Tool - Clover Sites



|Tool |Strategies |Description |

|Name that Letter |Individual letter- sound |Students will identify letter names and sounds. |

| |correspondence |Begin with one vowel and three or four consonants, adding new letters as students master them. |

| |Letter combination- sound |Model the task by showing students a letter and saying, “This is ___.” |

| |correspondence |Then ask the group, “What letter is this?” |

| |Structural Analysis | |

| |Sight/High Frequency Word | |

| |Recognition | |

| |Automaticity | |

|Which letter am I |Individual letter- sound |Given a letter sound, students will write the letter that makes that sound. |

| |correspondence |Use this after students learn letters given in Name That Letter/Say That Sound activity. |

| |Letter combination- sound |Extensions: Alphabet Mat Game |

| |correspondence | |

| |Structural Analysis | |

| |Sight/High Frequency Word | |

| |Recognition | |

| |Automaticity | |

|STEPS |Individual letter- sound |Sound Symbol Training Program |

| |correspondence | |

| |Structural Analysis | |

| |Sight/High Frequency Word | |

| |Recognition | |

| |Automaticity | |

|Sequencing |Individual letter- sound |Students identify letters and place in alphabetical order. |

| |correspondence |Letter cards are arranged on chalk tray or pocket chart in alphabetical order. |

| |Letter combination- sound |Then scramble letter cards and teams of children arrange the letters in proper sequence. |

| |correspondence |Optional: Children “march by” pointing to each letter as they recite ABC song. |

| |Structural Analysis |May use the Alphabet Mat |

| |Sight/High Frequency Word | |

| |Recognition | |

| |Automaticity | |

|Read the Word |Individual letter- sound |Students will read cards with vc and cvc words. Students will first sound out each letter and then read |

|(for regular words) |correspondence |the word fast. |

| |Letter combination- sound |Model the task by saying each sound continuously as you point to each letter (“iiiinnn”). |

| |correspondence |After sounding out the word, read the word fast (“in”). |

| |Structural Analysis |Letter tiles may be used as a scaffold for this activity. |

| |Sight/High Frequency Word |Extensions: Teaching decoding/Say It Faster/Move It Closer |

| |Recognition | |

| |Automaticity | |

| Making Words |Individual letter- sound |  |

| |correspondence | |

| |Letter combination- sound |S |

| |correspondence |P |

| |Structural Analysis |R |

| |Sight/High Frequency Word |I |

| |Recognition |T |

| |Automaticity |E |

| | | |

| | |Cut apart letters on an index card and use as letter tiles. Work with the tiles at the level of |

| | |individual children (exp. One child may be working at the CVC level, their word may be sit or pet. |

| | |Another child may be working at the CVCe level. Their word may be site or spite.) |

|Tool |Strategies |Description |

| Word Ladder |Individual letter- sound |  |

| |correspondence |treat |

| |Letter combination- sound | |

| |correspondence |great |

| |Structural Analysis | |

| |Sight/High Frequency Word |grate |

| |Recognition | |

| |Automaticity |grace |

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| | |trace |

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| | |track |

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| | |trick |

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|Tool |Strategies |Description |

| Syllable Boxes |Individual letter- sound |  |

| |correspondence |in♥ |

| |Letter combination- sound |chant |

| |correspondence |ment |

| |Structural Analysis |  |

| |Sight/High Frequency Word |  |

| |Recognition | |

| |Automaticity |en |

| | |chant |

| | |ment |

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| | |enchantment |

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| | |mis♥ |

| | |ter |

| | |ius♥ |

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| | |mys |

| | |ter |

| | |ious |

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| | |mysterious |

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| | |com |

| | |pan |

| | |yun♥ |

| | |able |

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| | |com |

| | |pan |

| | |ion |

| | |able |

| | |companionable |

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|Tool |Strategies |Description |

|Word Sort |Individual letter- sound |Compound Words |

| |correspondence |Prefix words |

| |Letter combination- sound |Suffix Words |

| |correspondence | |

| |Structural Analysis |Baseball |

| |Sight/High Frequency Word |uncover |

| |Recognition |entertainment |

| |Automaticity | |

| | |Classroom |

| | |rework |

| | |teacher |

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| | |Snowman |

| | |prewrite |

| | |writing |

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| | |Sailboat |

| | |incomplete |

| | |completed |

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|Tool |Strategies |Description |

|CADS |Individual letter- sound |C-Compound Word or Contraction |

| |correspondence |A- Affixes |

| |Letter combination- sound |DS- Divide Syllables |

| |correspondence | |

| |Structural Analysis |Take your multisyllabic word and |

| |Sight/High Frequency Word |1st-ASK, Is it a compound word or contraction? If so, what are the words in the compound word? |

| |Recognition |2nd-ASK, Does the word have affixes? If so, highlight or box them. Now decode the root word. |

| |Automaticity |3rd-Divide the syllables. Find the 1st vowel (phoneme), go to the next consonant and put your dividing |

| | |line after that consonant. Then go to the next vowel (phoneme) and do the same. |

| | | |

| | |Sh, ch, ph, th, wh are counted as one consonant because they make one sound. |

|Pre-Teach |Individual letter- sound |1. Pre-teach words from your reading passage for the day |

| |correspondence | |

| |Letter combination- sound | |

| |correspondence | |

| |Structural Analysis | |

| |Sight/High Frequency Word | |

| |Recognition | |

| |Automaticity | |

|Word Bingo |Individual letter- sound |Can be used with regular or irregular (sight words) |

| |correspondence | |

| |Letter combination- sound |Create 2-4 bingo cards (8 1/2 x 11), each containing 20 squares, and a deck of cards containing 32 CVC |

| |correspondence |pattern words and 6 "wild cards." |

| |Structural Analysis |Wild cards can have any symbol on them (e.g., happy face). At the top of each card |

| |Sight/High Frequency Word |Place headers with the vowel sounds the class is studying (e.g. bat, lip, but, get, hot, etc.). |

| |Recognition |To begin the activity, a student draws a word from the deck. |

| | |If the player can place the word in the appropriate column (e.g., /man/ under /bat/, /lip/ under /sit/, |

| | |and then read each word in that column, the word is left on the board. |

| | |If the student misreads the word or places it in an incorrect column, the word |

| | |is removed from the board. |

| | |If a student draws a wild card from the deck, the card can be placed anywhere on the board. Then the |

| | |student takes another turn. |

| | |The activity is over when one of the students fills all the squares on the bingo card. |

| | |This activity can be used in whole group, small group or in a literacy center. |

|Again/ Context |Individual letter- sound |The teacher will create sentences with words containing one or two initial consonant digraphs. |

| |correspondence |For example, “We write on the board with _alk. I like barbeque potato _ips. |

| |Letter combination- sound |In the cold weather, my lips get _apped..” |

| |correspondence |Using the ‘Cloze’ strategy, students will use context clues to determine the word part missing in the |

| |Structural Analysis |sentences. |

| |Sight/High Frequency Word | |

| |Recognition | |

|Word Study Cards |Individual letter- sound |Introduce prefixes to students. |

| |correspondence |Tell students that prefixes appear at the beginning of some words and influence the meaning of those |

| |Letter combination- sound |words. |

| |correspondence |Write one prefix on the board. It is best to begin with a prefix that is common and a clear meaning to |

| |Structural Analysis |the students (e.g., mis). Read the prefix to the students and teach its meaning. |

| |Sight/High Frequency Word |Write a root word on the board. Ask a student to read and define the word. |

| |Recognition |Add the prefix to the beginning of the word, and explain how the prefix changes the meaning of the word.|

| | |Repeat the process. |

| | |Ask students to: 1) read and define the prefix, 2) read the root word, 3) read the word with the prefix |

| | |added, and 4) define the new word. |

| | |Distribute the root word cards and the prefix cards to the students. |

| | |Ask students to combine the prefix and the roots to make new words. |

| | |Ask students to write the new words in their word journals and write a sentence with at least four of |

| | |the new words. |

|Is it Real? |Individual letter- sound |Define and review prefixes from the previous lessons. Make sure students understand how to read, spell, |

| |correspondence |and define the prefix. |

| |Letter combination- sound |Periodically ask a student to define the word, or to use it in a sentence. |

| |correspondence |Introduce the activity “Is it Real?” and explain the rules. |

| |Structural Analysis |Distribute the prefix cards to the students. |

| |Sight/High Frequency Word |The first student rolls the dice, moves his/her game piece the appropriate number of spaces, and reads |

| |Recognition |the word on the space. |

| | |Then he/she combines the prefix and the word and reads the new word. |

| | |He/she decides if it is a real word or a make-believe |

|Slap game |Individual letter- sound |Students will identify letter names and sounds using uppercase and |

| |correspondence |lowercase letters on index cards. |

| |Letter combination- sound |Students place a card on a pile in the center of a table and say the name of the letter on the card. |

| |correspondence |When student places a vowel on the pile, all students slap the pile of cards. |

| |Structural Analysis |The student whose hand is on the bottom takes the pile |

| |Sight/High Frequency Word | |

| |Recognition | |

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|And the word |Individual letter- sound |Onset and Rime |

|is_______ |correspondence |Place two sets of previously studied digraphs (onset) and rime cards face down in the middle of the |

| |Letter combination- sound |table. |

| |correspondence |Students will pick up a card from each pile, put the two together and read the word. |

| |Structural Analysis |After reading the word, the student should identify if the word is a real or nonsense word. |

| |Sight/High Frequency Word | |

| |Recognition | |

|Nonsense Words |Individual letter- sound |The teacher writes a list of words with consonant digraphs and common rimes on the board; for example: |

| |correspondence |chack, whade, thame. |

| |Letter combination- sound |Children erase the initial digraph and substitute another digraph that will make the word real: chack – |

| |correspondence |shack, whade – shade, thame – shame, shamp – champ. |

| |Structural Analysis | |

| |Sight/High Frequency Word | |

| |Recognition | |

|Flash Game |Individual letter- sound |(Can use with letter naming, sounds for letters, regular words, or irregular words) |

| |correspondence |Prepare a stack of letter, sound, or word cards (depending on what you are wanting to teach) |

| |Letter combination- sound |Mix, in the stack, 6-10 cards which contain a picture of a flash of lightning, |

| |correspondence |Students choose a card and say the letter name, sound, or word (depending on what you want to teach). |

| |Structural Analysis |They get to keep the card that they read correctly. |

| |Sight/High Frequency Word |They continue their turn, reading letters, sounds, or words until they get a flash. |

| |Recognition |When the student gets a flash, the first other student to slap it and say flash gets to start reading |

| | |the cards. |

| | |The student with the most cards wins the game. |

Letter Sound Correspondence

Consonant Combinations

1. consonant blends (sp, br, tw, cl, etc…)

2. consonant digraphs- (sh, ch, th, wh, ph)

3. - advanced consonants (-tch, dge, -x, qu, soft c and g, kn, gn, wr)

Vowel Combinations

1. vowel digraphs (ea, oa, ai, ee, ea)

2. diphthongs (ay, ou, ew, oo, ou, oy, aw, or, ew, al, ol, igh, le)

3. r controlled vowels (ar, or, ur, ir ,er)

4. Affixes

Structural Analysis

1. compound words

2. contractions

3. syllable patterns and syllable division

4. roots

5. affixes

Sight Words

Greek and Latin Morphemes

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[pic]

|Letter Names and Sounds |

|Beginning, Ending and Middle Sounds |

|Short Vowels (VC, CVC) |

|Consonant Digraphs (ch, th, sh, wh, ng, nk, ph, ck) |

|Consonant Blends (e.g., sk, pr, pl, bl, sl, gr, dr, sw) |

|Long Vowel, Silent 'e' (CVCe) |

|'r' Controlled Vowels (ar, er, ir, or, ur) |

|Advanced Consonants (-tch, -dge, -x, qu, soft c, soft g, kn, gn, wr) |

|Vowel Teams [Diphthongs & Digraphs] (00, oa, ea, ai, ay, ou, oi, oy, au, aw, oe, ew, igh) |

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|Multi-Syllable (2 Syllable, 3 Syllable, 4 Syllable) |

|Prefixes and Suffixes |

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K-3 Phonics Tool Kit

A word sort can be done with any word identification component. This example is with compound words.

Phonics Continuum

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