7 LowFrequecy Mastery Guide - Jill Jackson...Sound Spelling: Introduce short e spelled ea Words to Blend: head dead dread tread spread thread deaf death breath Automatic Word recognition:

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.


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.


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.


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


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.


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.


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


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.


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


Lesson 2

Sound Spelling: short e spelled ea

Words to Blend:

sweat threat wealth

bread lead leapt

stead meant stealth


corn worn short

port torch form

sort for pork

nor fork Lord


Word Work: Dictation



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.


Word Work - Lesson 2dictation

Line 1: stealth dread

Line 2: leapt thread

Sentence: The bug was dead when it was born.


Lesson 3

Sound Spelling: Introduce kn

Words to Blend:

knit knack knock

kneel knife knot

knee knight knob


fort port short

pork sport fort

north storm torn

thorn stork nor


Word Work: Word Building



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.


Word Work - Lesson 3Word Building


knit knack

knot knee

knob kneel

knock

Letter cards

kn i t o b

ck a ee l


Lesson 4

Sound Spelling: Introduce wr

Words to Blend:

wrap wrist wrote

wreck wrench wring

write wrong wrath


worn port car

park harp march

tart spark yard

charm Barb hard





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.




wrap wrist

wrote wreck

wrath wrench

wring wrong

Letter cards

wr a p i s

t e ck e n

ch g th o


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.


verb stern herd

berg corn scar

char fern torn

jerk sport cart





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.




cent voice

trance force

fence

Letter cards

ce n t v oi

f or r a e


Assessment for short e spelled ea, kn, ce, and wrStudent Sheet

thread knot mince wrench health

knad wrop gead cep feas


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


crop hush birth

stitch grip clerk

third whack tent

lump pluck purr


Word Work: Word Sort (Sound mats available in Appendix C)



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.


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


Lesson 7

Sound Spelling: Introduce ph and long i spelled –igh

Words to Blend:

high sigh thigh

graph phone morph

plight height phrase


mint scratch carve

ditch risk fort

whirl black spot

mask bench first


Word Work: Dictation



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.


Word Work - Lesson 7dictation

Line 1: phone thigh

Line 2: high morph

Sentence: The bird was high above the phone lines.


Lesson 8

Sound Spelling: Introduce gn and mb

Words to Blend:

gnat gnaw gnarl

gnu gnash lamb

numb comb thumb


hatch birch rust

farm thump trip

club thirst witch

crush brat whirl


Word Work: Word Building



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.


Word Work - Lesson 8Word Building


gnu

gnat

gnaw

gnash

gnarl

Letter cards

gn u a t

aw sh ar l


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.


frog lend slip

slim Fred slap

pond band ramp

lump snip clan





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?




age gym

cage clergy

stage stingy

germ

Letter cards

a ge c s t

r m gy c l

er i n


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


coin joy boy

Roy join Floyd

coy toy oil

point hoist broil


Word Work: Word Sort (Sound mats available in Appendix C)



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.


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


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


rESourcES


APPEndIX AAutomatic Word recognition charts


Less

on 1 na

me

hom

em

ule

slop

eda

tecu

te

use

note

plan

e

cape

cube

hose


Less

on 2

corn

wor

nsh

ort

port

torc

hfo

rm

sort

for

pork

nor

fork

Lord


Less

on 3

fort

port

shor

t

pork

spor

tfo

rt

north

stor

mto

rn

thor

nst

ork

nor


Less

on 4

wor

npo

rtca

r

park

harp

mar

ch

tart

spar

kya

rd

char

mB

arb

hard


Less

on 5

verb

ster

nhe

rd

berg

corn

scar

char

fern

torn

jerk

spor

tca

rt


Less

on 6

crop

hush

birth

stitc

hgr

ipcl

erk

third

wha

ckte

nt

lum

ppl

uck

purr


Less

on 7

min

tsc

ratc

hca

rve

ditc

hris

kfo

rt

whi

rlbl

ack

spot

mas

kbe

nch

first


Less

on 8 ha

tch

birc

hru

st

farm

thum

ptri

p

club

thirs

tw

itch

crus

hbr

atw

hirl


Less

on 9

frog

lend

slip

slim

Fred

slap

pond

band

ram

p

lum

psn

ipcl

an


Less

on 1

0 coin

joy

boy

Roy

join

Floy

d

coy

toy

oil

poin

tho

ist

broi

l


APPEndIX BElkonin Mats


Elkonin Boxes


APPEndIX cWord Sort Mats


Lesson 6

Words with hard c sound Words with soft c sound


Lesson 10

Words with hard g sound Words with soft g sound


APPEndIX ddictation Journal


Lesson 2

Line 1:

Line 2:

Sentence:


Lesson 7

Line 1:

Line 2:

Sentence:

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7 LowFrequecy Mastery Guide - Jill Jackson...Sound Spelling: Introduce short e spelled ea Words to Blend: head dead dread tread spread thread deaf death breath Automatic Word recognition: