Strategies and Skills by Level

APPENDIX A Strategies and Skills by Level

Summary of skill focus, word study activities, and guided writing

Sound Magnetic Letters Sound Analogy Guided Level Skill Focus Sorts (Making Words) Boxes Charts Writing

Letters, Initial Match letters to None None Interactive sounds, print consonants alphabet chart. writing concepts Make first name. Pre-A

Consonants Initial Exchange initial 2 or 3 boxes None Dictated consonants consonants: me, go, he, sentence A cat-fat-mat-bat so 3–5 words 1 can, map, hat

Consonants Initial Exchange 2 or 3 boxes None Dictated or Short vowels and final initial and final at, on, am, open-ended consonants consonants: sentence B (a, o) hop, fan, Short a can-pan-pat-mat- mom, dad 5–7 words 2 and o man

Short vowels Short Exchange initial, 3 boxes None Dictated or (a, e, i, o, u) e, i, u medial, and final (CVC) open-ended letters; include all sentence C Hearing mat, bed, did, short vowels: hop, fun 3/4 sounds in sequence pot-hot-hop- 7–10 words (CVC) mop-map-cap- lap-lad-lid

Digraphs Initial Exchange initial, 3 boxes None Dictated or (sh, ch, th) and final medial, and final (words with open-ended digraphs letters; include digraphs) sentences D Endings digraphs; break at chat, then, Include 5/6 (-s, -ing) onset and rime: with, ship, endings: Onset/rime hop-shop-chop- such, much -ing, -s, chip-chin-thin

Initial blends Initial Add and delete 4 boxes None 2 or 3 Onset/rime blends initial clusters; (initial blends, sentences break at onset short vowels) E Endings B-M-E and rime: slip, clan, step 7/8 (-ed, -er) Facts learned cap-clap-clip- grip-grin-spin

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Final blends Final Add and delete 4 boxes None B-M-E Onset/rime blends final clusters; final blends (3 sentences) break at onset F lamp, last, Facts learned and rime: 9/10 test, went, Respond to went-wept-west- milk, jump a prompt lest-list-limp

Initial and None Silent-e feature: 5 boxes B-M-E cat make final blends mat-mate- stink, grunt, (4 sentences) Silent e mane-man stomp chat shake Somebody- G Wanted-But- 11/12 spat snake So (SWBS)

spam grape Respond to a prompt

Vowel teams None Vowel patterns: None B-M-E eat day ee, ar, ay, oa, cow-clown- (5 sentences) or, all, ow crown-crowd beat gray SWBS H–I (cow) Break at onset Problem- 13–16 seating stayed Endings and rime: Solution (cl-own) cheater prayed Respond to a prompt

Vowel teams None de-light-ful None Five-Finger rain out ou, ew, ight, e-nor-mous Retell aw, ai, oi, ow stain about Character (low) analysis sprain shouted Make and Main idea/ break a big brainy ground details J+ word Summary 17+ Compare/ hop hopping contrast

stop stopping Cause-effect Question- clap clapping Answer hug hugging Respond to a prompt

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Strategies and Skills for Pre-A

Work With Work With Read and Interactive Letters and Names Sounds Discuss Books Writing

• Learn letter names • Foundational skills • Oral language • Hear sounds in words • Link letters to • Hear syllables • Vocabulary • Link sounds to letters picture concepts • Hear rhyming words • Left-to-right • Form letters • Learn letter sounds • Hear initial consonants directionality • Space between words • Visual memory for • Link sounds to letters • One-to-one matching • One-to-one matching first name • Concept of letter • Visual scanning left and word to right • Concept of first and • Letter formation last letter/word • Attend to print • Period at the end of a sentence

Strategies and Skills for Level A

Students learn to . . . Picture Sorts Making Words Sound Boxes Guided Writing

• maintain one-to-one Initial Change initial 2 or 3 boxes Dictate a on one line of print. consonants consonant: sentence with • use meaning to • go-no-so S O 3–5 words. Choose 2 predict, monitor, (see pages • cat-hat-mat-pat me, we, he, go, no self-correct. 38–39; 81) • me-he-we-be Examples: • read and write about I like pizza. Examples • hop-mop-top-cop m a p 10 words. I see the turtle. of pictures • pot-lot-hot-dot map, can, dad • firm up letter to sort for • pan-man-ran-fan My mom is nice. knowledge. Dd, Hh: • map-cap-tap-gap We can go fast. • hear and use initial desk, duck, consonant sounds in horse, hand • mad-had-sad-pad reading and writing. • dog-fog-log-hog

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Strategies and Skills for Level B

Students learn to . . . Picture Sorts Making Words Sound Boxes Guided Writing

• maintain one-to-one Short vowels Change final 2 or 3 boxes Dictate a on two lines of print. (a and o) consonant: sentence with • use meaning, • rat-rag-ram- a t 5–7 words. structure, and known Choose 2 ran-rap (see page 82) am, at, as, on, up, an Examples: words to predict, • cat-cap-can-cab monitor, and correct. Examples of The rat is in • man-mat- c a t pictures to the cage. • cross-check meaning map-mad and first letters with sort for a, o: cap, dog, log, mat Look at the pig in • hat-ham-had-has prompting. hat, cat, the road. • hot-hop-hog • read and write about mop, box Look at the 20 words. Change initial and big cat. • hear and use initial final consonant: We go to the and final consonants. • mat-map-man-pan lake to swim. • hear and use short • sat-sad-mad-had vowels (a and o). • dog-hog-hot-dot • hot-cot-cop-hop

Strategies and Skills for Level C

Students learn to . . . Picture Sorts Making Words Sound Boxes Guided Writing

• use meaning, Short vowels Change initial, medial, 3 boxes Dictate a structure, known (e, i, u) and final letters: sentence with words, and initial • can-cap-map-mop-top r u g 7–10 words. consonants to Choose 2 or 3 • sat-sad-mad-mud-bud bag sit predict, monitor, and (see page 82) Examples: • dog-dot-hot-hop-hip hop gum self-correct. Examples of Come and look • cross-check pictures to • ran-run-bun-bug-bag rap big at my red car. • lap-lip-lid-lad-mad job wet meaning and first sort for e, i, u: We will catch letters to solve bed, leg, • got-get-net-pet-peg cab hop the big fish in unknown words pig, lip, • his-hit-pit-pot-hot-hop vet tag the lake. without prompting. cup, rug • had-hid-rid-rig-wig cap mob • read and write about • run-bun-bin-bit-bet rid fog 30 words. can jog • hear and record CVC sounds in sequence get nod with prompting.

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Strategies and Skills for Level D

Picture Students learn to . . . Making Words Sound Boxes Guided Writing Sorts

• maintain meaning Digraphs Change initial, 3 boxes Dictate two while solving new medial, or final sentences. words. Choose 2 or letters. Include m a sh 3 (see pages Examples: • cross-check without digraphs. 132–133) prompting. Break at onset and math shop Ben is looking for Examples his bear. Mom • use known parts with rime. (ch-ip) chin this of pictures said to check the prompting. • hip-chip-chop- such dash to sort for chair. shop-ship chat dish • attend to endings sh, ch, th: The man is with prompting. • bat-bath- chop thud ship, going to the math-mash • blend the sounds in sheep, such shot fire. He will get small words. chick, • did-dish-dash- path hush the cat to come mash-mush-much- to him. • reread to access cheese, with chip meaning. thumb, such • read without think • hat-chat-chap- pointing. chip-ship • read in short phrases. • cat-chat-that- than-thin • read and write about 40 words. • map-math- bath-bash • use digraphs and short vowels. • the-then- than-that • read dialogue with expression. • hear and record sounds in sequence without support. • retell the story with support.

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Strategies and Skills for Level E

Students learn to . . . Picture Sorts Making Words Sound Boxes Guided Writing

• maintain meaning Initial Blends Change initial 4 boxes Prompt students while using Select blends blend, medial to write about known parts to that begin with vowel, or final c r a b the story. solve words. letter. the same letter. Prompt: • cover the endings Break at onset and brag clip to solve words. Choose rime. (gr-ab) snug clam Write a sentence 2 or 3 about the • monitor with • bag-brag-brat- drop spun (see pages beginning and meaning, blends, flat-flit clap drip 132–133) another about and endings. • lip-clip-slip-slit- crab flip the end of the Examples of • read and write an spit-spot story. Use the pictures to sort sled flop increasing number • lap-clap-slap- pictures if you for fl, fr: grin sped of sight words. slam-spam need help. flower, flag, grip plot • read familiar text • rim-trim-trip- Example: fruit, frog flap skid with fluency. trap-strap Bella did not • read new text with • stub-stab-grab- want to share some phrasing. gram-glam-glum her bone. • read with • crab-slab-grab- She hid her bone expression. grub-snub in the snow. • understand simple • skin-skip-trip- Prompt: contractions trap-clap-clip What did you made from known • plum-drum- learn about words (e.g., can’t, drug-snug-snag fireflies? didn’t, I’m, I’ll, • step-stop-slop- you’re, we’re, isn’t Example: slip-blip they’re, he’s, she’s, They have two it’s) • win-twin-twig- wings and two swig-swim • orally segment big eyes. one-syllable They light up at words at the onset night. and rime (st-ick). • hear and write a CCVC word in sequence.

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Strategies and Skills for Level F

Students learn to . . . Picture Sorts Making Words Sound Boxes Guided Writing

• maintain meaning Final blends Change initial letter, 4 boxes Prompt students medial vowel, or to write about while using known Choose 2 or 3 final blend. k e p t the story. parts and endings to (see pages solve new words. Break at onset and 132–133) gust pink B-M-E • attend to the middle rime. (s-ing) Examples of (3 sentences) and end of words kept fang pictures to sort: • ask-bask-bash- with prompting. mash band desk Prompts: • -mp camp, • use onsets and rimes • bang-bank-band- lift bang • Write three lamp, jump to solve words with land film lend sentences prompting. • -nd band, • camp-damp- rung damp about the land, sand story. Use • read new books with dump-lump lung mend your pictures greater fluency and • -ng sing, • gang-fang-pang- mist belt if you need expression. bang, lung pant sang risk help. • use punctuation to • -st nest, • fast-last-lest-left- lump dusk • What was read with phrasing rest, west lent and expression. mend sink the problem? • -sk mask, • rang-sang-sank- land task How was it • understand more tusk, desk tank challenging solved? • raft-rant-pant-past- contractions • -nk tank, • Write three pest (e.g., couldn’t, won’t, bank, junk, facts about we’ll, we’ve, I’ve, pink, link • belt-bend-bent- firefighters. who’ll, they’ll). • -ft raft, best • hear and record final gift, lift • desk-dusk-tusk- must blends in one-syllable • -nt ant, words. mint, bent • went-west-test- tend • -lt felt, melt, belt, bolt • lift-lint-list-last-cast • just-jest-rest- • -lk milk, silk rust-runt • soft-sift-silt- hilt-hint • felt-belt-best- bent-went • milk-silk-silt-wilt

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Strategies and Skills for Level G

Students Making Words Sound Boxes Analogy Charts Guided Writing learn to . . .

• maintain Initial and 4 or 5 boxes Silent-e rule Prompt students meaning while final blends Easy (Rime is constant.) to write about solving new • cash-clash- c r a sh the story. words using hot hope clasp-clamp- B-M-E known parts, cramp t w i s t endings, and spot rope (3–5 sentences) • band-brand- familiar rimes. bland-blank- brand blank trot slope SWBS • read new blink clank cramp The lion wanted books with slot mope • lush-blush- crash flash to eat the rabbit, greater but a deer came brush-crush- grand grasp Harder (Rime changes, fluency and by, so the lion let crust-crest- but vowel sound is expression. plant shaft the rabbit go. chest constant.) • break words smash stamp • pit-spit-split- Problem- apart. splint-sprint champ clamp cat came Solution (Discourage • think-chink- clash plump What was the letter-by-letter chat shame sounding!) shrink-rink- skunk slump problem? How risk was it solved? • monitor by sling stump flag quake attending to • ran-ranch- stung thump clam brave Question- the middle and branch- trunk trust Answer end of words. brunch crust grump Hardest (Rime and Write questions • went-west- • use analogies grunt stunt vowel sounds change. that were to problem- wept-swept- answered in the blush brush Students sort words by solve during crept short- and long-vowel book and answer crush flush writing with Silent-e rule sound.) the questions. prompting munch lunch • hat-hate- Facts If you (e.g., mate-mat-rat- bunch crunch cat cake know you What did you like, rate (short) (long) can write hike). learn from • pal-pale-pane- slap grape reading this • hear and pan-man- book? record initial mane twig spoke and final Picture prompt • slid-slide- blends in one- shut bride slime-slim- Choose your syllable words. dim-dime favorite picture • apply the and write three silent-e sentences rule with about it. Include prompting. details.

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Strategies and Skills for Levels H and I

Students Making Words Sound Boxes Analogy Charts Guided Writing learn to . . .

• maintain Silent-e rule 5 boxes Vowel teams Students write in meaning while • came-same- ee, ar, ay, oa, or, all, ow response to the quickly solving shame-sham- s p l i t (cow) teacher’s prompt. new words using ham B-M-E a variety car cow • hop-hope- s c r u b of strategies. (5 sentences) slope-slop- far now • read new books shop See examples listed Track a with greater • rip-ripe-gripe- for Level G. card plow Character’s fluency. Feelings grip-grim- started crowd • use analogies grime When students How did the to problem- can write a word character feel at see for solve during Vowel patterns phonetically, the beginning, reading with middle, and end? • day-say-stay- including blends, tree fort the teacher’s slay-play-pray sound boxes are no What events support. caused those • car-cart-chart- longer necessary. sweep sport feelings? • learn vowel charm-harm patterns during sleeping stormy • see-seed- In the beginning reading and Kenny was weed-week- writing with boat all excited to help cheek-creek- support. ee, ar, the farmer. In the creep ay, oa, or, all, float tall middle Kenny ow (cow) • boat-boast- was sad that the coast-coach- coach stall • apply the silent-e pig didn’t want to roach-roast rule in writing toaster smallest be petted. At the with a little • for-fork-pork- end Kenny was porch-scorch happy he found prompting. To increase the a stick to scratch • cow-clown- challenge, include the pig. crown-crowd words with initial blends and endings.

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Strategies and Skills for Level J

Students learn to . . . Making Words Analogy Charts Guided Writing

• increase reading Vowel Patterns Vowel teams Students write in stamina. • out-ouch-pouch- ew, ou, ight, aw, response to the • flexibly use a variety pound-round- oi, ai, ow teacher’s prompt. of strategies to solve around Gradually increase the Five-Finger Retell new words. • rain-train-strain- difficulty of the task by SWBS-Then • read new books sprain-brain-brainy using words with digraphs, with fluency and • snow-show-shown- blends, prefixes, and Victor wanted to fly expression, stopping grown-growth suffixes. his kite, but it was too only to problem- small so he built his • night-right-fright- solve. out snow own kite. flight-slight-slightly • use vowel patterns pout know THEN • oil-coil-coin-join- in reading and sprout known Victor wanted to fly his joint-point-pointy writing with about blowing new kite, but it lifted support. • few-flew-blew-brew- him to the top of the crew-chew-chewy found unknown • use the silent-e roof so his dad had to feature in reading • saw-law-claw-draw- get him down. night oil and writing with squaw-squawk • Problem-solution bright soil support. • Character’s actions • write two-syllable lightly moist (B-M-E) words with support. mighty unspoiled • Character’s feelings • use illustrations (B-M-E) to determine new saw • Write facts about a the meaning of flew claw nonfiction topic unknown words. threw thaw • Important event: • respond to a story Find the picture that chewed drawn in writing with shows the most decreasing support. unscrew crawling important event • retell a story in the story. Write independently. about it. • read and respond to nonfiction.

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Strategies and Skills for Levels K and Higher

Students learn to . . . Making Words Analogy Charts Guided Writing

• increase reading Make and Break Vowel teams Students write in stamina. a Big Word Continue to teach response to the • flexibly use a variety vowel teams students teacher’s prompt. Select a multisyllabic of strategies to solve need to learn Connect the written word from the story. response to the new words. e drop comprehension focus • read new books Make it (understand) Drop the silent e when for the lesson. with fluency and adding a suffix that Break it • Compare/contrast expression, stopping begins with a vowel. only to problem- (un-der-stand) (-ed, -ing) • Cause-effect solve. Say it • Character • use vowel patterns like liked motivation (un/der/stand) in reading and spike spiked • Chapter summaries writing. • use the silent-e Make it again choke choked • Character traits/ feature in reading evidence Add suffixes and writing. • Write facts about (-ly, -ful) • write words with a nonfiction text using text features two and three love lovely syllables. (glossary, index, real really illustrations, • attend to prefixes soft softly diagrams, etc.) and suffixes in reading and writing. care careful • Reflections and wonderings • use vocabulary Double the consonant strategies to (when there is one letter • Opinion/evidence determine the after the vowel) • Argument/evidence meaning of unknown words hop hopping • Describe author’s point of view with prompting. run running • Compare/contrast • respond to a story shut shutting in writing with characters, events, decreasing support. Do not double (when ideas from two texts • use more complex there is more than one comprehension letter after the vowel) strategies. jump jumping • read and respond to nonfiction and wish wishing poetry. hold holding

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