View
10
Download
1
Category
Preview:
Citation preview
PB | Low Frequency Vowel and Consonant Spellings v.1 1 | Low Frequency Vowel and Consonant Spellings v.1
IntroductIon
Blow the Lid Off of the Reading Test Guides should be used to fast-track your reader to benchmark or as a boost for on-level students to reach benchmark more quickly!
While phonics instruction is only one part of learning to read, it is the main part – and the single most common spot that struggling students may suffer. Research has shown that a good reader must have foundational skills, such as phonemic awareness and phonics before they can successfully move onto fluently read text, vocabulary development and independently comprehending what they read.
The guides in this series cover all of the phonics elements that are essential for prepping each of your students for totAL coMPrEHEnSIon MAStErY!
Special note: Each lesson in the guide has been designed to be delivered in sequence until complete. If you find your students are performing well during the program, that’s fantastic! If you find that they are struggling to keep up or have regressed, you should feel confident in repeating a lesson until the skills are firm. For maximum results, complete all of the lessons contained with the Guide.
2 | Low Frequency Vowel and Consonant Spellings v.1 3 | Low Frequency Vowel and Consonant Spellings v.1
How to use the Guides to Mastery
Each lesson in the Guides to Mastery follows an explicit lesson se-quence. Here is a look at each section:
Phonemic Awareness Activity
Each lesson in Mastery Guides 1 and 2 begins with a phonemic awareness warm up requiring students to blend and segment words. This is done orally with the group. The National Reading Panel found that segmenting and blending phonemes into words contributes to learning to read and spell more than any of the other phonological awareness skills. That is why every lesson begins with students blending and segmenting words.
Segmenting is the first activity students need to do in this section. For this activity, the teacher says the word “wax” and has the students repeat the word. Then students count out each sound they hear in the word “wax”. Students say /w/ /a/ /x/.
Next, the teacher has a list of words the students need to blend. The teacher will say the sounds in the word “tip” - /t/ /i/ /p/. He/she does not say the word “tip”, just the sounds. The students then will blend the sounds together and say the word “tip”.
Sound Spelling
Research recommends teaching a phonics sound spelling explicitly in isolation. Following the Phonemic Awareness Activity, there will be sound spelling/s that will either be new for the day or a review from the previous lesson. Typically, once a sound spelling/s is introduced, it is reviewed for several days before a new sound is introduced.
When introducing the new sound spelling/s the teacher simply tells students the sound and how it is spelled and that will be their focus.
2 | Low Frequency Vowel and Consonant Spellings v.1 3 | Low Frequency Vowel and Consonant Spellings v.1
Sound spelling cards can be located in Appendix A of the CVC Guide. The pictures on each card have the short vowel sound in the middle of the word.
Words to Blend
This section contains a list of 12 words the teacher will have the students blend using Sound by Sound Blending. All of the words in this section contain the new sound spelling, along with sound spelling/s previously introduced.
Procedure for Sound by Sound Blending using the word Sam:
1. Print the first letter of the word Sam on the board.
2. Point to the S and say, “Sound?” Let the students say the sound.
3. Print the letter a on the board, point right under it and say, “Sound?” Let the students say the sound.
4. Place your finger back to the beginning of the word and say, “Blend.”
5. After you say, “Blend”, swoop your finger under the Sa while students say “SSSaaa”.
6. Print the letter m on the board, point right under it and say, “Sound”? Let the students say the sound.
7. Place your finger back at the beginning of the word and say “Blend”. After you say, “Blend”, swoop your finger under the Sam while students say “SSSaaammm”.
Repeat this procedure with the rest of the words in this section. Once the routine is well established with students, the teacher should remove his/her voice and use signals, such as the swooping of the finger, for when to blend. This will increase the pace of the lesson.
4 | Low Frequency Vowel and Consonant Spellings v.1 5 | Low Frequency Vowel and Consonant Spellings v.1
Automatic Word recognition
This section appears for the first time in Consonant Blend Mastery Guide. The goal of phonics instruction is to prepare students to fluently read words. Studies have shown that when students are able to read words without having to sound them out, their brain is free to begin to comprehend what they are reading.
Students need to practice reading words automatically in isolation, as well as in decodable text. Every Automatic Word recognition section contains 12 words that contain a previously taught sound spelling. Teachers have the option to write these words on the board, or use the pages in the Appendix B. This section is different from the Words to Blend section because students are required to read these words as a whole word, without sounding out. The teacher simply points to the word, pauses a second, says, “Word?” and swoops her hand under the word as students read it.
decodable
This is where the reading practice comes in. You can now see why it is important to follow the sequence of this lesson. We now come to the part of the lesson where the students will apply what they have learned.
The decodable passages provided contain words that have spelling patterns that have already been introduced to students. This is the opportunity for students to practice their automaticity.
An important thing to remember about decodable text is that it is for practicing phonics and fluency; this is not for working on comprehension skills.
Give the students the decodable passages and have them practice reading them several times. Students can keep them in a notebook to practice reading daily.
4 | Low Frequency Vowel and Consonant Spellings v.1 5 | Low Frequency Vowel and Consonant Spellings v.1
Word Work
Incorporating Word Work into every lesson allows students the opportunity to practice not only reading words, but also spelling. These Mastery Guides include 4 activities that are rotated to add variety to the students’ work. Here is a look at the 4 activities:
Elkonin Boxes
The Elkonin Box activity helps students to connect the sounds in words to the written letters. Each Elkonin activity has about 10 words. The teacher gives the students the letter cards provided for that day. Let’s take a look at the procedure:
1. Students are provided the cards for the activity and an Elkonin mat, which can be found on the Appendix C.
2. The teacher says the word to the students and the students repeats it.
3. The students then place the letters for the sounds they hear in the boxes on the mat.
4. Once all the letters are placed on the mat, the student reads the word.
5. Repeat with the rest of the words.
Word Sort
Word sorting requires students to pay attention to the different elements of words and to categorize them based on their spellings. The way the words are to be sorted is listed at the top of the page containing the cards. For example, words may need
6 | Low Frequency Vowel and Consonant Spellings v.1 7 | Low Frequency Vowel and Consonant Spellings v.1
to be sorted into two piles – one pile includes words containing short a, the other pile short i. The teacher checks for accuracy once the students have finished the sort. Sorting mats with and without sound spelling pictures can be found in Appendix D.
dictation
This is a great way for teachers to see how their students are progressing. It is important for students to know dictation is not a graded test, but just practice for them. Here is the procedure for dictation:
1. Teacher says the word.
2. Students repeat the word.
3. Students count the sounds in the word.
4. Students write the word.
When dictating the sentence, the teacher reads the whole sentence to the students. The teacher may need to read the sentence several times as the students write it out. A dictation journal can be found in Appendix E.
Word Building
The word building section allows students to see how changing letters of a word changes the whole word. Teachers are provided a sequence of words. Each word builds on the previous one, by either adding, taking away, or changing letters.
6 | Low Frequency Vowel and Consonant Spellings v.1 7 | Low Frequency Vowel and Consonant Spellings v.1
Assessments
After every 5 lessons there is an assessment for the contents of those five lessons. The students read a row of real words and then a row of nonsense words. Students need to score 9/10 to pass.
Each assessment has a row of 5 real words that include the previously taught sound spellings. The second row contains 5 nonsense words that also include the previously taught sound spelling. The purpose for having them read nonsense words is because they may have memorized many words, so having them read nonsense words ensures they have learned the sound spellings taught in the previous lessons.
8 | Low Frequency Vowel and Consonant Spellings v.1 9 | Low Frequency Vowel and Consonant Spellings v.1
Lesson 1
Sound Spelling: Introduce short e spelled ea
Words to Blend:
head dead dread
tread spread thread
deaf death breath
Automatic Word recognition:
name home mule
slope date cute
use note plane
cape cube hose
decodable: (see next page)
Word Work: Elkonin Boxes
8 | Low Frequency Vowel and Consonant Spellings v.1 9 | Low Frequency Vowel and Consonant Spellings v.1
decodable WorkLesson 1
My health has not been good.
Get a loaf of bread at the store.
My dad works hard to gain his wealth.
My dog Troy has bad breath.
I sweat every time I run around the track.
There was a trail of dead ants around my house.
10 | Low Frequency Vowel and Consonant Spellings v.1 11 | Low Frequency Vowel and Consonant Spellings v.1
Word Work Lesson 1Elkonin Boxes
Words for the lesson:
lead spread
deaf threat
head dead
tread bread
Letter cards
l ea d s p
r f th t h
b d
10 | Low Frequency Vowel and Consonant Spellings v.1 11 | Low Frequency Vowel and Consonant Spellings v.1
Lesson 2
Sound Spelling: short e spelled ea
Words to Blend:
sweat threat wealth
bread lead leapt
stead meant stealth
Automatic Word recognition:
corn worn short
port torch form
sort for pork
nor fork Lord
decodable: (see next page)
Word Work: Dictation
12 | Low Frequency Vowel and Consonant Spellings v.1 13 | Low Frequency Vowel and Consonant Spellings v.1
decodable WorkLesson 2
Did you hit your head during the game?
Which bread is best for your health?
I dread my next test in Mrs. Tate’s class.
Don’t tread on the floors I just mopped.
I meant to call my mom at home but didn’t.
Running fast can make you sweat.
I have a lot of wealth from working hard.
12 | Low Frequency Vowel and Consonant Spellings v.1 13 | Low Frequency Vowel and Consonant Spellings v.1
Word Work - Lesson 2dictation
Line 1: stealth dread
Line 2: leapt thread
Sentence: The bug was dead when it was born.
14 | Low Frequency Vowel and Consonant Spellings v.1 15 | Low Frequency Vowel and Consonant Spellings v.1
Lesson 3
Sound Spelling: Introduce kn
Words to Blend:
knit knack knock
kneel knife knot
knee knight knob
Automatic Word recognition:
fort port short
pork sport fort
north storm torn
thorn stork nor
decodable: (see next page)
Word Work: Word Building
14 | Low Frequency Vowel and Consonant Spellings v.1 15 | Low Frequency Vowel and Consonant Spellings v.1
decodable WorkLesson 3
Please kneel down and pick up my pen.
Knock on the door when it is closed.
Blake has a knack for crafts.
I fell and scraped my knee when I ran down the hill.
I can’t tie a very good knot.
She knit him a sweater.
He hurt his left hand with a knife.
16 | Low Frequency Vowel and Consonant Spellings v.1 17 | Low Frequency Vowel and Consonant Spellings v.1
Word Work - Lesson 3Word Building
Words for the lesson:
knit knack
knot knee
knob kneel
knock
Letter cards
kn i t o b
ck a ee l
16 | Low Frequency Vowel and Consonant Spellings v.1 17 | Low Frequency Vowel and Consonant Spellings v.1
Lesson 4
Sound Spelling: Introduce wr
Words to Blend:
wrap wrist wrote
wreck wrench wring
write wrong wrath
Automatic Word recognition:
worn port car
park harp march
tart spark yard
charm Barb hard
decodable: (see next page)
Word Work: Elkonin Boxes
18 | Low Frequency Vowel and Consonant Spellings v.1 19 | Low Frequency Vowel and Consonant Spellings v.1
decodable WorkLesson 4
I will wrap the gift for Dad when I get home.
I saw a brown wren fly over my house.
Mike broke his wrist when he slid home during the game.
How did Shane buy the wrong wrench at the store?
Wring the wet cloth before you bring it into the house.
Jake wasn’t ready to face the teacher’s wrath.
18 | Low Frequency Vowel and Consonant Spellings v.1 19 | Low Frequency Vowel and Consonant Spellings v.1
Word Work Lesson 4Elkonin Boxes
Words for the lesson:
wrap wrist
wrote wreck
wrath wrench
wring wrong
Letter cards
wr a p i s
t e ck e n
ch g th o
20 | Low Frequency Vowel and Consonant Spellings v.1 21 | Low Frequency Vowel and Consonant Spellings v.1
Lesson 5
Sound Spelling: Introduce soft c spelled ce
Note: Tell students when c is followed by e, i, or y it makes the /s/ sound.
Words to Blend:
cent cell peace
fence voice trance
force chance mince
Note: When blending these words with students, write the ce together to prompt students of the soft sound.
Automatic Word recognition:
verb stern herd
berg corn scar
char fern torn
jerk sport cart
decodable: (see next page)
Word Work: Elkonin Boxes
20 | Low Frequency Vowel and Consonant Spellings v.1 21 | Low Frequency Vowel and Consonant Spellings v.1
decodable WorkLesson 5
You gave me 50 cents to get you some gum.
Jane was too short to see over the fence.
I was happy to hear my mom’s voice when I got home.
She forced me to sit down in my seat.
Tom doesn’t mince words when he has something to say to you.
He put Nate in a trance and made him bark like a dog.
The peace talks failed.
22 | Low Frequency Vowel and Consonant Spellings v.1 23 | Low Frequency Vowel and Consonant Spellings v.1
Word Work Lesson 5Elkonin Boxes
Words for the lesson:
cent voice
trance force
fence
Letter cards
ce n t v oi
f or r a e
22 | Low Frequency Vowel and Consonant Spellings v.1 23 | Low Frequency Vowel and Consonant Spellings v.1
Assessment for short e spelled ea, kn, ce, and wrStudent Sheet
thread knot mince wrench health
knad wrop gead cep feas
24 | Low Frequency Vowel and Consonant Spellings v.1 25 | Low Frequency Vowel and Consonant Spellings v.1
Lesson 6
Sound Spelling: Introduce soft c spelled ci and cy
Note: Remind students when c is followed by e, i, or y it makes the /s/ sound. Most of the time ci and cy appear in multisyllabic words. The following words for this lesson are multisyllabic. When blending them with students, do them syllable by syllable, not sound by sound. Write the ci and cy together to prompt students of the soft sound. Please see the introduction of the Multisyllabic Mastery Guides for the procedure for blending open and closed syllables.
Words to Blend:
ci*der pre*cise re*cite
cit*y de*cide pen*cil
fan*cy la*cy spi*cy
Automatic Word recognition:
crop hush birth
stitch grip clerk
third whack tent
lump pluck purr
decodable: (see next page)
Word Work: Word Sort (Sound mats available in Appendix C)
24 | Low Frequency Vowel and Consonant Spellings v.1 25 | Low Frequency Vowel and Consonant Spellings v.1
decodable WorkLesson 6
Would you like some apple cider on this cold day?
Please decide who you are going to go to the store with.
The city was busy all night long.
My teacher said I can sharpen my pencil after the test.
The bread my mom made was spicy.
I wore my fancy dress to the show on Saturday.
26 | Low Frequency Vowel and Consonant Spellings v.1 27 | Low Frequency Vowel and Consonant Spellings v.1
Word Work - Lesson 6
Sort the following words according to:hard and soft c sound
Word Sort
cent cider fancy
trance city lacy
cave pencil curl
fence colt cube
cake recite cold
26 | Low Frequency Vowel and Consonant Spellings v.1 27 | Low Frequency Vowel and Consonant Spellings v.1
Lesson 7
Sound Spelling: Introduce ph and long i spelled –igh
Words to Blend:
high sigh thigh
graph phone morph
plight height phrase
Automatic Word recognition:
mint scratch carve
ditch risk fort
whirl black spot
mask bench first
decodable: (see next page)
Word Work: Dictation
28 | Low Frequency Vowel and Consonant Spellings v.1 29 | Low Frequency Vowel and Consonant Spellings v.1
decodable WorkLesson 7
We all gave out a sigh when the teacher gave us our homework.
We need graph paper for our math class.
The phone rang in the middle of the night.
If you want to skate you have to have strong thighs.
Mike is about the same height as you.
She says that phrase all the time.
28 | Low Frequency Vowel and Consonant Spellings v.1 29 | Low Frequency Vowel and Consonant Spellings v.1
Word Work - Lesson 7dictation
Line 1: phone thigh
Line 2: high morph
Sentence: The bird was high above the phone lines.
30 | Low Frequency Vowel and Consonant Spellings v.1 31 | Low Frequency Vowel and Consonant Spellings v.1
Lesson 8
Sound Spelling: Introduce gn and mb
Words to Blend:
gnat gnaw gnarl
gnu gnash lamb
numb comb thumb
Automatic Word recognition:
hatch birch rust
farm thump trip
club thirst witch
crush brat whirl
decodable: (see next page)
Word Work: Word Building
30 | Low Frequency Vowel and Consonant Spellings v.1 31 | Low Frequency Vowel and Consonant Spellings v.1
decodable WorkLesson 8
He seems to be all thumbs.
The rats are gnawing a hole in the wall.
She was in the snow for so long her body is numb.
The gnats were flying around our food.
Tom left his comb on his desk at school.
Lambs are baby sheep.
32 | Low Frequency Vowel and Consonant Spellings v.1 33 | Low Frequency Vowel and Consonant Spellings v.1
Word Work - Lesson 8Word Building
Words for the lesson:
gnu
gnat
gnaw
gnash
gnarl
Letter cards
gn u a t
aw sh ar l
32 | Low Frequency Vowel and Consonant Spellings v.1 33 | Low Frequency Vowel and Consonant Spellings v.1
Lesson 9
Sound Spelling: Introduce soft g spelled ge and gy
Note: Tell students when g is followed by e, i, or y it makes the /j/
sound.
Words to Blend:
age cage germ
page stage gen*tle
stin*gy cler*gy gym
Note: When blending these words with students, write the ge and gy together to prompt students of the soft sound. Some of the words in this lesson are multisyllabic. When blending them with students, do them syllable by syllable, not sound by sound. Write the ge and gy together to prompt students of the soft sound. Please see the introduction of the Multisyllabic Mastery Guides for the procedure for blending syllables.
Automatic Word recognition:
frog lend slip
slim Fred slap
pond band ramp
lump snip clan
decodable: (see next page)
Word Work: Elkonin Boxes
34 | Low Frequency Vowel and Consonant Spellings v.1 35 | Low Frequency Vowel and Consonant Spellings v.1
decodable WorkLesson 9
What page in the book are you on?
Jane was stingy with her cash and wouldn’t share with me.
Wipe the germs off your hands after you blow your nose.
The lights on stage burnt out.
Be gentle when you hold the baby.
My mom works out at the gym every day.
Is this cage shark proof?
34 | Low Frequency Vowel and Consonant Spellings v.1 35 | Low Frequency Vowel and Consonant Spellings v.1
Word Work Lesson 9Elkonin Boxes
Words for the lesson:
age gym
cage clergy
stage stingy
germ
Letter cards
a ge c s t
r m gy c l
er i n
36 | Low Frequency Vowel and Consonant Spellings v.1 37 | Low Frequency Vowel and Consonant Spellings v.1
Lesson 10
Sound Spelling: Introduce soft g spelled gi
Note: Remind students when g is followed by e, i, or y it makes the /j/ sound. The following words for this lesson are multisyllabic. When blending them with students, do them syllable by syllable, not sound by sound. In some words the gi is split into two syllables, like in magic. Write the second syllable to prompt students of the soft sound in the first syllable. Please see the introduction of the Multisyllabic Mastery Guides for the procedure for blending open and closed syllables.
Words to Blend:
gi*ant gi*gan*tic gin*ger*snap
mar*gin mag*ic rig*id
dig*it gist gin*ger
Automatic Word recognition:
coin joy boy
Roy join Floyd
coy toy oil
point hoist broil
decodable: (see next page)
Word Work: Word Sort (Sound mats available in Appendix C)
36 | Low Frequency Vowel and Consonant Spellings v.1 37 | Low Frequency Vowel and Consonant Spellings v.1
decodable WorkLesson 10
The gigantic box was on my porch when I got home.
Add ginger to your drink and it will keep you from feeling sick.
How many digits are in the number?
I got the gist of what she said.
Joy did a magic trick for all of us at her house.
Please don’t write in the margins of your paper.
38 | Low Frequency Vowel and Consonant Spellings v.1 39 | Low Frequency Vowel and Consonant Spellings v.1
Word Work - Lesson 10
Sort the following words according to:hard and soft g sound
Word Sort:
germ golf green
gym magic ginger
goat dog stingy
rigid flag frog
gist rag hug
38 | Low Frequency Vowel and Consonant Spellings v.1 39 | Low Frequency Vowel and Consonant Spellings v.1
Assessment for soft c, ph, long i spelled igh, gn, mb, soft g
Student Sheet
gnat peace morph plight spicy
tamb cep phim plage cilm
40 | Low Frequency Vowel and Consonant Spellings v.1 41 | Low Frequency Vowel and Consonant Spellings v.1
rESourcES
40 | Low Frequency Vowel and Consonant Spellings v.1 41 | Low Frequency Vowel and Consonant Spellings v.1
APPEndIX AAutomatic Word recognition charts
42 | Low Frequency Vowel and Consonant Spellings v.1 43 | Low Frequency Vowel and Consonant Spellings v.1
Less
on 1 na
me
hom
em
ule
slop
eda
tecu
te
use
note
plan
e
cape
cube
hose
42 | Low Frequency Vowel and Consonant Spellings v.1 43 | Low Frequency Vowel and Consonant Spellings v.1
Less
on 2
corn
wor
nsh
ort
port
torc
hfo
rm
sort
for
pork
nor
fork
Lord
44 | Low Frequency Vowel and Consonant Spellings v.1 45 | Low Frequency Vowel and Consonant Spellings v.1
Less
on 3
fort
port
shor
t
pork
spor
tfo
rt
north
stor
mto
rn
thor
nst
ork
nor
44 | Low Frequency Vowel and Consonant Spellings v.1 45 | Low Frequency Vowel and Consonant Spellings v.1
Less
on 4
wor
npo
rtca
r
park
harp
mar
ch
tart
spar
kya
rd
char
mB
arb
hard
46 | Low Frequency Vowel and Consonant Spellings v.1 47 | Low Frequency Vowel and Consonant Spellings v.1
Less
on 5
verb
ster
nhe
rd
berg
corn
scar
char
fern
torn
jerk
spor
tca
rt
46 | Low Frequency Vowel and Consonant Spellings v.1 47 | Low Frequency Vowel and Consonant Spellings v.1
Less
on 6
crop
hush
birth
stitc
hgr
ipcl
erk
third
wha
ckte
nt
lum
ppl
uck
purr
48 | Low Frequency Vowel and Consonant Spellings v.1 49 | Low Frequency Vowel and Consonant Spellings v.1
Less
on 7
min
tsc
ratc
hca
rve
ditc
hris
kfo
rt
whi
rlbl
ack
spot
mas
kbe
nch
first
48 | Low Frequency Vowel and Consonant Spellings v.1 49 | Low Frequency Vowel and Consonant Spellings v.1
Less
on 8 ha
tch
birc
hru
st
farm
thum
ptri
p
club
thirs
tw
itch
crus
hbr
atw
hirl
50 | Low Frequency Vowel and Consonant Spellings v.1 51 | Low Frequency Vowel and Consonant Spellings v.1
Less
on 9
frog
lend
slip
slim
Fred
slap
pond
band
ram
p
lum
psn
ipcl
an
50 | Low Frequency Vowel and Consonant Spellings v.1 51 | Low Frequency Vowel and Consonant Spellings v.1
Less
on 1
0 coin
joy
boy
Roy
join
Floy
d
coy
toy
oil
poin
tho
ist
broi
l
52 | Low Frequency Vowel and Consonant Spellings v.1 53 | Low Frequency Vowel and Consonant Spellings v.1
APPEndIX BElkonin Mats
52 | Low Frequency Vowel and Consonant Spellings v.1 53 | Low Frequency Vowel and Consonant Spellings v.1
Elkonin Boxes
54 | Low Frequency Vowel and Consonant Spellings v.1 55 | Low Frequency Vowel and Consonant Spellings v.1
APPEndIX cWord Sort Mats
54 | Low Frequency Vowel and Consonant Spellings v.1 55 | Low Frequency Vowel and Consonant Spellings v.1
Lesson 6
Words with hard c sound Words with soft c sound
56 | Low Frequency Vowel and Consonant Spellings v.1 57 | Low Frequency Vowel and Consonant Spellings v.1
Lesson 10
Words with hard g sound Words with soft g sound
56 | Low Frequency Vowel and Consonant Spellings v.1 57 | Low Frequency Vowel and Consonant Spellings v.1
APPEndIX ddictation Journal
58 | Low Frequency Vowel and Consonant Spellings v.1 59 | Low Frequency Vowel and Consonant Spellings v.1
Lesson 2
Line 1:
Line 2:
Sentence:
58 | Low Frequency Vowel and Consonant Spellings v.1 59 | Low Frequency Vowel and Consonant Spellings v.1
Lesson 7
Line 1:
Line 2:
Sentence:
Recommended