1) corn

fin crown frown

pan moon pen

queen plane rain

sun spoon train

ring king swing

wing

cape cap cup

lamp drip map

sheep rope ship

soup soap tape

dress bus fence

grass goose horse

mouse house purse

rice

bat ant belt

cat boat coat

dirt cut dot

foot dust gate

nest meat net

nut night paint

pot plate quilt

toast tent

mouth bath teeth

tooth

stove cave wave

hose cheese jeans

rose nose

The following pages contain picture cards to use with lessons where the medial vowel sound in words is introduced.

car bark card

yarn shark

dirt bird girl

shirt purse skirt

worm

goose broom moon

roof pool root

soup school spoon

tooth stool

fork corn horn

storm horse

clown cloud crown

house frown mouse

mouth

foot book hook

cake bake cane

cave cape chain

game frame gate

paint nail plane

tail snail tape

wave train whale

bat bag bath

cat cap crab

Texas flag flag grass

hand ham hat

mask map match

stamp pan van

bean beach cheese

leaf jeans meat

seal queen seed

sleeve sheep teeth

bell bed belt

check bread desk

fence dress hen

neck leg nest

sled shell stem

web tent

dime bike kite

night knife rice

smile slide

bridge brick chick

dig chin drip

fish fin hill

milk king pig

string stick swing

wing

bone boat bowl

comb coat cone (option 1)

goat cone (option 2) hose

rope nose rose

bus bug cup

drum cut duck

nut dust rug

sun skunk thumb

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by Nicholas Khan. Phonological Awareness (PA) Lesson Picture List List of PA Lesson Pictures with Phoneme Information

Words with 2 phonemes arm /arm/

boy /boy/

car /kar/

egg /ĕg/

toy /toy/

ant /ănt/

bag /băg/

bake /bāk/

bark /bark/

bat /băt/

bath /băth/

beach /bēch/

bed /bĕd/

bell /bĕl/

bike /bīk/

bird /berd/

boat /bōt/

bone /bōn/

bowl /bōl/

bug /bŭg/

bus /bŭs/

cake /kāk/

cane /kān/

cap /kăp/

card /kard/

cat /kăt/

cave /kāv/

chain /chān/

check /chĕk/

cheese /chēz/

chin /chĭn/

coat /kōt/

comb /kōm/

cone /kōn/

corn /korn/

cut /kŭt/

dig /dĭg/

dime /dīm/

dirt /dert/

duck /dŭk/

fin /fĭn/

foot /foot͝ /

fork /fork/

game /gām/

gate /gāt/

girl /gerl/

goat /gōt/

ham /hăm/

hat /hăt/

hen /hĕn/

hill /hĭl/

hook /hoo͝ k/

horn /horn/

hose /hōz/

house /hous/

king /kĭng/

kite /kīt/

knife /nīf/

lamb /lăm/

leg /lĕg/

man /măn/

map /măp/

match /măch/

meat /mēt/

moon /mo͝on/

mouth /mouth/

nail /nāl/

neck /nĕk/

net /nĕt/

night /nīt/

nose /nōz/

pan /păn/

pen /pĕn/

pig /pĭg/

pool /poo͝ l/

purse /pers/

rain /rān/

ring /rĭng/

roof /roo͝ f/

root /roo͝ t/

rope /rōp/

rose /rōz/

rug /rŭg/

seal /sēl/

seed /sēd/

shark /shark/

sheep /shēp/

shell /shĕl/

ship /shĭp/

soap /sōp/

soup /soo͝ p/

sun /sŭn/

tail /tāl/

tape /tāp/

teeth /tēth/

tooth /too͝ th/

tub /tŭb/

van /văn/

wave /wāv/

web /wĕb/

whale /wāl/

wing /wĭng/

worm /werm/

yarn /yarn/

flag /flăg/

belt /bĕlt/

bread /brĕd/

brick /brĭk/

bridge /brĭj/

broom /broo͝ m/

cloud /kloud/

crab /krăb/

crown /kroun/

desk /dĕsk/

dress /drĕs/

drip /drĭp/

drum /drŭm/

fence /fĕns/

flag /flăg/

frame /frām/

frown /froun/

grass /grăs/

hand /hănd/

lamp /lămp/

mask /măsk/

milk /mĭlk/

mule /myoo͝ l/

nest /nĕst/

paint /pānt/

plate /plāt/

queen /kwēn/

school /skoo͝ l/

shelf /shĕlf/

skirt /skert/

sled /slĕd/

slide /slīd/

smile /smīl/

snail /snāl/

spoon /spoo͝ n/

stem /stĕm/

stick /stĭk/

storm /storm/

stove /stōv/

swing /swĭng/

tent /tĕnt/

toast /tōst/

train /trān/

quilt /kwĭlt/

skunk /skŭngk/

stamp /stămp/

string /strĭng/

The following lesson sets use this resource: • Phonological Awareness Initial Sounds • Phonological Awareness Final Sounds • Phonological Awareness Medial Sounds • Introducing Sound-Spellings • Reviewing Sound-Spellings

This document contains the Sound-Spelling Clue Cards to use with the Sounding-Out Decodable Words Routine from the Inclusion in Texas Network’s Foundational Reading Lesson Set.

These clue cards are designed to be used in combination with the Lesson Guides for the Foundational Reading Lesson Set. The cards are organized according to English sounds, and each card contains high-frequency sound-spellings for each sound. There are multiple cards because a new card is needed each time a new spelling is introduced for a sound.

These cards were based on a sound-spelling frequency analysis by Devin Kearns and designed by Devin Kearns ([email protected]) and Marcia Ferreira.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 1. Sound: /n/. Clue: Nap. Clue Sentence: He naps at noon.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 2. Sound: /ă/. Clue: Apple. Clue Sentence: The apple cries "aaa."

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 3. Sound: /t/. Clue: Teeth. Clue Sentence: It's time to brush her teeth

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 4. Sound: /ĭ/. Clue: Iguana. Clue Sentence: The iguana sees the insect.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 81. Sound: /ĭ/. Clue: Iguana. Clue Sentence: The iguana sees the insect.

i y

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 5. Sound: /m/. Clue: Muffins. Clue Sentence: Mmm! Muffins!

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 6. Sound: /l/. Clue: Lollipop. Clue Sentence: She licks the lollipop.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 45. Sound: /l/. Clue: Lollipop. Clue Sentence: She licks the lollipop.

l le

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 7. Sound: /d/. Clue: Dog. Clue Sentence: The dog digs in the dirt

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 8. Sound: /s/. Clue: Snake. Clue Sentence: The snake hisses.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 31. Sound: /s/. Clue: Snake. Clue Sentence: The snake hisses.

s c

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 9. Sound: /p/. Clue: Penguin. Clue Sentence: The penguin prefers popcorn.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 10. Sound: /r/. Clue: Run. Clue Sentence: He runs the race.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 11. Sound: /b/. Clue: Bear. Clue Sentence: The brown bear walks around.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 12. Sound: /f/. Clue: Fish. Clue Sentence: Five fish swim.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 13. Sound: /ĕ/. Clue: Elephant. Clue Sentence: The elephant listens.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 67. Sound: /ĕ/. Clue: Elephant. Clue Sentence: The elephant listens.

e ea

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 14. Sound: /g/. Clue: Gorilla. Clue Sentence: The gruff gorilla grunts.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 15. Sound: /ŭ/. Clue: Umbrella. Clue Sentence: They're stuck under the umbrella.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 16. Sound: /h/. Clue: Heart. Clue Sentence: Hear the heartbeat.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 17. Sound: /ŏ/. Clue: Octopus. Clue Sentence: The octopus turns the light on and off.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 66. Sound: /ŏ/. Clue: Octopus. Clue Sentence: The octopus turns the light on and off.

o a

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 69. Sound: /ŏ/. Clue: Octopus. Clue Sentence: The octopus turns the light on and off.

o a aw

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 78. Sound: /ŏ/. Clue: Octopus. Clue Sentence: The octopus turns the light on and off.

o a aw au

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 18. Sound: /k/. Clue: Cut. Clue Sentence: Cora cuts her hair.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 25. Sound: /k/. Clue: Cut. Clue Sentence: Cora cuts her hair.

c k

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 30. Sound: /k/. Clue: Cut. Clue Sentence: Cora cuts her hair.

c k ck

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 19. Sound: /sh/. Clue: Sh. Clue Sentence: Shhh ... Don't shout.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 20. Sound: /ō/. Clue: Toads. Clue Sentence: The toads croak.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 54. Sound: /ō/. Clue: Toads. Clue Sentence: The toads croak.

o ow

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 56. Sound: /ō/. Clue: Toads. Clue Sentence: The toads croak.

o ow o-e

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 60. Sound: /ō/. Clue: Toads. Clue Sentence: The toads croak.

o ow o-e oa

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 21. Sound: /w/. Clue: Wash. Clue Sentence: He will wash the windows.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 74. Sound: /w/. Clue: Wash. Clue Sentence: He will wash the windows.

w wh

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 22. Sound: /d/. Clue: Past Tense Ed. Clue Sentence: The dog growled and roamed looking for a bone.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 23. Sound: /t/. Clue: Past Tense Ed. Clue Sentence: The dog wished and hoped for a bone.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 24. Sound: /əd/. Clue: Past Tense Ed. Clue Sentence: The dog wanted and needed to find the bone.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 26. Sound: /or/. Clue: Horse. Clue Sentence: The horse eats corn.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 27. Sound: /ar/. Clue: Shark. Clue Sentence: The shark plays guitar.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 28. Sound: /z/. Clue: Plural. Clue Sentence: The turtles play in the reeds.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 29. Sound: /əz/. Clue: Plural. Clue Sentence: The horses smell the roses

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 32. Sound: /er/. Clue: Turtle. Clue Sentence: The thirsty turtle slurps.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 48. Sound: /er/. Clue: Turtle. Clue Sentence: The thirsty turtle slurps.

er ur

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 70. Sound: /er/. Clue: Turtle. Clue Sentence: The thirsty turtle slurps.

er ur ir

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 77. Sound: /er/. Clue: Turtle. Clue Sentence: The thirsty turtle slurps.

er ur ir or

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 33. Sound: /ā/. Clue: Whale. Clue Sentence: The gray whale slaps its tail.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 34. Sound: /ā/. Clue: Whale. Clue Sentence: The gray whale slaps its tail.

a a-e

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 47. Sound: /ā/. Clue: Whale. Clue Sentence: The gray whale slaps its tail.

a a-e ai

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 57. Sound: /ā/. Clue: Whale. Clue Sentence: The gray whale slaps its tail.

a a-e ai ay

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 35. Sound: /ī/. Clue: Tiger. Clue Sentence: The tiger flies the kite at night.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 36. Sound: /ī/. Clue: Tiger. Clue Sentence: The tiger flies the kite at night.

i i-e

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 62. Sound: /ī/. Clue: Tiger. Clue Sentence: The tiger flies the kite at night.

i i-e igh

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 76. Sound: /ī/. Clue: Tiger. Clue Sentence: The tiger flies the kite at night.

i i-e igh y

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 37. Sound: /ē/. Clue: Sheep. Clue Sentence: The sheep dream.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 38. Sound: /ē/. Clue: Sheep. Clue Sentence: The sheep dream.

e ea

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 39. Sound: /ē/. Clue: Sheep. Clue Sentence: The sheep dream.

e ea y

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 44. Sound: /ē/. Clue: Sheep. Clue Sentence: The sheep dream.

e ea y ee

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 46. Sound: /ē/. Clue: Sheep. Clue Sentence: The sheep dream.

e ea y ee ie

Order of Instruction: 73. Sound: /ē/. Clue: Sheep. Clue Sentence: The sheep dream.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 40. Sound: /ch/. Clue: Cheetah. Clue Sentence: The cheetah is the champion.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 63. Sound: /ch/. Clue: Cheetah. Clue Sentence: The cheetah is the champion.

ch tch

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 41. Sound: /ĭng/. Clue: King. Clue Sentence: The king can sing.

ing

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 42. Sound: /ĭng/. Clue: King. Clue Sentence: The king can sing.

ing ng

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 43. Sound: /ĭng/. Clue: King. Clue Sentence: The king can sing.

ing ng n

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 49. Sound: /j/. Clue: Juggle. Clue Sentence: He juggles jewelry and gems.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 50. Sound: /j/. Clue: Juggle. Clue Sentence: He juggles jewelry and gems.

j g

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 51. Sound: /ow/. Clue: Mouse. Clue Sentence: The mouse frowns.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 61. Sound: /ow/. Clue: Mouse. Clue Sentence: The mouse frowns.

ou ow

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 52. Sound: /-/. Clue: Silent E. Clue Sentence: Sometimes the letter E makes no sound.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 53. Sound: /v/. Clue: Volcano. Clue Sentence: The volcano is volatile.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 55. Sound: /oo/. Clue: Moose. Clue Sentence: The moose eats food with a spoon.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 80. Sound: /oo/. Clue: Moose. Clue Sentence: The moose eats food with a spoon.

oo u

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 58. Sound: /th/. Clue: Throw. Clue Sentence: Throw the ball to your brother.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 59. Sound: /th/. Clue: Throw. Clue Sentence: Throw the ball to your brother.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 64. Sound: /ʊ/. Clue: Cook. Clue Sentence: The cook reads a book.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 65. Sound: /z/. Clue: Zoom. Clue Sentence: Zigzag and zoom!

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 68. Sound: /ks/. Clue: Fox. Clue Sentence: The fox writes an X in every box.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 71. Sound: /kw/. Clue: Queen. Clue Sentence: The queen counts quarters.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 72. Sound: /oy/. Clue: Toy. Clue Sentence: That is a noisy toy!

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 82. Sound: /oy/. Clue: Toy. Clue Sentence: That is a noisy toy!

oi oy

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 75. Sound: /y/. Clue: Yo-Yo. Clue Sentence: The yellow yo-yo spins.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Order of Instruction: 79. Sound: /yoo/. Clue: Unicorn. Clue Sentence: The music amuses the unicorn.

The following lesson sets use this resource: • Introducing Phonograms • Reviewing Phonograms • Reading Words with Phonograms • Introducing Sound-Spellings • Reviewing Sound-Spellings

# Sound- Clue Explanatory Sentence Note Spelling 1 n=/n/ nap He naps at noon. This is the first vowel taught in the program. It is a short vowel. The term "short vowel" is commonly 2 a=/ă/ apple The apple cries "aaa." used. Call this "short A." This is the first lesson that includes decoding. Use the Sounding Out Routine to read "an" using /a/ and /n/. It's time to brush her 3 t=/t/ teeth teeth. Tell students /ĭ/ is a short vowel. Explain double The iguana sees the letters. Tell students that the word "inn" can be read 4 i=/ĭ/ iguana insect. using the two Ns as one sound. Tell students to pronounce the sound just one time. Remind students that double letters are pronounced 5 m=/m/ muffins Mmm! Muffins! with one sound. If needed, remind students that double letters are 6 l=/l/ lollipop She licks the lollipop. pronounced with one sound. The dog digs in the 7 d=/d/ dog dirt. If needed, remind students that double letters are 8 s=/s/ snake The snake hisses. pronounced with one sound. The penguin prefers 9 p=/p/ penguin popcorn. 10 r=/r/ run He runs the race. The brown bear walks 11 b=/b/ bear around. If needed, remind students that double letters are 12 f=/f/ fish Five fish swim. pronounced with one sound. 13 e=/ĕ/ elephant The elephant listens. Tell students this is a short vowel.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Analysis by Devin Kearns. # Sound- Clue Explanatory Sentence Note Spelling The gruff gorilla 14 g=/g/ gorilla grunts. They're stuck under 15 u=/ŭ/ umbrella Tell students this is a short vowel. the umbrella. 16 h=/h/ heart Hear the heartbeat. The octopus turns on 17 o=/ŏ/ octopus Tell students this is a short vowel. the light. 18 c=/k/ cut Cora cuts her hair. This is the first digraph students learn. Explain that two letters make one sound, that they are a letter 19 sh=/sh/ sh Shhh ... Don't shout team. It can also be called a digraph. See the Instructional Guide for information about which terminology to use. This is the first long vowel taught and the first letter with multiple pronunciations. Explain that long sounds make the same sound as the name of the 20 o=/ō/ toads The toads croak. letter, like O. Explain that the letter O has more than one pronunciation. Compare the octopus and toad cards and the spellings of O on both. He will wash the 21 w=/w/ wash windows. This is the past tense. Explain what the past tense The dog growled and means. Explain that this usually appears at the end of 22 ed=/d/ past tense roamed looking for a a word. Explain that it can be pronounced in three bone. ways. Show that the past tense card has three pronunciations on it. This is the other pronunciation of the past tense. You can teach it on the same day as the /d/ pronunciation. It is not necessary to explain why the sound is The dog wished and sometimes /d/ and sometimes /t/. Explain that this is 23 ed=/t/ past tense hoped for a bone. another example where a sound-spelling has more than one sound. Explain that this usually appears at the end of a word. Remind students what the past tense means. This is the third pronunciation for the past tense. You The dog wanted and can teach it on the same day as the other sound- 24 ed=/əd/ past tense needed to find the spellings or on the next day. Ask students to tell you bone. what the past tense means. Explain that the E and D say /ed/. This is the first case where the same sound has more 25 k=/k/ cut Cora cuts her hair. than one spelling. Explain that the clue word is the same for both spellings.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Analysis by Devin Kearns. # Sound- Clue Explanatory Sentence Note Spelling This is the first vowel-R sound-spelling. Explain that there are sound-spellings where a vowel letter is 26 or=/or/ horse The horse eats corn. before an R. If you are teaching syllable types, tell students that the vowel-R sound-spelling goes in vowel-R syllables. This is another vowel-R sound-spelling. If you are 27 ar=/ar/ shark The shark plays guitar. teaching syllable types, remind students that the vowel-R sound-spelling goes in vowel-R syllables Ask students what sound the S from the snake clue card says. Explain to students that when there is one S at the end of many words, that means it is plural. It The goats eat the 28 s=/s/ plural tells you there is more than 1 of something. Give the plants. students the example sentence and point out that goats and plants are plural and that S says /s/ and means there are 2 or more of something. You can teach this on the same day as the S /s/ plural or another day. Tell students that they will learn about the letter Z later (no other explanation is needed; it comes later because there are very few Z words). Explain that the letter S makes the /z/ when The turtles play in the the S is at the end of the word. Ask students to 29 s=/z/ plural reeds. remind you what one S at the end of a word usually means. They should say it is plural. State again that the plural S sometimes makes the /z/ sound, so we use the Zoom card for the /z/ sound--which is why it is on the card. Use the example sentence to illustrate. Explain the meaning of “reeds” if needed. It would be best to wait to teach this sound-spelling for a day or two for students to get used to the /s/ and /z/ forms of the past tense. Ask students what S at the end of the word means and then the pronunciations for the past tense. Then explain that The horses smell the 30 es = /əz/ plural the E and S say /ez/, which is a little different from S = roses. /z/ Explain that sometimes the letter E before the S makes this sound. Point out that the elephant clue card is there to remind students that es has the E that says /e/ and the S that says /z/. Use the example sentence to illustrate. Remind students that the same sounds can have more than one pronunciation. This is the third spelling for 31 ck=/k/ cut Cora cuts her hair. the /k/ sound, so explain that there can be more than 2 spellings for some sounds. This is also a letter team.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Analysis by Devin Kearns. # Sound- Clue Explanatory Sentence Note Spelling Ask students to explain what a letter team is. A letter team can also be called a digraph. This is another letter than has more than one sound. Remind students that the same sound can have more than one spelling. You can explain that the C usually 32 c=/s/ snake The snake hisses. makes the /s/ sound when E, I, or Y comes after it-- and /k/ in most other cases. (This is sometimes called "soft C"--versus the C = /k/ "hard C," but that is not necessary language.) This is another vowel-R sound-spelling. If you are The thirsty turtle 33 er=/er/ turtle teaching syllable types, remind students that the slurps. vowel-R sound-spelling goes in vowel-R syllables. The gray whale slaps This is the third long vowel. Remind students that long 34 a=/ā/ whale its tail. vowels say the same sound as the alphabet letter. This is the first vowel-consonant-E word. Teach it as a pattern of its own. It can be called A-consonant-E. The vowel-consonant-E patterns consist of a letter, some other consonant, and the letter E. When students see that pattern, they say the long A sound. Make sure students know this sound-spelling is called A- The gray whale slaps consonant-E and explain that A-consonant-E makes 35 a-e=/ā/ whale its tail. the sound A. Explain that this is another spelling for the long-A sound already taught with A alone. Do not teach the magic E rule. If you are teaching syllable types, explain that syllables with this pattern are vowel-consonant-E syllables. It can be called a "stable final syllable," but it is not recommended to explain it that way. This is the second long vowel. Review the idea of the long vowel. Share that this is another letter that has The tiger flies the kite more than one sound. If you are teaching students 36 i=/ī/ tiger at night. about syllable types, tell students that syllables with a vowel-consonant-E sound spelling are called vowel- consonant-E syllables. This is another vowel-consonant-E sound-spelling. Explain that this is another spelling of the long-I sound The tiger flies the kite 37 i-e=/ī/ tiger already taught. If you are teaching syllable types, at night. remind students that this goes in a vowel-consonant-E syllable This is the fourth long vowel. Review the idea of the 38 e=/ē/ sheep The sheep dream. long vowel (and how vowel letter names are also long vowels).

Copyright © 2021. Texas Education Agency. All Rights Reserved. Analysis by Devin Kearns. # Sound- Clue Explanatory Sentence Note Spelling This is another letter team. It is taught immediately after the single-letter E long vowel, so review that the same sound can have more than one spelling. It is sometimes called a digraph because the two letters 39 ea=/ē/ sheep The sheep dream. make one sound. (This is also sometimes called a vowel team, but it is easier to call it a letter team.) If you are teaching syllable types, tell students that this sound-spelling is part of a digraph syllable. Explain that this is the third spelling for the long-E sound. Students may know Y from the beginning of words. If helpful, mention that Y says the long-E sound very often, usually at the ends of words. This 40 y=/ē/ sheep The sheep dream. applies mostly to polysyllabic (say "multisyllable or multiple-syllable") words, so teach some polysyllabic words using the same word-reading routine. Use shorter words like happy to make these easy to read. This is another letter team. Review what this means. The cheetah is 41 ch=/ch/ cheetah Use the term digraph depending on guidance from champion. others. Explain that ING is a rhyming team (or use another term you prefer). Those letters say /ing/ together, 42 ing=/ĭng/ king The king can sing. often at the end of a word. Tell students that the ING often means that someone is in the middle of doing something, but not always. Explain that the clue for king also applies to words 43 ng=/ng/ king The king can sing with the letters NG. Explain that it does not say /ing/ but this is a letter team that says /ng/ like in song. This is another letter team and another spelling for long E. It can be called a digraph. If you are teaching 44 ee=/ē/ sheep The sheep dream. syllable types, remind students that this sound- spelling goes in a letter team syllable (it is sometimes called a vowel team syllable or digraph syllable). This the consonant-LE sound-spelling. Explain to students that when the see a some letter and then L and E together, the LE says /ul/. You can tell them consonant- My uncle chuckled at 45 le=/əl/ that the letters in the box are most of the letters that le the riddle. can be used there. If you are teaching syllable types, tell students that these are called "consonant-LE syllables." This is another letter team. Review what this means. The gray whale slaps 46 ai=/ā/ whale Use the term digraph or vowel team depending on its tail. guidance from others. If you are teaching syllable

Copyright © 2021. Texas Education Agency. All Rights Reserved. Analysis by Devin Kearns. # Sound- Clue Explanatory Sentence Note Spelling types, remind students it is part of a vowel team/ letter team / digraph syllable. The thirsty turtle This R-controlled letter team pattern. Explain that it is 47 ur=/er/ turtle slurps. another spelling for the /er/ sound. He juggles jewelry and 48 j=/j/ juggle This is primary spelling for the /j/ sound. gems. This is another letter than has more than one sound. G says /g/ and /j/. There are also two spellings for the He juggles jewelry and /j/ sound. You can explain that the G often makes the 49 g=/j/ juggle gems. /j/ sounds when an E, I, or Y comes after it--and it says /g/ in most other cases. (This is sometimes called a "soft G," but that terminology is not necessary.) This another letter team. It can also be called a digraph or vowel team. If you are teaching syllable types, explain that it goes in a letter team / vowel team / digraph syllable. /ow/ is actually a diphthong (the mouth moves as the vowel is pronounced). Diphthongs are characteristics of spoken language 50 ou=/ow/ mouse The mouse frowns. and these are still considered single sounds. Diphthong pronunciations should still be regarded as letter teams, vowel teams, or digraphs If teaching syllable types review the letter team / vowel team / digraph syllable type. If helpful, show students how the mouth changes shape as they make the sound, but this is not necessary. Explain that the letter E sometimes has no sound, usually at the end of a word and in that case they just do not say anything. Explain that the E can be Sometimes the letter 51 e=/-/ silent E important because it can also remind you how to say E makes no sound. some sounds. For example, it can remind you that the G says the /j/ sound when it comes before an E and C says the /s/ sound before an E. 52 v=/v/ volcano The volcano is volatile. Explain the meaning of "volatile" if needed. This is a letter team--also called a vowel team or digraph. If teaching syllable types, this sound-spelling 53 ow=/ō/ toads The toads croak. is part of a letter team / vowel team / digraph syllable. This is a letter team--also called a vowel team or The moose eats digraph. If teaching syllable types, this sound-spelling 54 oo=/oo/ moose food with a spoon. is part of a letter team / vowel team / digraph syllable. This is another vowel-consonant-E sound-spelling. 55 o-e=/ō/ toads The toads croak. Explain that this is another spelling of the long-O

Copyright © 2021. Texas Education Agency. All Rights Reserved. Analysis by Devin Kearns. # Sound- Clue Explanatory Sentence Note Spelling sound already taught. If you are teaching syllable types, remind students that this goes in a vowel- consonant-E syllable. This is a letter team--also called a vowel team or The gray whale slaps digraph. If teaching syllable types, this sound-spelling 56 ay=/ā/ whale its tail. is part of a letter team / vowel team / digraph syllable. This is another letter team. Note that TH has two pronunciations (voiced and unvoiced), but they have just one card. Explain to student that the sentence Throw the ball to your "Throw the ball to your brother" has one word with 57 th=/th/ throw brother. the /th/ sound (unvoiced) and one with the /th*/ sound, voiced. The clue card can be remembered as the "throw" card or the "throw to your brother" clue card. This is a letter team. Teach this on the same day at the unvoiced TH. You Throw the ball to your 58 th=/th#/ throw can have students feel their voice box to illustrate the brother. difference in pronunciation. This is a letter team. This is another letter team spelling for the long O 59 oa=/ō/ toads The toads croak. sound. This is a letter team--also called a vowel team or digraph (the phoneme is a diphthong). If teaching syllable types, this sound-spelling is part of a letter 60 ow=/ow/ mouse The mouse frowns. team /vowel team/ digraph syllable. Remind students the OW says both /ow/ and long-o very often, so students will need to be flexible in how they try to pronounce the letters OW. This is the only three-letter vowel letter team taught here. It is technically a trigraph; talk with others about The tiger flies the kite 61 igh=/ī/ tiger whether they need this terminology. It can also be at night. called a letter team or vowel team if using that language. Explain that this is another three-letter letter team The cheetah is 62 tch=/ch/ cheetah (but not a vowel team) and another spelling of the champion. /ch/ sound. This is a letter team--it could also be called a vowel team or digraph. Explain that the letters OO can say The cook reads a 63 oo=/ʊ/ cook this sound or the sound in spoon. If you are teaching book. syllable types, this goes in a letter team / digraph / vowel team syllable. This is the second spelling for the /z/ sound. Remind 64 z=/z/ zoom Zigzag and zoom! students that sounds can have more than one spelling.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Analysis by Devin Kearns. # Sound- Clue Explanatory Sentence Note Spelling This is another pronunciation for the letter A. You can The octopus turns on 65 a=/ŏ/ octopus explain that this pronunciation is used most often the light. when it is after W or part of the phonogram "all." This is a letter team--it could also be called a vowel team or digraph. Explain that the letters EA can say this sound or the long E sound in eat. If you are 66 ea=/ĕ/ elephant The elephant listens. teaching syllable types, this goes in a letter team / digraph / vowel team syllable.

Note that X comprises the sounds /k/ and /s/. The fox writes an X in Students do not need to know this as long as they can 67 x=/ks/ fox every box. pronounce it correctly.

This is a letter team--it could also be called a vowel The octopus turns on team or digraph. If you are teaching syllable types, 68 aw=/aw/ octopus the light. this goes in a letter team / digraph / vowel team syllable. This is another vowel-R sound-spelling. If you are The thirsty turtle 69 ir=/er/ turtle teaching syllable types, remind students that the slurps. vowel-R sound-spelling goes in vowel-R syllables. The queen counts Refer to QU as a letter team even though there are 70 qu=/kw/ queen quarters. actually two sounds. This is a letter team--also called a vowel team or digraph (the phoneme is a diphthong). If teaching 71 oi=/oy/ toy That is a noisy toy! syllable types, this sound-spelling is part of a letter team / vowel team / digraph syllable. This is a letter team--it could also be called a vowel team or digraph and another spelling for the long-E 72 ey=/ē/ sheep The sheep dream. sound. If you are teaching syllable types, this goes in a letter team / digraph / vowel team syllable. He will wash the 73 wh=/w/ wash This is another spelling of the /w/ sound. windows. This is the consonant pronunciation of Y. Contrast it with the long-E and long-I spellings. You can tell The yellow yo-yo 74 y=/y/ yo-yo students that the long-E sound usually comes at the spins. end of longer words and that the long-I usually comes at the end of short one-syllable words. Explain that this is another spelling of the long I sound The tiger flies the kite and that Y makes both the long-I and long-E sounds. 75 y=/ī/ tiger at night. Note again that Y has a different sound at the beginning of words if helpful. The thirsty turtle This is another vowel-R sound-spelling. Explain that it 76 or=/er/ turtle slurps. is another spelling for the /er/ sound. Explain that the

Copyright © 2021. Texas Education Agency. All Rights Reserved. Analysis by Devin Kearns. # Sound- Clue Explanatory Sentence Note Spelling letter OR can make two different sounds, /or/ and /er/ and that the OR spelling of /er/ often occurs at the end of longer words. If you are teaching syllable types, remind students that the vowel-R sound- spelling goes in vowel-R syllables. This is a letter team--it could also be called a vowel The octopus turns on team or digraph. If you are teaching syllable types, 77 au=/au/ octopus the light. this goes in a letter team / digraph / vowel team syllable. This is the long U sound. Review the idea of long vowels. If you are teaching syllable types, the single- The music amuses the 78 u=/yoo/ unicorn letter U pronounced with long-U (or /oo/) usually unicorn. comes at the end of a syllable and those are called an open syllable. This is similar to the long U sound but lacks the /y/ sound at the beginning of long U. Contrast the two The moose eats food 79 u=/oo/ moose with a spoon. pronunciations. Have students practice words with U = /oo/ first but practice reading long U words also. Explain the meaning of “amuses” if needed. This is another spelling for /ĭ/ and the fourth sound made by the letter Y. Contrast it with the other Y The iguana sees the 80 y=/ĭ/ iguana pronunciations. During Sounding Out, focus on insect. reading words with the /ĭ/ pronunciation first. Then, read words with other pronunciations of Y. This is a letter team--also called a vowel team or digraph (the phoneme is a diphthong). If teaching 81 oy=/oy/ toy That is a noisy toy! syllable types, this sound-spelling is part of a letter team / vowel team / digraph syllable.

The following lesson sets use this resource: • Reading Words with Sound-Spellings • Practice Games

This document contains the Decodable Word Cards to use with the Sounding-Out Decodable Words Routine from the Inclusion Foundational Reading Lesson Set. A list of these words in a smaller font is contained in the Decodable Word List. The cards are organized according to the sound-spelling sequence chart, meaning that the words listed for each sound-spelling list depend on the previous sound-spellings being taught.

These word cards are designed to be used in combination with the Lesson Guides for the Foundational Reading Lesson Set. The words on the cards are organized by the number of syllables (1 or 2-3). The words in each group are ordered by the number of phonemes they contain.

The word cards can be used for lessons as is, or you can use them to create your own lists of words. These words were selected based on a sound-spelling frequency analysis by Devin Kearns and designed by Devin Kearns ([email protected]) and Marcia Ferreira.

at tan ant

it inn in tin

am mitt mat man

mint

ill mill till lit

ad add dim dad

lid mad did and

lad land

timid inland

mass sit sat it's

lass sill its sad

mast slit sand last

mist slid slam still

list slim sits slant

midst stand

insist mantis

dip lap pan pal

nap sip sap lip

slip pad pat pass

pit map pin tap

tip pill limp plan

past plant span stamp

lamp spin damp spill

spat split snap

ram rid rip rat

rim ran drip trim

ramp trip strap drill

trap print strand

Paris

bin bat bid bill

rib dab lab bass

bad bit brass bran

band blast slab brand

if fad fin fan

fill fit raft lift

staff flip sniff flap

fast drift film flat

stiff draft

bell tell elm let

been met bet den

less end pep fed

fell sell led ten

red pet men pen

bed net mess set

send mend tend sled

test rest fled lent

spell bend press stem

self bent sped rent

dent let's sent melt

felt pest belt spent

tent best dress spend

step smell left bless

lend nest slept melts

absent tennis address intend

itself dentist splendid

egg peg rag tag

beg gap get leg

fig dig bag gas

pig gal big grid

drag glass flag gift

glad grin grasp grim

glen grip gasp brag

grab grant gets grand

gram grass glint

up us bun rub

puff run mum rug

gull sum fuss nut

mug pug bud bug

pup dug gum mud

mutt sun sub tug

dull bus tub but

fun gulp dump dust

bump tuft gruff stuff

bulb lump drum plum

rust plus plump bluff

must spun plug snug

fluff pump stump gulf

grunt trust stunt

upset unless muffin until

sunset insult disgust

hut him hit hid

hen hull hiss ham

huff hem hum had

hat hill hip hug

hint help hunt

hand held

uphill helpful himself handbag

off on odd nod

rod dot moss hog

mob doll sob fog

pod toss log mop

sod pot hop dog

boss mom rot bob

lot loss bog top

not got pop hot

smog plop spot blob

soft slot stop bond

golf blot drop plot

frog frost lost trot

flop prop pond fond

loft

upon hilltop

cap cup cuff cod

cat con can cub

cot cut cob cab

act crop crab cost

clap clip

crust cat's can't class

cast camp club crib

fact strict cross clam

cliff crept crisp scalp

clump scrap scrub

attic comic panic cabin

cannot topic traffic clinic

public cactus discuss picnic

frantic compact insect product

plastic content contest contract

contact suspect subtract magnetic

fantastic

ash ship rash gosh

sham dash rush dish

hush cash fish shop

mash shall shed mush

sash shut lash shell

flash trash shrill brush

shuts shops crash flesh

shrug blush ship's fresh

shrimp shelf smash splash

slush crush shift

catfish radish codfish finish

polish rubbish mishmash selfish

British Spanish

no go so pro

roll old bold don't

host hold gold fold

gross told most cold

troll sold mold bolt

post colt stroll scold

solo memo hippo robot

motel focus hotel unfold

protest program compost goldfish

momentum

win will web wish

wag wet wig well

wit Swiss wilt swim

swam wind won't twin

swell twig west went

wept twist swish swept

swift

windmill Wisconsin

tagged tugged fanned canned

filled hummed bobbed hugged

rolled tanned spilled planned

grabbed spelled trimmed scanned

strolled scrubbed

fussed cupped hushed tipped

hopped ripped hissed mopped

shopped rushed fished puffed

topped dashed tapped mashed

dipped blushed crushed gripped

flapped dropped propped tripped

flushed pressed dressed flashed

dripped clapped brushed helped

gasped stuffed limped flopped

clipped slipped flipped cramped

stepped camped sniffed trapped

crashed stamped splashed strapped

clamped slumped

polished dismissed

added nodded noted dotted

petted hunted landed dusted

rusted posted melted panted

lasted shifted listed folded

handed tested rented mended

lifted trotted printed twisted

planted unfolded intended inspected

suspected pretended

kid kit kin ask

elk skill asked kelp

asks kept silk task

skip mask kissed dusk

skin risk milk skull

desk disks milked

pumpkin napkin

or nor for short

horn fort fork pork

sort port cord born

corn form cork torn

worn snort stork scorn

stormed storm forked sport

platform landlord sorted support

shortcut popcorn snorted informed

car tar arm ark

art far part start

shark cart sharp farm

hard mark dark barn

bark harm card marsh

dart mart scar park

star smart harp harsh

farmed armed barked scarf

marked spark parked snarled

harmed

parted sonar cargo artist

garlic Arctic darted farmland

remarked Denmark hardship postcard

pits mats laps hats

nets bats pups tops

ships ants caps nuts

rats acts gaps maps

ruts pops puffs bits

tips lets lips sets

huts cups posts lots

arts cats hips pets

cuts bets fats hits

dips wits cuffs pots

taps dots cops guts

hops fits snaps lasts

bolts masts trips darts

camps gifts forks lamps

hunts rests dumps spots

scraps steps clips plots

belts hints carts sorts

disks drops nests masks

slips marks tents costs

parts starts tests barks

pumps cliffs lifts desks

pelts traps pants flaps

stops drips facts poets

shorts sharks tasks lumps

bumps crops helps lists

parks crusts stamps pests

stumps straps sparks clumps

frosts twists plants drifts

sports crafts prints storks

robots puppets comics picnics

planets insects markets locusts

helmets tablets baskets reports

moments artists magnets carpets

forests contents elements products

suspects contests interests

eggs ads rubs fills

hogs kids bins hills

bags cubs mills fads

sheds beds bells fans

fins wells shells logs

cans tubs rods bugs

runs digs bills ends

tags cars wins dogs

wills gums legs hens

rolls rugs webs buds

dolls arms bends folds

holds gulls buns rags

crabs twins grubs lands

frogs twigs barns hands

forms cards flags cords

films shrubs bands drums

horns skins lords bulbs

farms

cabins muffins cobwebs windmills

ashes wishes dishes hoses

rushes noses crashes fishes

roses brushes radishes flashes

neck puck shock tick

peck lick sick lack

tack back shack lock

dock tuck rack sock

pick duck pack luck

sack deck buck rock

wick nick snack pecked

block backed flock tucked

ducked stick brick click

licked speck slick stuck

trick track socks stack

truck pluck smack clock

stacked locked packed plucked

black crack stock slack

flicked slacks struck

nickels backpack unlock pickup

lipstick

cell cent cells danced

forces success accent dances

process fences

her per herd fern

ferns term stern clerk

terms

otter upper inner offer

tanner otters hammer dimmer

seller offers roller banner

butter letter order hatter

ladder runner summer fisher

shutter sitter suffer bigger

better under batter winner

bitter rubber supper sadder

locker offered matter soccer

elder miller hotter bumper

modern temper porter member

gutter mutter dresser enter

older dinner rudder copper

manner shudder potter pepper

dipper after litter

hunter sister cobbler flicker

muttered winners swimmer master

closer slipper letters foster

luster dinners orders glitter

winter farmer corner folder

harder matters battered dancer

clatter rollers colder fender

flutter skipper manners softer

marker faster platter drummer

lumber shelter darker grocer

holder timber tender runners

clutter center proper fishers

pattern shorter former poster

barber buttered parker border

permit number butler cracker

mister hammers trapper ladders

trigger cluster crackers helper

planter antlers starter stammered

perhaps October rafters percent

smarter farmers lantern hunters

cornered winters partner numbers

corners monster centers printer

clattered hamster dancers perform

members herself terrific shelters

plaster cinders lobster western

September persisted splinter permitted

gardeners Amsterdam

paper safer maker later

racer shaker baker racers

acorn faded labels basic

trader skater makers laces

faces waded shaded crater

races pasted acorns traded

tornado

ape ate lake pale

rake pane shake fame

tale same bake fate

shame shade sake tame

lace made game lame

wake hale fake mate

lane late rate wade

pace tape gate cane

cape mane face cake

race sale case safe

base gale fade date

came shape make name

take plate grace blade

names mates tales tamed

space canes blame slate

scale flame shades drake

snake spade games grape

named state trade stale

crane grade frame skate

crate brake place flakes

trace plane stake framed

flames scrape frames grades

flamed blamed blades

rotate hateful makeup insane

grateful rotates mistake graceful

operate spaceship classmate interstate

spacecraft

I I'd I'll I'm

hind bind mild pint

kind find mind finds

wild blinds kinds minds

grind winds blind

nicer tiger Irish

piper timer cider rider

liner diner finer wider

Ohio miner riders tigers

rises glider minus miners

items ripened spider wilder

unkind direct unwind wildcat

directed

ice shine mine ride

nine hike dine pike

ripe Nile hide pipe

side wipe file lime

pile wide life wife

fine bite pine rice

kite time mile dime

line nice bike like

tide mice slide spite

slime tides crime timed

rides price wife's twice

pride times twine hides

lined piled lines slice

glide miles bride mines

likes spike

smile prime spine tiles

dimes stride strike smiled

stripe

unlike upside sunshine icebergs

underline inside bedtime pipeline

dislike bedside hillside combine

campsite underside wintertime lifetime

described

be he we she

me we'll he'd we'd

she'd she'll

neon meter stereo meters

create react

pea eat tea sea

heat eats mean peak

read beat heap reap

leak seat beam lean

team east heal leaf

meal meat seam bead

weak neat lead bean

beak leap flea deal

steam sealed dream gleam

speak creak treat beams

means leads beamed sneak

cream beast least meals

beads feast beans teams

fleas real streak gleamed

clean speaks dreams scream

cleaned creaked stream streaked

streamed

eater reader eager eaters

heater dealer beater weaker

readers speaker leader seated

eastern cleaner steamer leaders

peanut heated teammates pleaded

meantime upstream cleaners released

treated cornmeal

icy puffy shady hilly

baggy teddy shaky soggy

daddy marry merry mommy

leafy sunny silly holly

oddly body puppy ferry

shaggy shiny lily piggy

penny only rally muddy

funny runny happy hobby

bunny messy lucky dolly

patty weakly beady Patsy

baby copy carry ugly

pity kitty buggy belly

foggy fiery gully lacy

city berry bony folly

pony buddy sorry rocky

lobby bossy tummy tiny

granny sandy forty milky

hasty skinny neatly creamy

risky slimy utterly smelly

husky safety hotly sadly

grassy misty study gritty

windy rusty tricky dreamy

handy floppy silky scaly

really likely stocky glory

dimly fifty madly entry

stony dusty fluffy ninety

marshy fancy spotty shorty

flashy bumpy sloppy lately

empty safely stuffy smoky

nicely badly eagerly story

sticky mildly candy party

tasty kindly bitterly plenty

simply pastry boldly celery

stormy fondly crossly sharply

softly freshly crafty orderly

mostly frisky grocery partly

twenty pottery battery gladly

wildly sternly grimly briskly

elderly bakery costly hardly

snugly industry promptly ladybugs

coldly shortly liberty slippery

unlucky grumpy wistfully swiftly

blindly property gratefully tenderly

properly timidly ladybug intently

cranberry directly

each check inch chick

cheat chat rich chap

such chop reach chum

chase chess beach cheap

chin chip teach peach

Chuck chill child much

bunch preach chart march

perched chopped bench chills

charm branch chest bleach

ranch porch inched reached

starch lunch French marched

drenched clenched

chilly checker chatter cherry

teacher chapter richer checkers

preacher rancher teachers reaches

inches chamber chattered beaches

bunches childish chickens benches

ostrich lunches chances branches

lunchtime

ring sing king wing

bring kings sting wings

swing sling spring rings

string

adding singer going eating

being inning tagging naming

hugging wagging acting hiking

raking leaning leaping hanging

waking chilling winning banging

wading chopping bobbing puffing

sobbing nodding racing popping

teaching cheating rushing timing

hopping asking backing telling

running cutting hitting facing

ending humming wishing shaping

hissing dingy tugging rolling

picking willing liking heating

making sitting ringing baking

piping singing reaching fanning

dashing tossing missing hiding

kidding shutting shining patting

meaning fishing chasing sipping

begging taking shopping wiping

dealing piling bedding offering

licking ticking longing logging

riding dining locking pecking

biting kissing rocking mining

nagging setting digging dating

passing filling letting wedding

leading reading beings boring

betting shaking dipping mocking

poking hoping packing resting

tapping selling getting cunning

bucking swimming trading flapping

dreaming finding clicking stinging

smashing speaking steaming hunting

meanings sneaking bumping crossing

drilling pressing swinging blocking

spilling gleaming gliding trapping

shifting suffering entering winding

tending molding spinning melting

darling snoring tasting clinging

sending dumping marching smelling

handing tracking spelling milking

muttering dragging holding planning

sensing grinning mending flashing

smiling stocking blessing slicing

marrying farming limping skipping

trotting testing gasping storing

flipping slipping bringing panting

helping dressing marking pumping

snapping dusting stuffing cracking

grabbing pleading minding brushing

harming readings lettering landing

ordering sliding duckling stepping

shattering forming wasting dancing

dropping sloping nesting plotting

flaming listing swelling carrying

placing stopping folding shimmering

parking sticking bending forcing

treating camping lifting sniffing

crashing fencing dripping clapping

chattering barking cleaning drumming

bragging creaking morning skating

unwilling splitting snarling printing

grinding markings slanting planting

drifting screaming standing frosting

feasting streaming glittering trusting

scraping striking snorting scattering

blinding twisting scolding splashing

escaping fluttering starting spending

studying glancing mornings stroking

grunting strolling crackling stamping

scrubbing grasping finishing ducklings

publishing disgusting springtime

sung bang rung tongs

sang song bangs clung

flung gong stung strung sprang lungs banged clang

bee eel see tee

fee glee weep bees

tree cheek peel peek

feed deed seem beef

reef deep keep week

flee reed peep reel

free heel meet feel

keen beet seep need

weed beech seek seen

sheet seed steel sweep

heels steep weeds speed

green trees seeped sleek

freed reeds creep fleet

creek deeds speech sleep

needs sweet greet streets

screen greens feeds screech

sleeps screeched

keeper seeing deeper feeder

coffee peeling feelers feeling

needing feeding greedy weekly

sleepy seeking seaweed weeping

weeding keeping freely meeting

speedy referee deeply steeper

cheeses sweeping speeding fifteen

nineteen creeping sweetly greeting

indeed feelings sleeping seedling

streetcar succeed speeded degrees

meetings greeted treetops

able apple eagle cable

saddle bottle beetle pebble

wobble rubble title fiddle

bubble tickle tackle table

pickle kettle fable middle

battle nibble cattle paddle

eagles rattle needle giggle

huddle puddle wiggle chuckle

settle baffled tables maple

shuffle noble little riddle

buckle bottles Seattle giggled

steeple muffled bumble tickled

nibbled settled cradle ruffled

shuffled beetles dribble handle

bubbles wiggled titles rumble

fables humble riddles trickle

simple tackled temple battles

unable huddled cables rattled

bundle candle bubbled rattles

needles marble paddled crackle

stable sample tumbled candles

saddled crippled mumbled tremble

marbles crackled freckles bundles

struggle crumble tumble sampled

sparkle stumble grumble article

snuggled stumbled sparkled struggled

rumbled teakettle handles fumbled

scrambled spindle rumpled crumbled

startled trembled grumbled crumpled

aim aid rail pain

train laid gain paid

fail mail main hail

rain maid wait aims

bait tail chain pail

nail raid chains gained

rained Spain drain mailed

braid hailed paint snail

sailed grains claim wailed

nails frail braids maids

failed brains grain tails

waist rails rains faint

strain plain brain trail

claims trains trails stained

waiter raining strained rainy

aiming daily gaining raises

mainly trailer mailing waiting

railing painful raiders sailing

trainer painter failing painting

faintly trailers fainted trainers

trailing details training painfully

mainland entertain raindrop paintbrush

fur burr purr burn

curl furs curb surf

blur churn hurt spur

turn blurred burns curls

burned turns churned burst

turned curled

furry burger hurry scurry

nursing murmur murky burner

curly purple turtle sturdy

turning burning turtles disturb

during nursery hurting curling

disturbing hurrying scurrying returns

bursting surrender

Jack jar jam jeep

jug jet jade jobs

job just jump jest

jars jams jumped

jelly jolly jumpy jumbo

jumble jester jumper joking

banjo Jasper jumping subject

project jellyfish

age germs germ wage

urged cage page stage

surged

ages Roger urging barges

danger larger energy rigid

magic ginger ranger gentle

cages gently changes teenage

hinges rangers teenager charges

suggested register stranger suggest

gigantic

out ouch loud noun

shout pouch foul couch

cloud mound snout grouch

round scout bound proud

hound grounds count sound

spout trout mount nouns

found pound crouched rounds

bounds bounced sprout clouds

ground

outer outing outlined louder

outline counter cloudy shouting

county proudly dugout houses

outfit outside loudly outlet

bounded pounding counting roundup

rounded sounded sounding pronoun

bouncing bounces soundly compound

horse aide were mouse

taste nurse purse peace

else belle blonde pulse

house bounce glance prince

dance braille France fringe

since blouse grease paste

charge change haste chance

sense fence force weren't

range forge glimpse rinse

large waste tense barge

strange

housewife increase peaceful farmhouse

difference household clubhouse strangely

nonsense horseback

I've we've heave cave

vain hive weave save

serve verb wave five

curve dive nerve van

vet shave vine gave

leave vase verse waves

wives shaved saved caves

curved carve verbs vines

hives leaves sleeve elves

solve drive paved nerves

curves carved waved dives

vast starved vest served

dived valve ever over

twelve solved drives navy

shelves starve shiver fever

beaver diver liver lever

river weaver envy very

every never having divers

diving saving beavers waving

clover giving adverb rivers

living shaving lively driver

invite divide serving vanish

gravy Venus behave clever

weaving weavers silver leaving

traveled carvers travels overtime

invent silvery drivers driving

poverty deserves Vermont adverbs

November overseer bravely invest

shivering inventing inviting starving

bravery overturned volcano divided

invented travelers carvings

owe owed mow row

tow low show own

shown blows rows flown

towed glow grow crow

crows grown flow snow

slow owned shows bowl

blow bowls flows blown

snowed crowed slower slowed

owing owner arrow sorrow

showing fellow mowing pillow

arrows follow mellow narrow

below elbow willow shallow

borrow owners hollow snowy

burrow shadow owning sparrow

burrows slowly flowing mower

fellows glowing rainbow lower

shadows narrowed growing bellowed

blowing window snowing elbows

snowstorm windows following snowman

borrowing grownups windowsill

too hoot roof boot

boom room moon pool

loose mood tool cool

soon root noon loop

hoop food loom goose

stool boomed moons spoon

swoop cooled foods broom

scoop bloom rooms troop

spool droop stoop brooms

gloom proof fooled tools

swooped scooped stooped

moody loosen cooper poodle

cooing cooler sooner igloo

cooling coolly rooted chooses

gloomy foolish hooted afternoon

fooling raccoon bamboo rooster

loosely booming scooter cartoon

lunchroom brooding mushroom afternoons

bedroom noontime blooming raccoons

cartoons bedrooms mushrooms classroom

home rope wove robe

Rome sole joke cove

code mole rode hole

bone woke vote note

robes moles lone poke

tone nope dose pole

role cone smoke shone

hope stone holes grove

cones homes drove spoke

jokes drone scope slope

bones stove stroke strode

globe broke

homely lonely tadpole hopeful

hopefully closely flagpole homesick

hay way day ray

bay lay say may

pay jay tray sway

stray spray stay lays

play clay days rays

swayed ways gray trays

stayed

okay essay saying laying

player layers paying maybe

relay staying runway Sunday

playful Friday midday display

subway freeway railway playing

dismay Norway daytime playmate

driveway haystack Saturday playhouse

booth tooth thud path

south thin thick thing

mouth throw with teeth

both bath math moth

three thorn length forth

ninth cloth north growth

depth throne throws tenth

twelfth strength thump thrill

things thrown fifth thumped

thorns thrust

thinner thicker filthy thrashing

throwing thunder within thimble

faithful without bathtub thrilling

bathroom faithfully toothpick thumping

southwest northwest tablecloth toothbrush

toothpaste fifteenth bathrooms northeast

blacksmith

oak foal coach goat

goal coal roam soak

loaf boat foam toads

loan boast load soap

toad road coat coast

croak coals float goals

roast cloak toast loads

throat roamed soaked roads

loaned groan groans groaned

coating coated coaching coaches

roadside rowboat soaking unload

toaster oatmeal loading foaming

coaster charcoal railroad sailboat

overcoat lifeboat floating roasted

steamboat railroads unloading raincoat

how cow bow sow

wow owl now vow

down towns owls howl

vowed town owl's howled

bows brow plow clowns

crowns clown cows gown

flowers brown gowns growl

crown crowds crowd frown

meow power chowder bowing

powder howdy flower powerful

howling lowering however plowing

Mayflower frowning crowding downhill

growling flowers downtown sundown

sunflower tower downstream

towels towers shower

sigh high thigh tight

slight light might fright

right sight night bright

fight flight night's

fighter tighter highway sighing

mighty lighting lighter higher

lightly overnight fighters sighted

tightly fighting upright flashlight

rightful daylight starlight brighter

tightened lightning highways lightness

nighttime lighthouse frightful nightgown

sightings midnight twilight moonlight

sunlight brightly

itch patch batch pitch

Dutch ditch catch latch

hitch fetch hatch match

switch stitch twitch stretch

sketch snatch fetched clutch

hatched twitched scratch switched

catcher pitcher pitching stretcher

ketchup catching hitching matches

catches hatches clutching scratching

crutches stretching

hood foot took cook

wool shook good hook

book woof wood hoof

look hoods stood crook

brook woods cook's hooves

cooked

looking notebook hooded lookout

footing redwood bookcase cooking

crooked scrapbook dogwood understood

childhood Hollywood woodcutter goodnight

footprint

zoo zip zone size

zoom buzz zoos jazz

gaze froze graze sneeze

dazed gazed breeze buzzed

blaze freeze dozed glazed

prize blazed sneezed grazed

cozy puzzle buzzer fuzzy

lazy dizzy crazy puzzled

zigzag buzzing grizzly gazing

oversized freezer blazing citizens

sneezing grazing breezes freezing

all salt wash ball

wad call mall fall

hall watch tall wall

wand halls swan bald

swap false calls swamp

stall called small want

falls wasp wants halt

washed walls

water taller afar caller

washer watcher baseball halter

walrus wander waters swallow

smaller watches overall snowball

watered washing overalls waddled

salty hallway calling falling

washes watery almost watching

waterway swallowed nightfall walnut

rainfall watchdog watering softball

wanderers football wanting waterfall

rainwater swallowing waterfalls waterproof

wallpaper

head deaf threat health

meant leapt dread wealth

heads leaped sweat thread

breath bread threads spread

ready heavy meadow heavens

meadows headed sweater healthy

reread heaven's steady heading

sweaty instead spreading already

headline dreadful sweating dreaded

overhead headlines

axe ax ox wax

box mix max fix

fox tax six next

sixth mixed

axle boxing boxer axis

mixer fixing foxes expert

mixes mailbox mixing suffix

icebox fixes index relaxed

exercise prefix Mexico textbook

awe jaw paw law

saw raw shawl lawn

laws fawns dawn jaws

sawed claw hawk crawl

draw fawn draws drawn

bawled lawns straw drawer

claws drawers sprawled

awful awfully outlaw seesaw

drawing sawmill outlaws bawling

drawings sawdust crawling sprawling

strawberry

fir sir stir girl

third firm dirt bird

birch birth shirt birds

girls skirt first swirl

stirred thirst

circle dirty thirty circus

chirping stirring thirsty firmly

thirteen birches circled circles

birthday twirling birthdays thirteenth

blackbird blackbirds

quack quit quail quiz

quite quick queen squeak

squeal queens squeeze squash

quilt quills squad quench

squirmed squealed squashed

quicker quitting squinting liquids

quickly squeaky liquid squatted

quietly squatting squinted

oil noise foil oils

voice join coin boil

coil soil choice coins

moist point joins joined

oily boiler pointing pointer

choices voices joining spoiled

noises boiling rejoiced

key keys

alley hockey valley turkeys

dicey galley jockey turkey

beyond trolley barley valleys

chimney chimneys volleyball

whoa when whine whirl

which wheat while wheel

whale white whim wheeled

whined wheels whales

whooping whirling whisper wheeling

whispered whispering whirlwind

yet yam yell yawn

yoke yes yarns yarn

yelled yeast yams yard

yells yelp yards

lawyer yellow yelling yonder

yogurt lawyers yellowish yelping

yesterday yardstick barnyard

rye my shy by

dye why sly dyes

dry cry fly fry

try spy sky

dying tying shyly lying

typing cycle crying trying

cyclone drying goodbye flying

butterfly frying supply myself

skyscraper Wyoming

worth worlds worse word

work worm world worms

worked worst words

error odor favor actor

errors worry effort sailor

terror labor motor vapor

minor horror major worker

tailor forbid forever victor

workers forget actors flavor

corral ivory motors harbor

majors doctor working forgot

decorate factors patchwork stubborn

mirror director doctors homework

worrying workshop emperor memory

housework tractor forgets correct

framework history hickory inventor

factory stubbornly victory forgetting

inspector correctly mirrors

taut hauled fault vault

sauce haul

auto author saucer laundry

August causes hauling Austin

fuels

uses bugle menu unit

united humor unicorn arguing

museums

flu truth

Peru ruby ruler super

duty tuning superb truly

rulers truthful unruly included

including

gym

Egypt syrup bicycle mystery

Brooklyn bicycles

boy toy joy boys

toys

cowboy joyful oyster cowboys

joyfully enjoyed

Decodable Word List

The following lesson sets use this resource: • Reading Sentences with Taught Words • Spelling Practice • Reading Words with Sound-Spellings • Practice Games

This document contains the Decodable Word List to use with the Sounding-Out Decodable Words Routine from the Inclusion Foundational Reading Lesson Set. The list is organized according to the sound-spelling sequence chart, meaning that the words listed for each sound- spelling list depend on the previous sound-spellings being taught. These words were selected based on a sound-spelling frequency analysis by Devin Kearns and designed by Devin Kearns ([email protected]) and Marcia Ferreira.

Sound-Spelling 2 This is the first vowel taught in the program. It is a short vowel. The term "short vowel" is commonly used. Call this "short A." This is the a /ă/ first lesson that includes decoding. Use the Sounding Out Routine to read "an" using /a/ and /n/. an

Sound-Spelling 3 t /t/ at ant tan

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Sound-Spelling 4 Tell students /ĭ/ is a short vowel. Explain double letters. Tell students that the word "inn" can be read using the two Ns as one sound. Tell i /ĭ/ students to pronounce the sound just one time. in it tin inn

Sound-Spelling 5 m /m/ Remind students that double letters are pronounced with one sound. man am mat mitt mint

Sound-Spelling 6 If needed, remind students that double letters are pronounced with l /l/ one sound. till lit ill mill

Sound-Spelling 8 If needed, remind students that double letters are pronounced with s /s/ one sound. its still it's last sat stand sit sand list sad mass slid sits mist slim midst mast slam slit insist sill slant mantis lass

Sound-Spelling 9 p /p/ past plant map plan pass pat tip pan lamp damp split slip tap lap spin nap pit stamp pin pad sap snap lip limp dip pill spill pal sip spat span

r /r/ ran trip rid trap rat Paris print rim drill rip drip strap trim ramp strand ram

Sound-Spelling 11 b /b/ bad bill bit band bat brass blast brand lab bid bass slab bin bran dab rib

Sound-Spelling 12 If needed, remind students that double letters are pronounced with f /f/ one sound. if fast flat fit fill lift stiff film raft fin fan staff drift sniff draft flip flap fad

been tell left men let end felt red set best bed rest let's ten fell sent less met led itself step smell send spent bell sell test pet spend dress bent nest slept bet belt fed pen tent mess net bend tennis press spell address sled tend stem rent melt splendid fled lend den dentist sped intend self mend bless melts lent pest elm absent dent pep

Sound-Spelling 14 g /g/ get big grass gets glass bag gas glad leg pig egg dig gift grand flag grab grin tag drag beg grip peg grant gap grasp gram grim rag glen gasp grid brag fig glint gal

Sound-Spelling 15 u /ŭ/ Tell students this is a short vowel. but up must us until sun run fun bus dust mud unless stuff dug upset dull trust bug bump rub rug drum pump sunset tub spun bud bulb gulf gum fuss dump pup puff lump nut pug plus sum tug plump stump gull plug snug plum rust disgust stunt bluff insult mum fluff mug gulp gruff tuft mutt grunt sub muffin bun

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Sound-Spelling 16 h /h/ had him help hand himself held hill hit hat hunt hen hid helpful hut hug ham hip hum hint hull hiss uphill huff hem handbag

Sound-Spelling 17 o /ŏ/ Tell students this is a short vowel. on not got off dog stop top lot hot upon lost mom frog soft spot bob pond drop pot log boss fog odd hop doll loss rod pop frost dot plot fond moss golf toss nod mop trot loft sod hog rot mob plop pod slot smog flop bog sob hilltop bond prop blob blot

Sound-Spelling 18 c /k/ can can't cut cat cannot class fact act camp cross cap public cost club cabin cup topic traffic plastic cliff cast product contest crop picnic discuss crept contact crust content insect attic panic magnetic contract crab fantastic cab suspect cub clap cactus clump cat's crisp strict clam cot con scrap cod scrub comic clip scalp compact frantic clinic cob crib subtract cuff

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Sound-Spelling 19 This is the first digraph students learn. Explain that two letters make one sound, that they are a letter team. It can also be called a sh /sh/ digraph. See the Instructional Guide for information about which terminology to use. fish ship shall shop fresh shut British brush finish Spanish shell flash shelf rush crash shed dish shops trash flesh splash cash dash ship's polish ash shift hush shrill crush selfish sash gosh smash shrimp rash rubbish catfish mishmash shrug mash sham codfish lash mush slush blush shuts radish

Sound-Spelling 20 This is the first long vowel taught and the first letter with multiple pronunciations. Explain that long sounds make the same sound as the name of the letter, like O. Explain that the letter O has more o /ō/ than one pronunciation. Compare the octopus and toad cards and the spellings of O on both. so no go don't old most told cold hold gold sold roll post program hotel colt fold troll mold robot goldfish bold focus protest host bolt hippo stroll momentum pro scold gross solo motel unfold compost memo

Sound-Spelling 21 w /w/ will went well wind won't wish west wet swim win swept swam web twin swift twist twig swell wept Swiss Wisconsin windmill swish wig wilt wag wit

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Sound-Spelling 22 This is the past tense. Explain what the past tense means. Explain that this usually appears at the end of a word. Explain that it can be ed /d/ pronounced in three ways. Show that the past tense card has three pronunciations on it. filled rolled grabbed planned hugged spilled spelled tugged canned trimmed hummed scrubbed bobbed strolled tanned scanned tagged fanned

Sound-Spelling 23 This is the other pronunciation of the past tense. You can teach it on the same day as the /d/ pronunciation. It is not necessary to explain why the sound is sometimes /d/ and sometimes /t/. Explain that this ed /t/ is another example where a sound-spelling has more than one sound. Explain that this usually appears at the end of a word. Remind students what the past tense means. helped dropped dressed stepped rushed slipped pressed trapped brushed dashed hopped flashed gasped stuffed sniffed tapped clapped polished crushed crashed splashed stamped ripped puffed tipped fished dipped tripped hissed flipped flushed gripped camped flapped flopped strapped propped cupped slumped hushed cramped dripped clipped dismissed limped mashed mopped blushed topped clamped fussed shopped

Sound-Spelling 24 This is the third pronunciation for the past tense. You can teach it on the same day as the other sound-spellings or on the next day. Ask ed /əd/ students to tell you what the past tense means. Explain that the E and D say /ed/. added nodded lifted landed handed planted printed hunted melted folded listed twisted lasted intended noted pretended tested shifted trotted suspected rented dotted petted mended inspected panted dusted posted unfolded rusted

Sound-Spelling 25 This is the first case where the same sound has more than one /k/ spelling. Explain that the clue word is the same for both spellings. asked kept ask milk skin desk kid asks skill silk task kit kissed mask risk skull skip dusk pumpkin elk kelp brisk napkin milked kin

Sound-Spelling 26 This is the first vowel-R sound-spelling. Explain that there are sound- spellings where a vowel letter is before an R. If you are teaching or /or/ syllable types, tell students that the vowel-R sound-spelling goes in vowel-R syllables. for or short form born nor sort corn storm support worn horn torn sport fort platform port cord fork popcorn informed snorted landlord pork cork shortcut stormed stork sorted forked scorn snort

Sound-Spelling 27 This is another vowel-R sound-spelling. If you are teaching syllable types, remind students that the vowel-R sound-spelling goes in ar /ar/ vowel-R syllables part hard far car dark start arm farm mark park star sharp barn bark smart card art harm cart Arctic harmful artist remarked shark parked barked armed harsh marsh scarf cargo darted tar parted spark farmland harp dart Denmark scar sharpened snarled garlic harmed hardship mart ark sonar postcard

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Sound-Spelling 28 Ask students what sound the S from the snake clue card says. Explain to students that when there is one S at the end of many s /s/ words, that means it is plural. It tells you there is more than 1 of something. Give the students the example sentence and point out that goats and plants are plural and that S says /s/ and means there are 2 or more of something. pits mats laps hats nets bats pups tops ships ants caps nuts rats acts gaps maps ruts pops puffs bits tips lets lips sets huts cups posts lots arts cats hips pets cuts bets fats hits dips wits cuffs pots taps dots cops guts hops fits snaps lasts bolts masts trips darts camps gifts forks lamps hunts rests dumps spots scraps steps clips plots belts hints carts sorts disks drops nests masks slips marks tents costs parts starts tests barks pumps cliffs lifts desks pelts traps pants flaps stops drips facts poets shorts sharks tasks lumps bumps crops helps list parks crusts stamps pests stumps straps sparks clumps frosts twists plants drifts sports crafts prints storks robots puppets comics picnics planets insects markets locusts helmets tablets baskets reports moments artists magnets carpets forests contents elements products suspects contests interests

Sound-Spelling 29 You can teach this on the same day as the S /s/ plural or another day. Tell students that they will learn about the letter Z later (no other explanation is needed; it comes later because there are very few Z words). Explain that the letter S makes the /z/ when the S is at the end of the word. Ask students to remind you what one S at the s /z/ end of a word usually means. They should say it is plural. State again that the plural S sometimes makes the /z/ sound, so we use the Zoom card for the /z/ sound--which is why it is on the card. Use the example sentence to illustrate. hands legs arms cars dogs kids eggs hills forms runs lands ends farms shells bags rags cards cans holds beds frogs logs bugs horns bills bells bands twins rolls twigs mills ribs wells hens drums dolls fans cubs buds wins flags folds bulbs gulls shrubs fills cabins ads barns fins bends lords hogs muffins crabs rods rugs cords windmills films buns sheds digs gums tags webs lids wills rubs cobwebs grubs bins tubs fads

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Sound-Spelling 30 It would be best to wait to teach this sound-spelling for a day or two for students to get used to the /s/ and /z/ forms of the past tense. Ask students what S at the end of the word means and then the pronunciations for the past tense. Then explain that the E and S say /ez/, which is a little different from S = /z/ Explain that sometimes es /əz/ the letter E before the S makes this sound. Point out that the elephant clue card is there to remind students that es has the E that says /e/ and the S that says /z/. Use the example sentence to illustrate. Explain the meaning of "reeds" if needed. dishes wishes ashes roses noses brushes rushes flashes fishes radishes crashes hoses

Sound-Spelling 31 Remind students that the same sounds can have more than one pronunciation. This is the third spelling for the /k/ sound, so explain that there can be more than 2 spellings for some sounds. This is also ck /k/ a letter team. Ask students to explain what a letter team is. A letter team can also be called a digraph. back black rock sick pick truck stick neck duck track clock stuck block struck luck pack trick locked crack packed deck brick lock socks sack nick shock lack stock dock flock buck backed click licked stack lick snack rack stacked speck shack ducked sock pickup tack plucked nickels tuck smack flicked slacks tick peck slick pecked backpack slack unlock wick pluck lipstick tacked puck

Sound-Spelling 32 This is another letter than has more than one sound. Remind students that the same sound can have more than one spelling. You can explain that the C usually makes the /s/ sound when E, I, or Y c /s/ comes after it--and /k/ in most other cases. (This is sometimes called "soft C"--versus the C = /k/ "hard C," but that is not necessary language.) cells cell process forces success danced fences cent dances accent

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Sound-Spelling 33 This is another vowel-R sound-spelling. If you are teaching syllable types, remind students that the vowel-R sound-spelling goes in er /er/ vowel-R syllables. her after under better matter number summer winter perhaps order herself corner center letter sister faster dinner older bigger closer letters farmers members farmer numbers supper modern master western harder per enter rubber offered upper member percent shelter proper pattern hunters copper monster butter manner orders herd offer September shorter hammer terms hunter ladder bitter October border inner term perform matters colder corners partner lumber miller soccer former clerk muttered centers hotter roller temper runner litter mister winters helper manners pepper winner suffer tender runners lantern timber permit permitted stern locker darker terrific poster plaster batter dancers parker flicker cluster offers barber ferns elder softer swimmer lobster trigger fern dancer otter fisher battered porter dipper dresser winners holder clatter shutters crackers rudder stammered shelters ladders foster banner marker seller antlers cracker fishers gutter smarter persisted fender skipper rollers Amsterdam potter hammers hamster dinners sadder flutter starter rafters dimmer grocer shutter printer luster cornered cinders drummer shudder butler gardeners folder bumper platter glitter mutter trapper buttered splinter clattered otters sitter hatter slipper cobbler tanner planter clutter

Sound-Spelling 34 This is the third long vowel. Remind students that long vowels say a /ā/ the same sound as the alphabet letter. a later paper faces basic races faded traded baker safer maker labels tornado acorns shaded waded trader crater makers skater laces racer acorn pasted racers shaker

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Sound-Spelling 35 This is the first vowel-consonant-E word. Teach it as a pattern of its own. It can be called A-consonant-E. The vowel-consonant-E patterns consist of a letter, some other consonant, and the letter E. When students see that pattern, they say the long A sound. Make sure students know this sound-spelling is called A-consonant-E and explain that A-consonant-E makes the sound A. Explain that this is a-e /ā/ another spelling for the long-A sound already taught with A alone. Do not teach the magic E rule. If you are teaching syllable types, explain that syllables with this pattern are vowel-consonant-E syllables. It can be called a "stable final syllable," but it is not recommended to explain it that way. made make came take place same name face space game late state named lake ate case safe shape names race trade plane games cake snake gate grade base wake pale plate shake rate tape shade date mistake frame scale cane flame sale cape tales skate trace flames sake tale bake pace blame mate spaceship lane blade shame grace spacecraft grateful graceful grades operate crane fate blades ape tame crate frames rake scrape lace mane fame makeup brake shades fake rotates stake name classmate gale slate blamed drake brace insane hale framed stale pane lame grape rotate fade tamed wade spade interstate canes hateful flamed

Sound-Spelling 36 This is the second long vowel. Review the idea of the long vowel. Share that this is another letter that has more than one sound. If you are teaching students about syllable types, tell students that i /ī/ syllables with a vowel-consonant-E sound spelling are called vowel- consonant-E syllables. I find I'm I'll kind mind kinds I'd wild winds blind tiger direct spider finds Ohio rises items minds mild riders rider hind wider directed tigers Irish miners grind cider finer glider nicer wilder miner diner bind pint minus blinds wildcat unkind piper ripened unwind liner timer

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Sound-Spelling 37 This is another vowel-consonant-E sound-spelling. Explain that this is another spelling of the long-I sound already taught. If you are i-e /ī/ teaching syllable types, remind students that this goes in a vowel- consonant-E syllable like time life side inside times miles line fine ice ride nice wife wide smiled lines smile mine likes hide nine twice bike pile pine mile price described bite rice mice kite pipe strike spite lined tide shine slide pride sunshine piled unlike rides dime file upside crime mines hides hillside slice lifetime combine ripe Nile prime tides hike bride spine wipe glide underlined dislike bedtime dimes filed wife's spike bedside stride tiles underside pike lime underline twine campsite pipeline timed wintertime stripe icebergs dine slime

Sound-Spelling 38 This is the fourth long vowel. Review the idea of the long vowel (and e /ē/ how vowel letter names are also long vowels). he she be we me we'll he'd she'd we'd meters she'll create meter react stereo neon

Sound-Spelling 39 This is another letter team. It is taught immediately after the single- letter E long vowel, so review that the same sound can have more than one spelling. It is sometimes called a digraph because the two letters make one sound. (This is also sometimes called a vowel team, ea /ē/ but it is easier to call it a letter team.) If you are teaching syllable types, tell students that this sound-spelling is part of a digraph syllable. read eat sea mean means real heat clean least speak east team deal meat seat lead dream stream beat tea leader meal weak beans cream steam leaf eats leaders neat cleaned eastern treated dreams eager meals treat reader heated teams seated lean beast feast beam peak scream speaker leads leap bean released peanut readers beads beams beak heap speaks leash meantime cleaner pea pleaded weaker sneak flea sealed streak fleas creaked streamed gleamed leak beamed upstream streaked dealer gleam heal cornmeal steamer heater creak eaters teammates cleaners eater beater bead seam reap

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Sound-Spelling 40 Explain that this is the third spelling for the long-E sound. Students may know Y from the beginning of words. If helpful, mention that Y says the long-E sound very often, usually at the ends of words. This applies mostly to polysyllabic (say "multisyllable or multiple- y /ē/ syllable") words, so teach some polysyllabic words using the same word-reading routine. Use shorter words like happy to make these easy to read. only really city body story happy baby tiny study carry party empty funny sorry hardly simply plenty twenty likely daddy mostly directly lucky silly fifty pony candy penny softly safety puppy teddy property rocky ugly shiny sandy badly marry partly safely properly sunny industry forty copy fancy sharply dusty kitty sadly shortly muddy eagerly grocery icy sticky swiftly neatly wildly liberty kindly skinny lately lily buggy grassy entry pity rusty windy belly slippery granny bumpy costly patty orderly handy fluffy stormy glory milky merry buddy bitterly shaggy promptly hobby bunny bakery misty bony pottery elderly battery shady smoky husky grimly briskly gladly ninety dimly tasty fiery nicely weakly sternly freshly intently coldly lobby celery messy foggy oddly tricky hilly silky timidly gully frisky utterly shaky grumpy boldly ladybugs ferry leafy flashy runny unlucky shorty slimy Patsy soggy holly tenderly madly sloppy mommy berry gratefully crossly stocky marshy smelly stuffy floppy ladybug mildly baggy tummy crafty folly creamy dreamy hasty blindly scaly rally lacy bossy wistfully risky puffy fondly beady piggy spotty pastry hotly snugly dolly cranberry gritty

Sound-Spelling 41 This is another letter team. Review what this means. Use the term ch /ch/ digraph depending on guidance from others. each much such reached child teacher lunch reach rich beach French check chapter inches branches branch porch teach chest march inch chickens teachers bench chart chin ranch reaches bunch marched chip chances chick chase chamber beaches Chuck chop cheap peach cherry benches charm chill perched chopped starch chilly arch clenched lunchtime richer lunches preacher checkers chess ostrich rancher chat chatter bunches crunch childish drenched cheat chattered preach inched chum chap checker bleach chills

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Sound-Spelling 42 Explain that ING is a rhyming team (or use another term you prefer). Those letters say /ing/ together, often at the end of a word. Tell ing /ĭng/ students that the ING often means that someone is in the middle of doing something, but not always. going morning being getting making king running bring sitting taking standing spring reading eating holding telling meaning ring carrying fishing wings sing string riding helping singing swimming asking hunting finding starting hanging shining studying smiling speaking passing rolling missing setting hiding shaking leading farming bringing dancing willing planning shopping cutting digging picking stopping rings cleaning hoping facing swing acting spinning wing racing reaching resting selling letting crossing kings sending trading teaching landing beings swinging leaning screaming filling rushing adding wedding spelling dining parking forming winning dropping ringing sticking winding skating entering barking dressing spending bending rocking sliding ending dreaming lifting meanings planting hitting chasing marching heating grinning melting striking wishing mining baking printing suffering dripping camping drifting mornings biting packing kidding pressing boring testing stepping humming twisting duckling slipping flashing leaping grinding gleaming steaming darling crashing waking sting tossing tapping sniffing hopping glancing brushing dealing placing panting finishing offering dragging cracking begging clinging bumping splashing wasting marking naming smelling sloping chopping forcing puffing singer pumping backing snapping markings banging nodding wiping blessing slanting handing longing scraping hissing liking drilling milking cunning shifting clapping licking sobbing chattering streaming wagging skipping glittering folding poking popping trotting bobbing piling flapping gliding tugging bedding storing grabbing flaming treating shutting blocking listing crackling stinging creaking stuffing fluttering springtime trapping clicking scattering patting timing hiking limping spilling tending hugging nesting ticking stamping tasting stroking dashing snorting ducklings gasping swelling blinding dumping muttering tracking bucking cheating stocking splitting scrubbing grasping drumming dusting minding shimmering mending kissing sling pleading bragging unwilling sneaking grunting dating dipping wading slicing feasting snoring fanning readings ordering snarling inning logging marrying sensing scolding sipping shaping disgusting strolling piping tagging pecking smashing mocking frosting raking locking lettering nagging plotting dingy chilling shattering publishing harming fencing flipping trusting betting molding

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Sound-Spelling 43 Explain that the clue for king also applies to words with the letters NG. Explain that it does not say /ing/ but this is a letter team that ng /ng/ says /ng/ like in song. long strong song sang hang rang swung lungs bang sprang flung fang clung banged strung stung clang fangs rung bangs sung gong tongs

Sound-Spelling 44 This is another letter team and another spelling for long E. It can be called a digraph. If you are teaching syllable types, remind students ee /ē/ that this sound-spelling goes in a letter team syllable (it is sometimes called a vowel team syllable or digraph syllable). see need keep feet seen feel tree trees street green sleep deep seem week free feeling needs meet speed feed seeing sleeping sweet coffee indeed keeping meeting steel fifteen feelings speech sheet creek seed bees steep screen bee deeper degrees weeds feeding deeply heels seek sleepy cheek greeted freely sweep meetings beef seaweed peek weed seeking greeting sweeping sleeps fleet greet keen creep succeed heel nineteen keeper reed creeping speeding freed feeds peel reeds weeping deeds sleek deed greedy flee eel beech weekly reef greens fee screeched screech needing peep peeling treetops sleet weep referee feeder sweetly tee feelers speedy glee seep speeded streetcar beet seeped cheeses steeper seedling weeding reel

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Sound-Spelling 45 This is the consonant-LE sound-spelling. Explain to students that when they see a consonant letter and then L and E together, the LE says /ul/. You can tell them that the letters in the box are most of le /əl/ the letters that can be used there. If you are teaching syllable types, tell students that these are called "consonant-LE syllables" little table able middle simple settled cattle bottle handle apple battle settle title eagle tables needle article bottles candle unable saddle candles maple startled struggle stable bundle scrambled struggled kettle marble sample noble needles temple stumbled trembled bubble bubbles bundles huddled beetle giggled paddle riddle tumbled grumbled handles beetles mumbled battles puddle eagles sparkled titles cable rattled rattle pebble freckles marbles muffled cradle wiggled crippled giggle humble fiddle rumble paddled cables wiggle rumbled tackle tremble tumble crumpled riddles stumble nibbled tickle Seattle chuckle pickle teakettle shuffled sparkle fable crackled fumbled crumbled ruffled steeple buckle nibble tickled rattles shuffle fables rumpled snuggled baffled huddle saddled spindle crackle rubble grumble dribble wobble tackled bumble bubbled trickle crumble sampled

Sound-Spelling 46 This is another letter team. Review what this means. Use the term digraph or vowel team depending on guidance from others. If you are ai /ā/ teaching syllable types, remind students it is part of a vowel team/ letter team/digraph syllable. rain wait main waiting tail train paint plain paid laid trail pain brain details sailed grain mail chain training daily Spain sailing failed trains painting gain rains faint pail nails mainly aid claim nail waist grains raining gained rainy rained chains tails rail fail trails brains maid snail aim mainland bait strain painful strained drain painter faintly claims railing rails wailed trailer trainer entertain hail trailing braids waiter raises failing frail painfully gaining stained fainted mailed raiders raid maids braid hailed aiming paintbrush trainers aims raindrop trailers mailing

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Sound-Spelling 47 This R-controlled letter team pattern. Explain that it is another ur /er/ spelling for the /er/ sound. turned during turn hurt turning hurry turns burned fur burning turtle burn burst purple curled burns turtles hurrying furry furs nursery curb sturdy curly hurting returns disturb surf curl curls hamburger bursting curling blurred disturbing nursing hamburgers purr blur surrender murmur burner churned churn burr murky spur scurry scurrying burger

Sound-Spelling 48 j /j/ This is primary spelling for the /j/ sound. just job jumped jump Jack jobs subject jar jumping jet project jelly jam jars Jasper jug jade jolly joking jeep jest banjo jumbo jumper jumble jellyfish jumpy jester jams

Sound-Spelling 49 38 words 2561 total decodable words This is another letter than has more than one sound. G says /g/ and /j/. There are also two spellings for the /j/ sound. You can explain g /j/ that the G often makes the /j/ sounds when an E, I, or Y comes after it--and it says /g/ in most other cases. (This is sometimes called a "soft G," but that terminology is not necessary.) energy page changes age larger danger magic stage gently cage gentle stranger suggested ages Roger charges suggest urged ginger germs cages ranger register gigantic rigid wage urging barges hinges teenager rangers surged teenage germ

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Sound-Spelling 50 This another letter team. It can also be called a digraph or vowel team. If you are teaching syllable types, explain that it goes in a ou /ow/ letter team / vowel team / digraph syllable. /ow/ is actually a diphthong (the mouth moves as the vowel is pronounced). Diphthongs are characteristics of spoken language and these are still considered single sounds. Diphthong pronunciations should still be regarded as letter teams, vowel teams, or digraphs If teaching syllable types review the letter team / vowel team / digraph syllable type. If helpful, show students how the mouth changes shape as they make the sound, but this is not necessary. out found ground sound outside round houses loud clouds proud count cloud sounded loudly shouting outer shout county louder bound pound counter compound mount noun rounded proudly outline pounding bounced nouns counting grounds pouch couch cloudy crouched scout mound hound bouncing outfit trout pronoun rounds foul bounded sounding dugout ouch sprout outlet spout outlined bounces snout soundly bounds roundup outing grouch

Sound-Spelling 51 Explain that the letter E sometimes has no sound, usually at the end of a word and in that case they just do not say anything. Explain that the E can be important because it can also remind you how to say e /-/ some sounds. For example, it can remind you that the G says the /j/ sound when it comes before an E and C says the /s/ sound before an E. were house large since change else horse strange chance mouse force sense fence charge prince France dance taste weren't waste peace nurse range difference increase glance household peaceful tense nonsense purse bounce paste horseback farmhouse glimpse strangely grease pulse haste clubhouse blouse barge fringe blonde forge braille rinse belle housewife aide

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Sound-Spelling 52 v /v/ Explain the meaning of "volatile" if needed. over very never every ever gave living five river leave I've leaves having silver drive waves save rivers leaving cave giving twelve driver we've divided saved traveled driving wave waved solve invented served vast serve verbs clever van carved curved divide travels navy shelves waving curve fever caves beaver dive nerve drivers November diving saving verb solved volcano nerves travelers vines ivy drives weaving lively serving weave sleeve beavers clover wives poverty invite shivering starve curves invent liver vain starving Venus lever hive carve diver dived silvery paved starved vet shiver vine bravely dives vase vest inviting bravery divers carvings adverb weaver Vermont envy behave weavers verse heave adverbs shave shaved gravy vanish valve shaving inventing overturned elves overseer invest overtime carvers hives

Sound-Spelling 53 This is a letter team--also called a vowel team or digraph. If teaching syllable types, this sound-spelling is part of a letter team / vowel ow /ō/ team / digraph syllable. own show grow slowly window snow shows low growing following follow grown slow windows shown lower narrow blow shadow flow row bowl owned fellow blowing showing shadows owner flows hollow arrow rows crow owners shallow arrows blows slowed glow pillow flowing blown rainbow elbow fellows borrow glowing snowy slower willow bowls sorrow elbows owe burrow flown owed snowing bellowed grownups sparrow narrowed crows mower owning snowstorm windowsill crowed burrows mow snowed snowman tow borrowing mowing towed owing mellow

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Sound-Spelling 54 This is a letter team--also called a vowel team or digraph. If teaching syllable types, this sound-spelling is part of a letter team / vowel oo /oo/ team / digraph syllable. too food room soon moon afternoon cool roof foods tools loose rooms pool bedroom noon classroom sooner root foolish goose mood raccoon tool cooler spoon boom stool boom rooster bamboo proof gloomy cooled hoot loom moons bloom boot loop cooling mushroom fooled lunchroom afternoons stooped stoop mushrooms scooped scoop hoop scooter troop loosely gloom swooped booming boomed raccoons fooling cartoon bedrooms poodle rooted blooming cartoons hooted spool brooms cooper swoop brooding igloo noontime droop coolly moody cooing moose

Sound-Spelling 55 This is another vowel-consonant-E sound-spelling. Explain that this is another spelling of the long-O sound already taught. If you are o-e /ō/ teaching syllable types, remind students that this goes in a vowel- consonant-E syllable. home stone hole hope spoke homes bones broke smoke rope drove note pole rode holes woke bone lonely closely stove tone slope globe joke Rome vote shone code mole role cone stroke robe robes grove cones strode cove lone poke hopefully wove homesick nope hopeful homely dose tadpole moles flagpole drone scope

Sound-Spelling 56 This is a letter team--also called a vowel team or digraph. If teaching syllable types, this sound-spelling is part of a letter team / vowel ay /ā/ team / digraph syllable. way day may say days play maybe ways stay lay pay saying playing gray stayed Saturday okay Sunday clay layer bay rays player layers Friday ray hay staying jay paying tray spray daytime driveway subway display laying lays Norway stray swayed railway midday essay trays dismay relay runway playful sway haystack playhouse playmate freeway

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Sound-Spelling 57 This is another letter team. Note that TH has two pronunciations (voiced and unvoiced), but they have just one card. Explain to th /th/ student that the sentence "Throw the ball to your brother" has one word with the /th/ sound (unvoiced) and one with the /th*/ sound, voiced. The clue card can be remembered as the "throw" card or the "throw to your brother" clue card. This is a letter team. with things three thing without both north south mouth teeth thin within thick path cloth throw length forth strength growth thrown tooth thunder bathroom bath fifth throwing thrust math northwest southwest thump throne thicker thinner depth northeast booth tenth bathtub throws blacksmith faithful thud moth thorn thumping toothpaste thorns ninth toothbrush fifteenth thrill twelfth filthy thrilling tablecloth thrashing faithfully bathrooms thumped toothpick thimble

Sound-Spelling 58 Teach this on the same day at the unvoiced TH. You can have students feel their voice box to illustrate the difference in th /th*/ pronunciation. This is a letter team.

Sound-Spelling 59 oa /ō/ This another letter team spelling for the long O sound. road boat coat toad coast coal roads throat coach railroad oak goat floating load soap goal float toast groaned soaked railroads goals cloak roamed charcoal roast loaf foam loads roadside toads coals oatmeal toaster soak raincoat loading loan roasted roam coaster steamboat foal soaking coated groan rowboat overcoat unload boast groans croak sailboat coaches coating loaves lifeboat unloading foaming loaned coaching

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Sound-Spelling 60 This is a letter team--also called a vowel team or digraph (the phoneme is a diphthong). If teaching syllable types, this sound- spelling is part of a letter team / vowel team / digraph syllable. ow /ow/ Remind students the OW says both /ow/ and long-o very often, so students will need to be flexible in how they try to pronounce the letters OW. how down now however town brown power flowers crowd powerful flower cow cows owl towns bow tower powder crown shower wow crowds downtown clown owls plow towers frown howl towels bows howled downhill howling frowning sundown gown brow plowing growl downstream growling howdy sunflower sow crowding lowering clowns meow Mayflower bowing vowed rowing gowns crowns chowder vow

Sound-Spelling 61 This is the only three-letter vowel letter team taught here. It is technically a trigraph; talk with others about whether they need this igh /ī/ terminology. It can also be called a letter team or vowel team if using that language. right might night light high bright fight sight higher fighting sunlight tight slightly flight lightning highway tightly mighty daylight midnight lightly brightly slight flashlight sigh lighter moonlight upright lighthouse highways overnight fighter brighter lighting fright fighters twilight tightened night's tighter sighted nighttime starlight sighing nightgown frightful thigh rightful

Sound-Spelling 62 Explain that this is another three-letter letter team (but not a vowel tch /ch/ team) and another spelling of the /ch/ sound. catch stretched match stretch patch pitch Dutch catching switch hatch scratch stretching matches pitcher ditch fetch scratching catches hatched ketchup switched sketch latch clutching catcher crutches fetched pitching snatch stitch twitched itch hitch clutch twitch hitching stretcher batch hatches

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Sound-Spelling 63 This is a letter team--it could also be called a vowel team or digraph. Explain that the letters OO can say this sound or the sound in spoon. oo /ʊ/ If you are teaching syllable types, this goes in a letter team / digraph / vowel team syllable. look good took looking book stood foot wood woods shook cook wool understood cooking hook cooked notebook childhood brook hood crooked lookout woof hooves redwood hoof Hollywood scrapbook crook bookcase woodcutter footing cook's dogwood hoods hooded footprint goodnight

Sound-Spelling 64 This is the second spelling for the /z/ sound. Remind students that z /z/ sounds can have more than one spelling. size zoo crazy prize puzzled citizens breeze freezing lazy gazed freeze puzzle dizzy grazing froze gaze zone gazing buzzing blazing buzz graze grizzly cozy fuzzy blaze jazz breezes blazed zoom buzzed freezer sneeze grazed dazed dozed zoos zip glazed sneezing sneezed zigzag oversized buzzer

Sound-Spelling 65 This is another pronunciation for the letter A. You can explain that this pronunciation is used most often when it is after W or part of a /ŏ/ the phonogram "all." all water called want also small almost call ball watch tall fall wall wants watching smaller hall walls salt falling baseball wash calling falls washed waters football calls washing taller swallowed wanting swallow swamp false water stall watches rainfall salty hallway wander bald halt watered watering halls washes swan watery overalls swap walrus waterfall walnut softball wallpaper waterfalls nightfall swallowing wand rainwater waterway overall mall waterproof wasp caller snowball waddled wanderers afar halter watcher watchdog wad washer

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Sound-Spelling 66 This is a letter team--it could also be called a vowel team or digraph. Explain that the letters EA can say this sound or the long E sound in ea /ĕ/ eat. If you are teaching syllable types, this goes in a letter team / digraph / vowel team syllable. head ready already instead heavy meant bread spread breath heads health headed healthy steady overhead meadow thread heading leaped sweat sweater spreading deaf wealth dreadful threads heavens meadows threat dread headline sweating headlines dreaded leapt reread sweaty

Sound-Spelling 67 Note that X comprises the sounds /k/ and /s/. Students do not need x /ks/ to know this as long as they can pronounce it correctly. next box six fox Mexico fix boxes mixed max sixteen tax sixty wax mix sixth relaxed expert ax ox foxes index fixing axis mixing mailbox textbook axle axe mixes boxing prefix fixes icebox suffix boxer mixer exercise

Sound-Spelling 68 This is a letter team--it could also be called a vowel team or digraph. If you are teaching syllable types, this goes in a letter team / digraph aw /aw/ / vowel team syllable. saw law draw laws drawing awful drawn dawn straw raw lawn paw claws drawings crawl hawk jaws drawer jaw awfully drawers crawling lawns strawberry shawl draws claw fawn awe sprawled sprawling outlaw sawmill bawled fawns bawling sawdust outlaws seesaw

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Sound-Spelling 69 This is another vowel-R sound-spelling. If you are teaching syllable types, remind students that the vowel-R sound-spelling goes in ir /er/ vowel-R syllables first girl girls bird birds third sir birthday circle dirt shirt dirty thirty birth circus firmly firm thirteen circles stirred skirt thirsty circled stir stirring birch thirst fir blackbird swirl birthdays chirping thirteenth blackbirds twirling birches

Sound-Spelling 70 Refer to QU as a letter team even though there are actually two qu /kw/ sounds. quickly quite quick queen liquid quit liquids quilt squeeze squeak squash quills quicker squinted squad squatted queens squealed squinting quack quail squeaky squealing squatting squashed squirmed quitting squeal quiz quench

Sound-Spelling 71 This is a letter team--also called a vowel team or digraph (the phoneme is a diphthong). If teaching syllable types, this sound- oi /oy/ spelling is part of a letter team / vowel team / digraph syllable. voice point oil soil joined join voices choice pointing noises moist coins boiling choices coin spoil spoiled joining boil coil oils joins coiled foil oily boiler pointer rejoiced

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Sound-Spelling 72 This is a letter team--it could also be called a vowel team or digraph and another spelling for the long-E sound. If you are teaching ey /ē/ syllable types, this goes in a letter team / digraph / vowel team syllable. valley beyond key valleys turkey chimney alley keys turkeys barley dicey hockey chimneys galley trolley volleyball jockey

Sound-Spelling 73 wh /w/ This is another spelling of the /w/ sound. when which while white wheels wheel whispered wheat whale whales whisper wheeled whispering whirling whirl whine whirlwind whined whoa whooping wheeling whim

Sound-Spelling 74 This is the consonant pronunciation of Y. Contrast it with the long-E and long-I spellings. You can tell students that the long-E sound y /y/ usually comes at the end of longer words and that the long-I usually comes at the end of short one-syllable words. yes yet yellow yard yelled yesterday yards yelling yell lawyer yarn lawyers yawn barnyard yells yams yonder yellowish yoke yelp yam yelping yeast yogurt yarns yardstick

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Sound-Spelling 75 Explain that this is another spelling of the long I sound and that Y makes both the long-I and long-E sounds. Note again that Y has a y /ī/ different sound at the beginning of words if helpful. by my why try sky trying dry fly myself cry flying lying supply crying dying shy cycle butterfly drying frying spy tying fry goodbye Wyoming sly dye rye shyly skyscraper typing cyclone dyes

Sound-Spelling 76 This is another vowel-R sound-spelling. Explain that it is another spelling for the /er/ sound. Explain that the letter OR can make two different sounds, /or/ and /er/ and that the OR spelling of /er/ often or /er/ occurs at the end of longer words. If you are teaching syllable types, remind students that the vowel-R sound-spelling goes in vowel-R syllables. work world words word worked working doctor workers history forget worry major worse mirror forgot worth factory forever correct doctors effort emperor worst worker memory harbor motor homework labor correctly sailor worms worm favor terror vapor victory tailor worrying horror parlor victor minor director odor mirrors ivory factors actor corral stubborn inventor errors actors workshop inspector error motors tractor forgetting worlds hickory decorate framework housework flavor forgets stubbornly forbid patchwork majors

Sound-Spelling 77 This is a letter team--it could also be called a vowel team or digraph. If you are teaching syllable types, this goes in a letter team / digraph au /aw/ / vowel team syllable. causes fault August author hauled laundry haul saucer auto Austin sauce hauling taut vault

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Pictures by David Lovelace. Sound-Spelling 78 This is the long U sound. Review the idea of long vowels. If you are teaching syllable types, the single-letter U pronounced with long-U u /yoo/ (or /oo/) usually comes at the end of a syllable and those are called an open syllable. Explain the meaning of “amuses” if needed. united uses unit fuels arguing humor menu museums bugle unicorn

Sound-Spelling 79 This is similar to the long U sound but lacks the /y/ sound at the beginning of long U. Contrast the two pronunciations. Have students u /oo/ practice words with U = /oo/ first but practice reading long U words also. truth including ruler duty included truly super rulers Peru flu tuning superb truthful unruly ruby

Sound-Spelling 80 This is another spelling for /ĭ/ and the fourth sound made by the letter Y. Contrast it with the other Y pronunciations. During Sounding y /ĭ/ Out, focus on reading words with the /ĭ/ pronunciation first. Then, read words with other pronunciations of Y. bicycle mystery Egypt bicycles gym Brooklyn syrup

Sound-Spelling 81 This is a letter team--also called a vowel team or digraph (the phoneme is a diphthong). If teaching syllable types, this sound- oy /oy/ spelling is part of a letter team / vowel team / digraph syllable. boy boys joy toy enjoyed toys cowboy cowboys joyfully joyful oyster

The following lesson sets use this resource: • Introducing Phonograms • Reviewing Phonograms • Reading Words with Phonograms • Practice Games

This document contains the Phonogram Word Cards to use with the Reading Words with Phonograms Routine in the Foundational Reading Lesson Set. A list of these words in a smaller font is contained in the Phonogram Word List. The cards are organized according to their frequencies on the Phonogram Word List. The word list begins with the most frequent phonograms, so these cards can be taught in order from the first set to the last.

These phonogram word cards are designed to be used in combination with the Lesson Guides for the Foundational Reading Lesson Set. Within each phonogram's list, the words on the cards are organized first by whether the phonogram occurs at the end of the word. This list only contains 1 syllable words because of the number of words and resulting length of the list. Additional words with 2-3 syllables are included on the Phonogram Word List. The words in each group are ordered by the number of phonemes they contain.

The word cards can be used for lessons as is, or you can use them to create your own lists of words. These words were selected based on a sound-spelling frequency analysis by Devin Kearns ([email protected]). The Lesson Guides were designed by Marcia Ferreira and Devin Kearns.

then den ten hen

pen men been when

glen Phonogram en = /ĕn/ 1-syllable words--Phonogram not at the end (40)

end bent scent pens

ends men's fence mend

tent lend dent rent

tense lent cent wrench

lens bench hens sent

send bend tend tenth

sense went wrenched spent

quench spend French fenced

sends cents bends sensed

tents drenched clenched spends

Phonogram an = /ăn/ 1-syllable words--Phonogram at the end (13)

an than fan tan

man ran pan can

van span gran bran

plan

Phonogram an = /ăn/ 1-syllable words--Phonogram not at the end (35)

and ant land can't

hand ranch fans cans

dance sand chance band

ants pans sands glance

hands plant grand danced

branch plans lands slant grant pants brand France

bands stand plants stands glanced strand strands Phonogram ip = /ĭp/ 1-syllable words--Phonogram at the end (18)

dip sip hip chip

zip ship pip rip

tip lip slip trip

skip drip grip clip

flip strip Phonogram ip = /ĭp/ 1-syllable words--Phonogram not at the end (24)

tipped ripped dips sipped

ships chips dipped tips

ship's hips lips skipped

clipped tripped gripped drips

dripped trips slipped slips

flipped clips strips stripped

Phonogram in = /ĭn/ 1-syllable words--Phonogram at the end (13)

in tin bin pin

kin thin chin win

fin twin skin grin

spin Phonogram in = /ĭn/ 1-syllable words--Phonogram not at the end (22)

inch pinch bins rinse

wind inched pins hint

mint fins since wins

print prince twins pinched

fringe skins spins glint

hints prints

Phonogram um = /ŭm/ 1-syllable words--Phonogram at the end (7)

chum hum mum sum

gum plum drum Phonogram um = /ŭm/ 1-syllable words--Phonogram not at the end (28)

dump bump lump hummed

gums jump thump pump

stump bumps dumps

bumped dumped plump lumps

plums pumped clump

jumped thumped jumps pumps drums slumped clumps stumps

Phonogram ap = /ăp/ 1-syllable words--Phonogram at the end (16)

lap nap sap map

chap cap tap gap

wrap clap flap snap

trap slap scrap strap

Phonogram ap = /ăp/ 1-syllable words--Phonogram not at the end (19)

rapped wrapped maps laps

tapped taps lapped caps

trapped flaps snaps slapped

clapped traps flapped snapped

strapped straps scraps

Phonogram ack = /ăk/ 1-syllable words--Phonogram at the end (16)

jack rack tack lack

sack pack shack back

slack track smack stack

crack snack black quack

Phonogram ack = /ăk/ 1-syllable words--Phonogram not at the end (16)

packs backs backed shacks

jacks packed sacks racks

tacked slacks snacks tracks

stacks stacked cracks cracked

Phonogram am = /ăm/ 1-syllable words--Phonogram at the end (12)

am cam sham ham

dam jam yam ram

gram clam slam swam

Phonogram am = /ăm/ 1-syllable words--Phonogram not at the end (19)

dams rammed jammed camp

lamp jams damp ramp

yams clams camped slammed

lamps camps stamp clamped

stamped cramped stamps

Phonogram ain = /ān/ 1-syllable words--Phonogram at the end (13)

pain chain gain rain

vain main plain drain

grain brain Spain train

strain

Phonogram ain = /ān/ 1-syllable words--Phonogram not at the end (17)

chains pains paint rains

gained faint rained plains

trained stained grains brains

drained paints trains stains

strained

Phonogram op = /ŏp/ 1-syllable words--Phonogram at the end (11)

chop shop mop pop

hop top plop flop

crop stop drop

Phonogram op = /ŏp/ 1-syllable words--Phonogram not at the end (18)

mopped tops hops shops

popped pops chopped cops

chops topped hopped stops

crops stopped drops flopped

dropped propped

Phonogram ail = /āl/ 1-syllable words--Phonogram at the end (13)

pail nail fail rail

sail tail hail mail

jail quail snail frail

trail

Phonogram ail = /āl/ 1-syllable words--Phonogram not at the end (16)

hailed nails sails nailed

mailed wailed fails failed

tails rails pails sailed

trails trailed snails snail's

Phonogram ill = /ĭl/ 1-syllable words--Phonogram at the end (16)

ill chill till sill

bill pill mill hill

fill will shrill drill

skill thrill still spill

Phonogram ill = /ĭl/ 1-syllable words--Phonogram not at the end (12)

filled bills hills pills

wills fills chilled mills

spilled spills quills skills

Phonogram ick = /ĭk/ 1-syllable words--Phonogram at the end (15)

chick sick kick lick

nick tick wick pick

thick click quick brick

slick stick trick

Phonogram ick = /ĭk/ 1-syllable words--Phonogram not at the end (13)

kicked licked picked ticked

chicks picks kicks sticks

flicked tricks tricked clicked

bricks

Phonogram ake = /āk/ 1-syllable words--Phonogram at the end (14)

rake fake wake take

bake lake sake shake

cake make snake stake

brake drake

Phonogram ake = /āk/ 1-syllable words--Phonogram not at the end (12)

wakes shakes lakes baked

raked waked cakes makes

takes snakes flakes brakes

Phonogram ear = /ĭər/ 1-syllable words--Phonogram at the end (11)

ear tear dear near

rear hear fear year

gear clear spear

Phonogram ear = /ĭər/ 1-syllable words--Phonogram not at the end (14)

ears tears shears fears

gears feared neared years

year's hears beard reared

cleared spears

Phonogram List

The following lesson sets use this resource: • Introducing Phonograms • Reviewing Phonograms • Reading Words with Phonograms • Practice Games

This list of words contains high frequency phonograms. Phonograms are body-rime units referring to the (1) body, the vowel letters in a syllable and all the letters after it, and (2) rime, the vowel sound and all the sounds after it. These units are sometimes called word families, but that term refers to groups of similarly spelled words with related meanings. As a result, that term is not used here.

These are the highest frequency phonograms in an analysis of words that are contained in texts designed for students in Grades 1 to 5. The only phonograms listed have at least 10 monosyllabic words that contain that phonogram. The list does not include phonograms that contain a schwa (/ə/) sound or that are more than 3 syllables in length. They are categorized by the frequency of the phonograms in one-syllable words. Most common names have been removed. The names of locations and groups of people remain. This list is not exhaustive. There are other patterns that were not included because they were lower in frequency.

This list is designed to be used in combination with the Introducing, Reviewing, and Reading Words with Phonogram Lesson Guides for the Foundational Reading Lesson Set. The list was created by Devin Kearns and the lesson guides by Devin Kearns ([email protected]) and Marcia Ferreira.

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. # Body Rime Words with This Phonogram Letters Phonemes 1 en /ĕn/ One Syllable Words with Phonogram (9) At End of Word (9) den hen pen ten men been then glen when Not at End of Word (40) end wrench dent mend lent hens pens tenth scent men's lend cent tense rent tent lens bench bend fence bent tend ends send sense sent went quench wrenched fenced bends sensed tents sends cents spend spent French drenched clenched spends Longer Words (119) Note: Word list limited to 100 words Not at End of Word (118) Note: Word list limited to 100 words enter enters ending attend entry mention pencil gentle mental enemy event ended engine entered center energy endless entering engines sending senses enemies defense mentioned centers gently plenty depend twenty events attention sentence percent general envelope engineer expense pretend adventure presents invention spending content potential prevent whenever depends central generally century inventions adventures splendid twentieth Benjamin contents depended sensitive intended depending invented sentences tremendous represent expensive presented 2 an /ăn/ One Syllable Words with Phonogram (13) At End of Word (13) an tan van fan pan ran man than can bran gran span plan Not at End of Word (35) ant and pans fans ants ranch cans dance band sand chance can't hand land slant sands brand danced pants grant bands glance grand branch lands plans France stand plant hands strand glanced stands plants strands Longer Words (129) Note: Word list limited to 100 words At End of Word (2) Japan began Not at End of Word (125) Note: Word list limited to 100 words answer panic candle fancy piano manage cancer sandy candy answers handle answered animal inland candles canyon Kansas landing chances manager dancing landed handed managed command planet Canada demand Spanish animals planting commander granted entrance planets planted branches standing landscape abandoned transferred demanded Atlantic advantage companion grandfather grandmother understand companions

3 ip /ĭp/ One Syllable Words with Phonogram (18) At End of Word (18) pip sip zip dip rip hip lip chip tip ship drip flip clip skip grip slip trip strip Not at End of Word (24) dips sipped hips tipped ripped dipped ship's chips tips lips ships drips dripped clips clipped flipped slips tripped gripped skipped trips slipped stripped strips Longer Words (29)

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. At End of Word (5) hardship spaceship scholarship friendship championship Not at End of Word (24) hippo dipper sipping slipper skipper tiptoe dipping flipping flippers tiptoed skipping slippers eclipse crippled dripping slipping slippery lipstick diploma chipmunk spaceships chipmunks description equipment 4 in /ĭn/ One Syllable Words with Phonogram (13) At End of Word (13) in bin kin fin pin chin tin win thin grin twin spin skin Not at End of Word (22) inch inched bins rinse mint pinch fins wins hint pins wind since glint hints pinched fringe spins twins skins print prince prints Longer Words (139) Note: Word list limited to 100 words At End of Word (3) cabin begin within Not at End of Word (126) Note: Word list limited to 100 words into injured initial finish India income inches indeed winter window inside inland index insect windows begins increase finished Indian include minutes instead incident informed interview princess printing invention minimum invited mineral instant indicate Virginia printed opinion insects instance involved Indians inventions introduce insisted opinions intended principal invented insurance included minerals continue including industry interest instantly introduced interests continued instrument instructions instruments 5 um /ŭm/ One Syllable Words with Phonogram (7) At End of Word (7) chum mum hum gum sum plum drum Not at End of Word (27) hummed gums thump dump lump bump pump jump thumped dumps plums lumps clump stump plump bumped bumps jumps pumps drums dumped pumped jumped slumped clumps stumps Longer Words (68) At End of Word (8) possum medium stadium museum minimum aquarium momentum uranium Not at End of Word (60) tummy summer bumble drummer jumpy jumble umpire bumper jumper tumble jumbo rumble bumpy summit humming humble summers lumber number rumpled jumpers grumble grumpy fumbled crumble drumming stumble rumbled thumping mumbled dumping bumping tumbled pumping clumsy summary numbered jumping numbers mumbling crumbled crumpled rumbling grumbled tumbling trumpet pumpkin stumbled umbrella cucumber grumbling umbrellas hummingbird stumbling museums Columbia Columbus hummingbirds instrument instruments 6 ap /ăp/ One Syllable Words with Phonogram (16) At End of Word (16) chap sap wrap nap lap tap gap cap map flap slap clap snap trap strap scrap Not at End of Word (19) lapped rapped taps laps tapped caps wrapped maps flaps snaps flapped slapped clapped traps snapped trapped strapped straps scraps Longer Words (38) Not at End of Word (38)

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. apple wrapper apples happy trapper wrapping happier tapping capture happen chapter pineapple slapping napkin flapping trapping clapping rapids snapping collapse happily unhappy captured captain capital happens happened perhaps napkins happiest captain's captains happiness happening Japanese rapidly scrapbook happenings 7 ack /ăk/ One Syllable Words with Phonogram (16) At End of Word (16) tack shack rack sack pack lack jack back quack smack slack snack stack crack track black Not at End of Word (16) tacked jacks racks shacks packs sacks backed backs packed slacks snacks stacks stacked cracked cracks tracks Longer Words (40) At End of Word (5) attack haystack backpack horseback quarterback Not at End of Word (36) jackal tackle crackle tackled packet cracker racket backing packing attacks Jackson package attacked jacket backpack unpacked crackled tracking crackers jackets cracking backbone backward blackbird crackling blackness backwards backyard packages blackberry blackbirds blackboard blacksmith background firecrackers blackberries 8 am /ăm/ One Syllable Words with Phonogram (12) At End of Word (12) am yam sham cam ram jam ham dam slam clam gram swam Not at End of Word (19) rammed jams yams ramp jammed dams damp lamp camp camped clams slammed camps lamps stamp clamped cramped stamped stamps Longer Words (53) At End of Word (5) exam Abraham program Amsterdam telegram Not at End of Word (49) mammal camel hammer Bambi hammock hammers Miami hammered amateur bamboo grammar camels mammals camera sample damage sampled hamster stammered exams hammering campers Amazon camping cameras samples damaged family scampered campsite hamsters stamping hamburger campfire champion family's examine families example campfires champions hamburgers Amsterdam scrambled examined programs examples ambulance championship 9 ain /ān/ One Syllable Words with Phonogram (13) At End of Word (13) vain chain pain gain rain main drain grain Spain plain brain train strain Not at End of Word (17) rained pains rains chains faint gained paint stains stained paints drained brains grains trains trained plains strained Longer Words (40) At End of Word (5) remain contain entertain complain explain Not at End of Word (35) rainy trainer raining painter rainbow gaining painful mainly trainers raincoat fainted painfully painters faintly rainfall painting painted remains remained training raindrop rainwater mainland paintings container contains paintbrush

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. raindrops acquaintance complaint complained explains explained complaining explaining 10 op /ŏp/ One Syllable Words with Phonogram (11) At End of Word (11) mop chop hop pop shop top flop plop crop drop stop Not at End of Word (18) mopped pops chops hops cops topped chopped hopped popped tops shops flopped propped stops drops dropped crops stopped Longer Words (33) At End of Word (3) atop workshop raindrop Not at End of Word (30) copy copper floppy shoppers sloppy popping chopping hopping copied adopt copies shopping topic proper dropping stopping operate opposite shopkeeper treetops adopting popcorn tropical adopted properly popular property raindrops grasshopper grasshoppers 11 ail /āl/ One Syllable Words with Phonogram (13) At End of Word (13) hail pail rail nail jail fail sail mail tail quail frail snail trail Not at End of Word (16) pails wailed mailed hailed nailed rails sails fails tails nails sailed failed snail's trailed snails trails Longer Words (19) At End of Word (2) detail fingernail Not at End of Word (17) tailor sailor daily railing trailer failing railway sailing sailors failure sailboat trailing railroad details mailbox railroads fingernails 12 ill /ĭl/ One Syllable Words with Phonogram (16) At End of Word (16) ill sill pill chill mill till fill hill bill will thrill spill shrill drill skill still Not at End of Word (12) wills chilled pills fills mills bills hills filled quills spills spilled skills Longer Words (37) At End of Word (5) sawmill uphill downhill windmill windowsill Not at End of Word (30) hilly chilly willow pillow miller silly chilling miller's pillows illusion Illinois illness filling willing village Louisville thrilling spilling gorilla drilling hillside million gorillas unwilling stillness villagers villages millions windmills brilliant 13 ick /ĭk/ One Syllable Words with Phonogram (15) At End of Word (15) wick tick lick chick nick kick sick pick thick slick click trick brick quick stick Not at End of Word (13) ticked kicks chicks licked picks kicked picked flicked clicked tricked bricks tricks sticks Longer Words (38) At End of Word (3) toothpick homesick lipstick Not at End of Word (35) tickle pickle nickel thicker tickled licking thicket ticking nickels tricky pickup flicker pickles quicker kicking wicked sticky ticket picking chicken prickly

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. rickety flickered clicking nickname hickory cricket tickets sickness sticking chickens quickly quickest toothpicks crickets 14 ake /āk/ One Syllable Words with Phonogram (14) At End of Word (14) rake fake bake sake shake wake cake lake take make drake brake stake snake Not at End of Word (12) waked raked wakes shakes cakes baked lakes takes makes flakes brakes snakes Longer Words (11) At End of Word (5) awake pancake earthquake mistake rattlesnake Not at End of Word (6) makeup pancakes earthquakes mistakes snowflakes rattlesnakes 15 ear /ĭər/ One Syllable Words with Phonogram (11) At End of Word (11) ear gear tear rear dear fear hear near year spear clear Not at End of Word (14) ears shears neared gears reared hears year's beard fears feared tears years spears cleared Longer Words (26) At End of Word (2) appear disappear Not at End of Word (24) weary nearer fearsome nearing dreary clearer fearful appears hearing nearby appeared nearly yearbook earphones earrings dearest fearless bearded wearily appearing clearing nearest clearly disappeared 16 ell /ĕl/ One Syllable Words with Phonogram (11) At End of Word (11) yell shell bell sell cell fell tell well swell spell smell Not at End of Word (14) belle yells sells bells wells yelled shells tells cells swelled spells spelled smells smelled Longer Words (24) At End of Word (2) farewell doorbell Not at End of Word (21) seller belly jelly cellar fellow yellow smelly bellowed yelling fellows selling telling yellowish swelling smelling spelling jellyfish propeller umbrella propellers umbrellas 17 ump /ŭmp/ One Syllable Words with Phonogram (10) At End of Word (10) thump dump lump bump pump jump clump stump plump Not at End of Word (13) thumped dumps lumps bumped bumps jumps pumps dumped pumped jumped slumped stumps clumps Longer Words (16) Not at End of Word (16) jumpy umpire bumper jumper bumpy rumpled jumpers grumpy thumping dumping bumping pumping jumping crumpled trumpet pumpkin 18 are /ĕr/ One Syllable Words with Phonogram (14) At End of Word (14) hare fare mare dare rare bare share care flare glare scare stare spare square

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Not at End of Word (10) cares dared cared shared stares flares glared scared stared squares Longer Words (20) At End of Word (7) aware beware nightmare declare compare prepare hardware Not at End of Word (13) barely careful barefoot warehouse farewell careless carefully scarecrow declared compared prepared carelessly carelessness 19 it /ĭt/ One Syllable Words with Phonogram (14) At End of Word (14) it mitt knit pit kit lit fit hit bit sit slit spit quit split Not at End of Word (9) it's its wits pits hits fits sits bits slits Longer Words (19) At End of Word (4) outfit admit permit unit Not at End of Word (15) mitten bitten kitten written mittens guitar kittens units itself Pittsburgh Italian architect institute substitute Switzerland 20 ock /ŏk/ One Syllable Words with Phonogram (10) At End of Word (10) sock dock knock lock shock rock flock clock stock block Not at End of Word (13) knocks docks rocked locks shocked socks knocked locked rocks stocks clocks blocked blocks Longer Words (19) At End of Word (2) unlock o'clock Not at End of Word (17) jockey hockey locker rocky locking mocking stocky knocking rocking rocket pocket stocking unlocked blocking rockets pockets pocketbook 21 ing /ĭng/ One Syllable Words with Phonogram (11) At End of Word (11) wing sing ring king thing sling sting swing bring string spring Not at End of Word (11) sings rings king's kings wings things stings swings brings strings springs Longer Words (657) Note: Word list limited to 100 words At End of Word (221) sewing paying dying adding buying showing lying knowing seeing eating saying doing going being lighting dining offering waving bearing leaning pouring allowing rushing staying serving wedding letting choosing sharing winning touching checking throwing shouting boiling heating racing filling flowing picking mining saving digging hoping dealing heading hiding ending sailing blowing searching losing shaking ceiling feeding seeking causing washing shopping cooking reaching pushing laughing raising facing singing rolling crying missing selling shining acting pulling cutting hanging calling willing riding teaching asking falling fishing passing rising wearing hearing burning fighting putting drawing leading setting keeping telling flying meeting leaving turning giving watching playing walking evening waiting sitting learning meaning talking feeling running growing reading taking trying writing moving getting coming having using working looking making nothing living

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. during sticking dropping dressing pressing parking placing neighboring wanting melting amazing counting swinging freezing clearing suffering spinning crossing jumping staring landing testing resting spelling pointing entering painting stopping closing cleaning sending measuring floating gathering smiling trading warning lightning forming dancing breaking breathing covering bringing swimming farming sleeping driving hunting helping planning listening speaking finding clothing changing carrying opening training holding thinking building following anything morning something stretching planting deciding spreading approaching visiting striking returning printing wondering spending drinking traveling happening exciting starting studying becoming according standing beginning everything surprising collecting surrounding preparing depending including exploring describing Not at End of Word (39) singer sayings dingy singers ringing singing beings earrings bearings stinging readings clinging evenings swinging savings drawings meetings meanings kingdom bringing feelings ducklings carvings markings warnings mornings paintings openings buildings everything's hummingbird springtime happenings belongings beginnings Washington hummingbirds Springfield Washington's 22 un /ŭn/ One Syllable Words with Phonogram (5) At End of Word (5) bun fun run sun spun Not at End of Word (16) buns suns punch bunch sun's hunt runs lunch grunt hunched crunch stunt hunts punched crunched plunged Longer Words (85) At End of Word (1) begun Not at End of Word (81) untie under unlock untied runway unload punish uneasy unfair bundle hunter thunder Sunday unknown unable unlike unless until sunfish unwind unkind unfold unpacked unrolled dungeon unruly munching unlucky bunches sundown unlocked lunches Sundays bundles sunrise uncertain punished sunset sunshine hunted unhappy hunters sunlight hunting undressed grunting thundering unloading underline sunflower lunchtime grunted lunchroom underside unwilling unloaded uncovered underneath hundred hundredth sunflowers undergrowth unfinished unfolded unwanted underlined volunteer unconscious unpleasant unusual understood hundreds sunglasses volunteered unfriendly volunteers punishment underground understand thunderstorm understands

23 ight /īt/ One Syllable Words with Phonogram (13) At End of Word (13) wright knight tight sight fight night light might right fright slight flight bright Not at End of Word (8) night's sights fights knights nights lights rights flights Longer Words (34) At End of Word (14) eyesight delight upright daylight tonight goodnight firelight twilight moonlight overnight midnight sunlight starlight flashlight Not at End of Word (20)

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. tighten brighten tightened frighten lightly tightly nightgown brightened frightful nighttime nightfall nightmare lighthouse brightly lightning frightened slightly headlights brightness frightening

24 ot /ŏt/ One Syllable Words with Phonogram (14) At End of Word (14) cot rot knot dot pot shot lot hot got not trot slot plot spot Not at End of Word (6) knots dots pots lots plots spots Longer Words (9) At End of Word (3) robot forgot cannot Not at End of Word (6) rotten gotten cotton hotly robots forgotten 25 ame /ām/ One Syllable Words with Phonogram (11) At End of Word (11) lame tame shame fame game name came same blame flame frame Not at End of Word (9) tamed games names named flamed framed blamed frames flames Longer Words (4) At End of Word (2) became nickname Not at End of Word (2) ashamed framework 26 at /ăt/ One Syllable Words with Phonogram (12) At End of Word (12) at chat mat bat rat pat hat cat sat that spat flat Not at End of Word (8) cat's mats bats fats hats rats cats that's Longer Words (13) At End of Word (2) wildcat habitat Not at End of Word (11) satin Latin patsy atlas catfish mattress flattened Manhattan Atlanta mattresses platform 27 ore /or/ One Syllable Words with Phonogram (11) At End of Word (11) ore tore sore bore core wore shore more swore score store Not at End of Word (8) sores chores shores bored scored spores stored stores Longer Words (19) At End of Word (9) ashore seashore ignore before anymore therefore explore drugstore Baltimore Not at End of Word (10) boredom shoreline foreman ignored forehead storeroom storehouse forecast storekeeper explored 28 eam /ēm/ One Syllable Words with Phonogram (8) At End of Word (8) beam team gleam cream steam dream scream stream Not at End of Word (11)

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. team's beamed beams teams gleamed dreamed dreams streamed screams screamed streams Longer Words (13) At End of Word (2) upstream downstream Not at End of Word (11) dreamy creamy steamer steaming gleaming dreaming teammates steamboat streaming screaming daydreaming 29 ate /āt/ One Syllable Words with Phonogram (12) At End of Word (12) ate fate mate gate date rate late slate crate skate plate state Not at End of Word (7) mates gates dates crates skates plates states Longer Words (25) At End of Word (14) rotate estate create playmate decorate operate classmate graduate indicate separate interstate predicate celebrate concentrate Not at End of Word (9) lately rotates grateful teammates gratefully skateboard classmates statement statements 30 et /ĕt/ One Syllable Words with Phonogram (11) At End of Word (11) vet bet jet net pet wet met yet let set get Not at End of Word (8) bets jets nets lets pets sets gets let's Longer Words (8) At End of Word (6) outlet upset forget regret sunset alphabet Not at End of Word (2) forgets outlets 31 ug /ŭg/ One Syllable Words with Phonogram (11) At End of Word (11) pug mug jug tug hug bug rug dug shrug snug plug Not at End of Word (7) tugged rugs hugged bugs plugs plugged shrugged Longer Words (17) At End of Word (1) ladybug Not at End of Word (16) buggy ugly tugging hugging dugout luggage snuggled struggle struggled suggest ladybugs drugstore struggling suggestion suggested suggestions 32 ash /ăsh/ One Syllable Words with Phonogram (12) At End of Word (12) ash lash mash sash rash dash cash smash trash crash flash splash Not at End of Word (6) mashed dashed crashed smashed flashed splashed Longer Words (15) At End of Word (1) mishmash Not at End of Word (14) ashes fashion flashy dashing crashes thrashing smashing eyelashes crashing flashes flashing splashes splashing flashlight

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. 33 eak /ēk/ One Syllable Words with Phonogram (9) At End of Word (9) leak beak peak weak creak sneak speak squeak streak Not at End of Word (9) beaks peaks sneaked creaked speaks squeaks streaked squeaked streaks Longer Words (11) Not at End of Word (11) weaker weakly speaker teakettle sneaking squeaky creaking sneakers weakness speaking loudspeaker 34 ine /īn/ One Syllable Words with Phonogram (11) At End of Word (11) dine vine shine pine mine nine fine line twine whine spine Not at End of Word (7) pines shines vines mines lined lines whined Longer Words (17) At End of Word (10) airline outline pipeline shoreline headline sunshine combine underline valentine porcupine Not at End of Word (7) ninety pineapple nineteen outlined headlines combined underlined 35 all /awl/ One Syllable Words with Phonogram (10) At End of Word (10) all mall hall tall wall fall ball call stall small Not at End of Word (8) halls balls calls falls walls called stalled stalls Longer Words (23) At End of Word (11) overall recall snowball nightfall rainfall football baseball volleyball softball waterfall basketball Not at End of Word (12) caller taller hallway fallen calling falling smaller overalls tallest wallpaper smallest waterfalls 36 uck /ŭk/ One Syllable Words with Phonogram (10) At End of Word (10) puck tuck chuck buck duck luck pluck stuck truck struck Not at End of Word (6) bucks ducked tucked ducks plucked trucks Longer Words (15) Not at End of Word (15) chuckle buckle lucky bucking knuckles chuckled sucking bucket chuckling unlucky duckling buckets luckily ducklings Kentucky 37 ide /īd/ One Syllable Words with Phonogram (11) At End of Word (11) tide hide guide ride wide side glide bride slide pride stride Not at End of Word (6) tides hides guides rides sides slides Longer Words (22) At End of Word (16) aside upside divide beside decide outside inside bedside roadside hillside provide riverside underside alongside mountainside countryside

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Not at End of Word (6) insides sideways decides sidewalk besides sidewalks 38 ook /ʊk/ One Syllable Words with Phonogram (8) At End of Word (8) hook cook shook book took look crook brook Not at End of Word (9) cook's hooks cooks hooked cooked looks books looked brooks Longer Words (13) At End of Word (5) yearbook notebook scrapbook pocketbook textbook Not at End of Word (8) cookie lookout cookies cooking looking bookcase crooked Brooklyn 39 ink /ĭngk/ One Syllable Words with Phonogram (12) At End of Word (12) ink mink wink rink link sink pink think stink blink shrink drink Not at End of Word (5) winked sinks thinks blinked drinks Longer Words (15) Not at End of Word (15) tinker twinkle wrinkles wrinkled sinking thinking twinkled stinking sprinkle shrinking blinking drinking twinkling sprinkled sprinkling 40 ace /ās/ One Syllable Words with Phonogram (9) At End of Word (9) lace pace race face brace grace trace space place Not at End of Word (8) laced paced raced faced braced spaced traced placed Longer Words (9) At End of Word (3) someplace fireplace marketplace Not at End of Word (6) graceful bracelet spaceship replaced spaceships spacecraft 41 eep /ēp/ One Syllable Words with Phonogram (11) At End of Word (11) seep peep weep jeep sheep deep keep creep sweep steep sleep Not at End of Word (5) seeped peeped keeps creeps sleeps Longer Words (17) At End of Word (1) asleep Not at End of Word (16) keeper deeper steeple steeper keepers weeping sleepy deeply keeping creeping sweeping sleeping shopkeeper sleepily housekeeper storekeeper 42 ag /ăg/ One Syllable Words with Phonogram (8) At End of Word (8) wag rag tag bag stag brag drag flag Not at End of Word (8) sagged tagged tags wagged rags bags flags dragged Longer Words (27) At End of Word (2) zigzag handbag Not at End of Word (25) baggy shaggy tagging nagging wagging baggage agony ragged wagon jaguar

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. bragging Niagara staggered dragging wagons magnet dragon flagpole dragons magnets magazine magazines magnetic dragonfly dragonflies 43 ank /ăngk/ One Syllable Words with Phonogram (10) At End of Word (10) sank tank thank bank shrank crank plank blank drank frank Not at End of Word (6) yanked thanked tanks thanks banks planks Longer Words (10) At End of Word (1) riverbank Not at End of Word (9) ankle banker ankles thankful banking frankly blanket blankets Thanksgiving 44 oke /ōk/ One Syllable Words with Phonogram (9) At End of Word (9) yoke choke poke joke woke broke smoke spoke stroke Not at End of Word (7) joked choked poked jokes smoked stroked strokes Longer Words (1) At End of Word (1) awoke

45 own /own/ One Syllable Words with Phonogram (8) At End of Word (8) gown town down drown frown clown crown brown Not at End of Word (8) gowns town's towns crowns clowns browns drowned frowned Longer Words (12) At End of Word (4) touchdown nightgown sundown downtown Not at End of Word (9) brownie frowning drowning downhill downtown downward downstream townspeople downstairs 46 and /ănd/ One Syllable Words with Phonogram (9) At End of Word (9) and band sand hand land brand grand stand strand Not at End of Word (6) sands bands lands hands stands strands Longer Words (51) At End of Word (8) inland command demand mainland newsstand farmland Maryland understand Not at End of Word (43) panda handy candle sandy candy handle sanders sandals bandage handing handles candles landing landed handed handbag bandaged handmade veranda handful commander standing mandarin handfuls bandages grandson landlord commanded landscape abandoned demanded granddaughter handlebars dandelion handwriting grandfather grandmother grandfathers grandmothers grandmother's understands grandchildren grandparents 47 eed /ēd/ One Syllable Words with Phonogram (8) At End of Word (8) deed reed weed seed feed need freed speed Not at End of Word (7)

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. reeds feeds deeds weeds seeds needs speeds Longer Words (17) At End of Word (4) seaweed agreed indeed succeed Not at End of Word (13) feeder needle weeding needn't speedy greedy needing needles feeding needed speeded speeding freedom 48 ark /ŏrk/ One Syllable Words with Phonogram (7) At End of Word (7) ark shark bark park mark dark spark Not at End of Word (8) barks barked parked sharks parks marks marked sparks Longer Words (19) At End of Word (2) remark Denmark Not at End of Word (17) marker parker darker markers sparkle marking barking parking market sparkled markings darkened remarked markets darkness sparkling marketplace 49 est /ĕst/ One Syllable Words with Phonogram (10) At End of Word (10) vest jest pest guest nest chest test west rest best Not at End of Word (5) pests rests nests guests tests Longer Words (27) At End of Word (8) arrest protest southwest request contest suggest northwest interest Not at End of Word (19) jester fiesta nesting rested tested testing resting western festival restless arrested yesterday yesterday's contests protested restaurant suggested interests restaurants 50 ad /ăd/ One Syllable Words with Phonogram (11) At End of Word (11) ad add fad lad pad mad sad dad bad had glad Not at End of Word (4) ads adds fads pads Longer Words (35) Not at End of Word (35) sadder paddle saddle ladder daddy adding shadow added radish saddles saddled daddy's madly paddles paddled adverb ladders padded madam sadly badly shadows address hadn't saddest madman tadpole paddling adverbs gladly Nevada sadness radishes tadpoles admiral 51 ub /ŭb/ One Syllable Words with Phonogram (6) At End of Word (6) sub cub tub rub club scrub Not at End of Word (8) tubs rubs cubs rubbed grubs shrubs clubs scrubbed Longer Words (20) At End of Word (1) bathtub Not at End of Word (19) bubble rubber bubbled rubbish subway bubbles bubbling stubborn public

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. clubhouse scrubbing published subject stubbornly submarine subjects submarines substitute substances 52 art /ŏrt/ One Syllable Words with Phonogram (8) At End of Word (8) art mart dart cart chart part smart start Not at End of Word (6) arts darts carts charts parts starts Longer Words (15) At End of Word (1) apart Not at End of Word (14) carton martin martin's cartons cartoon partner partly partridge cartoons partners apartment apartments department compartment 53 one /ōn/ One Syllable Words with Phonogram (10) At End of Word (10) lone cone shone zone tone phone bone drone throne stone Not at End of Word (4) phoned cones bones stones Longer Words (11) At End of Word (5) alone cyclone backbone telephone microphone Not at End of Word (6) lonesome lonely earphones telephoned telephones loneliness 54 ool /ool/ One Syllable Words with Phonogram (6) At End of Word (6) tool pool cool spool stool school Not at End of Word (8) fooled cools pools cooled tools spools school's schools Longer Words (12) Not at End of Word (12) cooler coolly fooling cooling foolish schoolboy coolness schoolroom schoolwork schoolhouse foolishness schoolmaster 55 eel /ēl/ One Syllable Words with Phonogram (8) At End of Word (8) eel reel kneel peel heel feel wheel steel Not at End of Word (6) eels peeled heels feels wheeled wheels Longer Words (9) Not at End of Word (9) feelers peeling kneeling freely feeling wheeling feelings wheelchair wheelbarrow 56 oil /oyl/ One Syllable Words with Phonogram (6) At End of Word (6) oil foil boil coil soil spoil Not at End of Word (7) oiled oils coils coiled soils boiled spoiled Longer Words (3) Not at End of Word (3) oily boiler boiling 57 ave /āv/ One Syllable Words with Phonogram (6) At End of Word (6) shave cave wave save gave grave

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Not at End of Word (7) shaved saves paved caves waved saved waves Longer Words (7) At End of Word (1) behave Not at End of Word (6) gravely behaves bravely behaved pavement graveyard 58 im /ĭm/ One Syllable Words with Phonogram (7) At End of Word (7) rim dim him trim grim slim swim Not at End of Word (6) limp limped shrimp trimmed swims glimpse Longer Words (37) Not at End of Word (37) dimmer image dimly swimmer timid chimney timber limit simple limping shimmering crimson grimly swimmers chimneys limits swimming improve imagine simply similar whimpered timidly impatience impatient impressed criminal imagined impression immediate improved himself chimpanzee criminals simplest importance important 59 id /ĭd/ One Syllable Words with Phonogram (9) At End of Word (9) bid lid hid rid kid did grid slid squid Not at End of Word (4) kid's lids kids midst Longer Words (28) At End of Word (5) forbid timid rigid liquid splendid Not at End of Word (23) fiddle riddle ridden widow hidden middle midair riddles aphids kidding midday eyelids didn't skidded forbidden midnight timidly incident liquids consider considered president president's 60 eet /ēt/ One Syllable Words with Phonogram (9) At End of Word (9) beet sheet meet feet sleet greet fleet sweet street Not at End of Word (4) beets meets sheets streets Longer Words (3) Not at End of Word (3) sweetly treetops streetcar

61 eat /ēt/ One Syllable Words with Phonogram (9) At End of Word (9) eat cheat neat beat seat meat heat treat wheat Not at End of Word (4) eats beats seats treats Longer Words (7) At End of Word (3) defeat repeat heartbeat Not at End of Word (4) eaten beaten neatly treatment 62 ile /īl/ One Syllable Words with Phonogram (6) At End of Word (6)

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. Nile file mile pile smile while Not at End of Word (7) tiles filed piles piled miles smiles smiled Longer Words (4) At End of Word (3) awhile meanwhile crocodile Not at End of Word (1) crocodiles 63 ush /ŭsh/ One Syllable Words with Phonogram (7) At End of Word (7) mush hush rush slush blush crush brush Not at End of Word (6) hushed rushed blushed flushed brushed crushed Longer Words (8) At End of Word (2) toothbrush paintbrush Not at End of Word (6) rushes rushing mushroom brushing brushes mushrooms 64 ale /āl/ One Syllable Words with Phonogram (9) At End of Word (9) dale gale hale tale pale sale stale whale scale Not at End of Word (4) tales sales scales whales Longer Words (2) At End of Word (1) nightingale Not at End of Word (1) salesman 65 ound /ownd/ One Syllable Words with Phonogram (8) At End of Word (8) hound mound pound bound round sound found ground Not at End of Word (5) bounds rounds pounds sounds grounds Longer Words (16) At End of Word (5) around compound playground background underground Not at End of Word (11) roundup soundly sounding bounded pounding rounded sounded boundary surrounding surrounded playgrounds

66 ape /āp/ One Syllable Words with Phonogram (6) At End of Word (6) ape cape tape shape grape scrape Not at End of Word (7) taped shapes shaped drapes grapes scrapes scraped Longer Words (4) At End of Word (2) escape landscape Not at End of Word (2) escaped grapefruit 67 old /ōld/ One Syllable Words with Phonogram (10) At End of Word (10)

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. old fold bold mold sold gold hold cold told scold Not at End of Word (2) folds holds Longer Words (19) At End of Word (3) unfold behold household Not at End of Word (16) older folder holder colder golden boldly coldly folding folded oldest holding scolding coldest scolded goldfish unfolded 68 atch /ăch/ One Syllable Words with Phonogram (8) At End of Word (8) latch batch hatch patch match catch snatch scratch Not at End of Word (4) hatched matched snatched scratched Longer Words (10) Not at End of Word (10) catcher hatches hatchet catches patches matches catching patchwork scratches scratching 69 ind /īnd/ One Syllable Words with Phonogram (7) At End of Word (7) bind hind mind kind find grind blind Not at End of Word (5) finds minds winds kinds blinds Longer Words (14) At End of Word (4) unwind unkind remind behind Not at End of Word (10) minding kindly winding finding blinding blindly reminds kindness grinding reminded 70 ike /īk/ One Syllable Words with Phonogram (6) At End of Word (6) pike hike bike like spike strike Not at End of Word (6) hiked bikes likes liked spikes strikes Longer Words (5) At End of Word (3) alike unlike dislike Not at End of Word (2) likely disliked

71 ut /ŭt/ One Syllable Words with Phonogram (6) At End of Word (6) mutt nut hut shut cut but Not at End of Word (6) shuts ruts guts huts cuts nuts Longer Words (12) At End of Word (6) doughnut peanut haircut walnut shortcut coconut Not at End of Word (6) button butler buttons doughnuts peanuts coconuts 72 ob /ŏb/ One Syllable Words with Phonogram (7) At End of Word (7)

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. sob cob knob mob bob job blob Not at End of Word (5) sobs bobbed sobbed robbed jobs Longer Words (26) At End of Word (1) doorknob Not at End of Word (25) wobble robber lobby hobby cobbler wobbly bobbin sobbing hobbies bobbing robbers robin robins robbery lobster obvious object cobwebs lobsters Robinson objects problem obviously problems probably 73 ent /ĕnt/ One Syllable Words with Phonogram (10) At End of Word (10) dent lent scent cent rent tent bent sent went spent Not at End of Word (2) tents cents Longer Words (20) At End of Word (10) absent event accent invent cement percent consent content prevent represent Not at End of Word (10) entry Trenton gently events sentence presents central intently contents sentences 74 oop /oop/ One Syllable Words with Phonogram (6) At End of Word (6) hoop loop swoop stoop troop scoop Not at End of Word (6) looped hoops swooped scooped stooped troops Longer Words (2) Not at End of Word (2) cooper whooping 75 air /ĕr/ One Syllable Words with Phonogram (7) At End of Word (7) air pair fair chair hair Blair stair Not at End of Word (5) fairs hairs pairs chairs stairs Longer Words (28) At End of Word (6) midair unfair repair armchair despair wheelchair Not at End of Word (22) airy hairy fairy dairy fairies airline prairie affairs fairly airfield haircut stairway prairies repaired repairs airport airplane repairing staircase upstairs airplanes downstairs 76 ed /ĕd/ One Syllable Words with Phonogram (9) At End of Word (9) shed fed led bed red bled sped sled fled Not at End of Word (3) sheds beds sleds Longer Words (21) Not at End of Word (21) pedal medal teddy peddler pedals medals bedding reddish editor wedding medicine Edwards redwood bedtime bedside medicines bedroom credit bedrooms medical predicate

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. 77 amp /ămp/ One Syllable Words with Phonogram (5) At End of Word (5) ramp damp lamp camp stamp Not at End of Word (7) camped camps lamps clamped cramped stamped stamps Longer Words (15) Not at End of Word (15) sample sampled campers camping samples scampered campsite stamping campfire champion example campfires champions examples championship 78 ade /ād/ One Syllable Words with Phonogram (9) At End of Word (9) wade jade fade shade made spade blade grade trade Not at End of Word (3) shades blades grades Longer Words (6) At End of Word (5) parade homemade persuade handmade lemonade Not at End of Word (1) parades 79 oom /oom/ One Syllable Words with Phonogram (7) At End of Word (7) zoom loom boom room gloom bloom broom Not at End of Word (5) boomed loomed doomed rooms brooms Longer Words (14) At End of Word (7) mushroom bathroom bedroom storeroom schoolroom lunchroom classroom Not at End of Word (7) booming gloomy blooming gloomily bathrooms bedrooms mushrooms 80 ean /ēn/ One Syllable Words with Phonogram (4) At End of Word (4) bean lean mean clean Not at End of Word (7) leans jeans leaned beans means cleans cleaned Longer Words (10) Not at End of Word (10) cleaner peanut leaning meaning cleaners meantime peanuts meanings cleaning meanwhile 81 ole /ōl/ One Syllable Words with Phonogram (7) At End of Word (7) sole mole pole role hole whole stole Not at End of Word (4) moles soles poles holes Longer Words (3) At End of Word (2) tadpole flagpole Not at End of Word (1) tadpoles 82 itch /ĭch/ One Syllable Words with Phonogram (7) At End of Word (7) itch hitch ditch pitch stitch twitch switch Not at End of Word (4)

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. hitched pitched twitched switched Longer Words (5) Not at End of Word (5) pitcher hitching pitchers pitching kitchen 83 eck /ĕk/ One Syllable Words with Phonogram (6) At End of Word (6) peck wreck deck neck check speck Not at End of Word (5) pecked decks wrecked checks checked Longer Words (10) Not at End of Word (10) checker checkup necktie pecking checkers reckon checking necklace freckles woodpecker 84 ang /ăng/ One Syllable Words with Phonogram (7) At End of Word (7) fang bang rang sang hang clang sprang Not at End of Word (4) bangs fangs banged hangs Longer Words (3) Not at End of Word (3) hangar banging hanging 85 oat /ōt/ One Syllable Words with Phonogram (5) At End of Word (5) goat coat boat float throat Not at End of Word (6) oats goats coats boats throats floats Longer Words (8) At End of Word (7) rowboat afloat lifeboat sailboat overcoat raincoat steamboat Not at End of Word (1) oatmeal 86 oar /or/ One Syllable Words with Phonogram (4) At End of Word (4) oar soar boar roar Not at End of Word (7) oars roars hoarse coarse roared board boards Longer Words (8) Not at End of Word (8) roaring aboard boarded boarding overboard skateboard blackboard cardboard 87 end /ĕnd/ One Syllable Words with Phonogram (7) At End of Word (7) end mend lend bend tend send spend Not at End of Word (4) ends bends sends spends Longer Words (32) At End of Word (6) attend intend weekend defend depend pretend Not at End of Word (26) fender tender ending ended mending mended tending bending endless sending tenderly weekends surrender attendant spending depends endlessly

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. attendants splendid depended depending intended pretended pretending suspended tremendous 88 eal /ēl/ One Syllable Words with Phonogram (7) At End of Word (7) heal seal meal deal steal real squeal Not at End of Word (4) seals sealed meals squealed Longer Words (7) At End of Word (2) oatmeal cornmeal Not at End of Word (5) dealer dealing stealing Zealand squealing 89 ess /ĕs/ One Syllable Words with Phonogram (7) At End of Word (7) chess mess guess less bless press dress Not at End of Word (3) guessed pressed dressed Longer Words (32) At End of Word (7) recess address unless confess success process express Not at End of Word (25) essay messy vessel lesson guesses dresser lessons message blessing presses blessed messenger addressed dresses dressing pressing undressed confessed messengers addresses depressed impressed professor messages successful 90 eek /ēk/ One Syllable Words with Phonogram (6) At End of Word (6) peek cheek seek week sleek creek Not at End of Word (4) peeked cheeks weeks creeks Longer Words (4) Not at End of Word (4) weekly seeking weekend weekends 91 arm /ŏrm/ One Syllable Words with Phonogram (4) At End of Word (4) arm charm harm farm Not at End of Word (6) arm's armed arms harmed farmed farms Longer Words (14) At End of Word (1) alarm Not at End of Word (13) farmer alarms armful harming armchair farmer's alarmed harmful farming farmers farmhouse harmless farmland 92 out /owt/ One Syllable Words with Phonogram (7) At End of Word (7) out shout snout spout trout scout sprout Not at End of Word (3) shouts scouts sprouts Longer Words (18) At End of Word (5) about dugout lookout throughout without Not at End of Word (13)

Copyright © 2021. Texas Education Agency. All Rights Reserved. Word Analysis by Devin Kearns. outlaw outlaws outlet outfit outdoor outward outline outside outlets outlined outdoors outsiders whereabouts 93 orn /orn/ One Syllable Words with Phonogram (7) At End of Word (7) thorn horn torn worn corn born scorn Not at End of Word (3) horned thorns horns Longer Words (12) At End of Word (3) acorn popcorn unicorn Not at End of Word (9) corner cornered acorns corners morning cornmeal tornado mornings cornfield 94 uff /ŭf/ One Syllable Words with Phonogram (6) At End of Word (6) huff puff fluff gruff bluff stuff Not at End of Word (4) cuffs puffs puffed stuffed Longer Words (19) Not at End of Word (19) puffy shuffle suffer muffin muffler ruffled shuffled stuffy puffing muffled fluffy suffered shuffling suffix muffins stuffing suffering buffalo buffaloes 95 eer /ĭər/ One Syllable Words with Phonogram (5) At End of Word (4) cheer sheer deer steer Not at End of Word (5) cheers cheered peered sneered steered Longer Words (13) At End of Word (4) reindeer pioneer engineer volunteer Not at End of Word (9) cheery peering cheering cheerful cheerfully steering pioneers volunteered volunteers

The following lesson sets use this resource: • Introducing High Frequency Words • Reviewing High Frequency Words • Reading Sentences with Taught Words • Reading a Text • Practice Games

This list contains high-frequency words. These are printed in a large font to make it easy to print and cut into parts to make cards for students to practice reading. There is also a High- Frequency Word List containing all of the words in smaller font. These word lists are designed to be used with the Lesson Templates from the Foundational Reading Lesson Set for the Inclusion in Texas Network. These word cards were created by Devin Kearns ([email protected]). We hope these cards and the Phonics Lesson Templates are helpful to you!

a in 5 6

is I 7 8

you it 9 10

on was 13 14 with are 15 16

this be 17 18

not as 19 20

have from 23 24

or they 25 26

all but 27 28

by your 29 30

we his 33 34

if will 35 36 what about 37 38

my do 39 40

up had 43 44

out when 45 46

so no 47 48 would more 49 50

her like 53 54

me some 55 56

their other 57 58

time has 59 60

who just 67 68 new into 69 70

which only 73 74

could know 75 76

any these 77 78

over than 79 80

first very 83 84

us go 85 86

our good 87 88

may make 89 90

many also 93 94

way did 95 96 where use 97 98

down home 99 100

day think 103 104

help find 105 106

most work 107 108

its made 109 110

want right 113 114 because much 115 116

even each 117 118

should through 119 120

take look 123 124

must off 125 126

am around 127 128

why come 129 130

still need 133 134 same man 135 136

such got 137 138

big next 139 140

name water 143 144

say world 145 146

never great 147 148

again those 149 150

put school 153 154 house part 155 156 under while 157 158 found own 159 160

small year 163 164

tell life 165 166

three best 167 168

really set 169 170

went both 173 174 thought came 175 176 without few 177 178

better always 179 180

give end 183 184 between left 185 186

show thing 187 188

sure top 189 190

money free 193 194

once white 195 196

live room 197 198

information yes 199 200

group please 203 204

number city 205 206

men children 207 208

head black 209 210

large call 213 214

play enough 215 216

run today 217 218

ever line 219 220

open try 223 224

air family 225 226

car real 227 228

side far 229 230

course person 233 234

took change 235 236 anything light 237 238

state saw 239 240

feel however 243 244 important system 245 246

someone mother 247 248

during full 249 250

job together 253 254 nothing seen 255 256

list kind 257 258

body care 259 260

box order 263 264

soon word 265 266

buy sun 267 268

done second 269 270

often start 273 274

young story 275 276

oh business 277 278 above heard 279 280

land sound 283 284

face four 285 286

front point 287 288 mean ask 289 290

learn street 293 294

ago write 295 296

problem bad 297 298 everything maybe 299 300

door talk 303 304 several send 305 306

wrote later 307 308

near remember 309 310

dog move 315 316

mind table 317 318

across case 319 320

paper believe 325 326

power class 327 328

boy idea 329 330

hot everyone 333 334

close either 335 336

turn area 337 338 picture store 339 340

hear knew 343 344

fast probably 345 346 become example 347 348

women least 349 350

below fact 353 354

American voice 355 356

began road 357 358

music question 359 360

south behind 363 364

center usually 365 366

given space 367 368

pay morning 369 370

five size 373 374

short low 375 376

cut past 377 378

bill general 379 380

answer easy 383 384

quite woman 385 386

half fun 387 388

dark upon 389 390

feet lost 393 394 himself ground 395 396

office stay 397 398

within field 399 400

held leave 403 404

king watch 405 406

felt message 407 408

human happy 409 410

rest check 413 414

possible town 415 416

mark energy 417 418

main taken 419 420

gave known 423 424

team shall 425 426

control west 427 428

nice subject 429 430

hold bed 433 434

party America 435 436

post instead 437 438

fish strong 439 440

child sign 443 444

sent hope 445 446

wish note 447 448

English sea 449 450

search certain 453 454

service rather 455 456

pretty true 457 458

perhaps wall 459 460

type phone 463 464

reason study 465 466

test mail 467 468

clear baby 469 470

return board 475 476

age plan 477 478

river late 479 480

map bring 483 484

support add 485 486

ball view 487 488

six among 489 490

wait seem 493 494

travel level 495 496

fall floor 497 498

report I'm 499 500

The following lesson sets use this resource: • Introducing High Frequency Words • Reviewing High Frequency Words • Reading Sentences with Taught Words • Reading a Text • Practice Games

This list contains high-frequency words. High-frequency words are the most common words in the English language. The high-frequency word list used here is based on an analysis of four databases containing common English words. The list does not include any words with the inflections -s, -ed, or -ing. As a result, this list does not contain the exact same words as other commonly used high-frequency word lists.

For instructional purposes, teachers sometimes refer to high-frequency words as "sight words" to emphasize that these words should be remembered by sight. In fact, readers should eventually commit all words they read to sight memory. As a result, it is somewhat inaccurate to call this particular set of words "sight words." However, this terminology captures the important idea that these words should be committed to sight vocabulary early in reading.

It is very important not to describe these words as non-decodable or "irregular." Some English words--including high-frequency words--contain spelling patterns that are not very common. For example, the A in “was” makes the short-U /ŭ/ sound. However, many other high-frequency words contain very common spelling patterns. So, make sure not to describe these words as irregular. Even with words like “was,” point out that the word does contain some common pronounceable patterns--the pronunciation of W in this case.

This list is designed to be used in combination with the Phonics Lesson Templates for the Foundational Reading Lesson Set. It was created by Devin Kearns ([email protected]).

the to and of a in is I you it for that on was with are this be not as at he have from or they all but by your one can we his if will what about my do there an up had out when so no would more she were her like me some their other time has get them then people how see who just new into now been which only could know any these over than back him first very us go our good may make here two many also way did where use down home

Words 101 to 200

well after day think help find most work its made too little want right because much even each should through before long take look must off am around why come old last still need same man such got big next something another name water say world never great again those place read put school house part under while found own every away small year tell life three best really set high might went both thought came without few better always let book give end between left show thing sure top hard keep money free once white live room information yes

page since group please number city men children head black until night large call play enough run today ever line food hand open try air family car real side far against lot course person took change anything light state saw red told feel however important system someone mother during full along game job together nothing seen list kind body care though special box order soon word buy sun done second yet country often start young story oh business above heard able almost land sound face four front point mean ask else stop learn street ago write problem bad everything maybe

Words 301 to 400

father friend door talk several send wrote later near remember news green anyone love dog move mind table across case don't form already whole paper believe power class boy idea north inside hot everyone close either turn area picture store less blue hear knew fast probably become example women least fire earth below fact American voice began road music question week early south behind center usually given space pay morning matter window five size short low cut past bill general girl government answer easy quite woman half fun dark upon outside fine feet lost himself ground office stay within field

company sat held leave king watch felt message human happy understand bit rest check possible town mark energy main taken eat tree gave known team shall control west nice subject law drive hold bed party America post instead fish strong wrong ready child sign sent hope wish note English sea cold gold search certain service rather pretty true perhaps wall finally rock type phone reason study test mail clear baby gone price whether hair return board age plan river late public longer map bring support add ball view six among color history wait seem travel level fall floor report I'm